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Through CHD 165: Observation and Participation in Early Childhood Education and Primary Settings, I learned the importance

of observation, documentation, and assessment to promote the success of each child within the classroom. By including this checklist documentation and analysis, I reveal that I can properly use this observation technique to understand a childs developmental level, interests, and needs within the classroom. Chelsea Lee CHD 165 Johnson CHD 165 Assignment: Checklist and Analysis

CHILD: John OBSERVER: Chelsea Lee

FINE MOTOR Milestone

AGE: 4 years old DATE COMPLETED: 03/13/14

Observation DATE Picks up and inserts objects 03/13/14

with dexterity Cuts with scissors demonstrating control Fastens, unfastens zippers and buttons Turns knobs/lids Pours without spilling Molds clay and play dough with dexterity Strings beads Writes, draws with an implement Traces objects with a marker

Usually X X X X


Not Yet

Not Observed

03/13/14 03/13/14 03/13/14 03/13/14 03/13/14 03/13/14 03/13/14 03/13/14


Runs with control over speed and direction Throws ball Catches ball Kicks ball Pumps on swings Rides Trike Walks across balance bean Push, Pulls objects Jumps, hops Walks up and down stairs alternating feet

03/13/14 03/13/14 03/13/14 03/13/14 03/13/14 03/13/14 03/13/14 03/13/14 03/13/14 03/13/14


COMMENTS: I changed the childs name for the purpose of confidentiality. I was unable to observe the child pumping on the swings, riding a trike, and walking across a balance beam because we

did not have access to an outdoor playground. I was unable to observe the child stringing beads because he was uninterested in the activity.

Reflection I observed John on March 13th, 2014 at The Kids Club Day Care Center in Vienna, Virginia. Before performing this observation, I printed the provided fine motor and gross motor checklist. I asked the assistant teacher to provide the child with some of the activities listed, such as drawing with a marker, and using play dough; this child would not normally ask to do these activities, unless supplied with the opportunity. As shown in the included physical development chart, the majority of the gross motor skills were marked as usually. Some of the gross motor skills milestones could not be observed because we did not have access to outdoor equipment, such as riding a trike, pumping legs on a swing, and balancing on a beam. John was able to kick and throw a ball, jump, hop, push and pull objects, etc. properly for a typical 4-year-old, according to the Milestones of Child Development. Although the child was able to properly carry out many of these gross motor skills, he had a little bit of trouble catching a ball. Although he was able to catch a ball 3 out of 4 times, he displayed some lack of coordination by dropping the ball and becoming off balance when catching the ball. According to the Milestones of Child Development, Johns fine motor skills are developing typically because many of the fine motor skills observed, such as turns knobs, fastens buttons, and writes with an implement, were marked as usually. John was able to display beginning control of a writing implement by drawing various scribbles on a piece of paper with a large marker. I also observed him properly fastening buttons and zipping up zippers when playing with a puzzle like toy that provides children the opportunity to manipulate fastening devices. Although John was unable to cut curved lines using scissors, he was able to cut at a 4-year-old level by cutting straight lines. John was not observed stringing beads because he was uninterested in completing that particular activity. I will support the childs ability to demonstrate controlled cutting with scissors by creating a cutting station. I will provide various cutting materials, such as construction paper, cardboard, burlap, cardstock paper, etc., so I can support a childs development of small muscle control. This will also allow him to practice cutting curved lines and shapes. These clippings can later be used to create a family portrait, where the various cutting materials are glue on the picture as clothing. I will also provide John with puzzles and small blocks in the classroom, so he may continue developing his ability to pick up and insert objects with dexterity. To help support Johns gross motor skills I will create games on the playground that encourage the child to throw, kick, and catch balls. These games will help John develop the appropriate balance and control to perform large motor tasks. I will also provide John with various types of balls, such as tennis balls, kick balls, soft balls, heavy balls, etc., so he can explore how the weight and size of a ball affect distance and speed. I will encourage opportunities for dance and movement to music within the classroom so John can develop control using both sides of the body when jumping, wiggling, skipping. This checklist observation revealed that John is developing typically for a 4-year-old. He was successful in completing many of the motor skills at a 4-year-old level. He displayed great interest in working on puzzles (picks up and inserts objects with dexterity) and was able to open various containers during lunch-time (turns knobs and lids). He was also able to throw a ball at a given target and jump up and down using controlled movements. This observation checklist

displays what milestones are emerging and must be supported, as well as, what milestones I still need to observe.