v.ramirez ecd483

8/12/2019 V.ramirez ECD483

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Child Skills Checklist

(From Observing Development of the Young Child! "y #anice #$ %eaty&

C'i)*s +ame, %a-e ."server, Victoria

D.%, Se/tem"er 0112 Dates, 203

Program, 5itte Fo6er Daycare

Directions:

Put a for items you see t'e c'i) /erform reguary$ PutNfor items 6'ere t'ere is no o//ortunity to

o"serve$ 5eave a ot'ers "an-$

Item Evidence Date

1. Self-Identity

777 Se/arates from /arents

6it'out )ifficuty

ives /arent a 'ug an) 6aves goo)"ye 203

7777 Does not cing to

cassroom staff e9cessivey

:on)ers freey aroun) t'e room 203

777 ;a-es eye contact 6it'

a)uts

5oo-s )o6n or a6ay 6'en ot'ers s/ea- to 'im 203

777 ;a-es activity c'oices

6it'out teac'er*s 'e/

;a-es 'is o6n activity c'oice ("oc-s& 203

777 See-s ot'er c'i)ren to

/ay 6it'

Pays in)e/en)enty )uring free


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77 S'o6s /eo/e affection=

connection= ove

ives 'ug to teac'er "efore eaving 203

77 S'o6s interestattention

in cassroom activities

S'o6s interest "ut )oesn*t engage often

77 Smies seems 'a//y muc'

of t'e time

Smies 6'en engage) in an activity "ut not

6'en 'e*s 6on)ering

203

3. Social Play

77S/en)s time 6atc'ing

ot'ers /ay

:atc'e) ot'ers /ay in t'e )ramatic /ay area 203

7 Pays "y sef 6it' o6n

toysmaterias

Paye) in)e/en)enty )uring free time 203

77 Pays /arae to ot'ers

6it' simiar toysmaterias

203

777 ;a-es frien)s 6it' ot'er

c'i)ren

Doesn*t interact freey or fre@uenty 6it' ot'ers 203

777 ains access to /ay in a

/ositive manner

:as not a"e to gain access to ongoing /ay 203

777 ;aintains roe in ongoing

/ay in a /ositive manner

777 Resoves /ay conficts ina /ositive manner

4. Prosocial ehavior

777 S'o6s concern for

someone in )istress

S'o6s no concern for t'e gir 6'o is sa) 203

777 Can te 'o6 anot'er

fes )uring confict

Does not ac-no6e)ge t'e girs feeings 203

777 S'ares somet'ing 6it'

anot'er

>esitant to s'are t'e "icyce 203

777 ives somet'ing to

anot'er

777 a-es turns 6it'out a

fuss

Sma fuss 6'en ta-ing turns 203

7+77 >e/s anot'er to a tas-

7+77 >e/s (care for& anot'er

is nee)

!. "ross #otor Development

777 :a-s )o6n ste/s

aternating feet

:ent u/ an) )o6n stairs 6it'out assistance 203

777 Runs 6it' contro over

s/ee) an) )irection

Paye) s/ee) racer= running an) sto//ing 203

777 #um/s u/ an) an)s on

t6o feet

#um/e) u/ an) )o6n 203


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7+77 >o/s on one foot

77+7 'ro6s= catc'es an)

-ic-s

777 Cim"s u/ an) )o6n

cim"ing e@ui/ment 6it' ease

Cim"e) u/ /aygroun) e@ui/ment 6it' ease 203

777 ;oves egs an) feet in

r'yt'm to "eat

Foo6e) t'e r'yt'm an) )ance ste/s )uring

circe time

203

777 ;oves arms an) 'an)s

in r'yt'm to "eat

Foo6e) t'e r'yt'm an) )ance ste/s )uring

circe time

203

$. %ine #otor Development

777 S'o6 'an) /reference

(6'ic' is 777777777777&

Dre6 6it' 'is rig't 'an) 203

777 urns 6it' 'an) easiy

(-no"s= i)s= egg"eaters&

A"e to turn t'e -no" on a toy 203

777 Pours i@ui) into gass

6it'out s/iing

Poure) 6ater from one container to anot'er 203

777 Unfastensfastens

zi//ers= "uttons= Vecro ta"s

A"e to /ut on o6n s'oes (Vecro& 203

777 Pic-s u/ an) inserts

o"Bects 6it' ease

Pic-e) u/ toys an) inserte) t'em into a "as-et 203

777 Uses )ra6ing6riting

toos 6it' contro

Use) crayons an) mar-ers 6it' contro 203

777 Poun)s in nais= uses

cay 6it' contro

Use) /ay )oug' 6it' contro 203

&. Co'nitive Development(Classification) *+m,er)

ime Space

+777 ?)entities o"Bects "y

s'a/e

203

7+77 ?)entifies o"Bects "y

coor

203

77+7 ?)entifies o"Bects "ysize

203

777 Sorts o"Bects "y

i-eness

Sorte) o"Bects "y coor 203

7+77 Puts events in se@uence

77+7 Counts 'o6 many are/resent

Counte) 'o6 many o"Bects 203


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777 no6s 6'at 'a//ens

to)ay

o) 'is /arents a"out 'is )ay 203

777 Can "ui) a "oc-

encosure

%uit a "oc- 'ouse 203

/. Spoken 0an'+a'e

777 5istens "ut )oes not s/ea-

777 ives singe 6or)

ans6ers

Sai) yes!=! no! =may"e! 203

777 ives s'ort


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77+7 ;a-es controe)

scri""es

7+77 ;a-es "asic s'a/es

7+77 Com"inescircess@uares 6it' crosse)

ines

7+77 ;a-es suns!

77+7 Dra6s /erson as sune in)e/en)enty /aye) 6it' t'e "oc-s= "ui)ing "oc- structures$

After a"out 1 minutes in t'e area= 'e 6as )one$ >e /ut t'e "oc-s "ac- into t'e "in an) starte) to 6an)er

aroun) t'e center$ >e 6ent over to t'e )ramatic /ay area= 'e 6atc'e) t'e c'i)ren /ay for a 6'ie$ 'e

ot'er c'i)ren 6ere /reten)ing to "e co6"oys an) co6girs t'ey as-e) %a-e if 'e 6ante) to /ay$ %ut

%a-e sai) 'e nee)e) a co6"oy 'at in or)er to "e a co6"oy an) t'ey 6ere a "eing use)$ So %a-e eft

t'e area$ >e 6an)ere) aroun) t'e center 6atc'ing ot'ers /ay in )ifferent activities "efore returning to t'e

"oc- area$

During circe time= t'e c'i)ren gat'ere) aroun) t'e teac'er to engage in )ifferent arge grou/

activities$ 'e teac'er rea) t'em a "oo-= an) t'en t'ey refecte) on it$ 'en t'ey )ance) an) sang a fe6

songs toget'er$ During t'is time %a-e s'o6e) muc' interest in t'e activities an) 'e /artici/ate) in t'em

a$ 'e c'i)ren 6ere t'en as-e) to give i)eas on 6'at t'ey 6ou) i-e to earn a"out$ 'e teac'er 6rote

t'e i)eas on a arge /oster /a/er$ :'en it 6as %a-e*s turn to give 'is i)ea= 'e s'rugge) 'is s'ou)ers$

'e teac'er /rom/te) 'im "y revie6ing some of t'e ot'er c'i)ren*s i)eas 6it' 'im "ut sti 'e Bust

s'rugge)$ 'e teac'ers reassure) 'im t'at it 6as o- to "e unsure a"out t'ings an) to) 'im if 'e came u/

6it' an i)ea ater 'e 6ou) sti "e a"e to s'are it 6it' t'em$

During out)oor /ay= t'e c'i)ren 6ere ao6e) to e9/ore 6it' nature an) engage in )ifferent

arge motor activities$ ? vie6e) %a-e as 'e 6ent )irecty over to t'e "icyces an) c'ose one to ri)e$ >e

ro)e t'e "icyce u/ an) )o6n t'e /avement area$ :'en anot'er c'i) 6ante) to ta-e a turn on t'e "icyce=

%a-e ignore) 'er re@uest an) -e/t on ri)ing$ 'e ot'er c'i) as-e) t'e teac'er if s'e cou) ta-e a turn on

t'e "icyce$ 'e teac'er e9/aine) to %a-e t'at 'is frien) 6ante) to ta-e a turn ri)ing t'e "icyce an)

suggeste) t'at 'e ao6 'er to ta-e a turn "ecause t'at 6as t'e -in) t'ing to )o$ %a-e refuse)$ 'e

teac'er again e9/aine) to %a-e t'at 'e 'a) to ta-e turns "ecause t'ey 'a) to "e fair an) nice to a of 'is

frien)s at t'e center$ %a-e acce/te) 'er e9/anation= got off t'e "i-e an) roe) it over to t'e gir$ 'e

teac'er /raise) %a-e for ta-ing turns an) "eing -in)$ S'e to) 'im t'at 'e 6ou) "e a"e to 'ave anot'er


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turn after t'e gir 6as a"e to ri)e for a 6'ie$ %a-e stoo) "y t'e 6a$ A fe6 minutes ater 'e 6ent to t'e

teac'er an) as-e) if it 6as 'is turn yet$ S'e sai) t'at it 6asn*t an) s'e attem/te) to gui)e 'im to ot'er

activities$ %ut %a-e refuse) an) 'e returne) to t'e 6a to 6ait unti t'e gir 6as )one 6it' 'er turn on

t'e "icyce$ After a 6'ie= %a-e starte) to race aroun) t'e out)oor area= as 'e ran 'e yee)= ?*m a s/ee)

racer! >e )i) t'is for t'e remain)er of out)oor /ay time$

Anaysis of ."servation

After refecting on t'e C'i) Deveo/ment C'ec-ist of my o"servation of %a-e 6it' t'e

a))ition of t'e summary of t'e o"servation= ? 6as a"e to anayze t'e )ata to )etermine one area in 6'ic'

%a-e can use a))itiona assistance in "ui)ing 'is strengt's$ 'e area t'at ? fet %a-e cou) use su//ort

in 6as 'is socia )eveo/ment= socia /ay /roe fre@uenty o"serve) ot'ers /aying "ut 'esitate) to get activey invove) in t'eir /ay activity$ :'en

invite) "y 'is /eers to /artici/ate= 'e fet 'e nee)e) a s/ecific /ro/ in or)er to ta-e on a certain roe an)

6'en 'e sa6 t'at t'at /ro/ 6as unavaia"e= 'e remove) 'imsef from t'e grou/ activity amost

imme)iatey$ ? o"serve) %a-e 6an)ering aroun) t'e center for a goo) amount of time$ >e 6atc'e) ot'ers

engage in activities "ut never acte) out on 'is interest to /artici/ate 6it' t'em= 'e t'en Bust returne) to 'is

in)e/en)ent /ay in t'e "oc- area 6'ic' ea)s me to concu)e t'at 'e is strugging 6it' initiating an)

/artici/ating in socia /ay an)or grou/ /ay$

During my o"servation of %a-e )uring out)oor /ay= again ? vie6e) 'im ma-ing /ay c'oices

t'at )i)n*t invove 'im /aying 6it' ot'ers$ :'en 'e 6as a//roac'e) "y anot'er c'i)= %a-e )i)n*t

ac-no6e)ge 'er "ut instea) seeme) to Bust ignore 'er an) continue) ri)ing t'e "icyce$ %a-e strugge)

6it' t'e i)ea of ta-ing turns 6it' t'e "icyce 'o6ever 'e )i) acce/t t'e teac'ers re@uest 6it'out

e9cessive fuss$ 'is area of t'e )ata e) me to concu)e t'at %a-e nee)s assistance in strengt'ening 'is


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socia s-is$

.vera= ? t'in- %a-e 6ou) "enefit from activities t'at e9/ose) 'im to socia /ay an) 'e/e)

'im )eveo/ an) strengt'en 'is socia s-is$ ? aso t'in- t'ere are many 6ays teac'ers can su//ort an)

gui)e 'im in t'ese socia e9/eriences an) ? 6i focus in on t'ese i)eas in t'e activities an) iteracy area

of t'is curricuum fie$

Eac' of t'e "oo-s an) activities focus on socia an) emotiona )eveo/ment an) eac' of t'em

encourage an) foster t'e )eveo/ment of /ro


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1. Does not cing to cassroom staff e9cessivey

2. S'o6s interestattention in cassroom activities

3.Pays "y sef 6it' o6n toysmaterias

reas *eedin' Stren'thenin'

1. o /ay 6it' ot'er c'i)ren

2.o Boin /ay activities sma grou/ /ay

3. o s'are somet'ing 6it' ot'ers

ctivities to 9elp

1. race a frien)


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'is "oo- is great to /romote an) intro)uce frien)s'i/ "ui)ing to young c'i)ren$ 'e

story revoves aroun) a young fo9 6'o ongs to ma-e frien)s= so one )ay 'e come comes 6it'

t'e i)ea t'at 'e 6i go out an) catc' some frien)s in 'is net$ >is mot'er e9/ains to 'im t'at 'e

cannot catc' frien)s= "ut instea) 'e 'as to ma-e frien)s$ So t'e young fo9 goes out into t'e

6oo)s to ma-e some frien)s$ >e gat'ers u/ some stic-s an) /uts t'em toget'er to ma-e a frien)$

%ut 'e soon reaizes t'at t'e sma stic- frien) can*t ta- or /ay 6it' 'im$ So 'e )eci)es to ma-e

t'e stic- frien) "igger$ 'en aong came a ra""it= 'e sto//e) an) 'e/e) fo9 ma-e t'e stic-

frien)$ 'ey ma)e it "igger "ut sti it cou) not ta- or /ay 6it' t'em$ 'en t'ey 'ear) gigging

u/ in t'e tree= it 6as a itte s@uirre$ 'e s@uirre )eci)e) to 'e/ t'em "ui) t'e frien) even

"igger$ %ut t'ey soon reaize) t'at no matter 'o6 "ig t'ey "uit t'e frien)= it 6as una"e to /ay

6it' t'em$ 'ey 6ere sa)$ ;ot'er Fo9 t'en a//roac'e) itte fo9 an) ac-no6e)ge) 'is a"iity

to ma-e frien)s= not t'e stic- frien)s "ut ra""it an) s@uirre$ 5itte fo9 t'en reaize) t'at 'e 'a)

ma)e frien)s an) 'e 6as very 'a//y$

Pfister= ;$ (22I&$ The rainbow fish$ +e6 Hor-= +H, +ig't S-y$

'is "oo- is great for /romoting s'aring an) frien)s'i/s 6it'in t'e cassroom$ 'e story

is a"out a "eautifu fis' t'at 'a) "eautifu gittery scaes= cae) Rain"o6 Fis'$ :'en t'e ot'er

fis' invite) Rain"o6 Fis' to /ay 6it' t'em= 'e ignore) t'em an) -e/t on s6imming$ .ne )ay a

itte "ue fis' as-e) Rain"o6 Fis' if 'e cou) 'ave one of t'e gittery scaes Rain"o6 Fis' sai)=

no! 'e itte "ue fis' 6as sa) an) 'e 6ent an) to) a t'e ot'er fis'$ 'ey a "egan ignoring

Rain"o6 Fis' an) t'ey )i)n*t invite 'im to /ay anymore$ Rain"o6 Fis' got sa) "ecause no one

6as a)miring 'is "eauty anymore$ >e 6as a)vise) "y a starfis' to see- out 'e/ from t'e 6ise

octo/us= so 'e )i)$ 'e octo/us to) 'im t'at in or)er to "e 'a//y 'e must give a6ay 'is

"eautifu gittery scaes$ %ut 'e )i) not 6ant to$ 'en aong came t'e itte "ue fis' an) again 'e


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as-e) Rain"o6 Fis' if 'e cou) 'ave a gittery scae$ Rain"o6 Fis' reuctanty gave 'im one$ >e

t'en sa6 'o6 'a//y it ma)e t'e itte "ue fis' an) it ma)e 'im 'a//y= as 6e$ So t'en 'e starte)

giving 'is gittery scaes out to t'e ot'er fis'es= too$ 'is ma)e 'im very 'a//y an) t'ey a

"ecame frien)s$

Hoen = #$ (011I&$ow do dinosaurs pla! with their friends"+e6 Hor-= +H, 'e %ue S-y Press$

'is is a great "oo- t'at e9/oses c'i)ren to fantasy an) imagination 6'ie em/'asizing

on im/ortant messages a"out /aying nice an) "eing a goo) frien)$ Eac' /age /resents t'e

rea)ers 6it' a situation invoving )inosaurs= giving c'i)ren t'e o//ortunity to /on)er on 'o6 a

)inosaur 6ou) /ay 6it' t'eir frien)s$ 'roug'out t'e "oo- t'e aut'or uses /ayfu r'ymes an)

funny imagery t'at encourages an) /romotes frien)s'i/ "ui)ing an) s-is$ 'is "oo- is a fun

gui)e to frien)s'i/s an) /aying nicey 6it' ot'ers$

Activities,


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heme of the :nit( %riends

C+rric+lar S+,;ect rea of yo+r 0esson( 5anguage iteracy )eveo/ment

*ational) State) or District Standard to ,e addressed(

SociaEmotiona3$ Partici/ate in grou/ activities an) are "eginning to un)erstan) an) coo/erativey as grou/

mem"ers$

3$ Partici/ate /ositivey an) coo/erate 6it' socia e9/ectations= grou/ rues= an) roes$5anguage an) 5iteracy1.1 Use language to communicate with others in familiar social situations for a variety of basic

purposes, including describing, requesting, commenting, acknowledging, greeting, and

rejecting.

Developmental Domain( Socia Emotiona

itle of the 0esson( ;a-ing a Frien)

"ro+p < "rade 0evel8 'e8Si=e( 3-!8 partners8small 'ro+ps

>oca,+lary(

Frien)


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Disc+ssion ?+estions(

:'at is a frien)>o6 )o 6e ma-e frien)s

>o6 s'ou) 6e treat our frien)s

>o6 )o 6e fee 6'en our frien)s )on*t 6ant to /ay 6it' us:'at s'ou) 6e )o 6'en t'is 'a//ens

Disc+ssion85eflection of the 0esson(

? "eieve t'is is a goo) activity to reinforce anguage an) socia s-is$ 'roug' t'is

activity c'i)ren 6i 6or- 6it' a /artner an) 6i "e encourage) to communicate= isten an)

refect on 6'at it means to "e a frien)$ 'roug' t'is activity c'i)ren 6i aso "e e9/ose) to coo6 )o 6e treat our frien)s>o6 )o 6e /ay 6it' our frien)s

Disc+ssion85eflection of the 0esson(

? t'in- t'is is a goo) activity to /romote creative t'in-ing an) socia s-is$ 'roug' t'is

activity c'i)ren 6i "e engage) in roe /ay an) story reenactment in 6'ic' ai) in t'e

sociaemotiona )eveo/ment$ :'en /artici/ating in t'is activity t'e c'i)ren 6i e9/ore t'e

6rong an) rig't 6ays to treat ot'ers an) t'ey 6i e9/an) t'eir -no6e)ge on frien)s'i/s an)

/ositive reations'i/s$ 'is activity 6i aso foster c'i)ren*s anguage an) iteracy s-is$

A))itiona activities,

Songs, (Retrieve) from 'tt/,666$/resc'oo


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Friends, friends one, two, three

All my friends are here with me

You're my friend, you're my friend, you're my friend

Friends, friends one, two, three

All my friends are here with me

he #ore e "et o'ether

'e more 6e get toget'er= toget'er= toget'er=

'e more 6e get toget'er= t'e 'a//ier 6eJ "e$

%ecause your frien)s are my frien)s

An) my frien)s are your frien)s

'e more 6e get toget'er= t'e 'a//ier 6eJ "e$

Resources

Class pre-k dimensions guide. (n.d.). Retrieved from

http://learning.fresno.edu/mod/resource/view.php?id=95700

(0118&$ Ca preschool learning foundations$ (Vo$ &$ Sacramento= CA, Caifornia De/artment of

E)ucation$
http://learning.fresno.edu/mod/resource/view.php?id=95700http://learning.fresno.edu/mod/resource/view.php?id=95700


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v.ramirez ecd483

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