DRDP 2015
The desired result developmental profile - revised (DRDP-R) is an assessment tool that consists
of seven domains of learning and development for young children. Each domain consists of the
measures that focus on a specific competency. You will mark the developmental level of one
focused child for each measure and write a follow-up plan.
DRDP 2015 Follow Up
Social/Emotional
Child’s name: Marie
1. What are the child’s observed strengths? (refer to scores)
The child seems to have strengths in social development. She is able to maintain support
from an adult during activities for a great amount of time. She is able to maintain control
when using materials with her peers. The child is able to have conversations with her
teachers about her personal stories and experiences. Marie is also able to involve herself
with her with adults and her peers during small and large group times.
2. What areas have you observed that need strengthening? (refer to scores)
The areas I have observed that may need some strengthening are around the emotional
development. Marie seems to needs a bit of support whenever she’s in a situation where
she may need to use her words. She needs some strengthening in self-regulation when
following directions. She appears to also have some trouble with her patience and impulse
control.
3. What are your specific activity suggestions to support strengthening these areas?
(Please avoid generalizations such as “work on fine motor skills”. Instead, give specific
activities such as “use kitchen tongs to pick up cotton balls” etc.)
 Reading books on having patience and having discussions of what to do when we feel
we can’t wait for too long (Hold on to your Horses).
 Playing games and doing activities that involve taking turns
 Doing puppet play where each child has a chance to get a turn when it’s their turn to
act out.
 We can play a game of Simon says or have some basket ball play
DRDP 2015
The desired result developmental profile - revised (DRDP-R) is an assessment tool that
consists of seven domains of learning and development for young children. Each domain
consists of the measures that focus on a specific competency. You will mark the
developmental level of one focused child for each measure and write a follow-up plan.
DRDP 2015 Follow Up
Cognitive/Language Literacy
1. What are the child’s observed strengths? (refer to scores)
The areas that the child appears to have strengthening for the cognitive development is
with classification and cause and effect. With Classification, the child is able to sort objects
into different groups by color, shape, or certain item. With cause and effect, Marie acts on
objects to find a cause with a specific result to it, (example: she will pour water onto a
waterwheel to make the wheel spin). In the language and literacy development, Marie is
seems to demonstrate awareness of larger units of language. For example, she is able to
listen to the lyrics of a song and act out what the song has to do with. Marie appears to be
aware of the first letter of her name anytime she sees it in a book, or on a sign. The child
also makes scribble marks or simple drawings who she phrases them as her family
members.
2. What areas have you observed that need strengthening? (refer to scores)
Some areas that may need some strengthening are identifying letters by name and
showing understanding of letters making words. She also needs some strengthening with
having some practice writing letter like shapes or letters to represent words or her name.
3. What are your specific activity suggestions to support strengthening these areas?
(Please avoid generalizations such as “work on fine motor skills”. Instead, give specific
activities such as “use kitchen tongs to pick up cotton balls” etc.)
 We can read some books that have letters of the alphabet involved to get her familiar
with them ( “Chicka, Chicka Boom Boom”)
 Playing some game or doing activities that involve letters such as making crafts out of
buttons to form a letter onto a construction paper and glue or playing a game called “the
salt tray letter game”. We can also paint with cookie cutters shaped from letters.
 We can sing the alphabet song or listen to a song called “the Letter sounds song”.
DRDP 2015
The desired result developmental profile - revised (DRDP-R) is an assessment tool that
consists of seven domains of learning and development for young children. Each domain
consists of the measures that focus on a specific competency. You will mark the
developmental level of one focused child for each measure and write a follow-up plan.
DRDP 2015 Follow Up
Physical
1. What are the child’s observed strengths? (refer to scores)
Some strengths I have observed with Marie is she is able to use her fine motor skills and
her gross motor and loco motor skills. When she’s using her fine motor skills she is able to
use scissors when cutting paper or using it as a tool to cute clay or playdough. She is also
able to grasps onto paint brushes or writing utensils with hand and eye coordination when
painting or drawing a picture. When she in the outdoor area, Marie is able to kick balls,
run around the playground and ride the tricycles. With the loco motor skills, she is able to
use her body with movement maintaining control.
2. What areas have you observed that need strengthening? (refer to scores)
Some areas Marie may need a bit more strengthening in are personal care routines in
hygiene and dressing. Marie seems to have trouble remembering sometimes remembering
to wash her hands each time she uses the restroom or before she eats. She can also cough
or sneeze into the air without precaution. Marie also needs a bit more support in dressing
with particular parts of the clothing like zipping and buttoning.
3. What are your specific activity suggestions to support strengthening these areas?
(Please avoid generalizations such as “work on fine motor skills”. Instead, give specific
activities such as “use kitchen tongs to pick up cotton balls” etc.)
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Read books about the importance of personal hygiene and the germs we can spread around
There can be charts put up to remind the child about what she needs to do each time she leaves
the restroom
We can have discussions about practicing daily routines of personal hygiene
We can add special clothing in the dramatic play area with more buttons and zippers for child to
practice with or pair the child with another child that may help her development the skill