Assessment Project Part 1

Kitzya Camacho

FHS 2620

February 25, 2024

Assessment Project Part 1

Write approximately 300 words per student, what is the child's strengths, what areas of

development need growth, what activities could you plan to support growth?

Samara

Samara, a 4-year-old attending the Head Start preschool program, shows strengths in
multiple areas of development. One of Samara’s strength is her problem-solving skills with
materials. During a cookie-cutting activity, she intelligently identified her mistake, realizing she
was using the wrong side of the cutter, firstly wondering why was she not able to cut the cookies
properly, then proceeding to explore the cookie cutter to finally realize that it was being used on
the wrong side. This shows how well her observation and abilities of solving conflicts are. The
level of this approach to learning would be level 3 where child identifies verbally a problem with
materials, finds the problem and solves it.

Emotionally, Samara demonstrates great emotional intelligence. When her magnetic square
tower fell, she immediately experienced sadness and frustration but quickly recovered since she
didn’t let this incident to stop her playing, she quickly found a solution which was on how to
rebuild it without falling this time. This ability to manage and control her emotions is a
impressible strength for a child her age. In social and Emotional development would be on the
section D- Emotions where the observation can be considered level 0 where child expressed her
emotions with his face/body.

Another strength for Samara is in building relationships, both with adults and children. She
engages adults with great and long stories using complete sentences and shares her creations with
other children, trying to find ways to connect with other children despite the language difference.
She has knowledge of this difference, and has said how she wants children to understand her and
has expressed how she is shy to speak English to them. In social and emotional development
E.Building relationships with adults this would be considered a level 4 where the child engages
in a conversation with an adult and takes two or more turns.

Samara showing empathy and her conflict resolution skills helped her friend Elian's to stop
crying by observing the reason why that happened, she noticed how he wanted a cookie cutter
that wasn’t on his reach, Samara knowing this she quickly resolved his crying by offering a
solution giving him the cookie cutter he wanted and telling him to stop crying. This demonstrates
her understanding of other children’s emotions. F.Building relationships with other children, this
observation would be considered a level 1, 2, and 3. In level 1 Samara shows affection to another
child by bringing an object, level 2 she enjoyed playing alongside with other children, and level
3 making a direct comment to another child to make him stop crying.

In the area of personal care and healthy behavior, Samara shows how responsible she is by
asking to use the bathroom and following up with handwashing, demonstrating her hygiene and
comprehension of the COR Advantage Physical Development and Health. Demonstrating being a
level 4 in Physical development and health by performing in a personal care task independently.

In language, literacy, and communication, Samara is bilingual, she knows how to express herself
fluently in Spanish. Her ability to create complete conversations with adults and comprehend
instructions is impressive. However, there is room for improvement in her writing skills. I
noticed this when she was being asked to write her name, she often writes letters backwards. She
was also expressing how she didn’t know how to write not even the first letter of her name.
Being a level 2 in writing where a child scribbles.

In mathematics, Samara exhibits a great strength, being able to count from 1 to 11 in sequence in
Spanish. She also demonstrates shape recognition skills, distinguishing between triangles,
squares, and circles.I noticed there is an opportunity for growth in recognizing rectangles, since
when putting two squares together she still wouldn’t recognize that as a rectangle or showing a
rectangle that would still be a square for her. Demonstrating a level 3 in Geometry where she
recognizes and names two-dimensional shapes in this case: circle, triangle, and square.

To support Samara's development, activities that encourage letter recognition and proper writing
can be implemented into the curriculum, in order for her to refine her fine motor skills and letter
recognition skills. Providing opportunities for exploration of shapes, experimenting with
rectangles, will contribute to her mathematical understanding. I believe that even though Samara
has a great strength on the ares of her social and emotional skills we must sill encourage to keep
building her skills through collaborative activities which will improve her ability to build
positive relationships and keep resolving conflicts.

Jorel

Jorel, a 4-year-old boy part of the Head Start program, demonstrates strengths in multiple
developmental domains. Starting with his strong initiative and planning skills. Jorel repeatedly
expresses his wants, by stating where he wants to go and what he wants to do, showing how Jorel
can express a plan with a simple sentence and follow through: level 3 in initiative and planning.
In the Social and Emotional Development area, Jorel shows expressive emotions through facial
and body language: demonstrating a level 0 in emotions. However, there is a tendency for fake
crying, letting us know that there is an area for improvement in emotion regulation. Despite this,
he is immensely skillful in building relationships with adults, openly expressing his likes and
actively looking for the teachers involvement in his play since Jorel has said with his own words
“Teacher I like you, can you come play with me?” Demonstrating being a level 5 in building
relationships with adults where Jorel can assign a role to the adult in pretend-play.

Jorel also has demonstrated his conflict resolution skills by how he has expressed his want of
wanting to remove his shoes, when he noticed that he had his socks and shoes wet to avoid
getting the carpet dirty. Being a level 4 in conflict resolution where he offered a solution with the
adult support.

Jorel's Physical Development and Health skills are well developed, since he has demonstrated
great skills in both gross and fine-motor. He has demonstrated his ability to balance on one foot
during musical chairs and how to grab a pencil to write the first 3 letters of his name and has
been able to handle a book turning each of the pages signifying strong physical development.
Gross motor skills level 3 where Jorel demonstrates his ability to alternate feet.

In the Language, Literacy, and Communication area, Jorel has excelled in the speaking and
comprehension area. His storytelling abilities and adding to existing narratives has shown how
well Jorel can follow up a story and his comprehension by adding to the story by saying “The
color people are mad because they are fighting” when reading the book The Land of Many
Colors. However, when writing his name, he struggles, expressing self-doubt by repeatedly
saying “I can’t do it” and identifying an area for improvement.

In Mathematics, Jorel demonstrates strong counting skills, being able to count up to 12 in

sequence, Jorel was able to count up to 12 while counting the food of The people in the book
“The Land of Many Colors”. However, I have observed how Jorel has struggled in pattern
recognition, demonstrating an area for growth. Since Jorel has shown how he is able to pair up
the pattern while looking at it, but when it is time to continue it Jorel fails to complete it.
Something similar has happened in the Science domain, while engaging in color mixing, Jorel's
expected to get orange when mixing blue and white, showing us another potential area for
improvement.

To support Jorel's development, related activities to support the areas of growth can be planned.
Activities in emotion regulation techniques, such as deep breathing or using a feelings chart,
could help with the fake crying behavior.
For literacy, including confidence-building exercises during name writing and providing positive
reinforcement can improve Jorel’s confidence in his literacy and writing skills. In mathematics,
interactive pattern-based games and activities can improve his pattern recognition skills. Science
experiments exploring color mixing with hands-on experiences will help Jorel's scientific
understanding. By implementing these types of activities in the curriculum, educators can help
Jorel’s overall development.

Sophie

Sophie is a 4-year-old currently being part of the Head Start program at Eccles Child
Development Center, in the observation she has shown strengths in multiple developmental
domains. A notable strength is her way of conflict resolution, this skill was noticeable when she
observed Catharina struggling with a toy box. Sophie not only offered her help but also engaged
in problem-solving, letting us see her ability to build positive relationships with other children
while resolving conflicts at the same time.

In the COR Advantage domain of Language, Literacy, and Communication, Sophie shows great
listening and comprehension skills. Her ability to participate in a story, such as predicting actions
in a story, shows how well her language skills are developed since when teacher asked “what do
green people need?” Sophie answered: they need green food and green toys. Additionally, Sophie
demonstrates alphabetic knowledge by identifying the letters in her name. For example, when
being asked by the teacher “if your name has the letter S or I you can go wash your hands”
Sophie then proceeds to show the letters in her name tag. Sophie also showed great listening and
comprehension when being asked by the teacher during circle time “what do you think she’s
going to do with those shoes?” Sophie answered “to wear them”. Showing a well comprehension
of the story.

Sophie's mathematical skills are evident in both number counting and geometry. Her ability to
count up to 12 and recognize various shapes during magnetic play shows her strong
mathematical ability. An example of her mathematical ability is observed in her ability to create
and understand patterns, in geometry and shapes when playing with magenitc shapes she
recognized triangles, squares circle and rectangles she said how to make a rectangle by putting
two squares together showing an strength on the area of mathematics. another prove of
mathematics being a strength for sophie was when she proved great knowledge about the
patterns using squares and triangles she was able to create a castle using the same pattern to build
it upwards. she created her own pattern creating her own 3D squares and piling them up to finish
with the castle and on top creating a 3D triangle piling up triangles together.

However, there is an are for improvement in the Social and Emotional Development domain,
specifically in building relationships with adults. Sophie occasionally has struggled to recognize
familiar teachers, and her habit to play all by herself shows an area for improvement. I have
observed how she has claimed to meet teachers for the first time even though there has been
repeated interactions with her before.

To support Sophie's development, some activities that can be implemented in the curriculum
could be: Familiarization games that can practice her relational and memory skills. Engaging in
activities where she assigns tasks or roles to adults can encourage her interaction and strengthen
relationships with the adults around her. Encouraging her to initiate conversations, ask questions,
or involve adults in play scenarios will create more interactions. As well as promoting social
interactions by creating play and activities where Sophie must collaborate or pair up with peers
and adult to help her develop deeper relationships. By creating this supportive environment
Sophie will develop her area of growth.