Student's Name:
PRESCHOOL METHODS AND MATERIALS
OUTCOME 1 TABLE OF CONTENTS
The child care provider will understand the characteristics and needs of children 3 – 5
years of age.
Portfolio artifacts to be completed include:
1. Developmentally Appropriate Practice
2. VIDEO WORKSHEET – For Use With the Creative Curriculum Video. Video
will be shown in class.
3. Child Observation Physical Development Checklist and Cover Sheet
4. Child Observation Language Development Checklist and Cover Sheet
5. Child Observation Cognitive Behaviors Checklist and Cover Sheet
6. Child Observation Social/Emotional Behaviors Checklist and Cover Sheet
7. Child Observation Self-Help Behaviors Checklist and Cover Sheet
8. Preschool Observation Summary Questions
Student's Name:
Student's Name:
DAP (Developmentally Appropriate Practice) MEANS----BECAUSE YOUNG CHILDREN:
THEN TEACHERS SHOULD:
1. Need to feel positive about themselves -_____________________________________
________________________________________________________________________
2. Can’t always anticipate the consequences of their actions-_______________________
________________________________________________________________________
3. Are developing independence-_____________________________________________
________________________________________________________________________
4. Have different strengths and weaknesses-____________________________________
_______________________________________________________________________
5. Are still developing motor skills- they trip, fall and spill a lot!-___________________
_______________________________________________________________________
6. Have shorter attention spans-______________________________________________
________________________________________________________________________
7. Are enthusiastic and curious -______________________________________________
______________________________________________________________________
8. Are just learning to share -_______________________________________________
______________________________________________________________________
9 . Learn by doing -________________________________________________________
_______________________________________________________________________
10. Have high energy-______________________________________________________
_______________________________________________________________________
11. Are creative- _________________________________________________________
Student's Name:
VIDEO WORKSHEET – For Use With the Creative Curriculum Video
As you watch, answer these questions:
1. How old are these children?
2. List each of the classroom activity areas as it is shown in the film.
3. As each curriculum area of the classroom is shown, quickly list materials /
activities that you observe children using in that area.
4. How many children appear to be using this area at one time?
After watching the film, reflect on these questions:
5. What is the atmosphere in this classroom? Pick 4 or 5 words to describe how this
classroom feels to you.
6. What is the role of the teachers here? They do many things- make a list of as
many as you notice.
7. How were the children learning? What were the children learning?
Student's Name:
CHILD OBSERVATION COVER SHEET
Age: 3 years to 5 years (36 months to 60 months)
DIRECTIONS:
1. Conduct an observation of a preschooler. It is recommended that you observe for
an hour at a time. Four hours of observation are required.
2. Get familiar with the observation checklist(s) before doing the observation.
3. During the observation, mark the items observed directly on the checklist. If the
item is not observed, you may provide the child with opportunities to do the task.
4.
If certain items cannot be directly observed, obtain that information from the
child’s caregiver. Note this on the checklist underneath the item.
5. For each observation, include a completed observation form and the checklist(s)
completed during the observation.
6. The questions asked at the end of the observation should be answered as fully as
possible. Answers should describe and explain the child’s behavior and abilities
from a developmental perspective. Students should make reference to relevant
material from the textbooks, lectures, and the videos in writing their answers.
Child's first name
Date of Observation
Time of Observation
to
Place of observation
Observer's relationship to child
Adults present
Birth date
Relationship to child
Age in months when observed
Student's Name:
Child Observation Physical Development Checklist
Large Motor Behavior
Walks on tiptoe
Hops on two feet
Gallops
Skips using alternate feet
Walks on alternate feet
Runs ten steps or more
Skates
Walks down short steps alternating feet
Can walk a straight line
Can change direction while running
Rides a trike
Skips rope on alternate feet
Descends a large ladder alternating feet
Throws ball, without direction
Throws ball with direction
Bounces large ball
Catches ball
Eye-hand Coordination:
Turns pages of a book one at a time
Strings large beads
Builds a tower of nine blocks
Student's Name:
Puts pegs in pegboard
Can pour from one container to another
Shows preference for one hand
Scribbles
Can draw a straight line
Can copy a circle; can copy a square
Draws basic shapes like circle, oval, square on own
Puts basic forms together to create symbols
Evidence:
Draws in a representational way
Evidence:
Grasps crayon, pencil or paintbrush with whole hand
Holds crayon, pencil or pen between thumb and forefinger
Student's Name:
Child Observation Language Development Checklist
Uses sentences of more than two words
Evidence:
Uses language to communicate with adults
Evidence:
Uses language to communicate with other children
Evidence:
Follows simple directions
Evidence:
Follows two or three part directions
Evidence:
Asks "What's this?"
Evidence:
Asks "Why?”
Evidence:
Understands in, out, up, down, on, next to, under, over
Evidence:
Identifies big and little
Evidence:
Uses simple sentences
Evidence:
Uses complex sentences
Evidence:
Student's Name:
Uses pronouns, mine, you, I
Evidence:
Repeats simple nursery rhymes, fingerplays
Evidence:
Listens to stories for about five minutes
Listens to stories with continued interest for ten minutes or more
Tells stories without time sequence
Evidence:
Tells stories in correct sequence
Evidence:
Uses "bathroom" language or curse words
Evidence:
Speech is understandable
Stutters or pauses during speech ("um, um, um...")
Carries on conversations
Student's Name:
Child Observation Cognitive Behavior Checklist
Experiments with different ways of doing things
Evidence:
Displays egocentric thinking
Evidence:
Makes judgments on the basis of perceptual orientation
Evidence:
Centers on one variable or aspect of an object
Evidence:
Matches related common objects
Evidence:
Can put things into simple groups
Evidence:
Can put things into sub-groups
Evidence:
Displays animistic thinking
Evidence:
Understands time sequences
Evidence:
Student's Name:
Understands cause and effect relationships
Evidence:
Uses words to express ideas
Evidence:
Displays problem solving skills
Evidence:
Changes focus or goal frequently in play
Evidence:
Stays with original goal
Evidence:
Student's Name:
Child Observation Social and Emotional Development Checklist
Shows desire for independence
Evidence:
Play is: solitary parallel associative
Evidence:
cooperative
Quarrels over toys
Evidence:
Quarrels over role-play
Evidence:
Displays social skills in dealing with other children
Evidence:
Wants to help adults
Evidence:
Imitates adult social behavior
Evidence:
Takes turns
Evidence:
Shares play activity
Evidence:
Student's Name:
Uses physical means to express negative feelings
Evidence:
Uses words to express feelings
Evidence:
Is able to delay gratification for short periods (can wait for things)
Evidence:
At times seems very dependent on adults
Evidence:
Is frightened of adult displeasure
Evidence:
Pays attention to adult displeasure, but is not frightened
Evidence:
Seems to ignore adult displeasure
Evidence:
Sees an action as bad only if she is punished
Evidence:
Does everything adult tells him to do
Evidence:
Uses expressions like "I'm sorry" just to avoid punishment
Evidence:
Student's Name:
Clings to adult
Evidence:
Whines
Evidence:
Has imaginary fears (for example, monsters)
Evidence:
Has nightmares
Evidence:
Has an imaginary playmate
Evidence:
Displays some understanding or imitation of sex roles
Evidence:
Student's Name:
Child Observation Self-Help Behavior Checklist
Takes clothes off by herself
Can put these clothes on:
Buttons large buttons
Puts own shoes on
Is learning to tie shoes
Can zip a zipper
Uses bathroom only when reminded
Indicates when he needs to use bathroom
Uses bathroom regularly for urinating / bowel movements
Feeds self with some spilling
Feeds self entire meal
Holds fork correctly
Uses knife for: spreading
/
Serves self food with help
Cleans up own spills with help
Clears own place after eating
cutting
Student's Name:
Preschool Observation Summary
Using your checklists as a base, answer the following questions. Type your answers on
other paper and number your answers to correspond to the questions. (Be sure to put your
name on all pages!) Staple your pages together.
1. Describe and evaluate the child's ability to use language. How clearly did she
communicate with other children and adults? How does this child's language
ability seem to help or hinder her socialization? How many different ways did
the child use language? (Examples: to get help, to express emotion, to resolve
dispute, to give or request information, to get a need met, etc.)
2. Describe and evaluate the cognitive (learning or problem solving) behavior of
the child:
A) Describe situations where the child tried different ways of solving a
physical problem, such as constructing something, putting together a
puzzle, or doing any challenging task. Note whether the child stuck to one
approach to the problem, or tried more than one way to solve the problem.
How quickly did the child seek adult help?
B) Describe how the child related events or explained things. Was she
egocentric? Were her explanations logical or fanciful? Was she able to
relate things correctly in terms of time or sequence?
C) Did the child display behaviors or give answers that related to Piaget’s
Pre-operational Stage? Explain.
D) Did the child seem to learn from others? Relate this to Vygotsky’s theory.
3. Describe how this child relates to other people. Did the child spend most time
alone, or engaged with others? How well did the child get along with others?
Did he use words or actions to engage with others? How did the child handle
disagreement? How did the child show affection or liking? Did the child
show awareness of the viewpoint of others? Give examples to support all
your conclusions.
4. What kind of self-image does this child have? Why do you think this? How
does this fit with what the text says about self-esteem at this age? Give
examples to illustrate your answer.
5. How does the child react to authority or directions from adults? Does she
need reminders to carry out routines such as handwashing, toileting, etc.?
How does the child react to adult-imposed limits and transitions? Does the
child show evidence of self-regulating ability? Use a developmental
framework to evaluate the child’s behavior in this area.