Self-Assessment: Observation and Assessment of Child Development

Be concise in answering the statements/questions in each box. The NAEYC criteria for National Accreditation is the basis of this
self-assessment to demonstrate alignment with the Standards and to familiarize students with this national accreditation process.
Describe the assessment tools you use. How do you obtain information on all areas of children’s
development and learning in each domain? How do you use developmental checklists, screening tools,
observations, and/or child portfolios that are aligned with WMELS to analyze and identify child’s
current level of development across domains?

The assessment tools I use when observing children are running record, anecdotal, checklists and
interviews most of the time. Other options are time samples, event samples. I obtain information on
all areas of children’s development and learning in each domain by observing what the children do,
using checklists from each domain and having parents do an ASQ questionnaire to gain more
information about the child. I use developmental checklists, screening tools, observations and child
portfolios that are aligned with WMELS to analyze and identify child’s current level of development
across all domains by comparing the WMELS standards and the other tools to see where the child is
on the developmental checklist in Teaching Strategies. I can then plan activities that will help each
child grow and develop in each domain, where they are at in their development.
Describe how you document children’s behavior. How does this process differ from conducting
regular observations of each child? How do you include written observations, notes and analysis of
child development?

I document children’s behavior by doing observations, having the children do drawings or writing
activities and taking pictures. I then put this information into their portfolio or onto their Teaching
Strategies assessment form. Documenting children’s behavior differs form regular observations by
documenting you put the information into a milestone checklist so the teacher can see where the child
is at on the checklist and plan activities that will encourage development.

Describe how you use what you know about children’s social relationships, interests, ideas, and skills
to tailor learning opportunities for groups and individuals. How do you analyze observations to
guide you in planning for curriculum activities?

I use what I know about children’s social relationships, interests, ideas, and skills to tailor learning
opportunities of children by taking the information and creating activity plans, centers, and free play
activities that the children have an interest in. For example, when a child expresses and interest in a
book about cats, I will plan an activity about cats. Maybe telling the children what a cat eats or how it
feels. I might also plan an art project about cats.
Give examples of how you use your knowledge of individual children to modify strategies and
materials to enhance children’s learning. Describe a situation when you adapted an activity for
different children based on their interests or reactions.

I use my knowledge of individual children and modify strategies and materials to enhance their
learning by changing things to be developmentally appropriate. An example would be when doing an
art project that requires cutting paper. I would have the older children use a scissor, I would sit next to
a child just learning to use the scissor and teach them how to use it, I would have a younger child rip
the paper.
An activity I adapted was when a child was playing with the cars during free play. I found a large flat
piece of cardboard and taped the end to a low table so the children could drive their cars down the
ramp. We watched the cars go fast down the ramp. The children choose large, medium and small cars
to go down the ramp. We seen which ones went faster.
Describe what you do to assess the developmental progress of each child across all domains and how
would you share information with a child’s family. How would you track child’s progress at regular
intervals? How often do you think conferences should be held with families to discuss their child’s
development?
I assess children’s developmental progress across all domains by having the family do an ASQ
Questionnaire every six months or more often if needed. I do a Teaching Strategies assessment every
3 months. I think conferences with a child’s family should be done every six months or after each ASQ
questionnaire is completed.