CHILD ASSESSMENT PORTFOLIO

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Through a parent questionnaire, I learned some information about Child A in the beginning. Child A is an older brother to his sister. He does not like to get up in the morning and he is very stubborn about what he wants/likes. Child A has been a part of the same preschool for approximately a year now. He has been a part of the daily routine since day one. He is potty trained and has been since he was 2. A few of his favorite activities are football and tracing. He has a new habit of telling the people around him the rules and how to do what is being asked of them. Child A will test his boundaries and will try to see how far he can get without being noticed, sometimes. Child A has not been, nor is at risk of having any learning disabilities. Child A is so far developing in a natural manner with guidance from those around him.

I performed a baseline assessment on September 16th-19th. This assessment involved cognitive, physical, emotional, social, and creative development. To assess math, I had Child A sort Legos by stacking them up. When he was finished sorting the Legos, I had him count to see which tower had more and which tower had less Legos. It took him a few moments until he understood what I was asking of him. He began to count the towers to tell me his answer. I also had Child A build one very tall tower. As he was adding to his tower, I asked him to tell me how many Legos were in his tower. He consistently skipped over the number 14 in his counting.

This one has more than that one.

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I also assessed Child A on organizing sets of five and matching the amount of pegs with the number on a foam board. This assessment shown to me Child A had little understanding of the numbers he was seeing on the boards. He showed an understanding of the concept of what I was asking him though. He placed the pegs in the holes with ease. He had to match the colors though.

I dont know what that number is. I also did a literacy assessment while reading a book with Child A. He wanted me to hold the book even though I asked him to. By doing this I could see that he had the ability to hold the book correctly with proper form. He just didnt want to because it was out of his comfort zone. I used open ended questions such as what do you think the book is about? Where do you think that the title is located?, Who do you think the book is about?, and Can you read the book to me? He did not think he had the ability to read the book to me, so I asked him to walk me through each page and tell me what was happening in the story. This assessment supports Child As ability to follow two-step directions, answer questions, and use four word sentences. I assessed Child As motor skills (fine and gross) from afar, and came to the conclusion that his development shows that he has the skills to alternate his feet while treading the stairs, throw a disc and a football with good accuracy, and play as a 3 year old should. Ultimately, he is where he should before his age group.

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Snowball fight with friends after the first snow. Week 9

Child A running in circles with a friend. Week 5 His social and emotion skills are hindered by his desire to not share during play time. While he interacts with the other children, he likes to make sure things are in order, as deemed appropriate by him. As far as table manners are concerned, he has all of the skills he needs to feed his self and to get through a meal with relative ease. When fully awake, he socializes with the other children during meal time.

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When assessing his creativity skills, he was asked to draw a picture of his family which ended up being all brown even though he could have used any color he wanted to. Circles and oval like shapes represent the members of his family. The bigger circles are those of his parents. When asked about his picture, he pointed out which circle/oval belonged to which member of his family.

The first week is red circle, and all he did was put random circles everywhere on his paper. In one of the last weeks, the children did the purple cross and his organizational skills were unlike the first week. His crosses were in the same spot three times, creating a shadow-like effect for the three crosses.

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From my base line assessment, the goals we were going to work on were understanding the key parts of a book (title, illustrations, authors, reading from left to right), gaining and understanding quantities (more and less) and then relational directions (above and below), and being able to cooperate with others to share and express his ideas with an open mind instead of his ideas being absolute. In my weekly observations I observed as he played with the other children, and created one-onone interactions. During role-play and problem-solving activities, we worked on making decisions such as who would play the mommy and the daddy. With the family in week one, Child A wanted nothing to do with it. He didnt want to participate because he couldnt be the dad. However by week 3, he would maintain stature for a few minutes, trying to play a different role than the one that he originally wanted that day.

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Note: During my time with Child A, he went through a time of recession. When he became friends with two other children, they were pushing his mental capacities to see how much they could force him into doing. Even though Child A showed growth, he still has some tendencies to act like his two other friends. In week 7, I observed Child A and his teacher have a conversation of whether he wanted to get into trouble, just because the two other children often got into trouble. He told the teacher no, but continued to get in trouble with the two boys after the talk. While it seemed that he was following the other children to fit in, he also led the two and they calmed down when Child A was in control.

One day I noticed Child A trying to don on a tie, which he didnt know how to put on. However, it took some time, but he finally figured it out from remembering how a tie looks on a man. After that he also correctly put on a pair of sun glasses.

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In week 9, I watched Child A find the plastic spiders in the web. He used his fine motor skills well to pull them out of the web and put them in a cup. He pulled out 7 spiders before putting them back inside the web. The stencil activity was accomplished in week 10. The goal was for Child A to use colored pencils and stencils to aid the child in holding the pencil correctly and drawing along the inside edges of the stencil. I know one of Child As favorite activities is tracing, so he should be able to trace the shapes well. And he was pretty successful at it.

The week after, we did sequencing art in which Child A had to make prints of tulips at the bottom of the page. Then the child had to paint dirt above the tulips. But before that, he had to mix dirt into the paint. Here I understood that Child A could now follow orders with more than two steps at a time. None of the dirt paint touched the tulips as it wasnt supposed to. He followed directions with a lot of care and did well in this activity.

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In the week of November 25th-27th, I reevaluated Child As literacy while in the library by showing me where the title was. He ended up circling it with his finger. I asked him to tell me what the illustrations were. He didnt know, but then ended up saying that the illustrations were indeed the pictures. He could also tell me where the authors name was located. He still wanted me to read the book to him, but pointed out his own observations as we walked through the book together. I revisited my math assessment by having him follow multi-step directions by walking to the crayon bin and counting out five crayons to bring back to me. I also had Child A discriminate the different shapes as I would ask him to stand on a certain one. For example, I would ask him to stand on the green triangle and then the red circle. He did this with ease. It was also a multi-step direction too.