The main goal of conducting this child’s assessment is basically to monitor, record, analyze and assess his overall general performance covering his learning process, socialization and cognitive abilities. This is for the purposes of reviewing educational policies and classroom learning practices to make them more appropriate in satisfying the developmental demands of children of this age. To enable this, this paper plans to put together data collected from observing the child’s learning and interaction processes as well as his cognitive abilities. Thus portfolio will be composed of screening tests done, samples of work done, and observational records. Samples of work done section are those that are used to monitor the progress of the child and they will include: his writings, tape recording of the child when reading, his drawings, pictures of projects done by the child and others. Observations are done when the child is playing with his tools alone, and with others at different times of the day and under different circumstances. Here data is carefully collected and recorded. To ensure a proper assessment is done, a checklist is also used to ensure that all relevant skills have been identified and considered in the child assessment. I am a teacher training student aiming to work with children aged 4years and above who supports that compared to multiple choice questions and other forms of tests, use of portfolios to monitor each student’s work and progress is best. In my assessment, Ryan will be the child I will assess at home (Arter & Spandel, 1992: 36).
The mission statement guiding this paper is to support theories that are internationally accepted which argue that the process of child development is naturally sequential and that there are significant skills that children possess at their very early years of life whose milestones can be established (Bishop, 1998: 879).
Portfolios developed to monitor the progress of child development are emphasized to allow children participate in their creation and assessment. However, for children aged below five years, teachers, caregivers or parents develop and fill the observation checklist. The importance of these portfolios is to check if there are any delays in the normal child’s development rate, to also identify his or her capabilities and to establish any factors within the environment or medical conditions that are interfering with proper growth of the child. It is recommended that the major developmental elements to monitor for children below the age of 5years are: communication skills, problem solving skills, socialization, cognitive skills, and movement abilities. It is further argued that these assessments are done at appropriate periods of child’s growth and to each question raised in the checklist or questionnaire; responses like “starting”, “not yet”, or “sometimes” and others are used. Educators can also use these responses to develop values and scores computed Garrels (2006). Borrowing ideas from this finding, below is a checklist developed for Ryan and observation results computed.
| OBSERVATION CHECKLIST Date: 11th March 2015 Name of Student Ryan | ||
| Target Skills | Scores | Remarks |
| Language Skills | ||
| Can be able to say his name | 4 | S |
| Can be able to say his age | 2 | St |
| Can speak about 300words | 4 | S |
| Can answer very simple kinds of questions | 4 | S |
| Can use about six words to make a sentence when speaking | 4 | S |
| Can speak much clearer | 4 | S |
| Can be able to tell short stories | 2 | NY |
| Cognitive Skills | ||
| Can differentiate colors | 4 | S |
| Can understand what is meant by similarity and differences | 4 | S |
| Can creatively pretend | 3 | St |
| Can follow commands | 3 | St |
| Can recall parts of a narrated story | 4 | S |
| Can understand different times of the day (morning, nighttime, afternoon) | 2 | St |
| Has an idea of counting | 3 | St |
| Can sort by matching similarities | 3 | St |
| Can identify or recognize pictures and objects that are common around the home | 4 | S |
| Movement Skills | ||
| Can move up and down the stairs | 4 | S |
| Can kick and/or throw a ball | 3 | St |
| Can run confidently | 3 | St |
| Can walk going forward or backwards steadily | 4 | S |
| Can bend comfortably | 4 | S |
| Can climb up well | 3 | S |
| Can jump together with both feet | 2 | NY |
| Can button his shirt | 1 | NY |
| Can copy and draw a square shape well | 2 | So |
| Socialization skills | ||
| Enjoys playing more with many children | 5 | S |
| Enjoys playing more with few children | 5 | S |
| Is more friendlier to the mother | 3 | So |
| Talks a lot about what he has been engaged in during the day | 4 | S |
| Follows television programs | 4 | S |
| Enjoys outdoor games more than indoor games | 5 | S |
| Rating: 5= Very Good 4=Good 3=Average 2=Fair 1=Weak | ||
| Development Comments: S-Satisfactory St=Starting So= Sometimes NY=Not Yet |
Table 1: Checklist for Ryan’s developmental progress (Cathy, 1992: 76; Garrels, 2006)
As mentioned at the beginning of this study, the purpose of this assessment is to fill the gap that is left by many other forms of child progress reports which are done a number of times in a year. That is, child progress portfolio is done in order to ensure that the child is developing on well and any form of weaknesses identified are incorporated in the curriculum planning in order to guarantee positive growth. Moreover, the advantage of this method of assessment is that not only classroom skills are assessed but also other childhood forms of development outside the class. Charlesworth & Lind (2009) add knowledge to this paper by discussing about the need to maintain equity when educating children and this is enabled by first establishing the progress expectation of children of a certain age. Also, the observational results obtained can also be compared with the results of the other children in the same class in order to come up with appropriate suggestions for improvement (72). These efforts or arguments follow the definition of a diagnostic test which according to Gober (2002), it is an assessment that locates particular areas of child’s strengths and weaknesses. Hence from Ryan’s checklist results, Table 2 in the appendix section of this paper is his diagnosis test.
Szarkowicz (2006) informs that it is also important to put into consideration behaviors that a child might show at other times or when better opportunities arise that cause the child to demonstrate unexpected reactions or behaviors. That is behaviors that are much related to his or her development which might add more information on the progress report of the child. It is further advised that the sooner this observation is done the better to avoid one forgetting (32). In this regard, Table 3 in the appendices section of this paper shows Ryan’s Anecdotal Record built from Table 1’s checklist changes are highlighted in pink color. This is observation done for a period of two days, a week after the first observation done.
Analyzing Table 3, a new diagnostic test is as shown in Table 4 also placed in the appendices section of this paper.
Simeonsson & Rosenthal (2001) argue that developmental weaknesses among children of the same age vary a lot within the significant domains evaluated which are: communication skills, problem solving skills, socialization, cognitive skills, and movement abilities. But interestingly, it is observed that many developmental weaknesses in children are noted in socialization domain. This is said to be caused by basic features like behavioral or emotional problems or also, those features termed as secondary could be existence of physical impairment or mental challenges. And such circumstances extensive assessment needs to be done in order to establish the condition as an immature social behavior or a form of a child disability. It is noted that before initiating these developmental assessments, parents need to be included and assisted in appreciating the implications of these assessments and conditions that can hinder proper child’s development and learning abilities. Thus, these developmental assessments are continuous processes and observations done at certain times and information recorded and updated. This is recalled to be necessary in order to monitor progress and make sound plans. Hence, assessors and professional child care givers need to be well knowledgeable in these child development assessment initiatives in order to determine appropriate time samples to conduct these activities (129-130). For Ryan’s case, the appropriate time sampling plan is yet to be established at this point.
| Developmental Domain | Instructional Goal | Classroom Activity |
| Cognitive | 1. visual identification 2. symbolic representations 3. Creativity | -Use of puzzles -Use of hand signals and interpretation -Modeling work |
| Movement | 1.Incorporate physical educational programs 2.Ensuring break times are adequate enough to encourage child play 3. Regularly review and practice new physical moves guided by the teacher | -use of suitable play equipments -teacher led physical exercises |
| Social | 1.Introduce new social skills that arouse the interests of children socializing 2.simplify the skills so that they are within the abilities of the children 3.Praising group work | -Use of any activities that are accomplished through team work like ball games, running, building things using blocks and others |
| Problem Solving | 1.sorting 2. matching 3. filling gaps | -Sorting according to similarities could be pictures, colors, or shapes -matching diagrams and numbers that look alike -using patterns and asking the children to follow them and fill in gaps left in between in a pattern |
| Communication | 1.Increasing receptive skills 2. introducing and advancing expressive skills 3. Introducing and advancing speech work | -Use or repetitive statements and physical demonstrations -Use of sounds to improve articulation |
Table 5: Instructional goals and classroom activities to improve Ryan’s child development in each domain (Arter & Spandel, 1992)
Child development assessment programs are conducted using a checklist that is used to observe children’s growth in reference to the expected nature of behaviors or responses identified at various stages of a normal child’s growth. However, much interest is not only placed to identify any deviation from the normal situation but also to have a more realistic picture of any difficulties a child may encounter that may hinder his or her normal course of development. For Ryan, an assessment report made showed this child’s strengths and weaknesses as provided by Table 1, 2 and 4 of this paper. To improve and sustain his normal development, instructional goals and classroom activities have been established to enable him together with his colleagues have a sound growth. The developmental domains covered are those that are primarily significant in making the child grow and achieve milestones in the course of his life. Table 6 is a recommendation plan that you as a parent can follow with the child at home to enable him continue with his normal development.
| Developmental Domain | Developmental Activities | Parental Instructions |
| Cognitive | 1. visual identification 2. symbolic representations 3. Creativity | -Use of puzzles -Use of hand signals and interpretation -Modeling work |
| Movement | 1.Increased play activities 2.Increased outdoor games where Ryan can play with other children 3. Regularly review and practice new physical moves | -use of suitable play equipments -parental led physical exercises |
| Social | 1.Incorporating habits of considering outdoor activities that arouse the child’s interest to socialize 2. Encourage Ryan to be visited by other children or have him visit his cousins whom he can play with 3.Praising group work | -Use of any activities that are accomplished through team work like ball games, running, building things using blocks and others |
| Problem Solving | 1.sorting 2. matching 3. filling gaps | -Sorting according to similarities could be pictures, colors, or shapes -matching diagrams and numbers that look alike -using patterns and asking the children to follow them and fill in gaps left in between in a pattern |
| Communication | 1.Speech work practices 2. Simple ways of communication 3. Following instructions that train about sounds as guided by the teacher | -Use or repetitive statements and physical demonstrations -Use of simple language that the child can easily grasp -Use of English language while communicating at home |
Table 6: A recommendation plan that Ryan’s parents can use at home to reinforce teacher’s efforts to aid Ryan’s normal development
Ryan’s development situation can be judged from the results provided by Tables 1, 2, and 4. To begin with Ryan scored low in most in one communicative skill which is to tell short stories and which can be said is still within the acceptable limits. Under cognitive skills, what was found he had difficulty with was differentiating different times of the day properly which is still acceptable. Reviewing the results of his movement skills, he was found to have difficulties in jumping with his two feet together and properly copying and drawing a square shape. This is also within the acceptable limits. When it comes to socializing, positive results were received despite changes of environment seemed to interfere with his interaction abilities. From this review, this paper finds the best intervention programs that can improve Ryan’s normal development are all those that have been covered in this study. They are the instructional goals, class-work activities and also home work activities and regular development assessment activities to monitor Ryan’s progress and establish continuous improvements. This is because, Ryan still needs to perfect his skills in all domains and improve on his weak areas which he is expected to be strong at.
References
Arter, J. A. & Spandel, V. (1992). Using Portfolios of Student Work in Instruction and Assessment. Retrieved< ncme.org/linkservid/6629B1E9-1320-5CAE-6E63F591DCFC6822/…/0/>.
Bishop, D. V. M. (1998). Development of Children’s Communication Checklist (CCC): A Method for Assessing Qualitative Aspects of Communicative Impairment in Children. J. Child Psychol. Psychiat. 39(6), 879-891.
Cathy, G. 1992. The Portfolio and its Use. Developmentally Appropriate Assessment of Young Children. ERIC Digest. Retrieved< http://www.educate.vt.edu/teeps/readings/graceportfolio.htm>.
Charlesworth, R. & Lind, K. (2009). Math & Science for Young Children 6th ed.: Concept Development in Mathematics and Science. Mason: Cengage Learning.
Garrels, A. (2006). Child Development and Assessment. Future Reflections, 2(1). Retrieved< https://nfb.org/images/nfb/publications/fr/fr23/fr06fal10.htm>.
Gober, S. (2002). Six Simple Ways to Assess Young Children: Pull it all Together. Mason: Cengage Learning.
Simeonsson, R. J. & Rosenthal, S. L. (2001). Psychological and Developmental Assessment: Children with Disabilities and Chronic Conditions: An Ecobehavioral Approach. New York: Guilford Press.
Szarkowicz, D. L. (2006). Observations and Reflections in Childhood: Types of Observational Records. Mason: Cengage Learning Australia.
| Strengths | Weaknesses |
| Can be able to say his name | Cannot say his age |
| Can speak about 300words | Cannot tell short stories |
| Can answer very simple kinds of questions | Cannot understand different times of the day (morning, nighttime, afternoon) |
| Can use about six words to make a sentence when speaking | Cannot jump together with both feet |
| Can speak much clearer | Cannot button up his shirt |
| Can differentiate colors | Cannot copy and draw a square shape well |
| Can understand what is meant by similarity and differences | |
| Can recall parts of a narrated story | |
| Can identify or recognize pictures and objects that are common around the home | |
| Can move up and down the stairs | |
| Can walk going forward or backwards steadily | |
| Can bend comfortably | |
| Enjoys playing more with many children | |
| Enjoys playing more with few children | |
| Talks a lot about what he has been engaged in during the day | |
| Follows television programs | |
| Enjoys outdoor games more than indoor games |
Table 2: Diagnostic test for Ryan following data analysis done in Table 1(Gober, 2002)
| ANECDOTAL RECORD OBSERVATION CHECKLIST Date: 20th March 2015 22nd March 2015 Name of Student Ryan | ||
| Target Skills | Scores | Remarks |
| Language Skills | ||
| Can be able to say his name | 4 | S |
| Can be able to say his age | 3 | So |
| Can speak about 300words | 4 | S |
| Can answer very simple kinds of questions | 4 | S |
| Can use about six words to make a sentence when speaking | 4 | S |
| Can speak much clearer | 4 | S |
| Can be able to tell short stories | 3 | So |
| Cognitive Skills | ||
| Can differentiate colors | 4 | S |
| Can understand what is meant by similarity and differences | 4 | S |
| Can creatively pretend | 3 | St |
| Can follow commands | 2 | So |
| Can recall parts of a narrated story | 4 | S |
| Can understand different times of the day (morning, nighttime, afternoon) | 2 | St |
| Has an idea of counting | 3 | St |
| Can sort by matching similarities | 3 | St |
| Can identify or recognize pictures and objects that are common around the home | 4 | S |
| Movement Skills | ||
| Can move up and down the stairs | 4 | S |
| Can kick and/or throw a ball | 3 | St |
| Can run confidently | 4 | S |
| Can walk going forward or backwards steadily | 4 | S |
| Can bend comfortably | 4 | S |
| Can climb up well | 4 | S |
| Can jump together with both feet | 2 | NY |
| Can button his shirt | 2 | So |
| Can copy and draw a square shape well | 2 | So |
| Socialization skills | ||
| Enjoys playing more with many children | 3 | So |
| Enjoys playing more with few children | 5 | S |
| Is more friendlier to the mother | 4 | S |
| Talks a lot about what he has been engaged in during the day | 4 | S |
| Follows television programs | 4 | S |
| Enjoys outdoor games more than indoor games | 5 | S |
| Rating: 5= Very Good 4=Good 3=Average 2=Fair 1=Weak | ||
| Development Comments: S-Satisfactory St=Starting So= Sometimes NY=Not Yet |
Table 3: Ryan’s Anecdotal Record built from Table 1’s checklist changes are highlighted in pink color (Szarkowicz, 2006: 32)
| Strengths | Weaknesses |
| Can be able to say his name | |
| Can speak about 300words | |
| Can answer very simple kinds of questions | Cannot understand different times of the day (morning, nighttime, afternoon) |
| Can use about six words to make a sentence when speaking | Cannot jump together with both feet |
| Can speak much clearer | |
| Can differentiate colors | Cannot copy and draw a square shape well |
| Can understand what is meant by similarity and differences | |
| Can recall parts of a narrated story | |
| Can identify or recognize pictures and objects that are common around the home | |
| Can move up and down the stairs | |
| Can walk going forward or backwards steadily | |
| Can bend comfortably | |
| Can ran confidently | |
| Can climb up well | |
| Is more friendlier to the mother | |
| Enjoys playing more with few children | |
| Talks a lot about what he has been engaged in during the day | |
| Follows television programs | |
| Enjoys outdoor games more than indoor games |
Table 4: A diagnostic test for Ryan’s anecdotal observation record; changes are those highlighted in pink color (Gober, 2002)
Delivering a high-quality product at a reasonable price is not enough anymore.
That’s why we have developed 5 beneficial guarantees that will make your experience with our service enjoyable, easy, and safe.
You have to be 100% sure of the quality of your product to give a money-back guarantee. This describes us perfectly. Make sure that this guarantee is totally transparent.
Read moreEach paper is composed from scratch, according to your instructions. It is then checked by our plagiarism-detection software. There is no gap where plagiarism could squeeze in.
Read moreThanks to our free revisions, there is no way for you to be unsatisfied. We will work on your paper until you are completely happy with the result.
Read moreYour email is safe, as we store it according to international data protection rules. Your bank details are secure, as we use only reliable payment systems.
Read moreBy sending us your money, you buy the service we provide. Check out our terms and conditions if you prefer business talks to be laid out in official language.
Read more