Kayla Fowler

ECD 203

Child Study Notes #5

Anecdotal Record

Child’s ID: “J” Age: 4 years and 3 months

Date: April 13, 2018 Location: Inside and playground

Time began: 9:00 am Time ended: 11:30 am

1.) Activity Occurring:

❖ Circle time

❖ Group time

❖ Arts and crafts

❖ Outside time

❖ Lunch time

❖ Nap time

2.) What the child is saying and doing?:

❖ “J” sings days of the weeks, counts numbers, and sings nursery

rhymes (L)

❖ “J” puts puzzle pieces down, starting with border then inside (C, FM)

❖ “J” glues down pieces on his art craft (FM)

❖ He runs around outside playing a game with other children, they

race, jump, and climb (GM, SE)

 ❖ “J” says he can hang upside down on the monkey bars (L)

❖ “J” asks for more food, then states he does not like “these things”

while pointing to grits (L)

3.) Interaction between child and adult:

❖ Answers the teacher’s inquiries about what day it is and the days

that follow

❖ Sings along to the songs and requests teacher sing wheels on the

bus and baby bumble bee

❖ Asks teacher to tape down butterfly craft

❖ Asks teacher for more yams

4.) Interaction between child and peers:

❖ “J” works with other children putting a puzzle together, he points out

colors and shapes where other children should put the pieces down

❖ Sings with other children including doing the actions alongside the

children who are sitting beside him

❖ Pushes another child on the swing

❖ Helps another child put on sandals

❖ Tells another child he can hang on the monkey bars with one hand

5.) Coded Notes: Social Emotional (SE), Gross Motor (GM), Fine Motor (FM),

Cognitive (C), Language (L)

Photos

“J” (in the purple shirt) is

working with other children
to put together a puzzle of
dinosaurs. He and the other
children are matching colors
and shapes to find which
piece fits. (FM, L, C)

“J” created a butterfly out of

construction paper, glue,
and paint dotters. (FM)
“J” attaches popcorn to a
tree cut out after being read
a book relating to a forest
the day before. (FM)

“J” (in purple shirt) pushes a

younger child on the swing
while telling him how to go
higher. (GM, L)

Checklist for 4-year old’s

Physical Growth/Motor Development _ Date Date Date Date Date
✓ Draws✓ 3/16/18
✓ Paints✓ 3/16/18
✓ Uses scissors
✓ Dresses/undresses without assistance
✓ Walks stairs alone, alternating feet✓✓✓ 3/9/18 3/23/18 4/13/18
✓ Self-reliant in bathroom
✓ Kicks ball
✓ Throws ball
✓ Bounces ball
✓ Catches ball
✓ Runs ✓ ✓✓✓ 3/2/18 3/9/18 3/23/18 4/13/18
✓ Hops✓ ✓ 3/9/18 3/23/18
✓ Skips ✓ ✓ 3/9/18 3/23/18
✓ Gallops✓✓✓ 3/2/18 3/9/18 3/23/18
✓ Developing eye-hand coordination

Social/Personal Development
✓ Plays and interacts with others✓✓✓✓ ✓ 3/2/18 3/9/18 3/16/18 3/23/18 4/13/18
✓ Dramatic play is close to reality, detailed✓ 3/16/18
✓ Shows interest in gender differences✓ 3/2/18
✓ Tries new things
✓ Participates/functions well in group activities✓✓✓✓ 3/9/18 3/16/183/23/18 4/13/18
✓ Works and plays well with others✓✓✓ 3/9/18 3/23/18 4/13/18
✓ Uses table manners✓✓✓✓ 3/2/18 3/16/18 3/23/18 4/13/18
✓ Respects property of others
✓ Able to resolve minor conflicts
✓ Accepts authority✓ 3/23/18

Cognitive/Language Development
✓ Counts✓ 3/23/18
✓ Interested in letters and sounds
✓ Good listener✓ 3/2/18
✓ Follows directions✓✓✓ ✓ 3/2/18 3/16/18 3/23/18 4/13/18
✓ Makes decisions or choices✓ 3/2/18
✓ Sees the connection between effort
and accomplishment✓ 3/16/18
✓ Can complete a task without distractions✓ 3/9/18
✓ Works independently, will ask for help✓✓✓ 3/9/18 3/16/18 3/23/18
✓ Strives to get things right✓ 3/2/18
✓ Likes to learn

Emotional Development/Feelings
✓ Feels secure away from familiar surroundings
✓ Accepts mistakes
✓ Expresses individual thoughts and feelings✓✓ 3/9/18 3/16/18
✓ Separates easily from parents
✓ Develops self-confidence
✓ Greater ability to control anger/fear✓ 3/2/18

Analysis
1.) What did I learn about child’s development?

Behavior: He seeks to be helpful to other children by showing them

how to do things

Strengths: He is able to sit and complete projects until they are

completely done before moving on to something different

Needs: He is still unable to grasp his emotions and describe exactly

how he feels without getting overwhelmed

Interests: He appears to be interested in cartoons, dinosaurs, and art

subjects

Milestones: He has reached his cognitive milestones by being able to

put together a 48-piece puzzle with his classmates

2.) What should I focus on in child’s development?

Behavior: Focus on actions “J” takes to benefit himself in his school

progress and developmental abilities

Strengths: observe his patience, ability to focus, communication skills,

and potential friendships forming

Needs: observe which emotions he is feeling throughout the day and

how he handles each situation

Interests: elaborate on some of the above notices interests, see if he

can talk more in depth about them

Milestones: focus on his fine motor abilities since he has not been

observed doing tasks like cutting with scissors or painting

3.) What questions do I have about child’s development?

Behavior: Is “J” eager to help everyone in his class? What friendships

has he established? Can he complete tasks with only a little instruction

or does he need guidance throughout the activity?

Strengths: What abilities does “J” have regarding school related

subjects? Is he able to formulate a plan or goal and complete what he

has set out to accomplish, for example does he plan to build a tower

and follow through or does it fall and he give up?

Needs: “J” is a shy quiet child who does not talk a lot other than

answering questions that are asked of him, is there a way to

encourage him to open up comfortably?

Interests: Can “J” dictate stories and background information about his

interests? Can he tell someone about dinosaurs or how to accomplish

a puzzle that has many pieces?

Milestones: Where is “J” in his fine motor domains and social emotional

skills?

Goals and Benefits

Goals: My goals for “J,” is to encourage his usage of fine motor skills.

The arts and crafts activity they were engaged in would promote these

skills, if the children could cut out the pieces themselves. I would like to

have him use scissors to cut out large and small parts while taping,

gluing, and painting. I also think, reading books and telling stories

about social relationships among friends and classmates will aid in his

social emotional development.

Benefits: The activities above listed will challenge what domains and

milestones “J” has met. Since it is evident that he can write his own

name, ask for things he needs, and does well in his gross motor

activities; I think it would be best to focus on his less developed skills

such as expressing emotion and fine motor engagement. The benefits

of these activities will get “J” maneuvering his hands and fingers as well

as creating secure relationships with others.