Post on 03-Jun-2018
transcript
8/12/2019 V.ramirez ECD483
1/19
8/12/2019 V.ramirez ECD483
2/19
2
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
8/12/2019 V.ramirez ECD483
3/19
3
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
8/12/2019 V.ramirez ECD483
4/19
4
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
$. %ine #otor Development
777 S'o6 'an) /reference
(6'ic' is 777777777777&
Dre6 6it' 'is rig't 'an) 203
777 urns 6it' 'an) easiy
(-no"s= i)s= egg"eaters&
A"e to turn t'e -no" on a toy 203
777 Pours i@ui) into gass
6it'out s/iing
Poure) 6ater from one container to anot'er 203
777 Unfastensfastens
zi//ers= "uttons= Vecro ta"s
A"e to /ut on o6n s'oes (Vecro& 203
777 Pic-s u/ an) inserts
o"Bects 6it' ease
Pic-e) u/ toys an) inserte) t'em into a "as-et 203
777 Uses )ra6ing6riting
toos 6it' contro
Use) crayons an) mar-ers 6it' contro 203
777 Poun)s in nais= uses
cay 6it' contro
Use) /ay )oug' 6it' contro 203
&. Co'nitive Development(Classification) *+m,er)
ime Space
+777 ?)entities o"Bects "y
s'a/e
203
7+77 ?)entifies o"Bects "y
coor
203
77+7 ?)entifies o"Bects "ysize
203
777 Sorts o"Bects "y
i-eness
Sorte) o"Bects "y coor 203
7+77 Puts events in se@uence
77+7 Counts 'o6 many are/resent
Counte) 'o6 many o"Bects 203
8/12/2019 V.ramirez ECD483
5/19
5
777 no6s 6'at 'a//ens
to)ay
o) 'is /arents a"out 'is )ay 203
777 Can "ui) a "oc-
encosure
%uit a "oc- 'ouse 203
/. Spoken 0an'+a'e
777 5istens "ut )oes not s/ea-
777 ives singe 6or)
ans6ers
Sai) yes!=! no! =may"e! 203
777 ives s'ort
8/12/2019 V.ramirez ECD483
6/19
6
77+7 ;a-es controe)
scri""es
7+77 ;a-es "asic s'a/es
7+77 Com"inescircess@uares 6it' crosse)
ines
7+77 ;a-es suns!
77+7 Dra6s /erson as sune in)e/en)enty /aye) 6it' t'e "oc-s= "ui)ing "oc- structures$
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
8/12/2019 V.ramirez ECD483
8/19
8
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
8/12/2019 V.ramirez ECD483
9/19
9
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
8/12/2019 V.ramirez ECD483
10/19
10
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)
8/12/2019 V.ramirez ECD483
11/19
11
'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
8/12/2019 V.ramirez ECD483
12/19
12
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,
8/12/2019 V.ramirez ECD483
13/19
13
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$5anguage an) 5iteracy1.1 Use language to communicate with others in familiar social situations for a variety of basic
purposes, including describing, requesting, commenting, acknowledging, greeting, and
rejecting.
Developmental Domain( Socia Emotiona
itle of the 0esson( ;a-ing a Frien)
"ro+p < "rade 0evel8 'e8Si=e( 3-!8 partners8small 'ro+ps
>oca,+lary(
Frien)
8/12/2019 V.ramirez ECD483
14/19
14
Disc+ssion ?+estions(
:'at is a frien)>o6 )o 6e ma-e frien)s
>o6 s'ou) 6e treat our frien)s
>o6 )o 6e fee 6'en our frien)s )on*t 6ant to /ay 6it' us:'at s'ou) 6e )o 6'en t'is 'a//ens
Disc+ssion85eflection of the 0esson(
? "eieve t'is is a goo) activity to reinforce anguage an) socia s-is$ '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$/resc'oo
8/12/2019 V.ramirez ECD483
18/19
18
Friends, friends one, two, three
All my friends are here with me
You're my friend, you're my friend, you're my friend
Friends, friends one, two, three
All my friends are here with me
he #ore e "et o'ether
'e more 6e get toget'er= toget'er= toget'er=
'e more 6e get toget'er= t'e 'a//ier 6eJ "e$
%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=957008/12/2019 V.ramirez ECD483
19/19
19