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# June 26, 2016

## Child Summary Report

Evelyn is a five-year-old child who lives in Rexburg, Idaho. She is the
oldest of 3 children, and likes to be the leader in situations. She enjoys
playing outside riding bikes, digging in the sand box, and jumping on
the Jumparoo. Inside, Evelyn likes to paint with her fingers, read books,
ask questions about how things work, and help her teachers. Evelyns
strengths include taking turns with her peers, helping others, knowing
letters and sounds, counting objects and numbers, and sitting well in a
group. Evelyn is an active learner and is always engaged in activities
with her peers and teachers.
Evelyn is able to read early sight words independently, follow
directions with only one direct prompt, and express when she is feeling
sad and tell adults why she feels that way. Evelyn is able to spell
words, and she sounds words out verbally when she does not know
how to spell them. Evelyn is able to cognitively think through early
mathematical situations. For example, she was able to tell her teacher
what happens when half of substances are taken away. She was able to
use phrases like larger than, and smaller than, (6/15/16).
Cognitive Pre-Midterm
During the second week of lab, Evelyn was able to count to 100, and
she only was stuck on the number 60, though she thought through
what came next, and continued counting (5/2/16). For an art activity
we melted crayons, and she and I talked about other things that
melted. She told me that ice cream melts, as well as ice. I asked her
how ice was formed, and she said from water (5/9/16). Evelyn explored
cause and effect by dropping vinegar onto baking soda and watching
bubbles form. When a teacher asked her why it began to form, she said
it was because of the water, (5/11/16). Evelyn uses mathematical
concepts like half, when using measuring devices. We made bread
one day, and she used measuring cups that said , and she asked
what it meant. I told her that it was half, and she said that it was
smaller than a whole (6/1/16).
Social/Emotional Pre-Midterm
Evelyn is able to independently initiate parallel play with her peers.
Evelyn initiated parallel play with another child in the block area
(5/1/16). Evelyn expresses to adults her desires. Evelyn expressed to
her teacher that she wants to be a teacher one day (5/13/16). Evelyn
likes to help her teachers as well. She noticed during small focus that
her peer was not listening and wandering away, and so Evelyn went
and talked to the child and led her back to her group (5/18/16). Evelyn
is able to stand up her herself to her peers. She was waiting her turn to
ride a bike, and when it was her turn another child took her bike. She

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told the other child that she didnt like that he did that, and told him it
wasnt nice, and told him to stop (5/18/16).
Goal Pre-Midterm
Evelyns goal is to recognize letter sounds within words, as well as
expound upon her phonemic awareness. Evelyn has been able to work
on her phonemic awareness everyday in our closing circle. We have
done specific rhyming sounds, as well as words that only begin with
certain sounds. While doing this, Evelyn has been able to participate
with her peers, and identify the correct words that rhyme, as well as
the correct sounds, with few mistakes.
Cognitive Post-Midterm
Evelyn understands simple shapes, and what happens when some
shapes are cut in half. We were playing with play dough and cutting
shapes, and I asked her what would happen if I cut the diamond in half,
she said that there would be two pieces. When the two pieces were
cut, she identified the new shapes as triangles, and knew that there
were two of them. I asked her again what would happen if I cut the two
triangles in half, she said that they would be smaller triangles
(6/15/16). Evelyn has shown that she understands cause and effect
situations, as well as early mathematical concepts.
Social/Emotional Post-Midterm
Evelyn is able to independently express her feelings about situations.
She was playing in the sand box outside when another child bit her,
and she was able to talk to her teacher about how she felt. She
expressed to her teacher that it was not nice to bite others, and asked
her teacher why someone would bite her. Her teacher validated her
emotions and Evelyn was able to continue playing with her peers
(6/10/16). This shows us that Evelyn is able to express her feelings, as
well as try to understand someone elses actions.
Goal Post-Midterm
Evelyn sat at the art table with her teacher and she was able to
identify each correct sound to the letters in the alphabet (6/13/16).
Evelyn is also able to say words that rhyme when we do closing circle
activities and she can complete the rhyming words correctly to the
stories. Evelyn has shown improvement in her goal, and she has
demonstrated understanding with phonemic awareness.
Evelyn has shown maturation in her social and emotional development,
as well as her cognitive development within the short period that she
has been in lab. She has improved with her phonemic awareness so
that she is able to identify all the letter sounds correctly. Evelyn has
shown that she likes learning new material, and being in lab has

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helped uncover that she is ready to continue learning, and use what
she has previously learned to build on new experiences and
opportunities.

## Child Summary Report- Caden

Caden is a 4-year-old boy who lives in Rexburg, Idaho. He is the oldest
of 3 children, and likes to be engaged with his peers. Caden enjoys
playing with his peers in the block area and building structures and
then knocking them over. He also enjoys participating in art, especially
when there is paint involved. Along with that he likes participating in
dramatic play and taking on different roles while dressing up and using
tools. Outside Caden likes to run and play tag with his friends and they
have made up a game called Snake, and they have to stay away
from the snake. He enjoys doing this as well as playing t-ball, jumping
on the Jumparoo, as well as doing scavenger hunts outside.
Cognitive Pre-Midterm
When asked, Caden was able to tell me that butterflies can fly, as well
as bumblebees and ladybugs (5/2/2016). At the art table we were
melting crayons and we talked about other things that melted and he
said that ice, snow, and ice cream melts (5/9/2016). Caden has shown
wide use of his imagination throughout the semester. While he was
playing with rocks and play dough, he pretended that the rocks inside
of the play dough were Kings and Princesses, and began telling me a
story with them (5/16/2016). Caden experimented with cause and
effect by putting drops of vinegar in baking soda and watching it
bubble (5/18/2016). While learning about construction workers, we did
a lot of activities with the wood table, and Caden was able to
independently figure out how to keep the nails straight with his fingers
as he hammered them into a board (5/20/16).
Social/Emotional Pre- Midterm
When Caden began coming to Preschool, he struggled interacting with
his peers, though within 2 weeks Caden began being more
comfortable. Caden was able to ask his friend to share with him after
being prompted 4 times (5/4/2016). Caden began crying after he was
asked to walk in the classroom. He hugged me and began crying, and

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after a bit he stopped and pointed at himself and said, sad, and then
pointed at me and said, you. I asked him if I made him sad and he
shook his head yes and then stopped crying. I explained to him that
running in the classroom can cause someone to get hurt. I asked him if
he wanted to play with his friend, and he said yes, and stopped crying
(5/6/2016). About the third week of lab Caden and another boy began
playing together a lot, and soon they were calling each other my
friend. Caden asked his new friend to come outside and play with him
(5/16/2016). Caden told one of his peers, no dont, when he was
playing in the block area so that he wouldnt knock his baby goats over
(6/1/2016).
Goal Pre-Midterm
This semester we focused on getting Caden to try new food. Caden
tried kiwi on 5/6. The first bite he took he spit out, and then when he
was asked to try it again, he didnt spit it out and he continued to eat
it. Caden said he didnt want peaches at snack because theyre gross. I
asked him to try at least one, he ate it, and then said, yum. He ate 5
more peach slices (5/13/2016). Caden was asked if he wanted to try
fresh honeycomb, and he said no. When I told him it tasted like candy
he decided to try it. He had 2 spoonfuls (5/25/2016).
Cognitive Post-Midterm
Caden was able to complete large puzzles with limited assistance
(6/01/2016). Caden made up a story about ants fighting and playing
superheroes while observing an ant farm in class (6/01/2016). When I
asked Caden about the ant tunnels in the ant farm, he said that the
ants lived there and ate there (6/01/2016). While we were playing with
play dough, we used shape cutters to make shapes with the play
dough. I asked Caden what would happen if we cut the shapes in half,
and he said that they would get smaller, and that a diamond would be
2 triangles (6/15/2016). When a teacher mentioned that Caden had a
blue square in the back of his name tag, he replied, blue is sky,
(6/22/2016). Caden has shown progress in understanding early
mathematical concepts with shapes, sizes, and ordering objects.
Social/Emotional Post-Midterm
Caden played doctor in the dramatic play area. Him and his new friend
fixed the dolls that had, poconoitis, and fixed his friend who had
become a zombie with 3 of his peers (6/13/2016). Caden was able to
sing the pirate song independently after hearing it the first time
(6/13/2016). Caden played with two of his friends as they pretended to
run away from a bear (6/27/2016).
Goal Post-Midterm

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Caden tried cantaloupe and said it was yucky, (6/13/2016). Caden
tried lemon, a green bell pepper, gold fish, and M&Ms at small focus.
He liked the green bell pepper, gold fish, and M&Ms (6/15/2016).
Recommendations
Caden is a bright young child who has shown progress in a short time.
If I were to keep teaching Caden I would enhance his math
opportunities as well as give him more opportunities to express his
emotions.