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Child Study: Observation, Documentation & Assessment

Christine M. Reece

Department of Education, Brandman University

ECED 398: The Intentional, Reflective Teacher

Dr. Julianne Zvalo-Martyn

October 24, 2020

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Initial Description

The child I selected for this study is a 2.5-year old Caucasian and Vietnamese little brown

haired, brown eyed girl named Bonnie Riley (pseudonym). She attends a full-time preschool

class at a private preschool and day care program in Salinas, California. Her family pays a

monthly tuition. The preschool class is broken up into to two smaller classes for part of the day.

These classes are called the olders and youngers. She is part of the younger class.

Bonnie lives with her parents, both of which are college graduates with full-time

occupations. They are upper-middle class socioeconomically. Their language background is

English and Vietnamese. Bonnie is first born. At home they have a puppy and her mother is

expecting a second child. Recently, she moved up from toddlers and began potty training a week

ago. Right now, she wears pull ups, and the teachers are instructed to take her to the bathroom

often. She continues to wet her pull up, even though she makes the motion of bending and

holding herself.

When deciding on whom to conduct this study, I consulted with the younger class teacher

who suggested Bonnie. The reason is her lack of verbal and social-emotional skills. Whether

outside or indoors, typically she wanders alone until she discovers some play materials that holds

her attention, and quite often is heard humming a familiar children’s tune. There were a couple

days when all the children were outside playing, and she sat on a child-sized couch and cried and

cried hard. It was difficult to communicate and console her for lack of understanding. Other

times, she physically will take my hand, pull down and say, “Hey!” and persist to show me

something.

For this study, I want to further investigate and assess her language development skills

and social interactions.

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Methods

A collection of data was gathered on Bonnie by recording anecdotal notes and writing

learning stories. According to Machado (2016), “Anecdotal observations record the details

present when a child’s behavior is significant and displays a developmental happening” (p. 150).

I ended up taking three anecdotes of the child. In doing so, I made discoveries about her

development. While I observed the child in action, I wrote two learning stories. “It becomes a

“learning” story when the adult adds his/her interpretation of the child’s competencies and

dispositions toward learning (such as courage and curiosity, and perseverance)” (My ECE, 2013-

2020). All of these were taken while I observed Bonnie in large and small group environments,

one-on-one instruction, during indoor child-selected activities, and outdoor free play.

A physical child development checklist (Beaty, 2014) was completed that assessed the

child’s developmental progress. It measures regular performance from throwing balls, balancing

a bean bag on their head, to jumping in place. A formal skill assessment was conducted,

specifically, to assess the child’s language development in expressive and receptive language,

and interest in print. A collection of work samples is included that document her progress in

social-emotional, language, cognitive, and perceptual and motor development.

Data Analysis

From a close analysis of the data, Bonnie demonstrates strengths and competencies in

cognitive, social-emotional, language, and perceptual and motor development domains for a

child her age. I determined Bonnie’s learning progression by consulting the California

Infant/Toddler Learning & Development Foundations (2009). It states:

Young children can be considered from the perspective of one domain, such as social-

emotional development or language development. Yet, when taking an in-depth look at a

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single domain, one needs to keep in mind that learning, for young children, is usually an

integrated experience. (p. x)

Social-Emotional Development

Bonnie shows strength in the following social-emotional development foundation:

Relationships with Adults, and is meeting the competencies for a child her age.

At around 36 months of age, when exploring the environment, from time to time children

reconnect, in a variety of ways, with the adult(s) with whom they have developed a

special relationship: through eye contact; facial expressions; shared feelings; or

conversations about feelings, shared activities, or plans. When distressed, children may

still seek to be physically close to these adults. (By 36 mos.; Marvin and Britner 1999,

57). (CDE, 2009, p. 16)

For example, I observed her grab the hand of a teacher and guide them to sit next to her and

proceeded to offer pretend food from her grocery basket. She calls out “mama” when wanting

the teacher to see her Mr. Potato Head creation. Outdoors, she asks for help to adjust the slide by

going to a teacher, pull on their hand, and point at it. Bonnie asks for a special teacher by name.

She motions with her hand to a special teacher and says, “come on!” and guide them to the

playhouse for “ice cream time.”

Another strength I noticed for Bonnie is Interaction with Adults, and is demonstrating

age-appropriate competencies in this area. “At around 36 months of age, children interact with

adults to solve problems or communicate about experiences or ideas. (California Department of

Education 2005, 6; Marvin and Britner 1999, 60)” (CDE, 2009, p. 14). While sitting on a bench

eating her lunch, Bonnie motions to her teacher by patting the bench seat next to her. Playing

indoors, the child runs to select a princess dress and clip on hair braid, then runs back to a
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teacher to motion for help with putting on dress and braid. Minutes later she runs back over,

picks up a second clip on braid and motions her arms up making the sound, “uh uh” for the

teacher to wear one too.

Language Development

After conducting a formal skill assessment (see attached artifact) on Bonnie’s language,

she shows strength in the following language development foundation: Receptive Language, and

is meeting the competencies for a child her age. “At around 36 months of age, children

demonstrate understanding of the meaning of others’ comments, questions, requests, or stories.

(By 36 mos.; American Academy of Pediatrics 2004, 307)” (CDE, 2009, p. 47). For example, on

September 23, 2020, while reading a book on body parts, I asked the child to name her nose. I

pointed to her nose and asked, “What’s this?” She responded, “My nose.” On October 6, 2020,

pointing to a pumpkin in the hallway, I asked, “What is this?” She responded, “fumpkin.” Also,

while observing her in free play, a call for “clean up” Bonnie stops, stands, gathers her materials,

and walks over to place Mr. Potato Head items inside a bin. During a turn in the “Jumping

Song,” Bonnie is called by name, she stands and starts jumping up and down. She understands

simple requests such as “sit on your bottom, feet forward, and push your chair in.” She knows

where to find her favorite doll and play food during free play.

Another language development strength I saw in Bonnie is with expressive language, and

meeting the competencies for her age. The foundation states:

At around 36 months of age, children communicate in a way that is

understandable to most adults who speak the same language they do. Children

combine words into simple sentences and demonstrate the ability to follow some

grammatical rules of the home language. (By 36 mos.; American Academy of

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Pediatrics 2004, 307; 30–36 mos.; Parks 2004; 24–36 mos.; Lerner and Ciervo

2003; by 36 mos.; Hart and Risley 1999, 67). (CDE, 2009, p. 49)

Some examples include, in a teacher-led activity on September 15, 2020, Bonnie was

asked, “What makes you feel happy?” Child responds, “I mommy and daddy.” The next day, on

September 16, she was asked, “Whose turn is next?” Bonnie responded, “My turn.” Additionally,

in play outdoors, Bonnie motions to the teacher to follow her and says, “Come on!” running over

to the playhouse and declaring, “Ice cream time, ice cream time!” In a child-selected activity, the

child points and insists with a pretend thermometer at a teacher’s head, and says, “Emperture.”

Cognitive Development

Bonnie demonstrates development and strength in the following cognitive development

foundation: Problem Solving, and meets the competencies for a child her age. “At around 36

months of age, children solve some problems without having to physically try out every possible

solution and may ask for help when needed. (By 36 mos.; American Academy of Pediatrics

2004, 308)” (CDE, 2009, p. 69). I observed Bonnie motion for her teacher to go away from

giving her help with her zipper on her jacket, and worked to zip it up herself. Also, held scissors

(in two hands) and gestures for teacher to position paper to cut. She connected plastic connectors

higher and higher until it reached far over her head by fitting the small openings into one

another. During this time, she gestured for a teacher to sit, and help her hold it. Another time she

found a teacher to help fix a doll’s arm that fell off.

She also shows strength in the following cognitive development foundation: Symbolic

Play. Bonnie meets the competencies for a child her age. “At around 36 months of age, children

engage in make-believe play involving several sequenced steps, assigned roles, and an overall

plan and sometimes pretend by imagining an object without needing the concrete object present.
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(30–36 mos.; Parks 2004, 29)” (CDE, 2009, p. 79). During indoor free play, Bonnie uses a toy

grocery scanner as a thermometer against a doll’s head, and then points it at a teacher’s head,

repeatedly. Outdoors, Bonnie calls out “ice cream time” and runs inside the play house. Once

inside, swings open the hinged windows and holds out pinches of collected dried pine needles to

peers and teacher. At play with a toy van, she places a baby doll in the car seat and pushes the

van around the yard. Opens a gas cap on a toy van and places dried pine needles inside and

closes it.

Perceptual and Motor Development

Bonnie is demonstrating strength in the following perceptual and motor development

foundation: Perceptual Development, and meets the competencies for her age. “At around 36

months of age, children can quickly and easily combine the information received from the senses

to inform the way they interact with the environment” (CDE, 2009, p. 94). Indoors and in child-

selected activities, I saw Bonnie take the temperature of a baby doll, hold a basket of play food

and feed a baby doll. She manipulates playdough into different shapes and draw with a crayon.

Outdoors, after lunch she can carry her empty plate and cup to the trash by herself.

Gross Motor

I observed Bonnie for six different days during indoor, outdoor, and child-selected

activities to conduct a Physical Child Development Checklist (Beaty, 2014) (see attached

artifact). Once completed I concluded, she shows strength in the following perceptual and motor

development foundation: Gross Motor, and meets the competences for a child her age. “At

around 36 months of age, children move with ease, coordinating movements and performing a

variety of movements” (CDE, 2009, p. 96). Outside, I observed her climb up and down slides

with ease, crawl inside tunnels and up steps on a play structure, jump with two feet off a low step
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repeatedly, kick a slow, moving basketball, throw a small ball, walk everywhere, run down the

hall and across the lawn often. Indoors, she walks down the hallway daily, and was able to

balance herself as she walked across a 3 ft. 2x4 wood block.

Recommendations

After analyzing all the data on Bonnie, I have complied a list of recommendations,

strategies, and outcomes as follows:

Recommendation 1

A recommendation I have after conducting a formal skill assessment for language

development on Bonnie, is to build her interest in books. The CA Infant/Toddler foundation:

Interest in Print states that:

At around 36 months of age, children show appreciation for books and initiate literacy

activities: listening, asking questions, or making comments while being read to; looking

at books on their own; or making scribble marks on paper and pretending to read what is

written. (Schickedanz and Casbergue 2004, 11). (p. 53)

Even though I found her capable of sitting down in front of a teacher when it is time to read a

book, her attention span is short and loses interest quickly. She will turn her body around or lay

back on her stomach. Only if the teacher calls on Bonnie to repeat a word, or answer a question,

she will respond accordingly. I never observed her picking up a book for pleasure on her own.

To motivate Bonnie to have a positive interested and impression of printed materials, a

strategy would be to make a comfy reading space for more than two. “Create cozy and

comfortable places where you can read with children and they can look at books by themselves.

Provide stuffed animals and dolls for children to read to” (Epstein, 2014, p. 117). Bonnie’s

classroom only has a book rack, and no comfy furnishings. To utilize this environment change,
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another recommendation would be to schedule a one-on-one time where an aid or additional

teacher can sit with her, select books of interest, model book handling to create a meaningful

experience. The measurable outcome I would like to see is Bonnie entering this space, seeking to

have a book read or pick up a book and look through it on her own 2-3 times a week for 5-10

minutes each time.

Recommendation 2

Another language development recommendation I have from conducting the formal skill

assessment, would be to increase Bonnie’s vocabulary, and to see her improve on putting

together more words to create simple sentences. The CA Infant/Toddler foundation: Expressive

Language states that:

At around 36 months of age, children communicate in a way that is understandable to

most adults who speak the same language they do. Children combine words into simple

sentences and demonstrate the ability to follow some grammatical rules of the home

language. (By 36 mos.; American Academy of Pediatrics 2004, 307; 30–36 mos.; Parks

2004; 24–36 mos.; Lerner and Ciervo 2003; by 36 mos.; Hart and Risley 1999, 67).

(CDE, 2009, p. 49)

Although Bonnie is heard combining words that are understandable, (e.g. “I mommy and daddy”

and “ice cream time”), she is not talking very much during the day. Oftentimes, she is heard

humming and singing a few short words to a familiar favorite children’s tune, repeatedly. For

example, one day she was humming “The Farmer in the Dell.” Another time she was singing the

words, “Apples and bananas, apples and bananas, apples…”

A strategy is to “Be playful with language. Rhyming game fingers plays, songs, and

pretend play enrich the range of a young child’s experiences with language” (CDE, 2012, p. 91).
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Since Bonnie is heard humming songs to herself throughout the day, the teacher could schedule

time to sing these songs during the day in either a large or small group. In this way, it could help

Bonnie practice vocalizing those already familiar words and eventually master them to expand

her vocabulary. A measurable outcome I would like to see is for Bonnie’s vocabulary to increase

by 10 words, and speak 1-2 new simple sentences by the end of a month.

Recommendation 3

A social-emotional recommendation for Bonnie would be to increase her socialization

and relationships with her peers. The CA Infant/Toddler foundation: Relationships with Peers

states that “At around 36 months of age, children have developed friendships with a small

number of children in the group and engage in more complex play with those friends than with

other peers” (CDE, 2009, p. 18). I have observed her interacting with peers. She is found sliding

down the slide, running across the grass and falling down laughing with a peer or two, but

ultimately, may lie there seemingly content to not get up. One thing, however, I do not hear

much verbalizing at all. I conclude this is due partly from lack of language skills and relation

stability. What I see is that eventually the children around her engaged in the same play, look at

her, and walk away shortly thereafter.

A strategy is to support building relationships. To do so, I would pay attention when

peers are forming friendships. For instance, I may notice the children turn taking and sharing

materials or engaged in the same play, and caring for each other (Epstein, 2014, p. 57). I could

model responsive social behaviors and encourage the relationships. “Put the children together

when it is time to (re) form small groups” (Epstein, 2014, p. 57). This could improve Bonnie’s

development of relationship skills. A measurable outcome I would like to see is for Bonnie to
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develop regular occurrence and fondness of play with 1-2 peers, for 10-15 minutes, 3 times per

week.

Reflection

Reflecting back, I have grown as an observer and gained more knowledge about the

stages of early childhood from conducting this child study. A few ways are through observation,

child selection, data collection, conducting assessments, and researching credible sources.

Below are my thoughts about my experience:

What I have learned about collecting data about children’s progress?

I began to learn a lot more about Bonnie when I started to collect anecdotal records, write

learning stories, conducted the physical checklist and language formal assessment. Out of all of

this, I was able to really hone in on her abilities and skills thus far. Originally, the reason I

selected her for this study was partly from the younger teacher’s suggestion. It was due to her

lack of verbal skills and emotional development. I also felt the same concerns from earlier

observations and interactions with Bonnie. Now, with all of the data collection, I have a really

good understanding of where she is on her progression.

What I learned about collecting data, it takes time and effort. Also, it should be done in

differing environments. The child will not always exhibit the same behavior given her

environment, interactions, or activity. For example, in a teacher-led activity, where she was

required to sit on her bottom and listen while going through alphabet flashcards, Bonnie did not

pay attention very long. To get her attention the teacher called her by name and proceeded to

point at a large letter on a flashcard. She asked, “Bonnie, Bonnie, what’s this? What’s this

letter?” Bonnie who was turned around backward on her tummy, turned and rolled over craning

her neck to look. Teacher repeated and pointed, “What is this letter?” Bonnie slowly gazed and
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replied, “B” quietly. However, if observing her ability to stay on task in a child-selected activity,

as in the learning story titled, “Little Ms. Builder” Bonnie exhibited a prolonged period of

attention working to place connectors in place. Here we see a different behavior due to the

child’s interest.

What I have learned about analyzing data?

I learned when I am analyzing data on a particular child, it is important to consult the CA

Infant/Toddler Learning & Development Foundations or the Preschool Learning Foundations;

depending on their age. This will help to determine and pinpoint where they are in their

progression of learning. In doing so, I can see if they are meeting the competencies and showing

strengths in specific areas for their age.

In this experience, using the California Infant/Toddler Learning & Development

Foundations (2009) I was able to discover competencies in four developmental learning

domains: social-emotional, language, cognitive, and perceptual and motor development for

Bonnie, a 30-month old child.

What I have learned about making data-based decisions to guide children’s learning?

I have learned when making data-based decisions and recommendations to guide

children’s learning, there are a number of credible sources available to consult. One in particular

is NAEYC’s text, The Intentional Teacher: Choosing the Best Strategies for Young Children’s

Learning (Epstein, 2014). In addition, the California Infant/Toddler Curriculum Framework

(2012) or the California Preschool Learning Foundations (Volumes 1-3) are incredibly rich with

useful practical guides and strategies for teachers.

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When I was making recommendations for Bonnie, I found specific strategies and plans

from these sources. I learned they are great tools to use to help me to become an effective and

intentional teacher so I can support her continued learning progress.

How you have grown in NAEYC Standard 1, in each of the three key elements?

From conducting the child study where I first, observed, gathered and collected data, then

analyzed and made recommendations, I really feel I have grown in NAEYC Standard 1:

Promoting Child Development and Learning in each of the three key elements.

In “Key element 1a: Knowing and understanding young children’s characteristics and

needs” (NAEYC, 2009, p. 11). I learned how to use the Foundations and Framework more

effectively to guide my understanding of the child. I also learned the importance of conducting

appropriate formal assessments and take physical checklists, because they will support my ability

to analyze and determine the child’s strengths that are appropriate for her age and help me come

up with recommendations for continued support in certain areas.

I also learned from studying the child there are many factors that affect her development.

Some things that are very valuable is to provide quality learning environments, make schedules

and routines to support child’s needs, get to know the family’s background, and build

relationships. In this way I have grown in “Key element 1b: Knowing and understanding the

multiple influences on development and learning” (NAEYC, 2009, p. 11). For instance, when I

collected the background on Bonnie, I found in her home two languages are spoken. This is a

contributor to her skill level and stage of learning. Knowing this will help to plan possible

strategies for her language development needs.

Additionally, I have grown in “Key element 1c: Using developmental knowledge to

create healthy, respectful, supportive, and challenging learning environments” (NAEYC, 2009,
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p. 11). Through my practicum work at a preschool site and getting to know young children, I got

a chance to set up and plan a meaningful learning environment to inspire play. In doing so, I

went to the CA Preschool Foundations and Framework for guidance. I created a large block play

opportunity for children to learn how to work on problem solving. I found through this play it

supported many learning domains. For instance, when children are engaged with building ramps

and block structures, they are using cognitive mathematical reasoning, working on social-

emotional skills, and physical development. A work sample taken of Bonnie during a different

child-selected block play, shows how she relates to the materials and where she is

developmentally.

Growth in NAEYC Standard 1will benefit my efforts going forward when working with

young children. I know the importance of gathering and collecting appropriate data, so I can

analyze it properly to make recommendations, and be able to plan meaningful learning

environments, schedules and routines to support developmental needs, as well as understand

many other factors influence a child’s behavior and development.

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References

Beaty, J. J. (2014). Observing development of the young child (8th ed.). Pearson Education, Inc.

California Department of Education. (2012). California infant/toddler curriculum framework.

Child Development Division, California Department of Education.

https://www.cde.ca.gov/sp/cd/re/documents/itcurriculumframework.pdf

California Department of Education. (2009). California infant/toddler learning & development

foundations. Child Development Division, California Department of Education.

https://www.cde.ca.gov/sp/cd/re/documents/itfoundations2009.pdf

Epstein, A. S. (2014). The intentional teacher: Choosing the best strategies for young children’s

learning. National Association for the Education of Young Children.

Machado, J. M. (2016). Early childhood experiences in language arts (11th ed.).

Cengage Learning.

My ECE. (2013-2020). Learning stories: What is a good learning story? And is it a good way of

assessing a child’s learning? My ECE. https://www.myece.org.nz/educational-

curriculum-aspects/227-learning-stories#ixzz4sV6q0bSC

National Association for the Education of Young Children. (2009). NAEYC standards for early

childhood professional preparation: A position statement. National Association for the

Education of Young Children. https://www.naeyc.org/sites/default/files/globally-

shared/downloads/PDFs/resources/position-

statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf
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Artifacts

1. Anecdotal Record

Whole Group – Circle Time on September 15, 2020

9:05 am

All children (olders and youngers) walk in to classroom from breakfast. Teacher asks children to

take a seat on the carpet. Bonnie (pseudonym) walks slowly, and stands and turns around

looking at circles lining the edge of the carpet. Teacher says, “Bonnie find a circle, find a circle,

here, sit here Bonnie. Bonnie stands looking around. Teacher tells Bonnie again to sit on her

bottom. She bends down, squats, gets on her knees, and leans back and places her hands in front

of her. Teacher says, “Bonnie, sit on your bottom.” She slides her feet forward and finally sits on

her bottom. Teacher sits down in front of children and says, “Good morning! How is everyone

feeling today?” She proceeds to go around and ask each child, and instructs every child to begin

their sentence by saying “I am feeling…” When it’s Bonnie’s turn, she looks at the teacher,

sitting with her legs straight out. Teacher asks her again. Bonnie responds, “I mommy and

daddy.” Teacher inquires, “You’re happy because you love mommy and daddy?” Bonnie stares

at back at her, nods slightly. Teacher responds, “That’s very nice.”

9:10 am

Teacher asks the children if they should sing the “Jumping Song?” Children yell yeah! Teacher

begins the song. When she sings, “If you have black leggings and a pink bow and if your name is

who?” Children look around at each other’s clothes. Bonnie sits with legs forward, hands to her

side, and looking around. A few children look at Bonnie and yell “Bonnie!” Teacher directs,

“Bonnie that’s you, stand up!” Bonnie smiles, pushes herself up, stands, with elbows bent to her

side, and begins jumping up and down. Teacher sings, “Jumping in the circle, jumping in the
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circle, jumping in the circle, sit back down!” Bonnie stops, looks around, walks to her spot, and

sits down.

2. Anecdotal Record

Individualized instruction – sorting colors on September 17, 2020

9:48 am

Bonnie is sitting in a chair next to teacher. There are 5 color bowls laid out on the table in front

of Bonnie. The colors are blue, red, green, yellow, and orange. Small wooden round wafers the

size of quarters in all 5 colors also lay across the table. Teacher hands Bonnie small tongs and

says, “You get to use these tongs to put all the circles (pointing at them) in the bowls. What one,

color goes in this bowl (pointing to the green bowl)?” Bonnie takes the tongs from the teacher in

both hands, adjusts it with one and looks at the bowls. Teacher asks her again, “Bonnie, which

bowl do you put this in (she picks up pinching a green wafer)? What color bowl, this (points to

red), this one (points to green), this (point to yellow) or this (points to blue)?” Bonnie looks and

points at the green bowl. Teacher exclaims, “Yes Bonnie! Right what color is it?” Bonnie looks

at the bowl, looks away, and positions her tongs toward a blue wafer, she pinches it and picks it

up. Teacher says, “Bonnie what color is that? (pointing at the wafer pinched in her tongs) Which

bowl do you put that one in?” Bonnie silently moves her tongs toward the blue bowl. Teacher

exclaims, “Yes, Bonnie, that’s right, what color is that?” She releases the wafer. Teacher grabs

hold of her tongs and says (pointing to the blue bowl), “Bonnie, what color is this?” Bonnie

responds, “Boo.” Teacher exclaims, “Yay Bonnie! That’s right, blue. Now pick up all the blue

circles and put them in the bowl.” Bonnie still holding the tongs, moves toward another blue

wafer and pinches one and lifts it toward the blue bowl.
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3. Learning Story

Outdoors – free play on September 23, 2020

10:10 am

Title: “What a Nice Day”

Outdoors at free play, I watched Bonnie playing with a green dump truck and carry it around

everywhere she would go. She sat down on the green grass and then stood up, walked over, and

pushed the truck down a small slide. She watched it roll down. While it laid at the bottom, she

decided to walk up the steps and slide down herself. At the bottom, she leaned against the slide

and hugged the truck. Then she spread her arms open and leaned back onto the green grass,

placing a hand over her eyes to block to sun rays. She sat up and looked into the sky, shading her

eyes. Then, she looked in my direction and inquired, “Sky?” I answered, “Yes the sky, the sun is

bright today. (pointing up) That’s the sun making it bright on your eyes. Is it hard to see?”

Bonnie nodded. She then stood and picked up the truck and walked over to push it down the

slide again. When it hit the grass, she grabbed the truck and walked alone across to the fence and

sat leaning against it. The truck was beside her, and she placed her hand on top of it. A boy

walked over to sit down beside Bonnie. He was holding a basketball. The basketball hoop was

positioned right above their heads. Bonnie must have known, because she stood, threw the truck

up at the hoop, and watched it come crashing down. She smiled and laughed. When the boy

stared in her direction, he smiled and stood up. He walked away holding his basketball. Bonnie

picked up the truck and followed after him. Scrambling to sit in the play structure, the boy called

to Bonnie to come over. Her pace quickened, and she crawled up the steps into the play structure.

She sat down beside him. He was holding his basketball and she was holding the green truck.

The boy stood up and said to Bonnie, “Come on let’s go!” They both slid down the slide, and
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walked over to the smaller one. Bonnie pushed her truck down the slide saying “wee!” He

exclaims, “Let’s do that again!”

What it means…

Dear Bonnie,

What a nice day you had today! You discovered many ways to play with the truck, and when the

boy came over with his basketball you both began playing friendly together. When he invited

you to share the play structure you welcomed the opportunity and kindness. You returned that

kindness by showing him how to push the truck down the slide. I really liked how you were

playing cooperatively and sharing your ideas with one another. Ms. Christy

Opportunities and possibilities…

Bonnie, showed her natural inquiry-based approach to learning. She seems to be a hands-on

learner through discovering new ideas for play. She works to try things out and learn about how

they work. She even shared her play ideas with a friend. As she continues practicing how to be a

friend and sharing cooperatively, she will grow lasting friendships. Her continued wonderment

of the world around her will develop her skills in problem solving. I can’t wait to see what she

will learn next. Ms. Christy

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4. Anecdotal Record

Small Group – Playdough Table Activity on September 29, 2020

9:35 am

Teacher sits with 3 children in chairs holding different colored playdough containers. Teacher

holds one container at a time toward each child and asks what the color is before opening it for

them. Teacher looked at Bonnie and holds up a blue container and asks her what color is the

playdough? Bonnie looked at it, pauses, and responds, orange. The teacher said that’s right! Let

me open it for you. Teacher proceeds to open and lay the dough in front of her. She touches it

with one finger and pulls her finger back for a second and then touches it again. She presses her

finger slowly against the dough. She watches the other children pressing theirs down into their

trays. Teacher says, “Let’s all try and make a pancake!” Teacher opens a container, pulls the

dough out and quickly presses and mashes it down as an example for the children. The children

immediately press theirs alternating hands. Bonnie presses her palm down slightly and presses a

little more. She decides to use her fingers and press all the edges. Teacher asks Bonnie, “Do you

want me to press it into a pancake for you?” Bonnie nods and responds, my pancake, pancake,

pancake. Teacher reaches over and presses down. A child looks over and says to her, “Yours

looks like a pancake like mine!” Bonnie presses her hand over the smashed dough and picks a

small piece off and positions it next to it. She repeats this.

5. Learning Story

Child-selected activities – free play on September 30, 2020

9:45 am

Title: “Little Ms. Builder”

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In free play today, Bonnie walked up to a classmate playing with a bin of connectors at a table.

She stopped for a moment and watched while the boy fit them one by one into each other

growing his structure taller. Bonnie grabbed two connectors and worked to push them together.

With persistence, she managed to fit them into their grooves with a little help from me. She

continued her efforts, one by one, growing her structure. Even when it would separate and break

she did not give up and would work to fix it. I was sitting on a chair next to her witnessing her

every move. She grabbed at my hand, and motioned for me to hold it, making a “uh, uh” sound

toward me. I said, “Do you want me to help you hold it?” Not stopping for a moment, she

responded with a nod and “uh, uh.” I responded, “Yes?” She nodded in the affirmative.

Continuing her work, she placed connector after connector, demonstrating great patience and

precision, reaching to fit them into place. While she worked on her structure, I would ask from

time to time, “Which one is the purple one, red, yellow, green?” She would hesitate, look for a

moment, and point at the correct color connector. She kept up her efforts until it reached way

over her head and the teacher called for “clean up time”.

What it means…

Dear Bonnie,

What a magnificent builder you are! Look at how tall your structure became! Remember how

small it was? Now it’s taller than you! I watched how you kept adding one more connector at a

time without stopping. You stretched and stretched your arm up to reach the tippy top. It takes a

lot of motivation and persistence to accomplish this goal. You also demonstrated so much

patience when you were placing the connectors very carefully into the grooves. You are such a

wonderful little builder! You worked so hard to accomplish this. I’m proud of you! Ms. Christy
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Opportunities and possibilities…

I was amazed at what persistence and perseverance Bonnie demonstrated in this activity. She

really showed a willingness to see something through until satisfied with the results. Her interest

in this building activity also shows her knack for hands-on learning. I think she will find her style

to her advantage when given new different tasks and interesting materials to work with.
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Work Samples

1. Language Development:
Receptive Language

Counting and number recognition

activity.

Bonnie was given a green dot

marker and asked, which
caterpillar do you think is longer?
Bonnie looks, but no response.
Teacher: “Let’s find out how many
circles each caterpillar has for their
body.” With assistance, teacher
pointed to each one while Bonnie
counted aloud and marked the
circles with the marker.

Teacher pointing to the “1” and

asked, “What number is this?”
Bonnie responded, “1.”

2. Cognitive Development:
Problem Solving

Writing/Drawing Sample:

Holding and drawing with

crayon by herself. When the
teacher asked, “What are you
making?” She answered,
“circle.” Asked, “What color
are you using?” Her response,
“green.”
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3. Perceptual and Motor Development

Scarecrow shape and color recognition

activity – Child perceived her creation
after completed. Teacher exclaims,
“Bonnie look at your scarecrow you
made.” Child, responded, “mine.”

Language Development: Receptive

Language

Naming scarecrow body parts: face,

eyes, nose, mouth, hat, body, arms, legs.

She drew the eyes, (not the mouth),

helped assemble, and glue the scarecrow
body. She practiced naming the shapes
(e.g. triangle, circle, rectangle), body
parts, and recognizing colors. Teacher
pointing to triangle, “What color is
this?” Child answered, “blue.”

4. Motor Development:

Painting using her hands to grip a

small paintbrush.

Language Development:

Color recognition: orange. Name

pumpkin parts: eyes, stem, nose,
mouth, teeth.

Teacher holding up the jack-o-

lantern, she asked, “What is this?”
Bonnie, “fumpkin.”
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5. Cognitive Development:
Symbolic Play and Social-
Emotional Development:
Relationships with Adults

Bonnie pulled at teacher’s hand to

come over so she could share her
shark creation she made with Mr.
Potato Head items.

She shared by touching it softly

and smiling in the teacher’s face.

2. Cognitive Development:
Problem Solving

Block play

Bonnie began pulling blocks off

shelves. She worked to place
blocks one by one on top of and
next to. When one would fall,
she would reach and say, “Oh
oh” and worked to put it back in
place.
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Physical Child Development Checklist (Beaty, 2014)

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Formal Skill Assessment Form for ECED 398 Child Study

I used this Formal Skill Assessment Form to assess the child’s Language Development

over a period of time. Particularly in Foundations: Expressive Language, Interest in Print, and

Receptive Language, while she was in teacher-led, child-selected activities, and indoor and

outdoor play.

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