Documentation Boards
Documentation Boards:
Early Childhood Development
Dr. Judy Herr
Art Development
Rita, 4 years
Anecdotal Note:
Rita’s picture is showing art skills in
the third stage of art development: First
Drawings. Rita uses her increasing skill
of drawing basic forms to represent
flowers. The flowers mimic the flowers
Rita observes in her natural environment,
although the colors are not realistic.
The flowers are large and randomly placed
along the bottom of her drawing. As Rita’s
skills progress, she is likely to start adding
animals, trees, houses and other objects
to her drawings.
Cooking Experiences
Program Goals:
1. Introduce new foods to children
2. Provide nutritious meals and snacks
3. Encourage healthy eating habits
4. Involve children in food preparation
5. Provide nutrition information to families
Under-nutrition, malnutrition, and overeating are
all problems that can lead to poor health and
development. A nutritious diet is needed to help
children build a strong body and mind. The early
childhood classroom can act as a foundation for
healthy eating habits that will follow children their
whole lives through.
Finna, learns through
play about healthy eating
habits.
Art Development
Sophia, 24 months
Anecdotal Note:
At the art easel Sophia
demonstrated art skills in the
first stage of art development:
Scribbles. While gripping the
paint brush by wrapping her fist
around the top part of the
handle Sophia made sweeping
vertical and diagonal strokes on
the paper by pressing the brush
against the paper and dragging
the brush downward. She
showed preference for color by
self-selecting orange and
yellow paint.
Cutting
Most young children choose to participate in cutting experiences. At first,
children will only snip in a straight line. As their skills become more refined,
children are likely to begin cutting curves. With time and practice each day,
children will develop the hand-eye coordination skills that are needed to cut
with a scissors.
It is important for classroom space to be provided for
cutting. Additionally, children should be given scissors
that are of good quality. Less advanced children
will feel more successful if they are given long strips
of paper to begin with. If children are left handed, be sure
to provide them with a scissors that corresponds with
their handedness.
*Notice how the child in the pictures holds up on the paper for
support as she cuts in a straight line. Observations, such as this,
help teachers in planning future experiences for skill building. Future
experiences might include a different texture of paper or a basic
shape printed on paper for the child to cut-out.
Planting promotes…
Observations
Skills
Science
Concepts
Interests
Math
Concepts
Fine Motor
Skills
Language
Skills
Science
Active engagement in science activities helps children understand the world as
they question and explore answers to their questions. Children can apply their
natural curiosity and imagination to scientific experiences that teach them to watch,
listen, wonder, question, study, explore and observe. By using their five senses
children are able to classify information and develop concepts. Be aware of
teachable moments, that is those unplanned daily occurrences that expose
children to scientific principles.
A teachable moment occurs while these
children study the leaves of the broccoli
they planted in the class garden. They
discover bugs crawling on the plants!
The discovery of bugs on the plants
naturally lends itself to future learning
about insects.
1. Recognize
print
2. Recognizes
letters in name
3. Notices
differences
7. Recognizes
left-to-rightprogression
Manuscript
Recognition
Emerging
Competence
4. Begins
writing name
6. Recognizes
letters make
up words
5. Associates
letters as
representing
sounds
Self-Reflection
Teacher: Julian Gutierrez
Date: 3/17/XX
• Reflecting on Learning Experience:
During small group circle time Sara, who is 5 years-of-age,
participated in the song, “Itsy-Bitsy Spider.” She was able to coordinate
the finger play movements while singing the song. Sara smiled while
singing the song and requested that the group sing the song again by
saying, “One more time!” While repeating the song, Sara positioned
herself next to me. I noticed that she was pronouncing the /r/ in spider
as a /w/. After circle time, I questioned Sara about the song and she
continued pronouncing the /r/ as the /w/ sound.
• Analyzing typical development:
Typically, developing 5 year-olds delight in singing songs and
coordinating related finger movements. During this stage of
development, it is not unusual for children to experience difficultly in
pronouncing some letter sounds. With maturity and experience, children
often outgrow mispronunciation of letter sounds.
Shiloh’s Activity Preferences
Note: Children learn best when the curriculum is tailored to their needs, interests,
abilities, and experiences. By observing the children’s favorite activities and preferences
for toys, we can plan a developmentally appropriate curriculum that helps each child
reach their full potential.
Record of Preferences:
Monday: Shiloh chose blocks and made a road for small plastic cars to drive
on during self-selected activity period.
Wednesday: Shiloh experienced difficulty with paper cutting skills during the
morning small group activity. Shiloh chose puzzles and put
together the race car puzzle twice before moving on to another
puzzle during center activities.
Friday: Shiloh participated in large group story by singing louder than most of
the other children. She experienced delight in moving her body to the
rhythm of the song. While playing with lacing cards, Shiloh
experienced difficulty in hand-eye coordination. As a result, she
moved to another task.
Individualized Curriculum: After observing Shiloh, it is apparent that she chooses
activities which include music and movement. She needs to engage in more activities
that will help her to further develop hand-eye coordination and small motor skills.
Sensory Play Teaches…
Prosocial
Skills
Imagination
Expressive
Language
Skills
Problem
Solving
Skills
Language
Concepts
Math
Concepts
Science
Concepts
Hand-eye
Coordination
Skills
Sequencing
Classifying:
color,
shape,
and size
Comparing
Performing
one-to-one
correspondence
Early Childhood
Mathematics
Goals
Patterning
Estimating
Writing
Numbers
Role
Counting
Developmental Emerging Competences
Preschool – 4K
Child’s Name: Brody
Age: 5 yrs. 1 mo.
Date: 09-10-XX
Observer: Jamie
Area(s) of Development: Cognitive, Language, and Physical (Fine Motor)
Check off all that apply to this observation:
Child-initiated task
Teacher-directed task
Task completed independently
Task completed in small group
Task completed in large group
Needed adult help to complete task
Photograph demonstrating the
Anecdotal Note (What the child did and/or said):
developmental milestones:
Brody used problem solving skills to manipulate the plastic shape
changer. He was able to move the toy into a variety of shapes.
After 3-5 minutes of experimenting with different shapes he looked up,
smiled and said, “Look what I can do!”
Social Development
Preschoolers and kindergarteners are typically helpful and cooperative. During this stage of
development, they become increasingly independent of caregivers and often prefer to
interact with other children opposed to adults. Young children typically view friendships as
being with people who like you. Increasingly, attention from friends becomes more
important. To promote friendships, teachers need to provide experience to promote the
development of prosocial and conflict resolution skills.
Emerging Competences: Large and Small Motor
Child’s Name: Shealeen
Age: 3 years Teacher: Dominique
Date: 2/16/XX
Indicate milestones demonstrated by writing the date the skill was observed
behind it:
Large motor:
Small Motor:
Extends arm forward to catch 9/12
Uses eating utensils 9/31
Underhanded throw
9/17
Strings beads 2/02
Somersault 10/24
Draws a straight line 1/18
Alternates feet when walking up stairs 9/02
Draws a circle
Rides a tricycle 11/05
Pours from a pitcher
Runs 9/17
Builds block towers 7 high
Gallops
Uses a scissors properly
Hops 12/06
Note: Those milestones that do not have a date indicated are still in progress of
being mastered.
Optional: A picture of the child can be attached to this board.
Skills that Storytime and Books Teach…
Hand-eye
Coordination
Vocabulary
Creativity
Listening
Logical/
Analytical
Thinking
Reading teaches:
Receptive &
Expressive
Language
Concept
Development
Love of
books
Problem
Solving
Reading
readiness
Grammar
Left-to-right
progression
Child Development Documentation
Family-Teacher Conference Form
Summary for _Finna___
Date: __1/25/XX___
Child’s favorite activities are:
Finna often engages in play at the sensory table, art table, babies, outdoor play and her friends.
Interaction of child with teachers:
Finna is a delight to have in the room. She communicates well with her peers and caregivers because of her excellent
receptive and expressive language skills. Observations show that she seeks Jamie’s attention and care when stressed
or tried.
Interaction of child with children:
Finna interacts frequently with her classmates. She demonstrates the prosocial skills of turn-taking and sharing.
Child’s self -help skills:
Finna is very independent and has mastered self-help skills. Including:
•
•
•
Clearing her place at the table
Washing and drying her hands
Finding her chair at meal time
Circle Time:
Finna always participates in circle time; she models positive interaction skills with other children. She activity engages in
singing, finger plays and books.
Large/Small motor activities:
Finna demonstrates excellent large motor skills and her fine motor skills are improving.
Activity preferences:
Large motor
Running
Climbing
Sliding
Small motor
Puzzles
Sensory Experiences
Art
Teacher signature________________
Parent signature____________________________
Chart Making
Chart making is a routine event in most early childhood classrooms. It is an
important learning tool for helping children to collect, compare and interpret
information. Charts can also be a valuable tool for observing, describing, and making
predictions. You can help encourage children to chart information such as: names,
pets, family size, hobbies, cars, animals, colors, fruits, vegetables, clothes etc.
After tasting a variety of rainforest fruits, the children’s used language skills to
describe their sensory experience. The teacher recorded their favorite rainforest
fruit on a chart. The facilitated a discussion to interpret the charted information.
Block Building
Child: Tanner
Classroom Area: Block
Observer: Deidre
Date: 11/24/XX
Anecdotal Note: While playing in the block area, Tundi held up individual blocks and identified them verbally
according to shape, size and color. He used both fine and large motor skills. While playing, he shared space
and blocks with other children. After building the structure, he smiled while explaining the finished product.
Then he said, “Look, this is a shelter for homeless people to live in.”
Skills learned (check those which have been demonstrated):
Cognitive:
Shape recognition
Size recognition
Color recognition
Balance
Language:
Receptive
Verbal description/explanation
Physical:
Fine motor coordination
Large motor coordination
Spatial relationship
Emotional:
Shows joy, accomplishment and pride
Social:
Sharing
Optional: Attach picture of block building experience to this checklist.
Emotional Literacy Checklist
Child’s Name: Jabardi
Date Observed: 2-24-XX
Age: 36 months
Observer: Lori
Time Observed: 8:00 - 9:00 a.m.
Check all of the following which are observed during observation:
Happy
Sorry
Loved
Disappointed
Mad
Sad
Upset
Pride
Surprised
Embarrassed
Excited
Boastful
Other: Tired
Briefly describe the observation:
Jabardi arrived in the classroom with a smile. He hung his jacket in his cubby and went directly over to
the dramatic play area where he dressed up in firefighter clothes with classmates. Jabardi frequently
smiled and laughed during play. He frowned and sucked in his lower lip when another child took a
firefighter hat from him. He quickly found another hat. Toward the end play, Jabardi rubbed his eyes and
yawned.
Window of Child Development
3.
1.
10.
Background
-Korean
2.
Family
Background
-Mother, Father and
older sister
(Sadzi)
Interests
-Toy vehicles
-Books about trucks and
animals
-Sensory play, especially
water
-Dancing
-Playing in the music
center
Emotional Strengths
-Self-regulation of behavior is improving
-Takes pride in her work
Social Strengths
-Engages in interactive play
-Makes friends easily
-Shows preference for same-sex friendships
7.
8.
Language Strengths
-Uses simple grammatical structures
-Enjoys interacting with others
Learning Style
-Kinesthetic
5.
6.
Amy age 4 years 8 months
9.
4.
Temperament
-Flexible, easy-going,
independent
Physical Strengths
-Large Motor:
-Runs, jumps, hops,
gallops and is developing a
more coordinated throw
-Rides a tricycle
-Fine Motor:
-Can draw circles and
some letters
Cognitive Strengths
-Classifies familiar objects
-Uses private speech to complete
challenging activities
-Sustains attention during small
group and free choice play
Capturing Children’s Conversations
Observation: Outdoor Play
Macy, 3 years
Grant: “I have to use my big muscles and climb to the top, then I can turn around and slide down.
I land on the ground and then climb again.”
Anecdotal Note: The above picture illustrates gains in the five developmental domains. Grant is using
large muscle skills to climb and cognitive skills to problem solve an effective method for moving up and
down. Emotionally, He is gaining self-confidence in his ability by persisting at a task. In addition, Grant is
practicing language skills by describing his movements as he climbs. Socially, Grant is demonstrating the
ability to share equipment with another child while also explaining his movement to another child.
Capturing Children’s Concepts
Curricular Area: Music
A. Before Theme
• Before Unit
“You can
hear it.”
Lexi,
age 4
“You can
play it.”
Connor,
age 5
B. After Theme
“Music can be
played with
instruments
or by singing
and dancing.”
Connor,
age 5
“We listen
to music
with our ears.”
Lexi,
age 4
“Music is
loud
or soft.”
Gannon,
age 4
Music
“Singing
is music.”
Rajesh,
age 5
“Music
is fun”
Gannon,
age 4
“Music goes
up and
down.”
Connor, age 5
Music
“Music goes fast
or slow.”
Gannon,
age 4
“Music can be
heavy or
light.”
Rajesh, age 5
Tunnel Crawl
Tundi, age 3 (entering) Ian, age 3 (left) Rosa, age 3 (right)
Anecdotal Note:
Maneuvering through and around the tunnel while playing encourages children to
further develop problem-solving skills as they engage their large muscles. Tundi,
Ian and Rosa are also developing social skills while sharing space in interactive play.
Emotionally, they are gaining self-confidence in their success crawling through the
tunnel. This activity also provides opportunity for language skills and prosocial skills.
Child Development Milestones
Cognitive:
Classifies objects during play
Learns simple games
Engages in fantasy play
Language:
Engages in conversation
Exaggerates while practicing new words
Uses words in a silly ways
Speaks with expression
Ahn
4 yrs. 9 mo.
04-14-XX
Emotional:
Often engages in independent play
Persists at tasks
Uses words to describe feelings
Boasts, shows off
Social:
Makes friends
Shares
Seeks approval
Likes to whisper and tell secrets
Physical:
Runs with increasing speed
Skips on one foot
Rides a tricycle
Buttons, buckles, and zips
Writes her first name
Cuts with a scissors
Farm Animal Field Trip
Spring, 2XXX
Anecdotal Note:
During the past week, the toddlers have been working on a farm animal
theme. Many farm related activities were introduced that required the children
to imitate farm animal sounds. After the fieldtrip, the preschoolers enjoyed
imitating farm animals sounds which were more realistic after observing calves,
piglets, chicks and ducklings. Some children also enjoyed imitating their
movements.
Art Experiences
Art experiences, such as the one pictured below, promote physical, social,
emotional, and cognitive growth. Physical growth is promoted through the
movements associated with molding, drawing, coloring and painting. Social
growth is promoted when children share materials and take responsibility for
caring and putting away materials. Art promotes emotional growth by providing
creative expression. While exploring, experimenting and problem-solving
cognitive growth is promoted.
A well-stocked early childhood classroom
provides a variety of art materials for children
that allow them to grow while exercising their
creativity by creating their own unique art
projects.
Teaching Prosocial Behaviors
Prosocial behaviors are those behaviors which are socially acceptable and wellregarded in their society. Prosocial behaviors include: sharing, using manners, and
treating others with kindness and respect. It is important for children to learn
prosocial behaviors as it helps making friends, building self-esteem and allowing
them to live and work peacefully with others.
Teach Prosocial Skills:
1. Discuss prosocial behaviors with
children
2. Model prosocial behaviors
3. Provide play experiences that
allow children to practice
prosocial skills
4. Read stories that promote
character building
Preschoolers learn prosocial skills by discussing,
observing and practicing prosocial behaviors
associated with thank you writing.
Children Learn Best Through Play
Art
Hand-eye coordination
Creativity
Fine motor
Pretend Play
Respect
Perspective-taking
Self-confidence
Books
Problem Solving
Vocabulary
Listening skills
Logical thinking
Skills learned…
Sensory Play
Scientific principles
Problem-solving
Properties of matter
Games
Cooperation
Counting
Number
Hand-eye
coordination
Puzzles
Spatial Relationships
Color
Sorting
Sizes
Large Muscle Play
Confidence
Sharing
How things work
Turn-taking
Classroom Pets Teach…
Responsibility
Animal
Characteristics
and Needs
Kindness
Habitats
Enrichment: Classroom pets can be written about to promote literacy or can be included in hypothetical mathematic
and scientific lessons that require children to observe and hypothesize.
Warning: Be sure none of the children will be allergic to your chosen classroom pet or products used
by the classroom pet.
Concepts We Develop Through Water Play:
• Some items float in
water.
• Water flows when
poured.
• Water takes many
forms such as liquid,
snow and ice.
• Water dissolves some
foods.
• Water can be held in a
container.
• Some materials absorb
water.
• Water can be used for
cleaning objects.
Words We Learn Through
Sand Play
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Opposites:
– Drip/Drop
– Fast/Slow
– Float/Sink
– Wet/Dry
Leak
Measure
Pour
Scoop
Shower
Splash
Spray
Swish
Sprinkle
Squeeze
Squirt
Stir
Trickle