Sultan Qaboos University

College of Education
Early childhood education department





Child report 2






Done by: .................
ID: 90044
Course: ECED3070



Child report 2
Date of birth: 13/7/2007
Age: 6 years \ KG2.
_________________________________________________________
In the pre-report that we wrote in the beginning of the semester, there was
information about the development of the child in different domains which are:
physical, cognitive, social and emotional. In this second report I will write the child
progress in the four domains through the semester.
Physical development:
The child can walk well; the child can walk different types such as walking fast,
walking slow, walking short, and walking tall when they warn up in the gym room.
Also the child can run (although it is not allowed to run in the centre put I saw her
run several times running in the outdoor and of course in the gym when they run
around the cones). Moreover, she can jump in her place, jump and move and skip
and I observed once when the teacher was praising her as she skip well. She can
climb up and down well in the climbing board and the child can climb the ladder to
slide. She can walk on the balance board well too but sometimes she can't sustain
balance when she walks in the narrow board (the balance board has two parts:
broad board and narrow one). Overall the child's gross motor skills are well
developed.
The child's fine motor skills are well developed. In the first report it was mentioned
that the child can use the scissors; she can cut straight lines and she can hold the
pencil properly as I observed her drawing. Now the child can cut curve lines but not
accurately (they have art activities that involve cutting different types of lines); but I
observed her once at the snack table, she was using the scissors to cut the wrapper
of the juice's straw; she cut straight first then she cut in a curve way then again
straight. Also she can hold the spoon with her fingers while eating and while doing
social studies' activities which show that the child's fine motor skills is developing
well. Also the child started to write numbers (1, 4, 5) in math activities using a pencil
and paper but when she write, she write the numbers in a big size which is a normal
thing I think and she will improve by time as her fine motor skills develop more.
Suggestions: the child should be provided by a variety of appropriate physical
activities. Teachers can give the child activities that involve grasping and holding not
only spoons but tongs. Let the child to draw using different tools (pencil, marker,
Brush) so the way they hold each tool is different. Moreover, teachers should give
the child and other children more time to play in the outdoor or the gym so they can
practice many skills like running, climbingetc in one day.
Cognitive development:
In the beginning the child knows most sounds in both Arabic and language, now she
knows all of them. She learned and can articulate consonants like s, metc; vowels
like a, e; she can also articulate chunks (ch, th) and low frequency sounds (d, getc).
Now she is working on word with long and short sounds. Once I was checking a child
activity and when he finished, he was putting the objects in the container and then
came the child whom I'm observing and she started to point at the sounds and
saying the sounds (sun s, moon m, ball b). From this situation I could see that the
child is aware of these sounds.
The child can say sentences when she wants to ask or tell anything although there
are grammatical mistakes which are normal because English is a second language.
For example, after doing the calendar, the teacher is supposed to say who is going to
play in the blocks area that day (two children) but she forgot so the child said with
other children: who in the blocks area? Also when she wants to ask about her
activity she says: what activity I do? Or, where my activity? She can say: I want to eat
my snack. I also observed once the child was talking to the teacher and saying:
teacher, I do four activities and the teacher replayed: you did four activities, very
good Sh; indeed the child can say full sentences and use the words they use every
day in the center but sometimes she only says one or two words.
Moreover, the child can count well and she can identify numbers. She counts with
the teacher and other children when they count to find the number of the day (date)
at the calendar.
Also, the child can memorize well. I observed her at story time several times and she
was saying some sentences with the teacher or completes the end of a sentence
(children can start reading with teacher in the second week of reading the story
because they are reading each story for two weeks). Besides the child knows and
memorizes all the songs that they learned from the beginning of the semester. She
sings with the teacher when they line up and inside the classroom.
It seems that the child is willing to do her activities and when she finishes an activity
she goes to the teacher to ask for another activity. She does some activities with
interest especially math and art activities but she is not really excited when doing
some language activities. An example when she was doing an activity called
opposites; she took a long time to match the opposites (they do this activity as a
group activity so the child know what to do), she was talking with child who was
sitting next to her and the teacher remind her twice. Also, sometimes at the story
time she did not pay attention to the teacher, she plays with her fingers or she hangs
her head (usually she is listening).
Suggestions: the teacher can expand on what the child is saying so she can learn to
use full sentences all the time. Also the teacher should use simple and clear
sentences when talking or explaining something for the child. The child should be
encouraged to speak in English at the snack table. Moreover, the teachers should
motivate the child when she is doing her activates so that she will not get bored.
Social development:
At the beginning the child was talking and interact more with girls than boys but now
she interact to both girls and boys as she come to know them more by time. She
talks with her peers at the snack table, in the outdoor and while doing their
individual activities. She can initiate to speak and she listens to others. An example
when the child was eating her snack with three other children, one child was saying:
I have apple, then the other child said: brain food while showing them the food and
then they continue to talk (could not hear all conversation). Here the child listened
to her peers and she participated in the conversation.
Moreover, the child interacts with the teacher at the group time and she
participates. The child can tell what she want and ask the teachers when she wants
an activity or when she wants to eat her snack and so on. When children were lining
up, some of them were still drinking water so the child said to the teacher: teacher,
sing hokey-pokey (children are used to sing when they are lining up). From this
situation you can see that the child initiated to talk and tell the teacher what she
wanted to sing.
Another important aspect is cooperation. The child helps her peers in the classroom
and she likes to help to tidy up the classroom at the tidy up time. Once when I was
teaching, it was tidy up time and two children in the blocks area were tidying up the
blocks and other objects; the child came to me and said: teacher, I want to help in
blocks area and she pointed at the blocks area; so I said: you want to help E and
M (Name the children who were playing) to tidy up? She nodded her head and I
said: okay you can help them.
Suggestions: teachers should let children interact with each other more. They also
have to ask questions to encourage children to participate in group time for
example. Give children chance to talk and ask about what they need. Praise children
who help to tidy up the classroom.
Emotional development:
It was mentioned in the first draft that the child smiles and laugh a lot so she is an
easy-going child. She is still that way and she show her feelings in her face
expressions; for example, the teacher specify two children whose turn to use the
computer that day and she chose the child whom I observe and another child; the
child looked at her peer and she smiled. The child show with smiling that she is
happy. Also, at the group time the teacher was asking children: what do you do
when you feel angry? The child frowned and showed the teacher; the teacher said:
very good Sh and she asked the child to come and show her peers. We can see that
the child know how to express her feelings.
Also the child can control her feelings; for example, the child once slipped because of
the carpet and hit her shoulder on the table; the teacher went quickly and helped
her to stand up; she asked her: are you fine? The child's face showed that she was
feeling pain but she did not cry.
Moreover, the child is patient and can wait for her turn and I observed this when the
child was waiting for the teacher to check her activity while the teacher is assessing
another child- but in some situations the child was not patient and she was saying:
teacher, teacher to get the teacher's attention.
Suggestions: the teacher can teach the child what the different emotions are. They
can tell stories, sing songs and show pictures. The teacher can also talk with children
about what they have to do when they feel happy or sad and so on; and that will
help children to understand feelings.