Video Assessment Unit 9 1

Video Assessment Project

Unit 9
CE300 - 01
Jennifer McDaniel

Video Assessment Unit 9 2

While observing the 18 month old child in the video I noticed he had more things on the one year old checklist compared to the
two year old checklist. The 18 month old boy never had a name mentioned by the camera man, lady and he never mentioned it
himself. To me it seemed the mother was the lady and the camera man was the farther. For this essay I will be calling the lady, mother;
camera man, father and 18 month old boy, boy. The overall behavior of the boy seemed very positive. The environment he was in was
very well lit and seemed very comfortable with little distractions. There was not many toys around for him to play with so it was easy
for him to focus on just the blocks. The boy seemed uncomfortable at first when he saw there was a camera recording him. That is
when the mother asked for him to get some blocks. He was responsive when his mother asked him to get some blocks, he was not
upset, and he just seemed excited to play with the blocks. The boy seemed to have a positive attitude and was able to verbalize back
with the mother when she said something. The boy did interact with the camera man a couple times, that seemed to make the little boy
happy. When the photos were placed on the ground, there were no blocks in sight. To me this is helpful so the boy can focus on one
thing at a time and not get distracted by another. The little boy seemed happy when he knew what the pictures were and the sounds
they made. He was a little confused when the cow picture came. However, the mother guided him and he would end up saying moo.
The boy never had a poor attitude through the video.
The boy was able to use his cognitive development to understand what the mother was asking and being able to respond to the
mother with an answer most of the time. He used his thinking skills to point at the banana picture, dog picture and orange picture. He

Video Assessment Unit 9 3

was also able to use his thinking skills to give the sound of a dog and a cat. When showing where the cat was in the pictures he said
cat with a high pitched and questioning voice. Once the mother agreed he understood that he was correct in making that statement. I
do not believe he used his cognitive skills when stacking the blocks. He had two blocks stand up tall and then placed a 3d crescent
block on top of one of them. With this block being round and on only one of the blocks, I dont think he understood that he could not
place another block on top. He proceeded to place a 3d rectangular block on top at which point his mother said, it wont go there. She
removed the 3d crescent block so it would be easier for him to place the rectangular block on top but he proceeded to push the two
standing blocks over instead. With this I feel the boy was upset that she moved it. He did show negative social/emotional development
when he pursed his lips. When being spoken to the boy was able to look the mother in the face when they were discussing the cow
picture. That is the only time he looked her in the face. I felt he looked at the camera more as it was a foreign object but also because
his daddy was behind the camera recording. He was happy when talking to the camera. He was vocal with his mother when she would
say something and responded very well to her. Physical development is the combination of fine motor skills and gross motor skills
(Wortham, 2013, p. 151). The boy showed good gross motor skills by maneuvering around the blocks during play and was able to
walk with no assistance. He did have difficulty stabilizing himself once he stood up from the ground. The boys fine motor skills were
good, he could successfully pick up blocks with his fingers and thumb; able to hold two blocks, one in each hand, and was able to
bang them together to make a loud noise. The boy also used his fine motor skills to wave bye-bye, point to pictures and move blocks
from hand to hand. Language development is when the boy speaks to others and how clearly he speaks to others. The boy was able to
say a couple words clearly when being talked to. He was able to say block, dada and uh-oh. Some other words I could understand

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because of the use of body language. The boy did say uh-oh when he noticed the mess of blocks during the video. When the block
play was almost done the little boy said bye bye but not very clearly but I could understand that is what he was saying by him waving
bye bye. When making the sound for the pictures he would say ehhh ehhh instead of woof woof for the dog, oooo for pronunciation of
orange, ooo for the sound of moo, meo meo for the cat sound of meow and the word banana he was said nana. He did lack in
pronunciation of basic words.
The little boys gross motor skills from what I seen from the video was on target. He is able to walk with no assistance. He was
able to pick objects with his hands from the ground without falling down. He used his cognitive skills to understand what his mother
was asking of him while playing with the blocks and studying the pictures. He responded when asked what that is and what sound
does the animal make. He did have a strong social/emotional development with his mother and father. He played well with his mother
without having too many distractions from things in the environment. He was very interactive with his father even though he was
behind the camera. The little boy tried to have him involved in the play time. With language the boy knew how to say dada and uh-oh
very clearly. I could understand when he said those words.
With using the checklist it does not show how the child performs (Wortham, 2013, p. 151). The checklist will show if the
child can perform adequately (Wortham, 2013, p. 151). From the assessment results I can keep record of them to record the childs
progress (Wortham, 2013, p. 164). The results can also be used to show the parents where there child is developmentally (Wortham,
2013, p. 164). For example where they are and what they are capable of doing (Wortham, 2013, p. 164). In addition, these results can

Video Assessment Unit 9 5

help me build by curriculum because I will know where the children need more help in development. To help with his
social/emotional development I would recommend play dates with other children (Loehr and Meyers, (n.d.)). The child would be
involved in cooperative play (Loehr and Meyers, (n.d.)). The boy was only playing with his mother and if he is playing with his
mother all the time he is not being introduced to new things. With another child to play with it would expand his development in the
area of social-emotional development. To help with his fine motor skills the child could draw or color in a coloring book. Being able
to use his hands to create pictures will make him happy. In turn the parent could also practice the colors with the child since he is
coloring. The parent could also have the child play on an age appropriate basketball hoop (Fisher-Price, 2014). This basketball hoop
will help with his hand eye coordination, balance, lifting and use of legs and arms. To help with his language development he could
read age appropriate books (Fisher-Price, 2014). Fisher-Price offers books for all ages, specifically for the little boys age they offer;
Little People Lets Go To The Farm!, Disney Princess Castle Peek-a-Boo from Fisher-Price, Laugh & Learn Signing Story time
Puppy, etc. (2014). To help with his cognitive development you could give him choices (Loehr and Meyers, (n.d.)). For example, you
could give him option such as do you want to draw today or play with blocks; would you like to play outside or inside today; or would
you like apple sauce or pudding? These are simple questions that he can answer. This will get him thinking about what he wants to do.
At home the parents can have fun with their own home grocery store (Kuffner, 1999). The parents can save left over boxes, bags and
cans for him to shop for. They could buy him a personal shopping cart that he could shop with (Hayneedle, Inc., 2015). This will help
him interact and build his language skills by saying what he wants to put in his shopping cart and thinking about what he wants to buy;
uses his gross motor skills to walk to the food that he wants to put in his basket; fine motor skills by putting the boxes or cans in his

Video Assessment Unit 9 6

basket; and using his social-emotional skills to show how he is feeling when he puts the food in his basket. This activity would help
develop all developmental domains.
Children develop rapidly and doing these assessments helps to show if the childs development is progressing normally
(Wortham, 2013, p. 3). With that being said the child should have on going assessments. Having these ongoing assessments will show
what the child has gotten better at and what he still needs some extra work on. I recommend that the child be assessed is being
recorder with a video camera. I say this because when watching the child play you cannot always catch everything while the child is
playing. You can have this video tape for future reference if someone needs to look back at it. If for example the child is still
struggling with language development there is a possibility that the child may be delayed and need additional help from another
professional. According to Sue Wortham, researchers study young children to better understand their behavior or to measure the
appropriateness of the experiences that are provided for them (2013, p. 4). With assessing one child you have the opportunity to help
another.

Video Assessment Unit 9 7

Anecdotal Record
Activity: Anecdotal Record of observation of boy
Date: 6/24/2015
Name: 18 month old boy
Observer: Jennifer McDaniel
Observed Behavior: objective, measureable terminology
Interpretations: notes
from the observer
Cognitive:
When asked to get some blocks, it took a second for it to process, but
he then took the lead and started to play blocks with his mother.
He was asked where the banana picture was, he took time to think
about which picture it was and he pointed at it. He was using his
thinking skills to narrow down which picture the banana was in.
He was asked where the dog was and he made the ehhh ehhh sound
meaning dog. But was able to point to the dog right way. He was
familiar of what it looked like.
He was then asked where the boat was and he looked around the room.
I assume he was wondering where it was. But he did not look down at
the pictures
Social/Emotional:
When being spoken to the boy was able to look the mother in the eye
when she was speaking to him about the cow picture.
He was happy when talking to the camera man and smiled
spontaneously while talking to them.
He was comfortable vocalizing back to his mother about the pictures.
He was happy about the cat sound and the cat picture.
Mother did help to play with blocks. The boy had two standing blocks
and put a 3d crescent block on one of them. He was about to put a 3d
rectangular one on top of the 3d crescent but mother removed it before

The boy did think about

the pictures when asked
by the mother.

Happy with daddy

behind the camera.
Overall did not yell
during play or had a
poor attitude.

Video Assessment Unit 9 8

he could put it on there. She said it wont go there. He then cringed
his face and end up knocking down the two standing blocks.
Physical:
The boys gross motor skills were good, he was able to walk with no
assistance. The boy did have difficulty being able to stabilize himself
after getting up from the ground. The boy was able to bend down and
pick up toys with no issues.
Mother did assist him while he was standing in front of her.
Used his gross motor skills to sit and stand from his mothers lap.

Boy seem to have good

motor skills with
walking, however the
movements were small
as he was in a small
area.

The boys fine motor skills were good, he was able to pick the blocks
up with his finger and thumb. When he picked up a block he was able
to transfer it to his other hand.
He was successful at banging two blocks together.
Used his fine motor skills to wave bye bye to the camera.
Used the finger pointing technique during picture time.
Language:
He did say block, when picking up a block.
The little boy did say clearly uh-oh, I assume this is because he noticed
the mess of blocks on the floor.
He did say dada, when playing with the blocks.
The little boy did not say bye bye clearly but I could make out he was
trying to possibly say bye bye when he waved to the camera.
When asked the sound of the dog he said ehhh ehhh. Meaning woof
woof.
When he pointed at the orange he said ooooooo, I think he was trying
to say it.
He did say nana when asked what it was. He was referring to a banana.
When mother said what sound the cow makes he did say ooooo,
possibly moo but I did not see him purse his lips to make the moo
sound.

Words were not clearly

said when speaking with
child

Video Assessment Unit 9 9

Developmental Checklist
(By age one year)
Child Name_______18-month old boy__________

Age________18 months_

Observer_______Jennifer McDaniel___________

Date____6/24/15_______

Does the child

Yes

No

Comments

Walk with assistance?

_____

__X__ seem to be steady on his feet but the lady would

hold him to ensure he would not fall, child was unstable at times of getting
up from the floor
Roll a ball in imitation of an adult?

_____

_____ N/A

Pick up objects with thumb and forefinger?

__X__

_____ picked up many objects with his left hand

Transfer objects from one hand to another?

___X_

_____ he did hold a round block in both hands, looked like

it was in right hand then transferred to his left

Pick up dropped toys?

_____

___X_ knocked over blocks but did not pick them up

Look directly at an adults face?

__X__

_____did look lady in the face when she was talking about

the cow picture and cow sound

Imitate gestures (peek-a-boo, bye-bye)

__X__

_____ waved bye-bye to the camera.

Find an object hidden under a cup?

_____

_____ N/A

Feed self crackers (munching not sucking)?

_____

_____ N/A

Hold a cup with two hands, drink with assistance?

_____

_____ N/A

Video Assessment Unit 9 10

Smile spontaneously?

__X__

_____ smiled when block time was over and waved to the

camera
Pay attention to own name?

_____

_____ N/A no name given

Respond to no?

_____

_____ N/A

Respond differently to strangers and familiar people

_____

___X_ seem to be happy when to talking to the camera

man possibly his dad. No strangers present

Respond differently to sounds: vacuum, phone?

_____

_____ N/A

Look at person who speaks to him or her?

__X__

_____ looked at lady when discussing cow picture.

Otherwise she would talk and he would play.

Respond to simple directions accompanied by actions?

___X_

_____ asked where banana picture was, he showed her.

What sound does dog make, he said ehhh ehhh, lady said get some blocks
and he did pick up block
Make several consonant-vowel combination sounds?

__X__

_____ uh-oh after getting up from playing with the blocks,

assuming he saw a mess.

Vocalize back to the person who has talked him or her?

__X__

_____ respond back to her when asked about pictures or

talking about blocks, he seem to be carrying a baby conversation that she

could understand.
Use intonation patterns that sound like scolding,
asking, exclaiming?

__X__

_____ looking for acceptance of him saying cat properly,

he used a high voice when he said cat?

Say mama or dada?

__X__

_____ said dada when gesturing giving him a block. He

said it to the camera, possibly dad was video recording.

Video Assessment Unit 9 11

Developmental Checklist
(By age two)
Child Name_______18-month old boy _____

Age_____18 months____

Observer______Jennifer McDaniel________

Date____6/24/15_______

Does the child

Yes

No

Comments

Walk alone?

___X_

_____walked fine by his self, lady seemed to have to assist him

more than he needed. Did have some balance issues when standing from sitting on
the ground.
Bend over and pick up toy without falling over?

___X_

_____ bent over and picked up a few toys with no issues

Seat self in child-size chair?

_____

__X__ did sit in ladies lap a couple of times

stairs with assistance?

_____

_____N/A

Place several rings on a stick?

_____

_____N/A

Place five pegs in a pegboard?

_____

_____ N/A

Turn pages two or three at a time?

_____

_____ N/A

Scribble?

_____

_____ N/A

Walk up and down

Follow one step directions involving something

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familiar (e.g.: give me ____)

___X_

_____ lady asked to get some blocks and he picked up a

rectangular 3d block
Match familiar objects?

_____

___X_ he had two blocks, 1 3d circle and 1 3d square, he was

beating them together but I am not sure if he was trying to match them but it had
no video of him getting those two blocks.
Use spoon with some spilling?

_____

_____ N/A

Drink from a cup holding it with one hand?

_____

_____ N/A

Chew food?

_____

_____ N/A

Take off coat, shoe, and socks?

_____

_____ N/A

Zip and unzip large zipper?

_____

_____ N/A

Recognize self in mirror?

_____

_____ N/A

Refer to self by name?

_____

_____ N/A

Imitate adults in play?

_____

_____ tried to have camera person play blocks with him. Lady did

put blocks up to play with him (two tall blocks), he was putting crescent 3d block
on top of one of them and then a 3d rectangular block on top of that when the lady
took the 3d crescent block and said it wont go on there. She removed the 3d
crescent block and he proceeded to knock over the two other taller blocks
Help put things away?

_____

_____ N/A

Ask for desired items by name?

_____

_____ N/A

Answer to question Whats that?

__X__

_____ answered to cat picture, banana picture, orange picture and

dog picture
Make some two word statements

_____

_____ N/A

Reference: Allen, K.E. & Marotz, L.R. (2003). Developmental profiles: Pre-birth through twelve, 4th ed. Clifton Park, NY: Delmar Learning.

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References
Fisher-Price. (2014). I Can Play Basketball. Retrieved June 8, 2015, from http://www.fisher-price.com/en_US/products/I-Can-PlayBasketball
Fisher-Price. (2014). Music, Book & Movie. Retrieved June 8, 2015, from http://www.fisherprice.com/en_US/Products/FindaProduct/index.html?
ageCode=12to24&utm_source=FP_Infant_Brand&utm_medium=PPC&utm_term=toys+for+18+month+old&utm_campaign=
Category_Age%3A+12++24+Months_Tier+1_Phrase&dclid=CNHJ9e2uhsYCFUNwMAod0rsA7w#age=12to24&cat=books_music_dvd
Hayneedle, Inc. (2015). Little Tikes Primary Colors Shopping Cart. Retrieved on June 10, 2015, from
http://www.hayneedle.com/product/littletikesprimarycolorsshoppingcart.cfm?
redirect=false&source=mspla&kwid=PlayKitchens%20High&tid=LT161&srccode=cii_328768002&cpncode=45-55159972-2
Kuffner, T. (1999). Pretend Grocery Store. Retrieved June 10, 2015, from http://fun.familyeducation.com/toddler/activity/36887.html?
Loehr, J. and Meyers, J. (n.d.).Activities to Enhance Cognitive Development: 18-24 Months. Retrieved June 10, 2015, from
http://www.parents.com/toddlers-preschoolers/development/activities-for-cognitive-development/#page=2

Video Assessment Unit 9 14

Loehr, J. and Meyers, J. (n.d.). How to Encourage Social and Emotional Development: 18-24 Months. Retrieved June 10, 2015, from
http://www.parents.com/toddlers-preschoolers/development/activities-for-social-development/
Wortham, S. C. (2013). Assessment in Early Childhood Education, Vitalsource for Kaplan University, 6th Edition. [VitalSource
Bookshelf version]. Retrieved from http://online.vitalsource.com/books/9781269308199/id/ch06lev1sec1