Three Year Old Checklist

Child's Initials ___J.S___

Birth date ___5/24/16_____

LANGUAGE
Transferring Thought into Words
Labeling
1. Names Concrete objects in environment (7 out of 10): Yes
2. Names ten pictures of 19 common Objects: yes
3. Names plural form to refer to more than one: Yes
4. Understands use of concrete objects ("what do we
we use to eat with?"): Yes
5. Recognized and names articles of Clothing he wears : Yes
6. Recognized and names Pieces of Furniture: Yes
Combining Words; Language Structure
7. Speaks in 4 to 6 word sentence: Yes
8. Uses Present Progress verb (He is jumping): Yes
9. Uses past tense (He walked home): Sometimes
10. Uses "this" and "that" (I want this. Give me that): Yes
11. Uses Correctly: I You Me He She: No
12. Understands: Who What Where Why: Yes
13. Asks simple questions using: Who What Why Where: Yes
14. Answers: Who What Where Why: No
15. Understands sentences and Questions as indicated by a relevant response: No child will
respond and answer questions when it is of interest to him. If the child is uninterested no
unwilling to participate, he will ignore me and continue on with what he is interested in.
Describing
16. Tells action in Picture (The girl is combing her hair): Yes
17. Tells use of Pictured items: Yes
Songs - Fingerplays
18. Sings simple songs or rhymes; 3-4 lines: Yes
19. Memorizes and repeats a fingerplay or songs 4 lines: No
20. Understand: Up - Down, Stop - Go, Fast Slow Open - Close, Happy - Sad, Hot - Cold: Yes
Position Words
21. Understands prepositions: In, Over, On, Top, In front of, Above, Out, Under, Off, Bottom, In
back of, Below: Yes
Learning About self
22. Points to body parts: head, arms, legs, feet, hands: Yes
Knees, Chin, face parts
23. Names Body parts: Heads, arms, legs, feet, hands: Yes
Knees, Chin, face parts

24. Understands functions of major body parts: Yes

25. Tells own sex and age and full names: No
STIMULATION OF THE FIVE SENSES
Taste, Smell, Touch
26. Matches Textures: N/A
27. Matches Tastes: N/A
28. Matches Smells: N/A
29. Identifies and describes hidden common objects by touch alone: N/A
Visual Discrimination and Memory
30. Places objects on their outlines: Yes
31. Recalls three objects that are visually presented (Dog House Banana): No
32. Identifies whats missing from a picture: No
Listening and Auditory Memory
33. Listens to short Stories: Yes
34. Follows two directions (put your hands on your head and walk to the door): Yes
35. Repeats simple sentences of six words (I am a Great Big Boy): N/A
36. Repeats a sequence of three numbers (8-3-5): No
Sound Discrimination
37. Names sounds heard in the home such as vacuum cleaner, toilet, running water, blender, etc.:
N/A
38. Matches sounds when given a choice of 3 pairs: N/A
39. Locates the source of a sound (a Whistle, clap, etc.): Yes
Refining Logical Thinking
40. Sequences 3 pictured events from a familiar story: N/A
41. Expresses pictures sequences in 3 thoughts: N/A
Relationships
42. Pairs related objects and pictures (shoe and sock): Yes
43. Recognizes which doesnt belong in a group of 3 items: No
Inductive Reasoning
44. Reasons inductively (:show me something that roles"): Yes
MATH
45. Matches Shapes: Circle, square, triangles, Rectangle: Yes
46. Points to appropriate shape upon commands: Yes
47. Lables Shapes: Yes While reading a story about shapes, the child was able to recognize
circle, rectangle, diamond, square, octagon, oval, star
48. Matches Colors: Yes
49. Points to appropriate color upon command: Yes
50. Names the three primary colors: Yes

Counting
51. Rote Counts to: 3 4 5 Yes
52. Counts out objects: 1 2 3 4 5 Yes
53. Understands number concepts:
1 2 3: Yes
4 5 6: No
(when given number of objects, child can tell how many there are.)
Size Differences; Quantitative Concepts
54. Understands concepts: Full / empty: Yes
55. Points to which of 2 sticks is longer: Yes
56. Understands: Big / Tall Little/ Short: Yes
Classifying
57. Sorts objects into two given categories (by size, shape, color, etc.): Yes when using the
pattern pigs the child can sort the pigs by the four different colors which are red, blue, yellow
and green.
Sets
58. Matches sets containing 1 2 3 4 5 Objects: N/A
59. Constructs sets of blocks when given a model: N/A
GROSS MOTOR
Arm - Eye Coordination
60. Rolls a large ball to a 3 foot target: Yes
61. Catches a large ball (from 5 to 8 feet distance): Yes
(Mainly with arms and elbows at side of body
With arms slightly extended from the body)
62. Throws a Ball overhand with accuracy (4 to 6 foot distance): Yes
63. Throws a bean bag at an 8 inches diameter target 5 feet away: N/A
Body Coordination and Balance
64. Walks up stairs, walks down stairs, Alternates feet: Yes
One step per tread at least 8 steps
65. Walks forward / Backwards on an 8 foot line Not stepping off more than two times: No,
cannot walk backwards
66. Jumps off floor with feet together w/o losing balance: Yes
67. Jumps three jumps with both feet: Yes
68. Jumps from bottom step (6-9 Inches) and lands on both feet without losing balance: Yes
69. Stands on one foot 2-3 second 4-8 seconds Without losing balance: No
70. Hops on one foot two or more times, Right foot: Yes
Left foot: Yes
71. Kicks a ball with one foot accuracy, 6-8 foot distance: Yes
72. Stands on tiptoes for 10 seconds: No
73. Walks on tiptoes for 5 seconds: Yes

74. Rides a tricycle: Yes

75. Imitates actions modeled by teachers: Yes
FINE MOTOR
Fingers strength and dexterity
76. Makes balls and snakes with clay: Yes
77. Pastes with index fingers: N/A
Hand - Eye Coordination
78. Strings a least four beads (in 1 minutes): No, when the child uses the string and beads
center, the child wraps the string around his neck or tries to swing the string around in the air. Is
uninterested in stringing beads.
79. Puts ten pegs into pegboard (in 2 minutes): Yes
80. Screws and unscrews nuts, bolts and lids of all sizes: Yes
81. Hammers Pegs and Nails: N/A
82. Puts together a 3-5, 6-7 piece puzzle: Yes
83. Pours rice or sand: N/A
84. Holds crayon with fingers rather than fist: Yes
85. Paints with large brush on paper (18x24): N/A
8x11: Yes
86. Begins to draw human figures (usually head & Legs): Yes
87. Laces following a sequence of holes: N/A
88. Copies: horizontal lines, vertical lines, Circles, Cress, Diagonal Line: Yes
89. Uses Scissors, but does not necessarily follow lines: Yes
Additional Comments:
A lot of my observations are N/A because 1) I was not able to observe it or 2) the environment
that the child was in did not have the materials for the child to use for me to make the
observations.

Parent Teacher Conference

3 year old
Childs Initials: J.S
Teacher: Katie Lageson
Overall Progress
With the assessment tool that I used to observe J.S, his overall development appears to be
average. Based on the entire assessment, there were few items that J.S could not do compared to
the many that he could. However, there were some items that were not applicable for observation
because either 1) I did not see the child do this task or 2) there were insufficient materials in the
environment where the child could have performed these tasks. I would also like it to be noted
that if J.S was uninterested in a particular item or task, he would not perform or complete it. He
instead would move onto something that did interest him.
Language
There were six categories on the assessment tool regarding language used to assess J.S.
the first category was labeling and according to the assessment, J.S is able to accurately label
items in his environment as well as understand what the purpose of these items are. The second
category was combining words and language structure. According to this assessment tool, out of
the eight indicators in this category, J.S was only able to do five. With the third category
describing, the assessment tool shows that J.S is able to describe the action in a picture as well as
tell use of the picture item. With songs and finger plays, J.S was able to sing along in songs but
cannot memorize or repeat them. The fifth category, position words, the assessment shows that
he does understand his positon words. With the last category, learning about self, J.S understands
the parts of the body and what they do but J.S does not know his age or his last name. With this
assessment tool, we can see that J.S is where he needs to be developmentally in some categories
in language but is delayed in others.

Stimulation of Senses
Concerning this section of the assessment performed on J.S, there were a lot of
observations that I did not see or was unable to see because of the lack of materials provided in
the environment. Therefore, I will only talk about what I was able to observe. Based on the
assessment tool I used to observe J.S with, J.S appears to have difficulties with memorizing and
repeating sounds or patters. He could not recall objects that were visually represented to him, nor
could he repeat a simple sentence or a sequence of three numbers. However, the tool also shows
that J.S can listen to short stories, locate sources of sounds that he hears as well as follow two
step directions.
Math
Concerning this section of the assessment performed on J.S, the assessment tool showed
that J.S is where needs to be developmentally. Every indicator on the checklist for the math
section of this assessment tool was labeled yes which indicates that J.S can perform these tasks.
With labeling shapes, J.S was able to label more shapes that given on the assessment tool. The
shapes given on the assessment tool were: circle, rectangle, triangle and square and J.S was able
to name those as well as: star, oval, and octagon. J.S is aware of the 8 basic colors (red, orange,
yellow, green, blue, purple, brown and black) and can sort objects by color as well as size. J.S
was able to rote count to the number ten and understands number concepts 1-3, however was
unable to do 4-6. There was only one section that was not applicable (N/A) which was the
section concerning sets.
Gross Motor
This section of the assessment tool was broken up into two different categories: arm and
eye coordination and body coordination and balance. For arm and eye coordination, there were

four different indicators in this section and I was only able to observe three of them. Of the three
indicators I saw, J.S was able to perform all of them which included kicking, throwing and
rolling a ball. With body coordination and balance, there were 12 indicators needing to be
observed and out of the 12 indicators, J.S was able to perform nine of them. Most of these
indicators included J.S being able to keep his balance while jumping, walking on tip toe and
being able to ride a bicycle. According to this assessment tool, J.S is where he needs to be
developmentally with gross motor development.
Fine Motor
Concerning this part of the assessment, there were some indicators that I was unable to
observe; therefore I will refer to the indicators that I was able to observe. According to this
assessment tool, J.S appears to have very good fine motor skill development. Out of the ten
observed indicators, J.S was able to perform nine of them. J.S is able to hold a crayon with his
fingers, screw and unscrew bolts and lids, put together puzzle pieces, and can use scissors. The
only indicator in which J.S could not perform was lacing beads onto a string because J.S was
wrapping the string around his neck or swinging the string around in the air rather than lacing the
beads onto the string.