Running Head: CHILD STUDY: OBSERVATION, DOCUMENTATION & ASSESSMENT

Child Study: Observation, Documentation & Assessment

Megan Grable

Brandman University

Intentional Reflective Teacher

ECED 398

Professor McFerran

March 3rd, 2020

CHILD STUDY: OBSERVATION, DOCUMENTATION & ASSESSMENT

Initial Description

I selected to work with LV. She is an energetic and happy one-year-old girl, who attends

the Marion Forsman Boushie Early Learning Center in their Early Head Start Program. She often

will nonverbally ask teachers to read books to her and will sit and listen to several of the same

stories in one sitting. She is currently working on learning how to jump up and will practice

several times a day. She has a few preferred playmates that she engages with more than others.

From the information given by the teachers and her mother, she will sleep well at school but

likes to get up very early when at home. She will often engage in songs and art activities when

they are available. LV is the youngest of four children, she has three older brothers ages 14, 6,

and 3. She is the only girl in her family. The family lives in the next town over in a single-family

home. All three of her older brothers received speech services when they attended the Early

Learning Center previously. Her mother is an early Head Start Teacher in a different classroom

and her father works on the local Naval Base. I selected this child because I already had a

relationship with the mother and felt comfortable asking her if I could do my study on her. In

addition, the teacher mentioned to me that mom was concerned that LV may have a speech

delay, similar to her older brothers.

Methods

I used a variety of observation and assessment methods while studying LV. I looked at

these observations through the lens of the Creative Curriculum for Preschool Developmental

Continuum Assessment which in 2011 was recreated into an assessment tool, Teaching

Strategies Gold, for birth to early school age. On the website for Teaching Strategies Gold, they

talk about what the continuum looks like now, “Our objectives for development and learning
CHILD STUDY: OBSERVATION, DOCUMENTATION & ASSESSMENT

span from birth through third grade. They enable teachers to see children’s development and

learning along a progression across the whole of the early childhood years.” (TS Gold, 2011)

Over 38 objectives, the teacher can track where children are in ten different domains of

development; Social-Emotional, Physical, Language, Cognitive, Literacy, Mathematics, Science

and Technology, Social Studies, Arts.

I used a variety of observation methods. I completed a learning story of LV, which

allowed me to see all the different skills she was mastering during one singular activity and how

many domains of development she was strengthening. My favorite to use is anecdotal records.

Taking a small snippet of a child’s day and looking at exactly what the child is doing at that

moment and what that means for the child’s development. I also took pictures of LV as she

engaged in activities, as well as samples of her work with writing and art. I completed a checklist

for her physical development using the TS Gold on-the-spot form which looked at Traveling,

Balancing, Gross Motor Manipulations, Use of Fingers and Hands, and Use of Writing and

Drawing Tools as well as the Physical Child development Checklist which is more

comprehensive. In the book, The Intentional Teacher, Epstein talks of how we must use a variety

of assessment tools, “Effective Teachers know how to collect, administer, interpret and apply the

results of assessments as they plan learning experiences for individual children and the class as a

whole, and to monitor individual and group progress.” (Epstein, pp. 7) In the framework of TS

Gold, I will be focusing on her Physical, Language and Literacy, Mathematics, Social-Emotional

and Scientific Development.

CHILD STUDY: OBSERVATION, DOCUMENTATION & ASSESSMENT

Analysis

Physical Development

LV has shown strengths in various aspects of physical development. She is able to walk

with increasing coordination across both even and some uneven surfaces. She walked along a

wooden track that was placed on the floor and then was able to transition to the carpet. This is

within the one to two-year-old continuum on TS Gold under “Objective 4: Demonstrates

Traveling Skills” (TSG, pp.26) While holding on to a stationary object she is able to lift one foot

up for several seconds. This is within the one to two-year-old continuum on TS Gold under

“Objective 5: Demonstrates Balancing Skills”. (TSG, pp. 30) Both of these align with the

California Infant Toddler Foundations-Physical Foundation: Gross Motor, “The developing

ability to move the large muscles.” (CDE, pp. 96)

She is able to grip writing tools such as markers and crayons in her right hand and make

both short and long lines on the paper. When the teacher models how to draw a circle, LV was

able to copy the motion to make more circular marks. This is within the one to two-year-old

continuum on TS Gold under “Objective 7.A: Demonstrates Fine Motor Strength and

coordination; Uses Writing and Drawing Skills.” (TSG, pp. 38) This aligns with the California

Infant Toddler Foundations- Physical Development: Fine Motor, “The developing ability to

move the small muscles.” (CDE, pp. 98)

Social-Emotional Development

LV has preferred playmates and will often interact with them in play areas. She will

interact with these playmates more in the block area and during art time. She chooses to sit near

one playmate in particular and will say this playmate's name often. She will offer materials to her

classmates when prompted by a teacher. This is within the one to two-year-old continuum on TS
CHILD STUDY: OBSERVATION, DOCUMENTATION & ASSESSMENT

Gold under “Objective 2.C: Establishes and Sustains Positive Relationships; Interacts with

Peers”. (TSG, pp. 14) This aligns with the California Infant Toddler Foundations-Social

Emotional Development: Relationships with Peers “The development of relationships with

certain peers through interactions over time.” (CDE, pp. 20)

She is becoming increasingly more successful at following the routines of the classroom

as well as following redirection for the teachers. When prompted to play in an area or to get a

new toy she will often follow the prompt. She will clear her plate after meals, attempting to

scrape the plate into the garbage and place the plate in a dirty dish tub. This is within the one to

two-year-old continuum on TS Gold under “Objective 1.B: Regulates Own Emotions and

Behaviors; Follows Limits and Expectations”. (TSG, pp. 9) This aligns with the California

Infant Toddler Foundations Social-Emotional Development: Impulse Control, “The developing

capacity to wait for needs to be met, to inhibit potentially hurtful behavior, and to act according

to social expectations, including safety rules.” (CDE, pp. 31)

Mathematics Development

LV showed an awareness of the beginning of patterning skills, paying attention while the

teacher modeled how to make an AB pattern with lacing beads. She also follows the classroom

routine patterns of washing hands before mealtimes and going to the door to get her jacket before

going outside. This is within the one to two-year-old continuum on TS Gold under “Objective

23: Demonstrates Knowledge of Patterns”. (CDE, pp. 120) This aligns with the California Infant

Toddler Foundation: Cognitive Development-Classification, “The developing ability to group,

sort, categorize, connect, and have expectations of objects and people according to their

attributes.” (CDE, pp. 77) LV will repeat counting back to the teacher and will count up to three

independently. This was observed on several occasions while the teacher was counting the
CHILD STUDY: OBSERVATION, DOCUMENTATION & ASSESSMENT

children for the meal counts and at tooth brushing time. This is within the one to two-year-old

continuum on TS Gold under “Objective 20.A: Uses Number Concepts and Operations”. (TSG,

pp. 107) This aligns with the California Infant Toddler Foundations; Cognitive Development-

Number Sense “The developing understanding of number and quantity.” (CDE, pp. 75)

Scientific Development

LV will sustain attention for several minutes during an activity with teacher engagement.

I observed her working on table toys, rotating through several types of toys such as snap blocks,

lacing beads, and plastic stacking blocks. She also was able to stay at the sensory table for

several minutes engaging with the sensory “moon sand” with her classmates. This is within the

one to two-year-old continuum on TS Gold under “Objective 11.A: Demonstrates Positive

approaches to Learning; attends and engages”. (TSG, pp. 62) This aligns with the California

Infant Toddler Foundations-Language Foundation: Cognitive Development: Attention

Maintenance, “The developing ability to attend to people and things while interacting with others

and exploring the environment and play materials.” (CDE, pp. 81) She will participate in

dramatic play, picking up baby dolls and dressing up. On several occasions she was found

carrying babies around, dressing them, undressing them, feeding them bottles and rocking them.

This is within the one to two-year-old continuum on TS God under “Objective 14.B: Uses

symbols and images to represent something not present; engages in socio-dramatic play.” (TSG,

pp. 76) This aligns with the California Infant Toddler Foundations-Cognitive Development:

Imitation, “The developing ability to mirror, repeat, and practice the actions of others, either

immediately or later” (CDE, pp. 71).

Language and Literacy

CHILD STUDY: OBSERVATION, DOCUMENTATION & ASSESSMENT

LV uses one-word sentences to communicate, naming familiar people, animals, and

objects as well as exclamations such as “Oh-no” as well as the sounds for a cow, cat, and dog.

She can say the names of a few of her classmates and the teachers. If prompted she will say,

“help” “more” and “please” and This is within the one to two-year-old continuum on TS Gold

under “Objective 9.A: Uses Language to express Thoughts and Needs; uses an expanding

Vocabulary”. (TSG, pp. 49) This aligns with the California Infant Toddler Foundations,

Language-Expressive Language which is described as “The developing ability to produce the

sounds of language and use vocabulary and increasingly complex utterances.” (CDE, pp. 49) LV

shows an interest in books, often picking the same book out to be read several times in a day.

She enjoys reading pop up or lift the flap books and will read them independently for a few

minutes or ask a teacher to read them. This is within the one to two-year-old continuum on TS

Gold under “Objective 17: Demonstrates Knowledge of Print and It’s Uses; Uses and

Appreciates Books” (TSG, pp. 92) This aligns with the California Infant Toddler Foundations-

Language Foundation: Interest in Print, “The developing interest in engaging with print in books

and in the environment.” (CDE, pp. 53)

Recommendations

Recommendation 1- The first recommendation I would make is in regard to the foundation of

Problem-solving. I would recommend the teacher increase in placing materials that are of interest

to the child and are challenging enough to have her try multiple times to succeed. For teachers,

this can look like encouraging the child to move a puzzle piece in different directions without

doing it for the child. “A teacher who doesn’t let them struggle at all or who intervenes too

quickly robs them of the chance to see themselves as competent and independent people.”

(Epstein, pp. 24) I would recommend the teacher have supportive interactions with the child that
CHILD STUDY: OBSERVATION, DOCUMENTATION & ASSESSMENT

engage the child in the activity while supporting the child in trying multiple times to solve

problems. “A nearby adult who gives attention while allowing the child to work on a problem

encourages the child to continue exploring and trying. A teacher who sits nearby and does not

interrupt or interfere with the child communicates confidence in the child’s ability to handle a

situation.” (CDE, 2012, pp. 106)

Recommendation 2- The next foundation I would like to see more focus on is the development

of expressive language. While LV does have a burgeoning vocabulary, she is still hesitant to use

the words she has, particularly when the classroom is busy. One way that I would like to get her

to use more language that is expressive is through the strategy of narration of her actions and

expanding on her words while engaging in an activity with her. She will repeat some words at

times and I feel that she would respond well to this strategy of language development.

“Language expansions may include adding words to what the child is expressing through

gestures. They may also include building on a child’s verbal communication and adding

information on a topic of interest.” (CDE, 2012, pp. 90) Using a strategy of requesting her to use

words when she is able to receive things can also be helpful. “Do not immediately comply with

nonverbal requests if you think the child can use words...the more they talk, the better their

language skills will become.” (Epstein, pp. 105) In this example, it would be prompting her to

say certain words that she has said before to receive an item.

Recommendation 3-Social Emotional-expression of emotions

I would like to see more of LV being able to express her emotions in her interactions with others

and to notice emotions in other people. This can be done by the teacher creating opportunities

for emotions to be labeled in the classroom. This can include reading books about emotions and

labeling the emotions that LV is feeling. Using narration of how she is feeling in the moment and
CHILD STUDY: OBSERVATION, DOCUMENTATION & ASSESSMENT

how that physically manifests itself, from sadness with crying, to joy with smiling, to frustration

with tense muscles or clenched fists, LV will begin to be able to recognize the emotions and how

they make her body feel. “Help children name their feelings. Instead of telling children what they

feel, suggest to them names for feelings. This strategy gives children vocabulary about feelings

and also communicates that they are the ones who know what their feelings are.” (CDE, 2012,

pp. 70) The teacher can also label the emotions in her peers to LV. “point out to children that

others also have feelings…adult interpretation works well with children who are not yet adept at

picking up these cues themselves.” (Epstein, pp. 53) By showing the child that other children

have the same feelings as she does, she will begin to recognize them in others.

Reflection

What I have learned about collecting data about children’s progress

It is important to have different types of data we are collecting and have the data be across

different days, times, and situations. A child may act differently when there are many children in

the classroom than when it is just herself and the teacher, which was a common occurrence for

this particular child. We may see a child try out new skills more aptly outside than in. By taking

the time to diversify the types of observations and data we are collecting, we can have a fuller

picture of where the child is at developmentally.

What I have learned about analyzing data

I learned that having a comprehensive set of ways to analyze data is important. It’s crucial to

have a variety of different data to take into account while looking at what the data means for the

child. We cannot just look at a checklist or a quick anecdote to see how a child is progressing.

Taking into account the child’s temperament, their culture, and their needs are important to get a

clear picture of where the child is at developmentally. In the California ECE competencies, they
CHILD STUDY: OBSERVATION, DOCUMENTATION & ASSESSMENT

talk about why this is important, “Observation should be ongoing (conducted daily and

overtime), across settings, and should include input from families or other significant adults.”

(ECE, pp. 51) By talking with the caregivers who are in the classroom, as well as communicating

with the mother, I was able to see a clearer picture of where the child is at developmentally.

What I have learned about making data-based decisions to guide children’s learning

I have learned that it is important to look at the way we interpret data in conjunction with the

implementation of our practices. “What observing where children explore, what draws their

interest, and what they say and do, the teacher determines how to adapt to the environment,

materials, or daily routines.” (Epstein, pp. 27) When we have a better idea of where a child is

developmentally, we can place more focus on what areas of development should be enhanced.

With data behind us, we know we are focusing on the right developmental activities for the child

on an individual level.

What you have learned about your own interests, skills, and knowledge.

I learned about how much I like using anecdotal records to make observations as they are my go-

to observation tool as well as taking pictures of the child and work samples. I enjoyed creating

the learning story as it gave me an opportunity to be more reflective in the moment of the

observation about what the observation meant and what my next steps would be. I feel I grew in

the area of being reflective in my practices in conjunction with data. I also feel I have a better

understanding of the different developmental domains and how they overlap in the play of

children.
CHILD STUDY: OBSERVATION, DOCUMENTATION & ASSESSMENT

Artifacts

Anecdotal records

2/11/2020

While coloring on the paper, the lid of the marker fell off. LV said, “Oh-No!” and looked at me

and then the lid.

2/11/2020

LV stood next to the low bar on the wall. She held on to the bar with her left hand. She picked up

her right foot for over five seconds, looked up at the teacher and smiled.

2/11/2020

LV picked up a toy tiger and held it up to the teacher saying, “rawr!” and shaking the tiger in the

face of the teacher.

2/13/2020

LV held the large car in both hands and pushed the car up the slide. When she got to the top of

the slide she turned the car around and pushed the car down the slide. She repeated this motion

five times before moving on to the next activity.

2/13/2020

LV stood on a large piece of tape on the ground. With both hands by her sides, she jumped up,

with her heels fully leaving the ground and her toes barely leaving the ground.

2/12/2020

At the table, LV stacked four blocks on top of each other and then knocked them down,

laughing. She then built them again to knock them down five more times.
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2/19/2020

While pushing a toy car outside a friend bumped into LV’s car. LV shouted at the friend and

pushed her car again the other one. The teacher modeled, “you say stop” she looked at the friend

and said, “Ah.”

2/24/2020

LV brought a book to the teacher, sat on her lap and listened as the teacher read the story. At the

end of the story, she turned to the front of the book and opened the first page again. She sat there

for over 5 minutes listening to the same story.

CHILD STUDY: OBSERVATION, DOCUMENTATION & ASSESSMENT

Learning Story

Child: LV Date: 2/18/2020

Time: 10:45 AM Setting/Activity: free choice and centers play

Developmental Domains: Physical-Fine Motor, Social-Emotional-Relations with peers,

Cognitive-Problem Solving

What Happened: LV and several friends were playing with various table toys at the table. LV

had snap blocks in front of her. She picked up one block in each hand and tried to push them

together. The teacher put her hands of LV’s and modeled how to push the blocks together. LV

tried again independently and was able to snap them together. She then pointed at another child’s

tray that contained lacing beads. The teachers asked, “LV do you want a turn with the beads?”

LV said, “Yeah” and signed “please”. The teacher helped LV get some lacing beads. LV used

her right hand to hold the bead while her left hand pushed the plastic rod through the hole. She

was able to place four beads on the rod. Another friend began to cry, reaching for the beads. LV

looked at the friend, down at her toy, and pushed the tray with the snap blocks to the friend.

What This Means: LV showed that she is able to hold smaller objects in her hands and with

adult support, manipulate them together successfully. LV showed that she notices changes in

other’s emotions and is beginning to react to the changes in others with a level of empathy. She

is using nonverbal cues and when prompted verbal cues to ask what she wants from a trusted

adult.

Opportunities: With more practice and motivations LV will begin to be able to place items

together independently. With adult prompting, she will use language and should be prompted to

use more language to ask for what she wants. Her interest in how others are feeling should be

fostered by narration, “LV you saw that T wanted a toy and you handed it to him.”
CHILD STUDY: OBSERVATION, DOCUMENTATION & ASSESSMENT

Writing sample with markers

CHILD STUDY: OBSERVATION, DOCUMENTATION & ASSESSMENT
PHYSICAL CHILD DEVELOPMENT CHECKLIST (Beaty, 2014)
Name _____LV___________ Observer _______Megan Grable____________
Program _Marion Forsman Boushie Early Learning Center _ Dates __2/3-27/2020__________
Item
Physical Development: Gross Motor
_X_ Jumps in place
_ _ Jumps over items
____ Stands on one foot for 5 seconds
____ Runs evenly, arms pumping in opposition
____ Skips
_x_ Walks on balance beam
____ Balances beanbag on head
__X__ Climbs up equipment
__X__ Climbs down equipment
__X__ Climbs across equipment
_X__ Throws ball
____ Catches the ball
___X_ Kicks stationary ball
____ Kicks moving the ball
____ Bounces ball
Physical Development: Fine Motor
____ Turns knob
__X__ Opens lid
____ Zips up jacket
____ Ties shoe
__X__ Picks up & inserts objects w/ dexterity
____ Uses scissors w/ control
____ Uses pencil w/ control
_X_ Uses crayon w/ control
__x_ Builds blocks vertically
__X__ Flattens playdough
____ Rolls playdough
Evidence Date
She can jump up, her feet 2/13
leaving the ground for a split
second. She cannot jump in a
direction yet. 2/11
She can balance on one foot if
she is holding on to a support 2/18
system like a bar.
She can walk along a path that is
flat on the ground.
Climbed both up and down on 2/13
the climber and slide equipment
in the classroom. She can climb
up the stairs and both walk
down and slide down the slide
as well as crawl up the slide.
LV picked up a large plush ball 2/5
and threw it with her right hand.
LV walked into a ball on the 2/4
playground, kicking it slightly
with her left foot.
Picked up small plastic shapes 2/17
and inserted them into the
container through the lid with a
few tries. She then pulled the lid
off and dumped the shapes out
again.
LV colored on a piece of paper, 2/11
holding the marker in her left
hand.
LV stacked four blocks on top 2/12
of each other and then knocked
them down, laughing. She then
built them again to knock them
down five more times.
CHILD STUDY: OBSERVATION, DOCUMENTATION & ASSESSMENT

References

California Early Childhood Educator Competencies, 2018

http://www.cde.ca.gov/sp/cd/re/documents/ececompetencies2011.pdf
California Department of Education, First 5 California

California Infant/Toddler Learning and Development Foundations, 2009,

https://www.cde.ca.gov/sp/cd/re/documents/itfoundations2009.pdf

California Infant Toddler Curriculum Framework, 2012,

https://www.cde.ca.gov/sp/cd/re/documents/itcurriculumframework.pdf

Epstein, A. S. (2014). The Intentional Teacher: Choosing The Best Strategies For Young
Children’s Learning. Washington (D.C.): National Association for the Education of
Young Children.

Heroman. C. (2010) Teaching Strategies Gold: Objectives for Development & Learning: Birth
Through Kindergarten. Washington D.C. Teaching Strategies Inc.

Our 38 Objectives. (2011.). Retrieved from https://teachingstrategies.com/our-approach/our-38-

objectives/