assignment 940

Checklists Observation Description:

Checklists are lists of specific traits or behaviors arranged in logical order

Check lists are especially useful for types of behavior or traits than can be easily and clearly specified.

Information from anecdotal and running records can be transferred to checklists to make interpretation easier.

Advantages

1. They are easy and quick to use;

2. Little training required;

3. They can be used in the presence of the child or recorded later;

4. Helps to focus observations on many behaviors at once;

5. Can be used for curriculum planning; activities can be planned to encourage certain behaviors that have not yet been observed;

6. Can be used to condense information from running record or anecdotal records.

Disadvantages

1. Not very detailed;

2. Little information about the context or sequence of events;

3. May miss important information not included on the checklist.

4. Notes if a behavior occurred but not how often it occurs or the duration of the behavior. Something that happens once may not be very meaningful.

Assignment:

Consult with the lead teacher in your classroom to choose a child to observe using the following checklist. Observe the child during your CD 106 lab time and complete the following checklist. Be sure to provide comments about what you observed in each of the checklist’s developmental areas.

OBSERVATION CHECKLIST FOR A PRESCHOOL CHILD

Read each question carefully. Check the appropriate column (1=lowest, 3=highest). Add your comments in the spaces provided.

	1. Is thechild walking and running in theappropriate manner? 1 2 3 2. Is the child able to dopuzzles? 1 2 3 3. Is the child able to build a tower with five blocks? 1 2 3 4. Is the child’s appearance clean and neat? 1 2 3 5. Does the child eat the foods that are served? 1 2 3 COMMENTS:

PHYSICAL DEVELOPMENT:

SOCIAL DEVELOPMENT:

1.	Does the child get along with his/her peers?	1	2	3
2.	Does the child seem self-confident when relating to others?	1	2	3
3.	Does the child follow dailyroutines with cooperation?	1	2	3
4.	Does the child express ideasopenly?	1	2	3
5.	Does the child participate in group activities?	1	2	3
	COMMENTS:

EMOTIONAL DEVELOPMENT:

1.	Does the childexpress his/her feelings?	1	2	3
2.	Does the childrecover quicklyfrom disappointment?	1	2	3
3.	Is the child’sself-esteem high?	1	2	3
4.	Is the child concerned with the feelingsof others?	1	2	3
5.	Is the child aggressive?	1	2	3
	COMMENTS:

INTELLECTUAL OR COGNITIVE DEVELOPMENT:

1.	Is the child’s attention span appropriate for his/her age?	1	2	3
2.	Is the child able to listen to stories?	1	2	3
3.	Is the child able to recallevents in the story?	1	2	3
4.	Is the child able to concentrate on manipulatives?	1	2	3
5.	Does the childfinish what he/shestarts?	1	2	3
	COMMENTS:

Overall Summary:

Based on your observation and the above checklist, write a ½ page summary describing what you learned about this child.

Part II: The Activitiy

Based on your Checklists Observation Description:

and reflecting on the children’s interests, you will plan an activity to do with a child or small group of children. After getting your planning guide approved by your lead teacher, you will actually implement the activity during your scheduled hours. J

a. Identify the observed interests of the children that precipitated the activity

b. Title and description of the activity

c.Materials needed and description of how to make/organize activity

d. How will the activity be presented or sharedwith the children?

Part III: Evaluate your activity afterwards:

a.Describe in detail how the children participated in your activity. Use some of their actual words in wrtitng your description of ttheir participation.

b. What questions do you have about the children’s reactions?

c. How did you feel about the experience? What could be done differently the nexttime you share in this activity with children?

Note: I wanted to clarify that for every observation you complete, you follow up with an activity based on the observation.

 

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