E-Portfolio

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Portfolio for Ruby
Student Name: Lucia Avalos
Class: Child Development 34
Observation and Recording
Children’s Behavior
Portfolio Summary
This portfolio is dedicated to Ruby, my focus child. I have observed her during the fall 2015
semester at Vaughn Next Century Learning Center. This portfolio is a record of my observations
concerning Ruby’s learning process, and some of the activities in which Ruby was involved
during the semester. This portfolio contains reports of different aspects of development that I
have learned this semester, and the theories as they apply to Ruby. It also contains some pictures
and sample projects. I hope that this portfolio will give the reader a better understanding of
Ruby’s development during these few months.
Introduction to Ruby
The child is four years and ten months old girl who attends classes five days a week at Vaughn
Early Education Learning Center. The child is an independent and friendly child who likes to
play, read, and share with others. The child has many notable qualities. She is an outgoing girl
with an appetite for reading, building, and physical activities. She interacts with teachers and
peers, and is comfortable playing on her own. She is progressing well in all four aspects of
development; physical, cognitive, personality, and social.
Social Development
Social Development Summary
Ruby is competent in social skills. She is able to share the materials with her peers, seems to
understand that everyone needs a chance to use them, she is able to communicate to the
teacher that she is done with an activity and would like to play in another area. She is able to
role play in the dramatic play area while elaborating on what she is doing. She is able to play
cooperatively with other children and seems to be a leader. She appears to enjoy being in
charge of certain things such as holding the door open and being a line leader.
Ruby talks about what she likes to do and what her favorite things are; for example, she
appears to enjoy playing puzzles with her peers and help her peers clean up. She is able to play
alone or in small groups effectively, she uses kind words such as please and thank you with her
peers and teachers.
Lucia Avalos
Child Development 34 Frequency Count
October 7, 2015
Summary:
The children were in two groups of 4 at two different tables doing two different activities, the other two
children participated when one child of each table was done with the activity. Child one seemed to have
trouble sharing the materials and space with the other children. Child two seemed to enjoy the group
activity and share most of the time except when child one refused to share with her. Child three
appeared to not be bothered by child one, she continued to share and talk about her work to child one.
The other children in the activity table across seemed to be enjoying the guided activity and appeared to
get along without incident. The children appeared to like to share their materials and talk a lot about
what they were making.
Recommendations:
I would recommend pairing child one with other children that are good leaders and know how to share.
Also, plan activities where the children take turns using a prop and/or leading, like ‘Simon says’ or ‘red
light, green light.’
DAP Quotes:
The preschool years are now seen as the key period for establishing positive attitudes and behaviors
about learning. These Attitudes and behaviors are closely related to social and emotional development
but affect virtually all aspects of children’s development and learning. (Page 120)
Preschool children generally value their friendships. At this age, most children have friends, though not
necessarily a best friend. Friendship skills are important: Children who have an easier time making
friends are likely to be more self-regulated and to have a better understanding of others’ thoughts and
feelings. (Page 121)
Anecdotal or Running Record
Center Name: Vaughn Next Century Learning Center
Date: Monday, September 21, 2015
Time: 9:30 A.M.
Target child’s Name: Ruby, 4 Years old
Location (indoor/outdoor & room #)
Observation
Comments/Recommendations/2Quotes from
DAP
Block Center
Recorder: Lucia Avalos
9:30 am, Child 1 is playing alone in the block
area. She is lying on the floor while stacking
the blocks. Child 2 joins and gets 2 cars to
play with the blocks, he hands child 1 a car.
Child shows she can play both alone and with
others efficiently.
Child 1 seems to enjoy his presence.
Child 1 hurts herself with a block, she says,
‘Ouch’, child 2 leans in and asks, ‘You ok?’
D.A.P. Text: Preschoolers who have positive
relationships with their teachers are likely to
be more interested and engaged in school,
and they are more likely to be socially
competent in later years. Page 120
Pair Child 1 with children that seem to have
Child 1 continues building while child 2 helps trouble playing with others.
bring more blocks.
D.A.P. Text: Children construct their
Child 1 says to child 2, ‘No you don’t have to understanding of a concept in the course of
pass, you have to pass this.’
interaction with others. Page 131
Tower falls and child 1 says, ‘Ooooooooh!’
and says, ‘I’m going to build something else,
this is what I’m going to do.’ Child 2 says,
‘What?’ and child 1 responds, ‘I’m going to
do a boat.’
Speaks in full sentences and uses good
vocabulary.
Recommendations: Bring books about boats
to the classroom, circle time boat theme for a
day.
Summary: Child 1 seems to enjoy being a
leader and treats her peers with respect and
kindness. She can be a great role model for
the children in the classroom.
Lucia Avalos Leyanis MaJuan
Ana Avendano
Child Development 34
Anecdotal or Running Record
Center Name: Los Angeles Mission College
Date: October 1, 2015
Time: 9:30 am
Target child’s Name: Johnny
Location (indoor/outdoor & room #): Indoor block area
Observation
Child one said, ‘Ok guys there’s a special thing
we have to know guys’ to the other children in
the area.
Child two says, ‘Alright guys we need to build
a race track. Child one then says, ‘We have to
break those apart’ he then walks over to the
other children building a tower and tells them,
‘We have to mess up you guy’s things to make
the race track.’
Summary:
Child one seems to have an extensive
vocabulary. He used lots of language when
giving directions and letting the other children
know what will be needed for building the
race track. Child seems to be respectful of
other children’s structure when asking for
permission to knock it down. Child one seems
to be the leader in the activity, he walks up
and down the area who appears to tell the
other children what to do.
Comments/Recommendations/2Quotes from
DAP
Pair child with another child that is a leader.
Create an activity that allows child to take
turns leading.
Recommendations:
Make block area a bit larger to give children
more space to play in small groups.
Have a bigger selection of blocks with
community workers and people from around
the world.
DAP Quotes: (social/emotional development)
Children’s social interactions, relationships
with teachers and peers, and friendships;
development of prosocial behaviors; and
sense of self relation to others. (page 120)
Extensive involvement in sociodramatic play
not only builds preschoolers social skills but
also in associated with better language and
literacy skills, self-regulation, and later school
achievement. (page 121)
Emotional Development
Emotional Development Summary
Ruby is competent in emotional skills. She is able to have self-control of feelings and behavior
when faced with a problem, if she is unable to solve the problem she goes to a teacher and asks
for help. She is able to communicate ideas about why one has a feeling or what will happen as
a result of a feeling. She shows empathy for her peers when they get hurt or are sad.
Ruby expresses joy and excitement for certain activities such as doing puzzles and painting on
the easel. She has built relationships and social interactions with familiar adults and peers. She
is able to show pleasure when immersed in symbolic and sociodramatic play, she appeared to
enjoy making food and treats from playdough. She seems to enjoy responsibility and expresses
pride when complies with the classroom rules.
CLASS LIST LOG
Observing: Arrivals
Recorder: Lucia Avalos
Date: 9/16/15
Child 1: Parent signed child in and child just walked in and put her things away in her cubby and went to
the carpet to wait for the rest of the class.
Child 2: Mother gave child a hug and kiss and child walked in, put her things away in her cubby and sat
on the carpet as well.
Child 3: Child’s father just gave child a push in the room and said bye, child did not look back and went
directly to the carpet with the other children.
Child 4: Child’s mother signed child in and child did not wait for his mother to say goodbye, he walked
in the classroom very happy.
Child 5: Child’s mother said bye and have him a push into the classroom, child went in and walked to
the carpet.
Child 6: Child and mother hugged for a while and said goodbye. Child walked in, mother watched her
child go in and put her things away in her cubby, child then came back to her mother for another hug.
Child then walked back in the classroom, mother waited to see her sit on the carpet.
Child 7: Mother signed child in, child did not want to stay. Mother carried him in the room and hugged
him for a while to calm him down. She then took him to the carpet with the rest of the children, he
stayed crying.
Child 8: Mother gave child a short hug and kiss, child walked in, put things away and sat on the carpet.
Child 9: Child walked in while her mother talked to the teacher, child waited for her mother in the
classroom. Mother then walked in and took her things and placed them in her cubby. Child walked to
the carpet and sat down, mother continued talking to the teacher.
Child 10: Father signed child in, child waited and father pushed child in the door without a goodbye.
Physical Development
Physical Development Summary
Ruby is competent in physical skills. She is able to go up, around and under the apparatus, she
is able to run with good speed, hop, skip and jump. She is able to hold writing tools to write her
name, draw and paint. She is able to dress herself and the dolls in the dramatic play area. She
is able to throw and catch a ball, jump rope and hula-hoop. She is able to balance on one foot
while holding her arms out for stability.
Ruby seems to enjoy going on the slide and under the apparatus with her peers. She is able to
ride the tricycle well and at good speed, she appears to enjoy racing her peers in the bike path.
She is able to climb the stairs using alternating feet and seems to enjoy going up and down the
stairs in the apparatus. She is able to cut out pictures and paste them on construction paper
using her fine motor skills. She is able to manipulate writing tools and playdough well.
Lucia Avalos
Child Development 34
September 30, 2015
Physical Check List Summary
Child seems to be able to manipulate the scissors correctly when cutting the vegetables from
the paper. She can hold the crayons in the pincer grasp when coloring the vegetables. Also,
she can put her sweater on and off with no assistance. Child uses alternating feet when
climbing the stairs in the apparatus; she can catch and throw a ball to her friend with minimal
effort. She can run and jump with ease and able to hop over a foam block easily.
Activities I would recommend for this child are the following:

Tossing games for developing eye-hand coordination

Simon says to imitate hopping, skipping, jumping and galloping

Art activities that require fine motor skills to be used more
DAP Quotes:
They should spend at least a quarter of their school day in physical activity. This is an age when
much learning in transmitted through the large muscles, when learning goes from the hand to
the head, not the other way around. (Page 114)
They make progress through opportunities for open-ended activities that develop their hand
muscles and fine motor skills, such as exploring drawing and painting. (Page 117)
Language & Speech Development
Language & Speech Development Summary
Ruby is competent in language and speech skills. She is able to follow directions and retell what
she did at home the day before. She is able to have reciprocal communication and
conversation with her peers and teachers. She shows interest in literacy and demonstrates
knowledge and understanding of details in a story. She is able to identify most letters in the
alphabet and is able to spell her name.
Ruby is able to blend smaller units of language with the help of pictures or objects. She is able
to identify most uppercase letters and most lowercase letters and shows understanding that
letters correspond to the sounds in words. She is also able to write several two to three letter
words or phrases. She appears to understand most information and concepts communicated in
English for both instructional and social purposes.
SPEECH AND LANGUAGE CHECKLIST
Child: Ruby, 4 Years old
Sounds:
Date: 10/14/15
Underline the ones that you hear. Circle if there is difficulty.
p, w, h, m, n, (usually by 3 years)
b, k, g, d, y (usually by 4 years)
f, ng, t, r, l (usually by 6 years)
ch, sh, j, s, z, v, th, zh, br, tr (clear by 7–8
years)
Language:
Underline the ones that are present. Circle if there seems to be difficulty.
Correct word order (by 2½)
Uses pronouns (by 2½)
Gives name (by 3)
Uses plurals, some prepositions (by 3)
Tells day’s schedule in sequence (by 4)
Can tell an imaginative story about a picture (by 4)
Speaks in adult like sentences (by 4)
Note Language Behaviors:
Turn taking—displays understanding of conversational
shift Communication signals
eye contact
√
facial expression
√
gestures
√
tone of voice
√
Meaning:
What did the conversation tell you about the child?
The conversation tells me that he child appears to be confident when speaking to
another child or adult. It also tells me that the child seems to be integrated with the amount of language
she uses.
(Adapted from Machado, J. M. [1990] and Breyen & Gallagher [1983]) REPRODUCED WITH THE PERMISSION OF AUTHOR: Nilsen, B. (2008).
Week by Week: Plans for Documenting Children’s Development, 4th ed. Clifton Park, NY: Thomson Delmar Learning.
Lucia Avalos
Child Development 34 October 22, 2015
Literacy Rating Scale & Speech and Language Checklist
Summary: As I observed the child I noticed many things. Child seems to know that she needs to speak
in complete sentences to be understood and maintains good eye contact when speaking to another
child or adult. She speaks in adult like sentences and shows interest in books. When asked to retell
parts of the story in order like what happened first, second and third, she seems to be able to do so with
minimal to no hesitation. Child can identify and write her name on her own. She seems to know most
of the letters in the alphabet and their sounds. Child shows interests in book and literacy and is mostly a
self-initiated activity. She ‘reads’ books to herself in the library during free-choice time and sometimes
to another child when approached. She is able to hold a writing tool and write her name accurately and
with no mistakes and can sometimes spell 2 to 3 letter words on her own.
Recommendations: I would recommend to pair this child up with a child that does not show too much
interest in books and/or has trouble writing and recognizing letters. Also, have more books that appeal
to her interests. I would also recommend her parents to make a book with her at home so she can bring
and ‘read’ to the class. For the dramatic play area, I can provide supplies to make it into a classroom
and the child can pretend being the teacher and teach the children what she knows.
DAP Quotes: To reach every child where she or he is, teachers need to bear in mind that while some
children come from language-abundant households, others do not. In a stimulating classroom, every
child will make important language gains in these years. (Page 144) Reading aloud to childrenindividually, in a small group, and as a whole group- and enhancing this experience by reading
expressively and actively engaging children (e.g., asking them to predicts what happens next) is vital in
fostering their enjoyment of books and interest in becoming readers. (Page 147)
Cognitive Development
Cognitive Development Summary
Ruby is competent in cognitive skills. She is able to tell the sequence of the planting and
understands that a seed needs soil, water and sun to grow. She is able to sort objects into
groups based on their size and shape. She is able to solve simple everyday problems involving
numbers by counting up to 10 objects using one-to-one correspondence. She is also able to tell
the difference between more and less.
She is able to use counting to add or subtract one or two objects to determine which one has
more, less or make it equal. She is able to identify differences in size, length, weight or capacity
between two objects using comparative words like ‘this one is smaller’ or ‘this one weighs
more’. She is able to identify shapes in a picture and patterns.
WORK SAMPLES CHECKLIST
Student’s Name: Lucia Avalos
Observation (mark yes or no)
Self-Care
Independently selects materials - Yes
Makes preparations to work (Example: Puts on a
smock) - No
Uses materials independently - Yes
Cleans up spills, messes - Yes
Writes name on work - Yes
Places finished product in proper place - Yes
Washes and dries hands if necessary - No
Physical Development
Controls whole body movement during work -Yes
Controls small muscles to hold tool - Yes
Controls tool to form desired product - Yes
Draws, prints, paints, pastes - Yes
Squeezes glue bottle - Yes
Picks up collage materials - Yes
Manipulates clay or Play Dough - Yes
Cuts with scissors - Yes
Social Skills
Represents important people in life and work Yes
Desires and can work near other children – Yes
Shares materials and supplies - Yes
Engages in positive commentary on other
children’s work - Yes
Works cooperatively and collaboratively on a
joint project – Yes
Dates: Nov. 4, 2015
Comments
Based on my observation the child appears
to be very independent. She is able to
select materials that are needed for an
activity and effectively uses materials
independently. During lunch time she
spilled milk and without the teacher or
anyone else having to tell her, she went to
get a few paper towels and cleaned up the
spilled milk. After completing her work she
writes her name and places her finished
work on the drying rack. During this
activity child did not need to wash her
hands.
Based on my on my observation the child
appears to be able to control her whole body
movement during an activity. She is able to
control her small muscles when holding writing
utensils in the pincer grasp. She appears to be
able to control the writing tool to write her
name. When doing an activity about the letter
U, she was able to color the letter completely,
cut out the letter and paste it on another piece
of paper. She was able to control how much
she squeezed the glue bottle to get the desires
glue to paste the letter. Child was able to clean
up after herself without reminding. She is able
to manipulate the play dough well when
making balls to make people. Child appears to
have good control of the scissors when cutting.
During my observation I seen the child
pretending to be her mom when setting the
table in the dramatic play area. She asked the
other girls to help her set the table and share
the food that she placed at the center of the
table. In the activity table child 1 was coloring
while another child said, ‘hey look is this how
you color it?’ and child 1 said, ‘yes, that’s
good.’ Child 1 seems to enjoy playing with
other children.
Comments
Observation (mark yes or no)
Emotional Development
Uses work emotions of happiness, anger,
fear - No
Verbalizes feelings about work - Yes
Enjoys manipulation and creation - Yes
Controls emotions of frustration when work
meets difficulties - Yes
Uses the media as a stress release,
pounding clay, tearing paper, painting - No
Speech and Language Development
Names scribbles, buildings, creations - Yes
Talks about work using vocabulary
connected with materials and design - Yes
Uses language to describe process, intent,
and satisfaction with product - Yes
Memory and Attention Span
Includes details in work from memories of
experiences - Yes
Focuses attention on project to produce a
finished work - Yes
During my observation I noticed child 1 telling
another child that she did the work good and that
she liked it. The other child said, ‘yeah, it looks
nice.’ On another activity, child 1 was playing with
the playdough. She seemed to enjoy feeling the
playdough and making different types of food.
Child 1 is able to control her emotions when she is
upset or angry; she usually walks away from the
situation.
Child is able to name her creations during an
activity and can explain what she is doing and with
what she’s doing it with. When I asked her, ‘what
will you do first?’ she said, ‘I’m gonna lace it first,
then I’m gonna color the animals, and then I’m
gonna to cut them, and at the end I’m gonna stick
the animals on the mitten.’ Child was able to
describe in detail the process of her activity.
Child seems to remember what she did the day
before and even the week before in class. She is
able to tell us that the letter they learned the week
before was U and the letter for this weeks is Y.
Child is able to focus on the activity until it is
finished without getting distracted.
Comments
Observation (mark yes or no)
Math and Science Knowledge
Includes numerals and quantity in work Yes
Shows perceptual awareness of color,
space, shape - Yes
Explores cause and effect and
experimentation with variables in media
(Example: Sees differences in paint when
water and
sand are added) - Yes
Literacy
Includes literacy in work - Yes
Recognizes the difference between drawing
and writing - Yes
Work illustrates or connects with stories - Yes
Gives attention to art in story books and knows
the difference between text and illustrations Yes
Creativity
Uses materials in a novel way,
displaying
flexibility in - Yes
Draws from experiences to create
representations – Yes
Incorporates creativity into other
area of play, constructing with
blocks, drawing and constructing in
dramatic play, forming designs in
sand and different medium - Yes
Interaction with Adults
Involves adults in work as (facilitator,
participator, director) - Yes
Based on my observation child seems to know one
to one correspondence. She can put five cats and
the number 5 together with minimal hesitation.
She appears to know her colors and the shapes
when asked about them. During a science activity I
implemented, the child seemed to understand why
we needed to put soil and water for the seeds to
grow. She also seemed to understand that sun is
also needed to help the plant grow. She asked if
we were going to put the plants outside so they can
get sun.
I have observed that the child always writes her
name on her work. She also seems to be able to
tell the difference between drawing and writing.
After reading a book in class and being asked to
draw their favorite part, she is able to connect her
drawing to the story when explaining what it is to
the other children and the teachers.
Based on my observation the child seems to be
using a banana as a phone during lunch. During
free choice time child goes to the blocks and begins
building a boat, she asks the other children if they
want to help her. One child says, ‘I will,’ and begins
to help her build a boat. Child 1 says, ‘We need the
big blocks because we’re gonna make a big boat.’
The other child agrees and they continue building
the boat. The child seems to understand what
boats are and where you keep them and that they
belong in the water.
Based on my observation the child seems to involve
adults in her work to confirm that she is doing the
activity right, for reassurance.
3 or more different child’s work samples
(writing, painting, collage, and cutting)
Setting Observation
Name of Center: Vaughn Next Century Learning Center
Date of Visit: November 16, 2015
Type of Program: C h i l d Care
Center
Head Start
Kindergarten
Age of children in classroom: 4 and 5 year olds
1.
Describe the building(location, type of building, other
uses):
The building is located in a quiet residential area, it is a new building that is ecofriendly
and is secure and safe for the children. Children’s work are displays outside the
classrooms for parents and family to see without interrupting the class.
2.
Describe the entry to the building(signs, decorations,
security)
To enter the building you need to sign in and then you get buzzed in to the building.
There are signs at the front of what is not permitted in the building, for example strollers
and cars. The school id decorated accordingly, right now it decorated for the fall season
and the Thanksgiving holiday.
3.
List and describe other areas used by class (gym,
kitchen, bathrooms)
There is a computer lab for the whole school and every classroom has a scheduled time
and day they get to use it. The computer lab has plenty of computers to accommodate
a whole classroom, they provide headphones for every child and interactive activities for
the children to play. The bathrooms are separated by boys and girls and are child sized
for easy to use.
4. At the conclusion of visiting this setting, write a paragraph about the
“feeling” of this center. What attitudes, values, friendliness, safety, or
enrichment did you experience while there? How do you think this
environment affects the children, their families, and the staff who work
there?
While I was there I felt that all the staff and faculty were friendly and enjoyed working
there. I felt that the environment was safe for the children and reminders of safety
rules were posted throughout the school. I felt welcome in the school and in the
classroom, they enjoy having volunteers at their school. I feels this environment
affects the children in a positive way because of the values and attitudes the staff
and faculty have. The children’s work is proudly displayed on the walls outside the
classroom for parents and family to see. The families feel welcomed and part of the
community because family pictures are also displayed. The staff seemed happy to
be part of the environment, they are friendly and I feel that the school environment
makes everyone feel like a community.
5. Complete the following chart on learning centers. Make detailed lists of the
following:
Learning Center
Library
Equipment and
Furnishing
Chair, sofa and shelf.
Manipulatives and Math
Shelf
Blocks
Shelf
Dramatic Play
Stove, cabinet, sink,
refrigerator, clothes hanger,
table and chairs.
Table and fish tank
Science
Art and Sensory
Easel, drying rack and
shelf.
Outdoors
House, apparatus, table,
and sand table.
Materials
Books, blankets, stuffed
animals and pillows.
Blocks, letters, puzzles,
lacing and numbers.
Variety of blocks, people of
different cultures, traffic
signs, cars and community
buildings.
Dishes, clothes, hats, food,
toaster, tea pot, broom,
mop, and place mats.
Rocks, sea shells, plant,
pumpkin, mirror, science
viewer and different
animals.
Paint, brushes, scissors,
glue, construction paper,
sponges, markers, stencils
and cups.
Blocks, food, dishes, bikes,
jump rope, toy cars, balls
and measuring cups.
6. Classroom
Setting Observation (include pictures of
different learning centers –block, library,
dramatic play, science, etc.)
Dramatic Play Area
Cubbies
Sand and Water
Computer Center
Manipulatives and Math Center
Art Center
Library Area
Block Area
Science/Discovery
DRDP Follow Up
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 Development
Child’s name: Ruby
1. What is the child’s observed strengths? (refer to scores)
The child’s strengths include the following, social and emotional understanding,
relationships and social interactions with familiar adults, relationships and social interactions
with peers.
2. What areas have you observed that need strengthening? (refer to scores)
Areas child needs to improve are identity of self in relation to others, symbolic and
sociodramatic play.
3. What are your specific activity suggestions to support strengthening these areas?
I will add more materials in the dramatic play area to expand her thinking. For symbolic
play I can provide a variety of different blocks and one on one ask her, how can we use these
materials we have here in different ways? What can we pretend it could be? This way her
imaginations and thinking skills are expanded.
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 & Speech Development
Child’s name: Ruby
1. What is the child’s observed strengths? (refer to scores)
Child’s strengths are concepts about print, phonological awareness, letter and word
knowledge, emergent writing, comprehension of English, special relationships, imitation,
classification and number sense of quantity. Child is able to write her name and knows the
name and sound of most letters. She is able to write 2 to 3 letter words and is able to
organize blocks by size, shape and type.
2. What areas have you observed that need strengthening? (refer to scores)
Areas child needs to improve are in measurement and patterning.
3. What are your specific activity suggestions to support strengthening these areas?
I will provide more materials for measuring and patterning such as, measuring tape, straws,
shapes of different colors and sizes and do an activity with her. I can have a lesson plan
solely on measuring for example; using cups to put water in and ask her which one has more
or less? Or an activity with a scale and weigh different things like a rock and a block and
ask her which one weighs more or less? For patterning I can provide a learning plan on
shapes and sizes or colors. For example I can provide different types of shapes and ask her
to make me an ‘A and B’ patterns. She is familiar with this type of pattern, and we can
work from there, slowly have her add more shapes to make the pattern more complex.
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 Development
Child’s name: Ruby
1. What is the child’s observed strengths? (refer to scores)
The child’s strengths are gross locomotor movement skills, personal care routines: hygiene
and personal care routines: dressing. Child is able to go from running to a complete stop without
falling or bumping into someone. She knows that after a messy activity she needs to wash her
hands and clean her area without being told. She does not need assistance with putting on her
sweater or taking it off.
2. What areas have you observed that need strengthening? (refer to scores)
Areas child needs improvement are gross locomotor manipulative skills, fine motor
manipulative skills, personal care routines: self-feeding and active physical play.
3. What are your specific activity suggestions to support strengthening these areas?
I will provide games like bean bag toss and fishing in the water table to strengthen her
skill in gross motor manipulative. I can provide small Legos ask her to build me something she
would like with the small pieces, I can also provide a cutting activity to sharpen her fine motor
manipulative skills. I will have a discussion with her about how and why we use spoons and
forks when we eat. This will help her understand that we don’t use our hands to eat our food.
For active physical play I can remind her to watch her step when climbing the apparatus and to
watch her head when she is going under it. That way she can be aware of her surroundings.
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