ECE 362 Child Study

A.Y.
Assessment Portfolio
Spring 2018
Background

• Birthdate
• August 24, 2013
• Lives in Brookings, SD
• Only child
• White
• Two parent household (married)
• Mom- Web Analysist/ Digital Strategist at SDSU
• Dad- Precision Glass in Brookings
• Shows interest in playing outside.
• Favorite color is red.
Classroom Information

• Dan’s 4&5 Morning Class

• 9 Teachers
• 1 Mentor Teacher
• 4 Student Teachers
• 4 Assistant Student Teachers
• 18 Children
• 9 Boys
• 9 Girls
• 1 Serbian Child
• 1 Asian Child
• 1 Parent is a student
• 0 Parents are separated
Why I chose A.Y.

• A.Y. was new to the Fishback Center this Spring, so I really wanted
to get to know more about him.
• He enjoys playing outside and has lots of energy.
• A.Y. has a creative imagination.
• If the whole class was asked a question, A.Y. might know it but
would rather someone else answer the question.
• He is someone struggles when it comes to counting, so I want to
help him learn more about numbers.
• While completing my ASQ with A.Y., I found that he struggled with
numbers more than anything else.
Ages and Stages Report

• Communication: 40, A.Y. may need some activities to maintain his

communication development.
• Gross Motor: 45, A.Y.’s development appears to be on schedule.
• Fine Motor: 20, A.Y. may need some activities to maintain his fine
motor development skills.
• Problem Solving: 50, A.Y.’s development appears to be on
schedule.
• Personal Social: 30, A.Y.’s personal social development may need
some professional help.
Pretest

• Test: Using rocks that had numbers 1-15 painted on them, I had
A.Y. line them up in order.
• During free play, I took A.Y. to the Art Studio where I had him put
the rocks in order from 1-10 the best he could.
• I will ask A.Y. to count aloud as he is putting the rocks in order.
• Rationale:
• This will show me what A.Y. knows about number identity and if he knows
how to count.
• If I use something creative like the rocks, maybe he will enjoy counting.
• From this pretest, I will notice what numbers A.Y. is struggling with and
needs more work on.
Pictures from Pretest- March 27th
 Number6 In Order Out of Order
1 X
2 X
Analysis of Pretest 3 X
4 X
5 X
6 X
7 X
8 X
9 X
10 X
11 X
12 X
13 X
14 X
15 X
Rationale for Planning

• Results
• A.Y. was not able to count past 9.
• He was confused between the 6 and the 9.
• Data Used To Plan Lesson 1
• I will help A.Y. be more aware of numbers past 9 by counting with him while
pointing to the numbers.
• I will point out the different characteristics of each number especially to
help him with 6 and 9.
• I will have A.Y. slowly work his way up to 15.
Lesson 1- March 29th
Names of Planners: Style of Experience:
Tyana Gottsleben One-on-one
Ages of children: General Concept:
4.7 Counting
Objective: Brief Description of the Activity:
By the end of the lesson, A.Y. will be How will you introduce the lesson?
able to count from 1-15 with no What will the teachers do? What
trouble. will the children do?
A.Y. will complete the counting
activity the best he can. I will help
him if he is struggling with any
numbers throughout. We will work
slowly.
What questions might the teachers How will you assess the children’s
ask? attainment of the objective? Create
What number is next? a chart or table.
What number is this? I will watch as he is counting the
What number comes after 13? buttons while putting them into
How many buttons belong in this where they belong in the cupcake
spot? tin.
Lab:
4&5 Morning
Standard: Goal CD-4: Through their
explorations, play, and social
interactions, children count with
understanding and use numbers to
tell how many, describe order, and
compare.
What materials are needed? How
will the environment shape the
lesson?
Cupcake sheet labeled with numbers
1-12
Colorful Buttons
What adjustments might you need
to make for individual needs?
Will need to go to an area with no
distractions.
The Lesson Details

• The Lesson
• I asked A.Y. to put the number of buttons in each space on the tin labeled
from 1-12.
• I had him count aloud as he put the buttons into each slot.

• Results
• A.Y. had no problem with the first nine numbers, but once he got to 10, 11,
and 12 he would loose track of the number he was at or skip over a number.
• A.Y. was able to recount the buttons he put into the slots until he got them
correct.
Lesson 1 Details

• Why This Lesson

• I wanted A.Y. to have something physical to count, so that is why I included
the buttons. I figured that if each there was a slot for each button, A.Y.
would enjoy working his way up to 12 while counting. Since A.Y. was having
issues for the numbers after nine, I did not want to add too many numbers
to make the lesson overwhelming all at once, so that is why we only
counted to 12 for the first lesson.
• Intended Results
• To help A.Y. slowly work up to 12 while counting, adding one number at a
time.
• To help A.Y. visualize how many 12 actually is.
Lesson 1 Analysis

• For my next lesson with A.Y., I will print out a worksheet with a
variety of things and he will have to circle the number that
matches. A.Y. will be able to count how many of the objects or
things that there are and then he will be able to circle the number
that he has counted.
• I will also include three more numbers: 13, 14, and 15.
• A.Y. will be able to identify how many objects there are and
match it with the number that is written out.
Lesson 2 Photos- April 10th
Names of Planners: Style of Experience:
Tyana Gottsleben One-on-one
Ages of children: General Concept:
4.7 Counting
Objective: Brief Description of the Activity:
By the end of the lesson, A.Y. will be How will you introduce the lesson?
able to count from 1-15 with no What will the teachers do? What
trouble. will the children do?
A.Y. will complete the counting
activity the best he can. I will help
him if he is struggling with any
numbers throughout. We will work
slowly.
What questions might the teachers How will you assess the children’s
ask? attainment of the objective? Create
How many balls are there? a chart or table.
What does the number 14 look like? I will watch as he is counting the
What comes after 12? each of the items and help him
understand what the next step is if
he gets confused.
Lab:
4&5 Morning
Standard: Goal CD-4: Through their
explorations, play, and social
interactions, children count with
understanding and use numbers to
tell how many, describe order, and
compare.
What materials are needed? How
will the environment shape the
lesson?
Worksheet
Marker
What adjustments might you need
to make for individual needs?
Will need to go to an area with no
distractions.
Lesson 2 Details

• Lesson Details
• A.Y. had to identify how many items were in each row and circle the
number that he counted.
• Reason for Planning this Lesson
• I wanted A.Y. to count numbers higher than nine and adding a variety of
pictures made it fun and interesting.
• Desired Results
• I was hoping that A.Y. would be able to count the pictures that had more
than 10 items without loosing track of where he was at or skipping over
numbers.
Lesson 2 Analysis

• Results
• To make sure that A.Y. counted all of the objects in the pictures, he made a
little dot over each object. A.Y. did a great job of counting all the objects
up to 10 and then struggled with 13, 14, and 15. A.Y. also had trouble
identifying what number was which with the higher numbers such as
counting 14 but then circling 12.
• Next Lesson
• For my next lesson, I will have A.Y. work on making circles while counting to
15. I will have him make circles onto a whiteboard and work his way up by
drawing the number of shapes on the white board.
Lesson 3

• Lesson Details
• I will have A.Y. count from 1 to 15 while drawing circles on the white board.
• A.Y. will work his way up to 15 while drawing a circle.
• By doing this, A.Y. will be able to identify how many 1-15 are visually.
• There will also be a chart that A.Y. can look at with the numbers from 1 to
15 on it.
• I will help A.Y. out along the way if he needs help figuring out with number
comes next.
Lesson 3 Pictures- April 12th
Names of Planners: Style of Experience:
Tyana Gottsleben One-on-one
Ages of children: General Concept:
4.7 Counting
Objective: Brief Description of the Activity:
By the end of the lesson, A.Y. will be How will you introduce the lesson?
able to count from 1-15 with no What will the teachers do? What
trouble. will the children do?
A.Y. will draw as he is counting.
Working his way us from 1 to 15 will
allow him to work with one number
at a time so it is not so confusing.
What questions might the teachers How will you assess the children’s
ask? attainment of the objective? Create
How many circles do you have so far? a chart or table.
What number comes after 14? I will watch as he is drawing the
circles and counting aloud to see if
he needs any guidance along the
way.
Lab:
4&5 Morning
Standard: Goal CD-4: Through their
explorations, play, and social
interactions, children count with
understanding and use numbers to
tell how many, describe order, and
compare.
What materials are needed? How
will the environment shape the
lesson?
White board
Dry erase marker
Eraser
Chart showing numbers 1-15
What adjustments might you need
to make for individual needs?
Will need to go to an area with no
distractions.
Lesson 3 Details

• Reason for Planning this Lesson

• I planned this lesson for A.Y. be able to better visualize how many 1- 15
actually are. I wanted A.Y. to count all the way up to 15 and know how
many it is. A.Y. would be able to both count and visualize the numbers. A.Y.
would be counting up one number at a time so he does not get
overwhelmed with the numbers that he is not as familiar with.
• Desired Results
• A.Y. would be able to count all the way up to 15. He would also be able to
see in front of him how many each number actually is. A.Y. would work his
way up to 15 one number at a time learning.
Lesson 3 Analysis

• Results
• A.Y. did not want to draw the circles that I had planned, but he did make
X’s.
• A.Y. worked his way up by drawing X’s one at a time on the white board. He
erased the board after each time.
• A.Y. was able to get a better understanding of the numbers that come after
9 as he was drawing on the white board.
Post Test- April 17th
 Number6 In Order Out of Order
1 X
2 X
Analysis of Post Test 3 X
4 X
5 X
6 X
7 X
8 X
9 X

10 X
11 X
12 X
13 X
14 X
15 X
Further Analysis
• Hoping to see
• I was hoping that A.Y. would be able to count by himself instead of asking what
number was next.
• What I saw
• I saw that A.Y. was able to learn numbers along the way of the lesson. He was
able to visualize how many each number was and point it out.
• Connections between planning and teacher effectiveness
• I believe that I planned the activities in a way made A.Y. work on numbers at a
slower pace. The first lesson only counted up to 12 and then it ended up with
15. I think that counting up one at a time is beneficial to learning the order and
how much is in each number.
• Future
• In the future, I hope that A.Y. is able to continue with the numbers and figure
out what comes after 15. I think that he will know to take it slow and at his
own pace when it comes to counting.
Recommendations

• A.Y. seems to be a little behind most of the other children in his

class. I do not think that it is something that him or his parents
should be too worried about at this point in his life.
• In the future, once A.Y. understands his numbers better, he could
work on writing the number itself.
• Once A.Y. is in Kindergarten, he should start to be familiar with
these numbers and be able to learn more from there.
Teacher Reflection

• I believe that this was an important Child Study to do because I

got to see personally how I can teach a child and learn the best
ways to teach. I realized through this study that sometimes I had
to adapt for the child, I could not always go with what my lesson
plan said. I had to change a few things along the way, but it
worked out in the end. Throughout the few weeks that I did the
child study, I got to help A.Y. grow as a student and figure out
which ways he learns best as an individual.