child assessment portfolio revised

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Child Assessment Portfolio Part 1: Child Introduction  Child’s characteristics and needs.  Child’s first name: J  Age and date of birth: 4 years old,  Family structure: J has a nuclear family that consists of two married parents and one older sister. J’s mother and father both work to provide for their family.  Family culture and beliefs: J's family consists of Caucasians. They are also devout C
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  Child Assessment Portfolio Part 1: Child Introduction   Child’s characteristics and needs. ã Child’s rst name : J ã Age and date of birth : 4 years old, ã Family structure : J has a nuclear family that consists of two married parents and one older sister. J’s mother and father both work to provide for their family. ã Family culture and beliefs : J's family consists of Caucasians.  They are also devout Christians who o on missionary trips as a family to !aiti fre uently. ã Experience in care outside of home if any : J attends  Towerin #aks $reschool three times a week. %hen he is not at preschool, his &randmother watches him at her house. ã !pecial de elopmental or learning needs : one. ã Child’s interests : J loves to play sports, read books, learn, watch Thomas the Train, build with blocks, converse with others, and to color. ã Any additional rele ant information : J is often braed on about how intellient he is for a four(year(old. !ummari#e ho$ this information may in%uence the assessment of the child& )nowin this information does not in*uence bias in my assessment of the child. This information will only help me understand more about the child and why he does or says certain thins. )nowin the child’s backround and family structure helps me ain insiht on what oes on at home that he brins with him to school. + will only use this information the way it is intended: for knowlede and insiht instead of bias.  Part ': Assessment!ocial(Emotional Teaching Strategies Gold   ((( )b*ecti e 1)b*ecti e 1: +egulates o$n emotions and beha iors,imension b: Follo$s limits and expectations J, Age 4 eptember -, /010:2/ p.m.Center Time Clean 3p J is continuing to play a game with two other boys in the dramatic play center. The teacher tells the children that it is time to clean up. J and the boys drop what they are doing and begin to clean up the mess in their center. The teacher asks J to help another child clean up the block area that is very messy. J says, “But I didnt make the mess! #rs. $ori e%plains that his &riend needs help cleaning it up. J listens to teacher, walks over to the block area, and begins cleaning it up with his &riend. This anecdotal record documents 'imension b( )ollows limits and e%pectations o& *b+ective ( -egulates own emotions and behaviors. J initially asked why he had to help clean up in another center, but complied to the teachers reuest.  !ocial(Emotional Teaching Strategies Gold   ((( )b*ecti e 1)b*ecti e 1: +egulates o$n emotions and beha iors,imension b: Follo$s limits and expectations J, Age 4 ovember , /010/:45 a.m.Center Time J is playing in the block center with another child. *ne child comes &rom the dramatic  play center and begins playing with the blocks J and the other child are currently playing with. J says, “/ey! 0e are playing with those! The teacher says, “J and 12hilds 3ame, our third rule is to be a kind &riend. 5ind &riends need to share. J says “*kay and begins playing with the other two children. This anecdotal record documents 'imension b( )ollows limits and e%pectations o& *b+ective ( -egulates own emotions and behaviors. J listened to his teachers reuest and did it without re&usal.  !ocial(Emotional -e el of ,e elopment: A&ter reviewing both pieces o& documentation, I have concluded that J is at $evel 6. In the anecdotal record on 7eptember 8 th , J accepted redirection &rom his teacher a&ter he initially uestioned her reuest. This is a $evel 4( Accepts redirection &rom adults. In the anecdotal record o& 3ovember 9 th , J listened to his teachers reuest and rules to share with others. 7ince J has mastered $evel 4, he is at a $evel 6. .oal: ince J is ready to move on to 6evel 1: #anages classroom rules, routines, and transitions with occasional reminders, I would recommend working more on learning the classroom rules. The teacher could have the children act out what being a kind &riend means. This will help J remember that kind &riends share and will help him gain $evel : skills.
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