Professional Documents
Culture Documents
Project
ECD 203
April 27, 2015
Stacy Nims
Table of Contents
Milestone/Characteristic for Four Year Olds
Case Study
Component 1
Component 2
Component 3
Learning Outcomes
Component 4
Action Plan
Gender
Female
Characteristics
Speaks clearly using more complex sentences
Counts ten or more objects
Correctly names colors and shapes
Recognizes letters of the alphabet and letters in her name
Needs
S praying
bouncing
gym
Classroom
and
S asked to pray that she "never gets hurt, sick, or sees bad
people or monsters (SE, L)
S bowed her head, folded her hands in her lap and repeated the
teachers prayer with the class (FM, L)
S stood up to say the pledge to the flag. S used her left hand to
cross her heart. The teacher told her that was the wrong hand
and she switched hands. (GM, FM, L)
When the teacher reviewed the month and days with the class S
knew the month was February and helped count the number of
days in February with the rest of the class (C)
When reviewing letters S yelled out the letter C (C, L)
When reviewing opposites S said the opposite of Queen is King
and the teacher said thats right S, S giggled (SE, L, C)
S sat quietly while the teacher reviewed numbers with the class
(GM)
The teacher asked S to spell her name, say her birthday, and her
address. S spelled her name and said her birthday was February
21st, and she knew part of her address. The teacher said the
other part and S repeated after her. S giggled at the end. (C, L,
SE)
While reviewing shapes S pointed at the square. The teacher
asked her to find a square in the classroom. S said I find it
somewhere in here. She found a square block in the block area
and danced until the teacher called her back to the circle. S
clapped and danced her way back to the circle and then sat
beside me and watched me. (FM, GM, C, L)
The class sang Jesus Loves Me. S didnt sing the song but she did
the hand motions. (FM)
When I left S told me it was nice to meet you and I liked being
your friend (SE, L)
S ran into the gym with her class (GM)
I said hi to S when I came in the room. S said, Hey, how did you
know my name. I said, Because I was your friend last week. S
said, Your hair looks different then turned around for circle
time.
S wanted to pray that she would be a grown up (SE, L)
S sat Indian style and repeated the teachers prayer with the
class (FM, L)
S stood up to say the pledge to the flag. S knew to use her right
hand to cross her heart. (C, GM, FM, L)
S jumped around after the pledge and the teacher asked her to
behave even though she had a friend visiting her (GM, C, SE)
S sat down in her spot in the circle (GM)
S knew all the shapes and called them out as the teacher pointed
to them (L, C)
S found different shapes around the room (GM, C)
Teacher was reviewing the Bible lesson from the day before and
S said, the people on the boat were scared, peace stop and the
storm went away (C, L)
S said when we see God Ill be a little shy and giggled (C, L)
S sang Jesus walked upon the water with the Teacher and the
rest of the class (C, L)
While reviewing letters N-W, S yelled S for me (C, L)
S knew the beginning sounds of letters (C)
S knew her low numbers, 14, and 20 (C)
S spelled her name (C, L)
S knew her birthday (C, L)
S knew the beginning of her address and repeated the second
part after her teacher (C, L)
S kept looking at me and smiling (SE)
S used a little fishing pole to catch to catch letters in the circle
game (FM)
S caught the letters O, S, K, T, and D (FM)
S thought the T was a Y (C, L)
S knew what all the other letters were and knew the beginning
sounds (C, L)
S said Tyler for T (L)
S helped clean up the game (FM)
It was gym time, I said, bye and S said bye, be careful (SE,L)
S said hi (L)
S told me I looked different because my hair was straight (L)
S walked across blocks (GM)
S told me she was going to her grandmas house this weekend
(L)
S played the mail lady while jumping on an orange bouncy ball
(L, GM)
S said Special Delivery (L)
S kicked a balls across the gym
S helped pick up her friends bracelet charms after it dropped and
broke (FM, L, SE)
S was quiet and played by herself (SE)
S showed me her bracelet on her arm and told me her brother
gave it to her (L, SE)
S ran around the gym with a friend (GM, SE)
S helped clean up and put the balls in the plastic tubs (GM, FM)
Checklist
Developmental Checklist
4 Year Olds
Observed
Physical Growth/Motor Development
Draws
Paints
Uses scissors
Dresses/undresses without assistance
Walks stairs alone, alternating feet
Self-reliant in bathroom
Kicks ball
Throws ball
Bounces ball
Not Observed
Catches ball
Runs
Hops
Skips
Gallops
Developing eye-hand coordination
Social/Personal Development
Plays and interacts with others
Dramatic play is close to reality, detailed
Shows interest in gender differences
Tries new things
27-2015
Participates/functions well in group activities
27-2015
Works and plays well with others
Uses table manners
Respects property of others
Able to resolve minor conflicts
Accepts authority
27-2015
x
x
2-27-2015
2-27-2015
x
x
x
x
x
x
x
3-27-2015
3-27-2015
3-27-2015
x
3-27-2015
x
x
x
3-27-2015
x
x
x
3-
2x
x
3-27-2015
x
Cognitive/Language Development
Counts
x
27-2015
Interested in letters and sounds
x
2-27-2015
Good listener
x
2015
Follows directions
x
2015
Makes decisions or choices
Sees the connection between effort and accomplishment
Can complete a task without distractions
3-11-2015
Works independently, will ask for help
x
11-2015
Strives to get things right
3-11-2015
Likes to learn
x
11-2015
2-
2-
2-272-27x
x
3x
3-
Emotional Development/Feelings
Feels secure away from familiar surroundings
27-2015
Accepts mistakes
2-27-2015
Expresses individual thoughts and feelings
27-2015
Separates easily from parents
Develops self-confidence
Greater ability to control anger/fear
2-
x
x
2x
x
x
Work Samples
Ss animal drawing
Ss hand painting
computer mouse
to walk
Cognitive/Language
S seems to be above average for a 4 year old in the cognitive area.
She knows her numbers, colors, and shapes. She know the sounds
letters make and can recognize other letters and shapes around the
room. She knows her address, phone number, and name. She is also
able to spell her complete name. S is also able to use a computer and
use her thinking skills to play learning games. S has developed
appropriately in the language area. She is expressive with her
vocabulary and loves to talk to adults.
Social/Emotional
S is behind in the social/emotional domain. She has trouble socializing
with her classmates. She plays with other children for brief periods of
time and then goes right back to playing alone. S needs more
opportunities to play and to make friends.
S playing by herself
Small Group
(2-3 Children)
Small Group
(One on One)
Strategy Description
Development/Learning
Milling to Music
1. Ask a question to the
whole class. (What is
your favorite color,
favorite food, favorite
game, etc.)
2. Play music. As the
music plays, students
walk / dance around the
room.
3. Stop music. When the
music stops, students
find a partner, and
discuss the answer to
the questions you
posed.
4. Repeat.
Obstacle Course for
Friends - Create an
obstacle course for the
children to go through in
groups of 2 or 3 friends.
You could have a double
balance beam where
they need to hold hands
as they walk on, crawl
under a table together,
hop into a hula hoop
together, etc.
Meal/Snack
Outcome # 2:
The child will be able to recognize her name and practice writing it.
Learning Standards:
ELA-4K-4.6 Understands that each person in the class has a first and last
name.
ELA-4K-4.7 Begin to understand the relationship between oral language and
written language.
ELA-4k-4.9 Makes some upper case letters without regard to proportion or
placement.
ELA-4K-5.1 Combines some letters with pretend writing.
to create a plan that will challenge her to write her name and to be able to
recognize it.
Small Group
(2-3 children)
Small Group
(1-2 children)
Strategy Description
We will use a word
chart during circle time
for Who Stole the
Cookies from the
Cookie Jar. I will have a
picture of each child
and a word strip with
each childs name to
insert on the chart to
represent each child
stealing the cookie
from the cookie jar.
Initial letter name
activity. The children
will decorate the first
letter of their name. We
will make word strips
(ex: T is for Tyler). The
children will also
practice writing the first
letter of their name.
Rainbow Salt Tray.
Cut the paper to fit and
cover the base of the
tray in order of the
colors of a rainbow.
Place sticky tape over
the joins of the paper
to avoid the salt
moving underneath the
colored paper. Cover
the paper lightly with
salt. Provide the
children with a name
Development/Learning
The children will start
to associate their
classmates faces with
their names on the
name card.