LAB 2: CHECKLIST LAB REPORT 1

LAB 2: CHECKLIST LAB REPORT

HDFS 421 | ABBY COHEN, MAYA RANDALL, KRISTINA TIO | OCTOBER 2ND, 2017

INTRODUCTION
For our second lab, we observed Ms. Stark’s classroom where the age range of the children is 18-24 months old. The age of the
six children we were observing are 20-24 months. The purpose of the observation was to use assessments in the classroom, and be
able to implement a variety of standard and non-standard assessment tools. Through this observation we should able to use these
assessment tools in the classroom for curricula and teaching and then be able to communicate our findings to families and or other
professionals. We used a checklist because it’s easy to record if the children are reaching their developmental milestones. Mindes &
Jung (2015) define a checklist as a useful tool that records the skills or attributes of the children in the class (p. 58).

During the observation, we were to assess the current set of specific skills of 18 month olds. We looked at skills related to the
motor and social-emotional domain. We assessed the children’s skills with a checklist and used the CDC milestone checklist for our
reference in constructing our own checklist. As we are trying to cover a wide range of physical and social/emotional skills of the
classroom, we have intentionally assigned each of us to observe in different contexts and settings; Maya observed in the morning
timeslot (08.30-09.00) when most drop-off occurs, Kristina observed during free-choice (03.00-04.00) to observe the children’s play
and most of their motor skill, and Abby observed in the afternoon slot (04.00-05.00) to observe their gross motor skill outside on the
playground.
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DATA SUMMARY
Table 1. Social/Emotional and Physical Skills Mastered and Developing in the Toddler room, Fall 2017
M = Toddler Mastered the skill (demonstrated it the majority of times they were observed, e.g., 2/3 or 3/3)
D = Toddler is Developing the skill, as indicated by inconsistent use of skill (e.g., they demonstrated the skill sometimes but inconsistently, e.g., 1/3 or
½ time)
0 = Toddler is not yet working on this skill (they never demonstrated, thought they had opportunity)
N/A = Toddler never had the opportunity to demonstrate the skill
Toddler Social/Emotional Skills Toddler Physical Skills

Li M S Pl M Po I M W M St Pu Pu Dr Ea T C G
ke ay ho ay ay int mi ay al ay o lls m in ts ur an et
s be w s cli s tat ha k w m to ps ks wi n he so
to af s si ng to in ve al al pi ys th fr th on lp ap
ha ra af m to sh g te on k ng w e o a an un fr
nd id fe pl ca o pe m e up /s hil pa m sp d dr o
th of cti e re w er pe st ki e pe a oo of es m
in str on pr gi ot r ep pp w r cu n f s so
gs an to et ve he ta s in al to p th hi ap
to ge fa en rs rs nt an g ki w e m/ di
ot rs m d, in so ru d ng el w he sp
he ili su ne m m ru bi at rs en
rs ar ch w et s n n er elf se
p as sit hi fa r
eo fe ua ng uc
pl ed tio int et
e in n er
g es
do tin
ll g

C1 M 0 M M n/a D M 0 M M M D D M D D D 0
AGE: 20 m
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C2 n/a 0 M n/a n/a M M 0 M M M D D M D D D 0

AGE: 20 m

C3 D 0 M M n/a M M 0 M M M D D M D D D D
AGE: 21 m

C4 0 D M n/a n/a M 0 0 M M D n/a D M D D D 0

AGE: 22 m

C5 0 0 M n/a n/a M D 0 M M M n/a D M D D n/a 0

AGE: 22 m

C6 n/a n/a M n/a n/a n/a n/a 0 M M D n/a D D D D n/a 0

AGE: 24 m

Mastered/ 1/4 0/5 6/6 2/2 0/0 4/5 3/5 0/6 6/6 6/6 4/6 0/3 0/6 5/6 0/6 0/6 0/4 0/6
Total
Observed
% 25% 0% 100 100 - 80% 60% 0% 100 100 66.7 0% 0% 83.3 0% 0% 0% 0%
Mastered % % % % % % %

Inconsist 1/4 1/5 0/6 0/2 0/0 1/5 1/5 0/6 0/6 0/6 2/6 3/3 6/6 1/6 6/6 6/6 4/4 1/6
ent/Total
Observed
% 25% 20% 0% 0% 0% 20% 20% 0% 0% 0% 33.3 100 100 16.7 100 100 100 16.7
Inconsist % % % % % % % %
ent
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From the data that we have compiled from our

checklists (see Appendix), we have categorized each mastery

into two categories, which are Mastered and Developing

(Inconsistent). We have put all the skills into Table 1. Also, we

have made a bar graph for each domain, to see the overall

progress that the class has for each skill that can be seen in

Figure 1 for social/emotional domain and Figure 2 for physical

domain.

According to Figure 1, it appears that two set of Social/Emotional skills have been mastered by all six children, and those skills

are “shows affection to familiar people.” and “plays simple pretend play.” For the category “showing affection to familiar people,” all

six children are seen to give cuddles and laughs toward their teacher and parents. However, for the “playing simple pretend play,” we

managed to see two out of six children play with babies and other pretend materials in both outdoor and indoor setting while the other

four are marked “N/A” since they are most often seen to play by themselves.

Another social/emotional skills that the majority of the class have mastered are “pointing to show others something

interesting” and “imitating peers.” With the “pointing to show others something interesting,” most children are seen to perform the

skill. However, the child who is marked “D” was seen to point at something but very seldom as she was only seen for 1/3 of the time

(see Table 1). For the “imitating peer” skill, 60% of them have mastered the skill as four of the six children are seen to perform the

Figure SEQ Figure \* ARABIC 1. Toddlers Social/Emotional Skills in the CDL 18

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skill for 2/3 of the time and one child is marked “Developing” because he was seen to imitate a peer from only one observant. The

other child, on the other hand, is marked “0” because she is seen to initiate a play instead of imitate another child. Also, she would

only look at other children who are imitating one another.

As four skills of the Social/Emotional skills have been mastered by most of the children, it seems that the majority of the class

are still developing the skills, which are “like to hand things to others” and “may be afraid of strangers.” For “like to hand things to

others” skill, only one student that is seen to perform the skill, while another child is rarely seen to perform the skill. As you can see in

Table 1, the other two children are marked “0” because they are often seen to play by themselves, and the other two children are

marked “N/A” because they did not get the chance to perform the skill. The other skill of “may be afraid of strangers” is signified as

developing by one child, as the other four children are marked as “0” and another child is marked as “N/A” (see Table 1). We did not

get the chance to see the children in this situation, because the children are familiar with all of the people for most of the time. Even

though the one child who is marked as a “D” was staring at one of us at a distant, she was able to warm-up to one of the observant and

play peek-a-boo instead.

The same situation happens with “may have temper

tantrums” and “may cling to caregivers in new situation.” We

did not able to identify whether the children have these certain

skills, because there are no drastic new situations that would

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trigger the children to have fear or distress. Also, as a child would start to show some signs of temper tantrums, caregivers are able to

help children to face the situation and avoid the situation where children would have temper tantrums.

As for the skills on Physical Domain, it is apparent that most children are still developing on these skills (see Figure 2). The

skills that 100% of the children are still developing on are “pulls toys while walking,” “pumps the paper towel bin,” “eats with a

spoon,” “turn on and off the water faucet,” and “can help undress him/herself.” Although it seems that all of the six of them are

developing, there are also some children who are seen to have not started to develop the skill and did not get the chance to perform the

skill. The skills that entirely represents all 6 children to be developing is the “pumping the paper towel bin,” “eat with a spoon,” and

“turning on and off the water faucet.” Another skill that comes close to the previous two skills are “pulls toys while walking” (with 3

N/As), “can help undress him/herself” (with 2 N/As), and “get soap from the soap dispenser” (with 5 “0”) (see Table 1).

As for the other milestones, most of the children have labeled to be “Mastered” and “Developed.” For the “Walk alone” and

“May walk up steps and run” have been mastered by all 6 children. Then, the “drinks from a cup” skill has been mastered by 5

children except for 1 who is still developing and the “stomping/skipping” skill has been mastered by 4 children and 2 children are still

developing on the skill.

INTERPRETATION

Social/Emotional Domain

After completing and analyzing the data from all three of our observations, we compiled information about the children’s skills in both the

physical domain and the social/emotional domain. The range of skills observed for the social/emotional domain include handing things to others,

Figure 2. Toddlers Physical Skills in the CDL18 Months Classroom

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possibly being afraid of strangers, showing affection to familiar people, playing simple pretend play, possibly clinging to caregivers in new

situations, imitating their peers, and possibly having temper tantrums. While some of these skills were observed quite easily, others may have not

been observed based on the environment we observed in, how children were playing (together or alone) and what situations they were in (new or

something they are comfortable with). For example, every child observed for the skill ‘clinging to caregivers in a new situation’ was written as

‘n/a’ because this did not occur throughout any of our observations. However, for the skill ‘shows affection towards familiar people,’ all children

showed mastery in this because we were able to observe their reactions to their caregivers or family members. The majority of children (four out

of five with one child n/a) showed mastery in pointing to show something interesting, and three out of five children (with one child n/a) showed

mastering in imitating a peer. Skills that were still developing include enjoying handing things to others, and skills that are still largely absent

include being afraid of strangers and having temper tantrums. We have learned from this data that the children are learning to create relationships

with one another and with their caregivers. The toddlers in this classroom are still quite new to their environments and they are developing their

social and emotional skills as they gain new experiences and engage in more interactions.

Physical Domain

As noted in the data analysis, we observed the children’s physical domain skills to be largely still developing for some categories, while

others such as ‘walking alone’ and ‘walks up steps/runs’ have all been mastered by the group of children. The skills that are still developing for

this group of children include pumping the paper towel bin, turning on and off the water faucet, eating with a spoon, helping to undress

themselves, and getting soap from the dispenser. The pattern noted here that we can learn from is that this group of children as a whole are all

developing their fine motor skills for their age and developmental stage. Skills such as eating with a spoon and turning the water faucet on/off

require the ability to manipulate your hands in certain ways. Most children have already begun to develop each of these skills from what we
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noticed in our observations, which would help us to assume they are going to continue to develop these skills and become more stable and accurate

as they practice with guidance from their caregivers.

FOLLOW-UP PLAN

We plan to support the social emotional domain because that’s where most children are still developing. We want the children

to start being able to pretend play! This meets the curriculum code of joining group play. An activity we discussed having is using the

kitchen as a pretend restaurant. We would put food in the oven, and sit at the table. We would ask passing children, “is there food in

the oven?” “What does the food smell like?” “Can I have a slice of pizza?” This will start to get the children to pretend that the kitchen

is a restaurant. We’d also help create the atmosphere by pretending to eat the food, in hopes that the child will imitate what we are

doing. An extension asking the children to include other children. We would say things like “Do you think this think child is hungry?

Give them some food!” This meets the curriculum code of inviting peers to play.

REFLECTION

Checklists are useful tools for quickness and finding out which children have mastered, developing, or still need to start

developing a specific skill. Checklists aren’t as easy as they would seem. To get our overall checklist we have to compare our

individual ones and interpret the data. The problem with that though is that everyone interprets things differently. The way the data
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was interpreted was majority rules: For example, if two of us said a child had mastered a skill, then we said that child mastered the

skill.
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REFERENCES

CDC Milestone Checklist.

Mindes, G., & Jung, L. A. (2015). Assessing Young Children, 5th Edition. Boston, MA: Pearson.
MSU Children’s Curriculum: Preschool, and Infant/Toddler.
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APPENDIX
CHECKLISTS

CHECKLIST 1 (KRISTINA TIO)

Toddler Social/Emotional Skills

Checklist for toddler social/emotional skills for age range 18 to 20 months. N/A = Toddler did not have the opportunity to demonstrate this skill; 1 = Toddler
demonstrated the skill 0 = Toddler had the opportunity but did not demonstrate this skill.

Likes to May be Shows Plays May cling Points to Imitating May have
hand things afraid of affection to simple to show others peer temper
to others strangers familiar pretend, caregivers something tantrums
people such as in new interesting
feeding doll situation

C3 1 0 1 1 N/A 1 1 0
AGE: 21 mos

C1 1 0 1 1 (carrying the N/A 0 1 0 (might have

AGE: 20 mos doll and temper
pretend the tantrum)
doll to walk)

C2 N/A 0 1 1 (call dad N/A 1 (leopard on 1 (imitate 0

AGE: 20 mos though the the book) downward
phone) dog)

C4 1 1 1 1 N/A 1 0 the 0
AGE: 22 mos downward dog
situation (more
like an
initiator)
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C5 1 N/A N/A 1 (feeding the N/A 1 1 1 (doesn’t like

AGE: 22 mos baby) to be told that
he is going to
the bathroom)

C6 N/A N/A 1 N/A N/A N/A N/A 0

AGE: 24 mos

TOTAL 4/6 1/4 5/5 5/5 0/0 4/5 4/5 1/6

Number

Percent of 66.7% 25% 100% 100% 0% 80% 80% 16.7%

observed

CHECKLIST 1 (KRISTINA TIO)

Toddler Physical Skills

Checklist for toddler physical skills for age range 18 to 20 months. N/A = Toddler did not have the opportunity to demonstrate this skill; 1 = Toddler
demonstrated the skill 0 = Toddler had the opportunity but did not demonstrate this skill.

Walk May Stompin Pulls Pumps Drinks Eats Turn on Can Get soap
alone walk up g/skippi toys the from a with a and off help from soap
steps ng while paper cup spoon the undress dispenser
and run walking towel water him/her
bin faucet self

C3 1 1 1 N/A 1 1 1 1 N/A 1
AGE: 21 mos
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C1 1 1 1 N/A 1 1 1 1 N/A 0
AGE: 20 mos

C2 1 1 N/A N/A 1 1 1 1 N/A 0

AGE: 20 mos

C4 1 1 N/A N/A 1 1 1 1 N/A 0

AGE: 22 mos

C5 1 1 1 N/A 1 1 1 1 N/A 0
AGE: 22 mos

C6 1 1 1 N/A 1 1 1 1 N/A 0
AGE: 24 mos

TOTAL 6/6 5/5 4/4 0/0 6/6 6/6 6/6 6/6 0/0 1/6
Number

Percent of 100% 100% 100% 0% 100% 100% 100% 100% 0% 16.7%

observed
LAB 2: CHECKLIST LAB REPORT 14

CHECKLIST 2 (ABBY COHEN)

Toddler Social/Emotional Skills

Checklist for toddler social/emotional skills for age range 18 to 20 months. N/A = Toddler did not have the opportunity to demonstrate this skill; 1 = Toddler
demonstrated the skill 0 = Toddler had the opportunity but did not demonstrate this skill.

Likes to May be Shows Plays May cling Points to Imitating May have temper
hand afraid of affection to simple to show peer tantrums
things to strangers familiar pe pretend, caregivers others
others ople such as in new something
feeding doll situation interesting

C3 n/a n/a 1 1 n/a n/a 1 0 could have had

AGE: 21 mos one but didn’t

C1 n/a n/a 1 n/a n/a n/a 1 n/a

AGE: 20 mos

C2 n/a 0 1 n/a n/a n/a 1 n/a

AGE: 20 mos

C4 n/a 0 1 n/a n/a n/a 0 n/a

AGE: 22 mos

C5 n/a 0 1 n/a n/a n/a n/a n/a

AGE: 22 mos

C6 n/a n/a n/a n/a n/a n/a n/a n/a

AGE: 24 mos

TOTAL 0/0 0/3 5/5 1/1 0/0 0/0 3/4 0/1

Number
LAB 2: CHECKLIST LAB REPORT 15

Percent of 0% 0% 100% 100% 0% 0% 75% 0%

observed

CHECKLIST 2 (ABBY COHEN)

Toddler Physical Skills

Checklist for toddler physical skills for age range 18 to 20 months. N/A = Toddler did not have the opportunity to demonstrate this skill; 1 = Toddler
demonstrated the skill 0 = Toddler had the opportunity but did not demonstrate this skill.

Walk May Stompin Pulls Pumps Drinks Eats Turn on Can help Get soap
alone walk up g/skippi toys the from a with a and off undress from soap
steps and ng while paper cup spoon the him/hers dispenser
run walking towel water elf
bin faucet

C3 1 1 1 1 n/a 1 N/A n/a 1 n/a

AGE: 21 mos

C1 1 1 n/a 1 n/a 1 N/A n/a 1 N/A

AGE: 20 mos

C2 1 1 1 1 n/a 1 N/A N/A 1 N/A

AGE: 20 mos

C4 1 1 1 0 n/a 1 N/A N/A 1 N/A

AGE: 22 mos

C5 1 1 n/a 1 n/a 1 N/A n/a N/A n/a

AGE: 22 mos
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C6 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a
AGE: 24 mos

TOTAL 5/5 5/5 3/5 4/5 0/0 5/5 0/0 0/0 4/4 0/0
Number

Percent of 100% 100% 60% 80% 0% 100% 0% 0% 100% 0%

observed
LAB 2: CHECKLIST LAB REPORT 17

CHECKLIST 3 (MAYA RANDALL)

Social/Emotional Skills

Checklist for toddler social/emotional skills for age range 18 to 20 months. N/A = Toddler did not have the opportunity to demonstrate this skill; 1 = Toddler
demonstrated the skill 0 = Toddler had the opportunity but did not demonstrate this skill.

Likes to May be Shows Plays simple May cling to Points to Imitatin May have
hand things afraid affection pretend, such as caregivers in show others g peer temper
to others of to familiar feeding doll new situation something tantrums
strange people interesting
rs

C3 0 0 1 n/a n/a 1 0 n/a

AGE: 21 mos

C1 1 0 1 1 n/a 1 0 n/a
AGE: 20 mos

C2 0 0 n/a n/a n/a 1 0 n/a

AGE: 20 mos

C4 0 1 1 n/a n/a 1 0 n/a

AGE: 22 mos

C5 0 0 1 n/a n/a 1 0 n/a

AGE: 22 mos

C6 0 0 1 1 n/a 1 0 n/a
AGE: 24 mos

TOTAL Number 1/6 1/6 5/5 2/2 n/a 6/6 0/6 n/a
LAB 2: CHECKLIST LAB REPORT 18

Percent of observed 16.67% 16.67% 100% 100% n/a 100% 0% n/a

CHECKLIST 3 (MAYA RANDALL)

Physical Skills

Checklist for toddler physical skills for age range 18 to 20 months. N/A = Toddler did not have the opportunity to demonstrate this skill; 1 = Toddler
demonstrated the skill 0 = Toddler had the opportunity but did not demonstrate this skill.

Walk May Stom Pulls Pumps Drinks Eats Turn on Can help Get soap from
alone walk ping/ toys the from a with a and off undress soap dispenser
up skipp while paper cup spoon the him/herself
steps ing walking towel water
and bin faucet
run

C3 1 1 1 0 n/a n/a N/A n/a n/a n/a

AGE: 21
mos

C1 1 1 1 0 n/a n/a N/A n/a n/a n/a

AGE: 20
mos

C2 1 1 1 0 n/a n/a N/A n/a n/a n/a

AGE: 20
mos

C4 1 1 n/a n/a n/a n/a N/A N/A n/a N/A

AGE: 22
mos
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C5 1 1 1 0 n/a n/a N/A n/a N/A n/a

AGE: 22
mos

C6 1 1 n/a n/a n/a n/a n/a n/a n/a n/a

AGE: 20
mos

TOTAL 6/6 6/6 4/4 0/4 n/a n/a n/a n/a n/a n/a
Number

Percent of 100% 100% 100% 0% n/a n/a n/a n/a n/a n/a
observed