CHS450 – Observations, Assessments, & Individualizations

CHS450 – Observations, Assessments, & Individualizations

CHS450 – Observations, Assessments, & Individualizations

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Items you will submit for this assignment:   Portfolio Part 1 (this form), Physical Development Checklist

 

SECTION A: SELF CARE

Text Chapter: 3

Documentation Method:  Anecdotal Record

 

Videos

Watch one of the following videos or find a video of a child who is taking part in a self-help skill. Write an anecdotal record about one child’s self-care skills based upon that video. CHS450 – Observations, Assessments, & Individualizations

https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1195-preschoolers-handwashing.html

 

https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1070-pouring-water-and-noticing-amounts.html

 

https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1062-serving-selves-snack.html

 

 

Documentation/Evidence (Your objective/factual record of what you saw the child do and/or say during the video)

 

 

Skills you observed (1-3 skills from this area of development you know the child has developed based on the evidence)

 

 

 

Goals for learning for this child (The skills from this area of development that you will help this child to develop)

 

Goals should take the following format: [Child’s Name] will [new skill that is next developmental step in this area of learning]

1.

2.

 

Support to achieve the goals (Strategies or activities the teacher will use to support this child to gain the new skills)

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Personal Reflection (Reflect on whether the documentation method felt easy or hard, whether it captured valuable information about this child, and whether you are likely to use this method in the future) CHS450 – Observations, Assessments, & Individualizations

 

SECTION B: PHYSICAL DEVELOPMENT

Text Chapter:  4

Documentation Method:  Checklist

 

Videos

A: https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1199-putting-away-large-blocks.html

B: https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1214-building-a-fort.html

C: https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1024-cutting-with-scissors.html

D: https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1165-moving-in-different-ways.html

E; https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1415-duck-duck-goose.html

Documentation/Evidence (Your objective/factual record of what you saw the children do and/or say during the video)

 

Complete the Physical Development Checklist.  Pick a child in each video to observe and watch for the skills on the checklist.  You would typically be observing the same child and documenting the date that you observed the skill.  In this case, you will note in which video you observed the skill.  For example, if the child you choose to watch in video A jumped in place you would place and “A” on the checklist next to that skill.  ATTACH THE COMPLETED  PHYSICAL DEVELOPMENT CHECKLIST AS YOUR OBSERSERVATION RECORD/EVIDENCE.

 

Skills you observed (1-3 skills from this area of development you know the child has developed based on the evidence)

 

 

Goals for learning for this child (The skills from this area of development that you will help this child to develop)

 

Goals should take the following format: [Child’s Name] will [new skill that is next developmental step in this area of learning]

1.

2.

 

Support to achieve the goals (Strategies or activities the teacher will use to support this child to gain the new skills)

 

 

Personal Reflection (Reflect on whether the documentation method felt easy or hard, whether it captured valuable information about this child, and whether you are likely to use this method in the future)

 

  Date Observed
3 years
Walks up and down stairs unassisted, alternating feet going up but one step at a time coming down

 

 
Balances on one foot for a few seconds

 

 
Kicks a large ball, catches a large bounced ball with both arms extended

 

 
Feeds self; needs minimal assistance

 

 
Jumps in place

 

 
Pedals a small tricycle or other wheeled toy

 

 
With crayon, uses vertical, horizontal and circular strokes

 

 
Holds crayon or marker between first two fingers thumb

 

 
Turns pages of a book one at a time

 

 
Builds a tower of eight or more blocks

 

 
Begins to show hand dominance

 

 
Carries a container of liquid, such as a cup of milk, without much spilling, pours from pitcher into another container

 

 
Manipulates large buttons and zippers on clothing

 

 
Washes and dries hands, brushes own teeth but

not thoroughly

 

 
Achieves bladder control. (Write age here) ___

 

 
4 years
Walks a straight line (tape or chalk line on the floor)

 

 
Hops on one foot

 

 
Pedals and steers a wheeled toy, avoiding obstacles

 

 
Climbs ladders, trees, playground equipment  
Jumps over objects 5 or 6 inches high; lands with both feet together. CHS450 – Observations, Assessments, & Individualizations

 

 
Runs, starts, stops, and moves around obstacles with ease

 

 
Throws a ball overhand

 

 
Builds a tower with ten or more blocks

 

 
Forms shapes out of clay – cookies, snakes

 

 
Draws some shapes and letters

 

 
Holds crayon or marker between two fingers (not fist hold)

 

 
Prints name and other words

 

 
Paints and draws with a purpose; names drawings, but most are unrecognizable

 

 
Threads small wooden beads on a string

 

 
5 years
Walks backward, heel to toe

 

 
Walks unassisted up and down stairs, alternating feet

 

 
Can turn somersaults

 

 
Touches toes without flexing knees

 

 
Cuts on a designated line

 

 
Prints some letters

 

 
Dresses self with minimal assistance

 

 
6 years
Can ride a bicycle without training wheels

 

 
Walks across a balance beam

 

 
Skips with alternating feet

 

 
Body movements more precise but still some un-coordination

 

 
Shows well-established right or left handedness

 

 
Writes numbers and letters with varying degrees of precision and interest  
Folds and cuts paper into simple shapes

 

 
Source: Adapted from course text. Text version adapted from Marotz & Allen (2016). Developmental Profiles: Pre-Birth Through Twelve, Wadsworth Cengage Learning/ Week by Week, 6e, pp. 82–83. CHS450 – Observations, Assessments, & Individualizations