California Department of Education
Child Development Division
Child's Developmental Progress
Child’s Name:
Date of Conference: _
Agency/Site:
This form describes your child's developmental progress in achieving four broad desired results for all children:
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Children are personally and socially competent
Children are effective learners
Children show physical and motor competence
Children are safe and healthy
Your child's strengths include...
Child separates from her mom and dad with ease and quickly joins the play. She is socially and personally
competent: she has developed strong relationships with her teachers (will ask to read to her, will include the teachers in her
play, and will help clean up the activities); she is building relationships with other children in the classroom (will cook with
them in the house area, will build with blocks and take turns to add a block, will pretend to bake a cake in the sand box with
another child). Child is able to communicate her needs and wants using words; will ask for more food, or for a toy or a book,
and will talk about what she is doing.
Child shows competence in the cognitive skills: she is able to fantasize or role-play (will pretend to cook, will
pretend to take care of babies, and will pretend to go to the market); she started to problem-solve during play situations
(when sees a toy that she needs for her play on the counter top, gets a chair to reach for it); she is able to classify the bears to
the matching bowls and names the colors; she counts the bears 1to 10 by rote and will continue counting with the teacher;
she identifies big and small blocks when she builds with them; will name some of the shapes (oval, circle, star) while
working on the shapes puzzle; and will finish the puzzle putting correct pieces on the board. Child shows interest in literacy;
she will independently remove the books and will pretend to read, she will ask the teacher to read to her; she will point to the
pictures and name them, and will join for songs and flannel board stories during group time. Child shows curiosity in
exploring things; she will go to the science area and examine objects using a magnifying glass, will look for the lady bugs
and for the flowers during outdoor walk, and will participate in the science projects.
Child shows competence in motor development (gross and fine motor skills): she walks and runs with control; she
throws and catches a ball with two hands; she is able to kick a ball; she is able to pedal a tricycle; she will walk around the
sand box on the curb able to balance her body; she is able to string various beads; and will use writing and painting tools
(markers, crayons, brushes) with control. She will try new food and will wash and dry her hands with minimal help.
Areas your child is currently working on include..
Social and interpersonal skills: Using word to express feelings, wants, and needs. Ask teachers for help without becoming
upset (impulse control), taking turns and share. Staying focused on the activity and follow directives and rules. Emerging
literacy skills: Communicating with children and adults, retelling simple stories, predict what is going to happen next, look
at the picture and name what she sees in the picture. Mathematical concepts: recognition shapes, sizes, and counting. Gross
and fine motor skills; jump forward with two feet together, hop on one foot, cutting, assembling manipulatives, forming with
playdough , fingerplays. Health and Safety: Making healthy life choices and awareness of safety practices.
We (teachers, caregivers, families) can help your child learn and develop in the program by...
When the children are upset or angry, the staff consistently encourages them to use words to prevent hurting others. To
avoid long waiting, the staff offers alternatives or duplicates when possible. The children are encouraged to solve their own
problems with minimal adult intervention and stay on task for at least 5 minutes. To support self-help skills and
independence, the staff gives the children enough time to work on the task. To encourage pro-social behavior, the staff sets
up thematic dramatic play so the children begin to play cooperatively with the peers (take turns and share). We give the
children opportunity to help the teachers with simple tasks to develop relationships with them and help their peers as well.
We help the children to develop cognitive skills by providing creative and engaging activities. Literacy skills: Read books
and provide the props to involve the children in the story or the flannel board stories and activities; have their name tags with
their pictures attached to begin recognizing their names in print. Mathematical skills: through various activities, the children
begin to identify big from small; use their fingers to count a small number of items by rote; identify a few colors when they
are named; sort items by colors; and recognize and name simple shapes. Physical skills: To develop big muscles, we plan
and implement activities so the children can march, hop, run, jump forward, balance, throw and catch, kick, and stack with
©California Department of Education
September 2003
California Department of Education
Child Development Division
the teachers’ involvement. To develop their small muscles, we provide various stringing activities, connectors, different
writing, painting, and cutting tools. We provide consistency in daily routine to create an easy-running learning environment.
You can help your child learn and develop at home by.
Provide opportunity for your child for reading and playing literacy games; while reading ask open-ended questions to
facilitate respond and point out to the print, sing songs and do chants; ask her more open-ended questions during any play to
help increase her vast language development. Encourage your child to participate in the activities that incorporate matching,
sorting or simple puzzles. Work on child’s emotional skills: help her to say “No” or “I don’t like that” with confidence
during interactions with peers; work with her on handling her frustration during sharing situations, through discussions and
modeling. When child grabs a toy from another child, stop her and let her know that she needs to ask for it. Work on her
listening skills; set up a set of rules and work on her to follow them and be consistent.
Person Conducting the Conference
Parent/Guardian
Name:
Name:
Title:
Signature:
Signature:
©California Department of Education
September 2003