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February 18, 2009Observation Assignment                                 Developmental Summary       Piper is a four-year-o...
Piper has well developed large motor skills. She is confident in running, jumping,riding bikes, and climbing big toys. She...
she was reading the ladybug story she moved her finger across the page from left toright. She would benefit from opportuni...
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Developmental summary

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Developmental summary

  1. 1. February 18, 2009Observation Assignment Developmental Summary Piper is a four-year-old girl who is a part of a full day/full year preschoolprogram at the Head Start Center on the Westside. She has been a part of thisprogram for the entire school year, and will attend kindergarten next year. Piper knows her role in the classroom; she is able to make her own choices, sheis confident in her self-identity, and seeks others to play. Piper asked another child inthe classroom, “Hey you, can you play with me?” she continues to instigate play withothers daily. Piper would benefit from larger group play, allowing her to take ondifferent roles and focus more on the group rather than being the leader of the play. Piper is able to express herself emotionally to her peers and the teachers; shealso instigates and encourages hugs with others, and is continuously smiling in theclassroom. Piper has been documented telling friends, “Stop it,” when they are invadingher space or making her sad. She could benefit from more second step curriculum atcircle times, this will encourage her to expand her feeling vocabulary and steer awayfrom just using sad, mad, and happy to express herself. Piper is able to join play, instigate play, and observe others in different playsituations. She seems to enjoy socializing with the children, the visitors, the parents,and the teachers in the classroom. She also shows concern for others and is able to ask,“Are you okay.” She was observed asking a friend, “Do you want to make a pumpkin withme?” in a very positive manner. She would benefit from playing with others who like totake the lead in the play, allowing Piper to focus on following someone else’s script.
  2. 2. Piper has well developed large motor skills. She is confident in running, jumping,riding bikes, and climbing big toys. She was observed running around an oval path andjumping up and down repeatedly while waiting in line. She would benefit from largemotor games outside, giving her an opportunity to continue developing her muscles whilefocusing on following directions, watching her body movements, and watching cues fromothers. Piper has very strong small motor muscles. She is able to write her name, makedifferent creations with play dough, and pick small objects up with control. She statedthat she writes with her right hand and showed through observations that she is ableto pour her own water and write letters that aren’t in her name. She would benefitfrom more opportunities to write and explore with letters; she seems to enjoy doingthis and often seeks out ways in the classroom to focus on her literacy development. Piper is definitely cognitively aware of what is happening in the classroom, andshe knows how to verbalize this to others. When the clean-up bell rang she was thefirst child to yell, “Clean-up, five minutes.” She would benefit from more opportunitiesto focus on serration and sequencing, she enjoys being challenged and asks the teachersto pull down certain developmental activities that are designed to encourage criticalthinking. Piper is developmentally advanced when it comes to her pre-writing and pre-reading skills. She is able to recognize every letter in the alphabet, (they don’t have tobe in order), write them with ease, and is now working on writing her friend’s names.She also understands that reading takes place from left to right, for example: while
  3. 3. she was reading the ladybug story she moved her finger across the page from left toright. She would benefit from opportunities where she would be able to tell storieswhile looking at the pictures to her peers, allowing her to focus on more pre-readingskills in a very powerful way. Piper is very creative with her art and the different types of imaginative playthat she engages in. She is able to draw different shapes, create many scripts and rolesfor her friends and herself, and uses objects in the classroom creatively. She wasobserved using a keyboard to write down the jobs for her pretend kitties in theclassroom. She would benefit from opportunities where other children can give herpretend roles, allowing her to follow someone else’s script and watch other children bethe leaders in play. Piper’s overall development is on a very positive track, with progression that canbe observed and documented. She seems to enjoy all of the aspects that the preschoolprogram has to offer.

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