Susie: __3-year old girl named Susie___________________________________________________________________Child’s Birth date: _11/16/12_____________________________________________________________Background Information: __Susie lives with her grandmother, mother, sister, and brother. Her father is absent from the home due to incarceration. She is the youngest of three siblings ages 12 and 7. Her brother is the oldest, while her sister is the middle child. Her mother works full time as a receptionist, and her grandmother is retired. ____________________________________________________________________________________________________________________________________Domain of Development Observation: Preschool ClassroomDate: June 2016
Child 1: Susie(1) Physical: The development of gross and fine motor skills,self-help skills, and eye-hand coordination.1. Balance on the balance beam2. Colored inside the lines rotating from her left to her right hand.3. Put on both of her shoes on the correct foot without assistance.4. Struck the tee ball with no help5.Selected all of her shapes in the matching game.(2) Intellectual (or Cognitive): The development of problemsolving skills, thought processes, and intelligence.1. Grouped crayons by color2. Knows how to recite her first name.3. Placed animals on the picture by where they resideocean, farm, and cave4. Visual discrimination: child acknowledged which colored blocks were unlike the others.5. When building a house with block the child tried three times and was successful after two attempts.
(3) Language: The development of communication skills;includes receptive and expressive language. Language is anatural developmental process in a child’s brain. (Hear aword, say a word, understand, and use a word.)1. Lined up on the red line, in single file when told that it was time to go back into the classroom2. Expresses herself by using sentences of 4 or more words. “I like going to the movies with mommy and daddy.”3. (12 months) identified the cat as “dog”.4. Told classmates “Everybody sit down and be quiet for story time''put her hand up, signaling the children to quiet down.(4) Emotional: The development of appropriately understandingand handling various emotions. Young children have to betaught what the different feelings are before being taught howto appropriately deal with the emotions. This is an ongoingprocess as children develop self-control.1. He did not want his mother to leave so he waited by the door for 5 minutes after she left.2. Took a toy from another child
3. Cried after her teacher redirected her4. Pushed another child for taking a toy from her.
(5) Social: The development of appropriate and healthy interactionswith others; this includes the development of empathy andthe ability to effectively communicate and listen to others.With young children, social development also includes achild’s ability to function in a group setting, following rules,routines, and schedules independently.1. Screamed at another child for taking “his” ball.2. Susie asked Allen to come color with her at the coloring table
3. Allen shook his head “no” and sat alone after beingasked to color.4. Shared the blocks with another child in the block area.
NOTESSusie is very mature and independent
For most of the activities she is a good listener and mostly responds to the teacher by stating’ yes, Miss''.
When it comes to sharing with other kids she does well, except if either one of the other children takes a toy from her without asking, or it is a toy that she does not want to share. For example, while playing with a doll, her friend wanted to play with it so she took the doll. Susie response was as follows «No!!!!! Jenny, that is my doll!!! After screaming loudly, Susie snatched the doll and stormed away from Jenny.
Susie shows leadership skills. She voluntarily directs the other students. This was displayed when Susie stated '' come on everybody, miss Anderson wants us to make a circle for story time''.OBSERVATION CHARTAllen: 3-year old boy_Allen_________________________________________________________________Child’s Birth date: __12/01/13____________________________________________________________Background Information: _Allen is a 3-year old boy that lives with both of his parents. His mother is 6 months pregnant and his father is engineering. Due to his very demanding work schedule sometimes the child is not able to see him for extended periods. His mother is very supportive of her son and tries to make sure that she remains knowledgeable about what he is doing at school so that she can help him. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Complete the chart below.(1) Physical: The development of gross and fine motor skills,self-help skills, and eye-hand coordination.1. Balanced on the monkey bars and made it across more than half way.2. Correctly adjusts scissors to cut on a straight line.3. Dressed independently by putting on his hat, scarf, and jacket with no help4. Tossed the ball forward, and caught the ball with one hand.(2) Intellectual (or Cognitive): The development of problemsolving skills, thought processes, and intelligence.1. Used his fingers to reference numbers 1 to 102. Understands how to write the first two letters of his name3.Arranged trucks into three categories based on size, type, and color
4. Child displays that he can identify own name whenlooking at the four icons in the block area.(3) Language: The development of communication skills;includes receptive and expressive language. Language is anatural developmental process in a child’s brain. (Hear aword, say a word, understand, and use a word.)1. Sat down on the reading rug when asked to do so.2. Converses in sentences of 4-5 words. “I like monster trucks.”3. Recognized the cat as a dog when he was 11 months of age.4. At 9 months, he referenced all adults as “Mama”.(4) Emotional: The development of appropriately understandingand handling various emotions. Young children have to betaught what the different feelings are before being taught howto appropriately deal with the emotions. This is an ongoingprocess as children develop self-control.1.after his mother, left he sobbed in the corner for 12 minutes.2. Made another child loose their balance as they walked by him.
3.Pitched a tantrum when his friend seized his plaything.4. Struck another child after he took a seat next to her.(5) Social: The development of appropriate and healthy interactionswith others; this includes the development of empathy andthe ability to effectively communicate and listen to others.With young children, social development also includes achild’s ability to function in a group setting, following rules,routines, and schedules independently.1. Shrieked at another child when the toy he was playing with was stripped from him.2. Allen asked Susie to help him build a house 3. Child 3 shook his head “no” and sat alone after being asked to build a castle.3. Understands the daily schedule and what to expect based on the current activities. 4. Plays with other male children, while playing with trucks in the block area.
Notes
Allen is very shy when socializing with girls. When Susie asked him to color with her, he shook his head and stated ''No''. On the other hand, when Arnold asked to play trucks he accepted his offer.
Allen yelled ''Give me back that truck, I was playing with it first'' when another child took it from him.
Part 1: Narrative SummarySummarize your observations in narrative form for each childper each developmental category. Identify the differing abilitiesbetween the two subjects and provide a possible explanationfor these developmental differences.
Susie is physically capable of striding, mountaineering, and running. At her age, she displays physical independence, and the ability to balance and stack blocks in an efficient manner. Susie is able to show her mathematical development by rationalizing numbers from 1 to 15 before she begins to mix up some of the numbers. She can recognize different animals and where they live. She struggles with letter identification, but can discriminately decipher which colors do not belong when asked. Susie follows directions very well and knows how to express herself. She gets upset when people take things from her without asking. When she left the classroom Susie waved goodbye to her mother and started playing with the other children. From a social standpoint, Susie does share her time, and is comfortable asking others to play with her. Susie struggles with sharing toys and objects that she really likes.
Allen is able to get dressed independently with no help. He is capable of independently mountaineering the monkey bars and cutting a straight line with a pair of scissors. He excels in some areas of physical fitness. On an intellectual level, Allen is able to mathematically express numbers from 1 to 10; he is able to recognize his name in comparison to others. He organizes trucks by size and color, etc. At 9 months, he was able to recognize his mother from other adults. He called all animals goes at 11 months, and he speaks 4 to 5 word sentences. On an emotional level, Allen can display actions and spurts of violence if someone takes a toy from him, or if he has displaced aggression. Socially he does well with other boys. He is shy and non compliant when it comes to playing with girls. This was made evident when he declined Susie offer to sit down and color pictures with her.
Both Susie and Allen display distinct characteristics that contrast one another. Susie struggles with sharing at times, and so does Allen. Both need to learn more constructive ways to express themselves that does not involve throwing a tantrum or becoming physical with others. For these reasons the following activity will be beneficial for them.Part 2: Activity Plan_ Age of children
Children ages 3 to 4 years old _ Learning center to be used
The learning center that can be used is a school setting inside of the classroom
_ Name and brief description of the activity
Game: (Name of the Child) In The Middle
At age, 3 children are still learning and comprehending what the concept of individuality and self-esteem truly means. In an educational setting, there are various developmental levels and personalities. One game in particular that exercises the aforementioned concepts is call (Name of the Child) in the Middle. Below you will find the specifics of the game and the intended purpose and desired outcomes of the game.
Purpose/objective of the activity.
Concepts: Self-esteem, sharing with others, following directions
Both of the observed children need to learn the value of self-esteem, and communicating with others. This game helps the children to work on both by boosting confidence, and encouraging others
_ Space and materials needed
This game works best with a in a group setting such as a playgroup or in a classroom.
The materials that are useful but not necessary in this game can be a tambourine, or maracas to give the participants a little musical motivation.
_ Procedure. (Step-by-step description of the activity.
The teacher will clear the floor of desk and clutter some that the students can form a circle.
Children will sit down on the rug, carpet, and floor space Indian style to make sure that their neighbors have enough space also.
After everyone sits down the teacher will select one of the teacher's assistant to demonstrate the game.
Ok, everybody pay attention, I am going to show you how the game works.
The teacher assistant will sit in the middle of the circle and wait for instructions for the teacher.
Encourage the teacher to dance out the moves as you sing.
Using their name:
For example:
Larry’s in the middle, Larry’s in the middle, Dance Larry, Dance! Get up, down, turn (Have the teacher’s assistant pick one of the children so that you can get started). Now Jeremiah’s in the middle!
The game will be repeated until everyone in the circle has had a turn, including the teacher, and teach them to involve other children in play by sharing the spotlight. It is also a great way to instill self-esteem in children by allowing them to be the center of attention for a moment.
The next activity will be a bathroom and a water break to rejuvenate the group after dancing and having fun. During the he last child’s turn, the teacher will have the group stand up and all encourage him or her by clapping and dancing. Once this is done the child closest to the door will form the line for bathroom and water breaks.
Before beginning and during the game the teacher will let the children know that this game is supposed to be fun, but she will need help in making it fun. If anyone does not play the game that it is supposed to be played by teasing or being mean to one another than the teacher or the teacher's assistant will have to talk to them. The second time that the teacher has to speak to them, they will have to spend 10 minutes in the quiet corner. The third time they will have to go to their desk and wait for the rest of the children to finish playing the game. It is anticipated that some children who are used to having the spotlight may express feelings of jealousy or lash out. If this occurs they will be redirected, and talked to about having a chance to dance and sing like everyone else. In addition, the teacher will ask the children that she has to redirect id they can make sure that they help her with the other students by clapping, and singing along with her and their classmates. The purpose of this is to make sure that the children that are having issues during the activity feel that they have a responsibility to participate in the game buy supporting the teacher and their classmates. This will also limit the disturbances during the activity.
