Presentation on theme: "Documentation Boards: Early Childhood Development"— Presentation transcript:
1Documentation Boards: Early Childhood Development Dr. Judy Herr
2Art Development Rita, 4 years Anecdotal Note: Rita’s picture is showing art skills inthe third stage of art development: FirstDrawings. Rita uses her increasing skillof drawing basic forms to representflowers. The flowers mimic the flowersRita observes in her natural environment,although the colors are not realistic.The flowers are large and randomly placedalong the bottom of her drawing. As Rita’sskills progress, she is likely to start addinganimals, trees, houses and other objectsto her drawings.
3Cooking Experiences Program Goals: 1. Introduce new foods to children 2. Provide nutritious meals and snacks3. Encourage healthy eating habits4. Involve children in food preparation5. Provide nutrition information to familiesUnder-nutrition, malnutrition, and overeating areall problems that can lead to poor health and development. A nutritious diet is needed to help children build a strong body and mind. The early childhood classroom can act as a foundation for healthy eating habits that will follow children their whole lives through.Finna, learns throughplay about healthy eatinghabits.
4Art Development Sophia, 24 months Anecdotal Note: At the art easel Sophia demonstrated art skills in the first stage of art development: Scribbles. While gripping the paint brush by wrapping her fist around the top part of the handle Sophia made sweeping vertical and diagonal strokes on the paper by pressing the brush against the paper and dragging the brush downward. She showed preference for color by self-selecting orange and yellow paint.
5CuttingMost young children choose to participate in cutting experiences. At first, children will only snip in a straight line. As their skills become more refined, children are likely to begin cutting curves. With time and practice each day, children will develop the hand-eye coordination skills that are needed to cut with a scissors.It is important for classroom space to be provided forcutting. Additionally, children should be given scissorsthat are of good quality. Less advanced childrenwill feel more successful if they are given long stripsof paper to begin with. If children are left handed, be sureto provide them with a scissors that corresponds withtheir handedness.*Notice how the child in the pictures holds up on the paper forsupport as she cuts in a straight line. Observations, such as this,help teachers in planning future experiences for skill building. Futureexperiences might include a different texture of paper or a basicshape printed on paper for the child to cut-out.
6Planting promotes… Observations Skills Science Interests Concepts Math Fine MotorSkillsLanguageSkills
7ScienceActive engagement in science activities helps children understand the world asthey question and explore answers to their questions. Children can apply theirnatural curiosity and imagination to scientific experiences that teach them to watch,listen, wonder, question, study, explore and observe. By using their five senseschildren are able to classify information and develop concepts. Be aware ofteachable moments, that is those unplanned daily occurrences that exposechildren to scientific principles.A teachable moment occurs while thesechildren study the leaves of the broccolithey planted in the class garden. Theydiscover bugs crawling on the plants!The discovery of bugs on the plantsnaturally lends itself to future learningabout insects.
9Self-ReflectionTeacher: Julian Gutierrez Date: 3/17/XXReflecting on Learning Experience:During small group circle time Sara, who is 5 years-of-age, participated in the song, “Itsy-Bitsy Spider.” She was able to coordinate the finger play movements while singing the song. Sara smiled while singing the song and requested that the group sing the song again by saying, “One more time!” While repeating the song, Sara positioned herself next to me. I noticed that she was pronouncing the /r/ in spider as a /w/. After circle time, I questioned Sara about the song and she continued pronouncing the /r/ as the /w/ sound.Analyzing typical development:Typically, developing 5 year-olds delight in singing songs and coordinating related finger movements. During this stage of development, it is not unusual for children to experience difficultly in pronouncing some letter sounds. With maturity and experience, children often outgrow mispronunciation of letter sounds.
10Shiloh’s Activity Preferences Note: Children learn best when the curriculum is tailored to their needs, interests, abilities, and experiences. By observing the children’s favorite activities and preferences for toys, we can plan a developmentally appropriate curriculum that helps each child reach their full potential.Record of Preferences:Monday: Shiloh chose blocks and made a road for small plastic cars to drive on during self-selected activity period.Wednesday: Shiloh experienced difficulty with paper cutting skills during the morning small group activity. Shiloh chose puzzles and put together the race car puzzle twice before moving on to another puzzle during center activities.Friday: Shiloh participated in large group story by singing louder than most of the other children. She experienced delight in moving her body to the rhythm of the song. While playing with lacing cards, Shiloh experienced difficulty in hand-eye coordination. As a result, she moved to another task.Individualized Curriculum: After observing Shiloh, it is apparent that she chooses activities which include music and movement. She needs to engage in more activities that will help her to further develop hand-eye coordination and small motor skills.
11Sensory Play Teaches… Prosocial Skills Imagination Expressive Language ProblemSolvingSkillsLanguageConceptsMathConceptsHand-eyeCoordinationSkillsScienceConcepts
13Developmental Emerging Competences Preschool – 4KChild’s Name: Brody Age: 5 yrs. 1 mo Date: XX Observer: JamieArea(s) of Development: Cognitive, Language, and Physical (Fine Motor)Photograph demonstrating the Anecdotal Note (What the child did and/or said): developmental milestones:Brody used problem solving skills to manipulate the plastic shapechanger. He was able to move the toy into a variety of shapes.After 3-5 minutes of experimenting with different shapes he looked up,smiled and said, “Look what I can do!”Check off all that apply to this observation:Child-initiated taskTeacher-directed taskTask completed independentlyTask completed in small groupTask completed in large groupNeeded adult help to complete task
14Social DevelopmentPreschoolers and kindergarteners are typically helpful and cooperative. During this stage of development, they become increasingly independent of caregivers and often prefer to interact with other children opposed to adults. Young children typically view friendships as being with people who like you. Increasingly, attention from friends becomes more important. To promote friendships, teachers need to provide experience to promote the development of prosocial and conflict resolution skills.
15Emerging Competences: Large and Small Motor Child’s Name: Shealeen Age: 3 years Teacher: Dominique Date: 2/16/XXIndicate milestones demonstrated by writing the date the skill was observed behind it:Large motor: Small Motor:Extends arm forward to catch 9/ Uses eating utensils 9/31Underhanded throw 9/17 Strings beads 2/02Somersault 10/24 Draws a straight line 1/18Alternates feet when walking up stairs 9/02 Draws a circleRides a tricycle 11/05 Pours from a pitcherRuns 9/ Builds block towers 7 highGallops Uses a scissors properlyHops 12/06Note: Those milestones that do not have a date indicated are still in progress of being mastered.Optional: A picture of the child can be attached to this board.
16Skills that Storytime and Books Teach… Hand-eyeCoordinationCreativityVocabularyListeningLogical/AnalyticalThinkingReading teaches:ConceptDevelopmentReceptive &ExpressiveLanguageLove ofbooksProblemSolvingReadingreadinessGrammarLeft-to-rightprogression
17Child Development Documentation Family-Teacher Conference Form Summary for _Finna___ Date: __1/25/XX___Child’s favorite activities are:Finna often engages in play at the sensory table, art table, babies, outdoor play and her friends.Interaction of child with teachers:Finna is a delight to have in the room. She communicates well with her peers and caregivers because of her excellentreceptive and expressive language skills. Observations show that she seeks Jamie’s attention and care when stressedor tried.Interaction of child with children:Finna interacts frequently with her classmates. She demonstrates the prosocial skills of turn-taking and sharing.Child’s self -help skills:Finna is very independent and has mastered self-help skills. Including:Clearing her place at the tableWashing and drying her handsFinding her chair at meal timeCircle Time:Finna always participates in circle time; she models positive interaction skills with other children. She activity engages insinging, finger plays and books.Large/Small motor activities:Finna demonstrates excellent large motor skills and her fine motor skills are improving.Activity preferences:Large motorRunningClimbingSlidingSmall motorPuzzlesSensory ExperiencesArtTeacher signature________________ Parent signature____________________________
18Chart MakingChart making is a routine event in most early childhood classrooms. It is an important learning tool for helping children to collect, compare and interpret information. Charts can also be a valuable tool for observing, describing, and making predictions. You can help encourage children to chart information such as: names, pets, family size, hobbies, cars, animals, colors, fruits, vegetables, clothes etc.After tasting a variety of rainforest fruits, the children’s used language skills to describe their sensory experience. The teacher recorded their favorite rainforest fruit on a chart. The facilitated a discussion to interpret the charted information.
19Block Building Child: Tanner Observer: Deidre Date: 11/24/XX Classroom Area: BlockAnecdotal Note: While playing in the block area, Tundi held up individual blocks and identified them verbally according to shape, size and color. He used both fine and large motor skills. While playing, he shared space and blocks with other children. After building the structure, he smiled while explaining the finished product. Then he said, “Look, this is a shelter for homeless people to live in.”Skills learned (check those which have been demonstrated):Cognitive: Language:Shape recognition ReceptiveSize recognition Verbal description/explanationColor recognitionBalancePhysical: Emotional:Fine motor coordination Shows joy, accomplishment and prideLarge motor coordinationSpatial relationshipSocial:SharingOptional: Attach picture of block building experience to this checklist.
20Emotional Literacy Checklist Child’s Name: Jabardi Age: 36 months Observer: LoriDate Observed: XX Time Observed: 8:00 - 9:00 a.m.Check all of the following which are observed during observation:HappyLovedMadUpsetSurprisedExcitedOther: TiredSorryDisappointedSadPrideEmbarrassedBoastfulBriefly describe the observation:Jabardi arrived in the classroom with a smile. He hung his jacket in his cubby and went directly over to the dramatic play area where he dressed up in firefighter clothes with classmates. Jabardi frequently smiled and laughed during play. He frowned and sucked in his lower lip when another child took a firefighter hat from him. He quickly found another hat. Toward the end play, Jabardi rubbed his eyes and yawned.
21Window of Child Development Interests-Toy vehicles-Books about trucks andanimals-Sensory play, especiallywater-Dancing-Playing in the musiccenterLearning Style-KinestheticBackground-KoreanFamily Background-Mother, Father andolder sister (Sadzi)Temperament-Flexible, easy-going,independentAmy age 4 years 8 monthsEmotional Strengths-Self-regulation of behavior is improving-Takes pride in her workPhysical Strengths-Large Motor:-Runs, jumps, hops,gallops and is developing a more coordinated throw-Rides a tricycle-Fine Motor:-Can draw circles and some lettersSocial Strengths-Engages in interactive play-Makes friends easily-Shows preference for same-sex friendshipsCognitive Strengths-Classifies familiar objects-Uses private speech to completechallenging activities-Sustains attention during smallgroup and free choice playLanguage Strengths-Uses simple grammatical structures-Enjoys interacting with others
22Capturing Children’s Conversations Observation: Outdoor PlayMacy, 3 yearsGrant: “I have to use my big muscles and climb to the top, then I can turn around and slide down.I land on the ground and then climb again.”Anecdotal Note: The above picture illustrates gains in the five developmental domains. Grant is using large muscle skills to climb and cognitive skills to problem solve an effective method for moving up and down. Emotionally, He is gaining self-confidence in his ability by persisting at a task. In addition, Grant is practicing language skills by describing his movements as he climbs. Socially, Grant is demonstrating the ability to share equipment with another child while also explaining his movement to another child.
23Capturing Children’s Concepts Curricular Area: MusicB. After ThemeA. Before ThemeBefore Unit“Music can beplayed withinstrumentsor by singingand dancing.”Connor,age 5“You canhear it.”Lexi,age 4“We listento musicwith our ears.”Lexi,age 4“You canplay it.”Connor,age 5Music“Music isloudor soft.”Gannon,age 4Music“Music goesup anddown.”Connor, age 5“Musicis fun”Gannon,age 4“Singingis music.”Rajesh,age 5“Music can beheavy orlight.”Rajesh, age 5“Music goes fastor slow.”Gannon,age 4
24Tunnel Crawl Anecdotal Note: Tundi, age 3 (entering) Ian, age 3 (left) Rosa, age 3 (right)Anecdotal Note:Maneuvering through and around the tunnel while playing encourages children tofurther develop problem-solving skills as they engage their large muscles. Tundi,Ian and Rosa are also developing social skills while sharing space in interactive play.Emotionally, they are gaining self-confidence in their success crawling through thetunnel. This activity also provides opportunity for language skills and prosocial skills.
25Child Development Milestones Ahn4 yrs. 9 mo.04-14-XX
26Farm Animal Field Trip Spring, 2XXX Anecdotal Note: During the past week, the toddlers have been working on a farm animaltheme. Many farm related activities were introduced that required the childrento imitate farm animal sounds. After the fieldtrip, the preschoolers enjoyedimitating farm animals sounds which were more realistic after observing calves,piglets, chicks and ducklings. Some children also enjoyed imitating theirmovements.
27Art ExperiencesArt experiences, such as the one pictured below, promote physical, social, emotional, and cognitive growth. Physical growth is promoted through the movements associated with molding, drawing, coloring and painting. Social growth is promoted when children share materials and take responsibility for caring and putting away materials. Art promotes emotional growth by providing creative expression. While exploring, experimenting and problem-solving cognitive growth is promoted.A well-stocked early childhood classroom provides a variety of art materials for children that allow them to grow while exercising their creativity by creating their own unique artprojects.
28Teaching Prosocial Behaviors Prosocial behaviors are those behaviors which are socially acceptable and well-regarded in their society. Prosocial behaviors include: sharing, using manners, andtreating others with kindness and respect. It is important for children to learnprosocial behaviors as it helps making friends, building self-esteem and allowingthem to live and work peacefully with others.Teach Prosocial Skills:1. Discuss prosocial behaviors with children2. Model prosocial behaviors3. Provide play experiences that allow children to practice prosocial skills4. Read stories that promote character buildingPreschoolers learn prosocial skills by discussing,observing and practicing prosocial behaviorsassociated with thank you writing.
29Children Learn Best Through Play ArtHand-eye coordinationCreativityFine motorPretend PlayRespectPerspective-takingSelf-confidenceBooksProblem SolvingVocabularyListening skillsLogical thinkingSensory PlayScientific principlesProblem-solvingProperties of matterSkills learned…PuzzlesSpatial RelationshipsColorSortingSizesGamesCooperationCountingNumberHand-eyecoordinationLarge Muscle PlayConfidenceSharingHow things workTurn-taking
30Classroom Pets Teach… Responsibility Animal Characteristics Kindness and NeedsKindnessHabitatsEnrichment: Classroom pets can be written about to promote literacy or can be included in hypothetical mathematic and scientific lessons that require children to observe and hypothesize.Warning: Be sure none of the children will be allergic to your chosen classroom pet or products usedby the classroom pet.
31Concepts We Develop Through Water Play: Some items float in water.Water flows when poured.Water takes many forms such as liquid, snow and ice.Water dissolves some foods.Water can be held in a container.Some materials absorb water.Water can be used for cleaning objects.
32Words We Learn Through Sand Play Opposites:Drip/DropFast/SlowFloat/SinkWet/DryLeakMeasurePourScoopShowerSplashSpraySwishSprinkleSqueezeSquirtStirTrickle