individual assessment of each child in our program. evaluation is aporetically

1. individual assessment of each child in our program. evaluation is aporetically
Child Name ........................... ..
child age
1) SKILL OBSERVATION
- The child spontaneously and freely observe environmental elements that interest him.
Quite a bit much
--- Uses more than one senses to observe objects, phenomena or events. starts with simple and
known and progressing to more complex and unfamiliar.
little enough too
- Identify simple similarities and differences.
little enough too
observes changes in function of time (long-term observations).
little enough too
- Choose appropriate instruments for its observations. correlate observations to detect patterns, and
make generalizations. (Example pattern: record the temperature of surrounding for ten days in the
morning and the afternoon and evening and the child finds that the temperature follows a pattern.
Daily early morning is lower, rising at noon and in the afternoon begins to lower.
little enough too
2) SKILL CLASSIFICATION
(Please select the following is likely to make the child).
A) selects and creates groups of objects based on a feature.
B) - detects differences and organizing objects into groups based on visible characteristics (color,
shape ...). identify the foreign element in a group.
C) identify differences and similarities, creating simple groups of objects based on specific criteria, and
be able to describe and explain, classifying. selects and separates items into groups, based on two or
more rendered criteria.
-d) Puts in series three or more objects, explaining this classification. do simple temporal sequences,
based on the facts of direct experience.

2. -E) Puts into groups and series objects based on features that are not visible directly, such as
construction materials, how to use an object, how it works and so on. classifies events and data.
F) 4. creates hierarchical classifications, communicate and evaluate their organization, (eg pedigree,
animal classification).
3. MEASURING SKILL
(Note what the child measuring skill level, from below).
A) - compares two objects in the same size. (My pencil is greater than yours).
B) make simple measurements rather than conventional units, which will be given to selected.
C) - uses a fixed starting point and counts only once parts of the object.
D) uses two measurements of the same size (the same unit), to support the comparisons. (For
example to see if it fits a shoe in a box, we can compare the length of the shoe to toothpicks, and the
length of the box also toothpicks).
E) selects appropriate units of measurement. using two or more units for measuring the same size.
use the appropriate instrument for every measurement.
F) - the child feels roughly the price of a size, and then make measurements to assess whether it was
accurate in its estimation.
4.DEXIOTITA CONTACT
(Mark what is the level of the child's communication skills, by following it from below)
A) - the child freely expressed on his experiences as the experiences.
B) - free Records its comments in any medium.
C) - indicates simple object properties, for example shape, size and so on.
D) - describes specific properties and characteristics of an object, using a defined medium.
E) - submit simple queries to a child.
F) - record observations and presents.
Z) - comment on the findings and observations of other children
H) - recounts his experiences
TH) - describes the plans or other children's models
I) - presents in chronological order, the successive stages of an activity.
K) - describes an activity
L) - is concerned about how to present the findings.
M) - chooses suitable notation for the presentation of the data.
N) - chooses suitable materials for data recording.

3. 5.DEXIOTITA EISIGISIS QUESTIONS
(Mark with a YES or NO)
-diatyponei queries to solve the questions, YES NO
-diatyponei questions to clarify concepts or mental models; YES NO
--diatyponei questions to check and reject; YES NO
-synergazetai explorations with other children; YES NO
-anazita correlations; YES NO
-diatyponei forecasts and assumptions; YES NO
6. DEXOTITA DRAFTING FUNCTIONAL DEFINITION
(Indicate which of the following levels is the operational definition drafting skill to the child)
1. - the child performs the instructions of a functional definition we give, that the child knows from
daily experience.
2. - recognizes exceptions to executions instructions from others.
3. - describes specific experiences and events, following the sequence of events.
4. - describes the use and purpose of an object.
5. - performs two alternative operational definitions, and assesses their relative.
6. - with detailed guidance (stimuli, challenges), the child formulates instructions that constitute a
working definition for the experiences experiences, and objects of the everyday environment.
7. SKILL INTERPRETATION OF OBSERVATION (observation interpretation, is a thought process, through
which the child tries to explain, justify, or to find causes and mechanisms, for events and phenomena
observed using logical reasoning. through this process, the child tries to combine, various past
experiences of, with information gathered through observations).
(Note at what level observation interpretation of the child)
- 1. child says freely possible causes, and provides simple explanations for specific comments.
It begins to make observations, using many of the senses, and tries to find a cause for the object you
are observing.

4. - 2. - begins to organize and categorizes the observations, and trying to find a cause that explains it.
example: many times we noticed the sun in the morning was about more than the backyard. evening
we see above the pine. it appears that the sun moves in the course of the day in the same manner.
- Recall past experiences, and combines them with his comments, to formulate reasons and
explanations.
3. - uses the observations and experiences of, to argue, as to the causes and explanations, answering
questions such as: how; When? why? describes verbally, visually or in any other way, the reasoning
used to reach them.
8. SKILL PREDICTION (the forecast indicates what will happen in the future if certain conditions met.
Child provision, describes what is waiting to happen, based on experiences gained, and theories
developed. A provision may to be right or wrong.)
(Note to what level of predictability of the child)
1. the child provided by intuition.
2. the child, suggests a future event, based on the experiences and observations.
3. the child, make predictions, based on his experience and explains his thinking. child suggests how
to investigate problems.
4. Child, formulate and verify, or not, forecasts for other phenomena, based on the case in relation to
this phenomenon.
9. SKILL DRAFTING THE CASE
(Case is the wording of a possible explanation, or theory, for an event or phenomenon, so it can be
investigated later. For example, all large objects when entering the water, immerse. These objects
floating in the water, why are wooden. cases are temporary test theories, which aspire to evolve into
rules that determine the behavior of a series of phenomena and systems in the natural world. so the
investigation of a case, initially limited to the response rate of the underlying phenomenon, but later
expanded to examine the validity of a relationship and other natural phenomena. the child using the
observations and interpretations, expressed many times, cases for phenomena usually answering the
question: << why do you think this happens; >>)
(Indicate which of the following levels is the case formulation skill of the child)
1. child speculate intuitively. trying to find a simple cause an effect or a phenomenon, based on his
previous experiences.
2. the child executes instructions in order to consciously examine the validity of the case. understands
the need for formulation of new cases when this occurs.

5. 3. the child makes assumptions based on the direct study of a phenomenon, and reasons. with our
help, the child investigates and amend their affairs.
4. make matters clear, and suggests specific ways to investigate the cases.
10. SKILL AND EXPORT DATA INTERPRETATION CONCLUSIONS
(The child is studying and reorganizing information and data. Combining them with previous
experience, draw conclusions).
(Note at what level is the child, the skill of interpreting the data and drawing conclusions)
1. child support a statement in previous experiences, observations and events that occur during
continued.
- During the observations, begins to identify behaviors that occur repeatedly.
- Interpret simple recordings, which took place, or experienced.
2. the child recognizes that becomes more convincing when explaining how he thought, to come to a
conclusion.
with our help, organize data, records, and finds relationships between them.
-the child, interpret data and draw conclusions simply explaining its reasoning.
- Use the data to confirm or reject the given assumptions.
3. Rejects own affairs that is not consistent with the data, and is consistent with other cases, which
seems to find support.
- Recognizes the data will be used to find answers to the questions investigating.
11. SKILL RECOGNITION FACTORS AND CONTROL VARIABLES
(Variable is any factor that can change the course of an investigation. (Eg, color, water height).
identify and determine the factors that influence a phenomenon called variable recognition.
reasoning, in designing a valid experiment, called variable control. )
(Note the level of this skill to the child, from the following):
1. the child recognizes the factors likely to affect a particular phenomenon.
- Identifies and describes simple variable, changing with time.
- Senses, it must maintain the same conditions of measurement, to be an investigation valid (fair).

6. - Applying measurement rules (start, end, equal containers).
-2. recognizes and describes the factors that influence a phenomenon (for example, the ice melting).
- Based on the experiences, begins to suggest factors that need to remain stable in order to be valid,
(Law), an experiment.
3. plans verbally or graphically, an experiment related to the immediate environment, and describes
what variable will change, what will count, and what will remain stable.
- Comparing the process that distinguishes a valid, an invalid test.
- Identifies and describes the reasons for which a test is not valid (law).
12. SKILL MODELING
(Note the level of modeling skill of the child)
1. child, builds physical models, and are able to describe and explain the relationship of each, with the
same physical phenomenon.
2. compare two or more models of the same system, and justify what is best.
3 combines features of different physical models to describe verbally, a theoretical model of
operation of a natural phenomenon.
13. SKILL INVESTIGATION
(Note the child's skill level investigation)
1. recasts rendered problems and questions, in his own words.
- Uses the method of trial and error to solve a problem.
2. simple queries, identify factors that may affect the relative phenomenon.
- Suggesting possible approaches and materials that will be needed to solve the problem.
- Perform experiments, and taking into account the data, gives answers to the original problem.
3. distinguish possible solutions to the problem, and is planning some process steps for the solution
that seems the most logical.
- Begins to take into account the necessity of planning, step by step.
- Identifies and explains differences between the forecasts and the results obtained from the
investigation.
4. expresses openly questions and problems.
- Planning a course solution, but often, it amends.