Standard 3
OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT
YOUNG CHILDREN AND FAMILIES
YOUNG CHILDREN AND FAMILIES
I know that documentation is essential because it helps me to make children’ learning visible to their parents and other professionals. Also, I believe that documentation is a very useful tool for my own development because it helps me to reflect in my own practice.
Key elements of Standard 3
3a: Understanding the goals, benefits, and uses of assessment
3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child
3d: Knowing about assessment partnerships with families and other professionals with professional colleagues
3a: Understanding the goals, benefits, and uses of assessment
3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child
3d: Knowing about assessment partnerships with families and other professionals with professional colleagues
I am including documentation from previous Child Development courses and from my practicum site. This documentation is evidence of my understanding of standard 3 because it is essential to document children’s learning in order to share it with their families and other professionals. Moreover, I will continue to document children’s learning because it is evidence of their learning and of my work with them.
Documentation from Practicum site
The name of the activity was “Authoring a book”. During this activity, the children had the opportunity to be the authors’ and illustrators’ of their own book. In this Poster board I have some of their final projects and in the slideshow I have more pictures with more details about what was going on during the activity. This was a successful activity because the children were very engage and excited about it.
Documentation from Child Development 143 Course
This activity was about “Balls” the main purpose of this activity was to teach to children basic math concepts. For example, one-to-one-correspondence.
Documentation from Child Development 262-1
Developmental Statement from Child Development 201 Course
Miriam Heligio
CD 201
April 10, 2013
Developmental Statement
This is A.B.’s information based on observations that I collected over a period of three weeks. The main purpose of this observation was to observe the child’s strengths. My evidences are supported by systematic observation notes, a Child Skill Checklist and photos. This is her first year in a Head Start program. A.B. is a typical child who can demonstrate her social and emotional skills.
The strengths of A.B. are playing roles in the dramatic area, making choices for her and controlling her emotion (02/25/13). During the time that I observed A.B. I noticed that she is a child who interacts with others children. For example, she “plays with others in group play” (Beaty, J. Pg. 113). A.B. was the mom, another child was the baby, another girl was the mom’s friend and another one was the bus driver (Cooperative play 02//27/13, which means she plays with others children because they have the same purpose). A.B. is a child who can make decisions by herself. For example, when circle time is over and the teacher asks A.B. “where do you want to play?”, she answers according to her interest. One day she said “water table”, another day she said “kitchen” (02/28/2013). A.B. is a child who can control her emotions such as anger in words. For example, a child took away a toy from her and she said “I was playing with it first”, the child did not give the toy back to her. Therefore, she let the teacher know what happened (03/01/13).
The areas where I recommend support for A.B. are:
Writing and reading skills are the areas where she needs assistant. A.B. is at a typical level of development for her age. However, if A.B. spends extra time writing and reading she would learn quickly because she is a very mature and smart girl. According to the text (Beaty, J. Pg. 225) it is essential for “children [to] learn to write and read … before kindergarten and first grade.”
Giving A.B. extra homework with the purpose to trace her name and read with her parents at home would help her to develop her writing and reading skills. At school the teacher can provide her with writing material and work together with A.B. parents to help her to start develop her writing and reading skills.
References
Beaty, J.J. (2010). Observing development of the young child, 7th edition. Columbus, Ohio: Pearson-Merrill Prentice Hall.
CD 201
April 10, 2013
Developmental Statement
This is A.B.’s information based on observations that I collected over a period of three weeks. The main purpose of this observation was to observe the child’s strengths. My evidences are supported by systematic observation notes, a Child Skill Checklist and photos. This is her first year in a Head Start program. A.B. is a typical child who can demonstrate her social and emotional skills.
The strengths of A.B. are playing roles in the dramatic area, making choices for her and controlling her emotion (02/25/13). During the time that I observed A.B. I noticed that she is a child who interacts with others children. For example, she “plays with others in group play” (Beaty, J. Pg. 113). A.B. was the mom, another child was the baby, another girl was the mom’s friend and another one was the bus driver (Cooperative play 02//27/13, which means she plays with others children because they have the same purpose). A.B. is a child who can make decisions by herself. For example, when circle time is over and the teacher asks A.B. “where do you want to play?”, she answers according to her interest. One day she said “water table”, another day she said “kitchen” (02/28/2013). A.B. is a child who can control her emotions such as anger in words. For example, a child took away a toy from her and she said “I was playing with it first”, the child did not give the toy back to her. Therefore, she let the teacher know what happened (03/01/13).
The areas where I recommend support for A.B. are:
Writing and reading skills are the areas where she needs assistant. A.B. is at a typical level of development for her age. However, if A.B. spends extra time writing and reading she would learn quickly because she is a very mature and smart girl. According to the text (Beaty, J. Pg. 225) it is essential for “children [to] learn to write and read … before kindergarten and first grade.”
Giving A.B. extra homework with the purpose to trace her name and read with her parents at home would help her to develop her writing and reading skills. At school the teacher can provide her with writing material and work together with A.B. parents to help her to start develop her writing and reading skills.
References
Beaty, J.J. (2010). Observing development of the young child, 7th edition. Columbus, Ohio: Pearson-Merrill Prentice Hall.
Miriam Heligio
CD 201
April 10, 2013
Letter to parents
Dear parents of A. B.
My name is Miriam Heligio. I am a child development student at Harold Washington College. I was observing your child A.B. for about three weeks. The main purpose of this observation was to observe your child’s strengths. My evidences are supported by systematic observation notes, a Child Skill Checklist and photos. Your child is a typical child who can demonstrate her social and emotional skills.
The strengths of your child are playing roles in the dramatic area, making choices for herself and interacting with other children. During the time that I observed your child, I noticed that she is a child who interacts with other children. For example, she plays in a group and she was pretending to be the mom, another child was the baby, another girl was the mom’s friend and another one was the bus driver. The importance of this kind of play is that she interacts with others children because they have the same purpose. You child is a child who can make her own choices. For example, when circle time is over the teacher asks, “Where do you want to play?” and she answers according to her interests. One day she said “water table”, another day she said “kitchen”. Your child can control her emotions such as anger in words. For example, if a child takes away a toy from her, she would say something like “I was playing with it first” or she would let the teacher know what happened.
Your child is a mature child. However, there are areas where I recommend support for her are writing and reading skills. Do not alar, in these areas A.B. is at the level of a typical child of her age. However, it is important to improve those skills at an early age. I would recommend A.B. to spend more time in writing and reading. This would help her to learn fast because she is a very mature and smart girl. According to researches it is essential for children to learn to write and read before kindergarten and first grade. Giving A.B. extra homework where the main purpose is to trace her name and read would help her to develop her writing and reading skills. At school the teacher can provide her with writing material and work together with you to help her to start develop her writing and reading skills.
Sincerely
Miriam Heligio
CD 201
April 10, 2013
Letter to parents
Dear parents of A. B.
My name is Miriam Heligio. I am a child development student at Harold Washington College. I was observing your child A.B. for about three weeks. The main purpose of this observation was to observe your child’s strengths. My evidences are supported by systematic observation notes, a Child Skill Checklist and photos. Your child is a typical child who can demonstrate her social and emotional skills.
The strengths of your child are playing roles in the dramatic area, making choices for herself and interacting with other children. During the time that I observed your child, I noticed that she is a child who interacts with other children. For example, she plays in a group and she was pretending to be the mom, another child was the baby, another girl was the mom’s friend and another one was the bus driver. The importance of this kind of play is that she interacts with others children because they have the same purpose. You child is a child who can make her own choices. For example, when circle time is over the teacher asks, “Where do you want to play?” and she answers according to her interests. One day she said “water table”, another day she said “kitchen”. Your child can control her emotions such as anger in words. For example, if a child takes away a toy from her, she would say something like “I was playing with it first” or she would let the teacher know what happened.
Your child is a mature child. However, there are areas where I recommend support for her are writing and reading skills. Do not alar, in these areas A.B. is at the level of a typical child of her age. However, it is important to improve those skills at an early age. I would recommend A.B. to spend more time in writing and reading. This would help her to learn fast because she is a very mature and smart girl. According to researches it is essential for children to learn to write and read before kindergarten and first grade. Giving A.B. extra homework where the main purpose is to trace her name and read would help her to develop her writing and reading skills. At school the teacher can provide her with writing material and work together with you to help her to start develop her writing and reading skills.
Sincerely
Miriam Heligio