Education week 4 assignment

Responding

Earlier

There are no earlier levels for this measure

Step 1

Read the possible examples and select the column that best describes the child you watched.

Responding

Later

There are no earlier levels for this measure

Exploring

Earlier

Participates in a simple activity briefly

Exploring

Later

Selects activities, but switches quickly from one to another, even with adult support

to help focus on one activity

Building

Earlier

Continues self- selected activities with adult support, even though interest briefly shifts to other activities

Building

Middle

Continues self- selected activities on own, seeking adult support to work through challenges

Building

Later

Works through challenges on own while engaged in self- selected activities

Integrating

Earlier

Returns to activities, including challenging ones, on multiple occasions to practice a skill or to complete the activity

Possible Examples

· Puts a ring on and off of a ring stack a few times.

· Fills and dumps sand from a bucket.

· Shakes a bell while others are singing.

· Uses hands to smear

finger paint.

· Activates a switch toy.

Possible Examples

· Chooses to play in the dramatic play area for a short while and then plays in the block area.

· Selects a puzzle to work on with an adult, works on it together for a short time, and then wanders off, even with the adult’s encouragement to continue.

· Joins a small group and attends briefly to an adult reading a book, and then shifts attention to another activity.

Possible Examples

· Strings large beads with an adult to make a

necklace, briefly watches another child who brings magnets to the table, and then continues stringing beads.

· Stops playing with blocks and starts to move away from block area, but returns when an adult offers props, such as cars and street signs, to use with the blocks.

· Pauses to watch children running by while scooping sand, but returns to scooping when the adult offers another sand toy.

Possible Examples

· Continues working on a difficult puzzle, asking an adult for help when needed.

· Continues looking at a book as an adult

encourages other children entering the same area to find a book.

· Asks adult for headphones, while listening to a story on tape, when other children begin to play noisily nearby.

· Starts to get ready to go outside with other children, and asks for adult assistance with fasteners when putting on shoes.

Possible Examples

· Continues to build a structure with

interlocking blocks even when having difficulty finding the “right” pieces.

· Glues a variety of materials together to create a three- dimensional collage,

trying different ways to make them stick.

· Repeatedly tries to trace around own hand.

· Completes an obstacle course using a walker, even on bumpy ground.

Possible Examples

· Continues to work on spinning a round hoop around own waist over successive days.

· Continues at a pottery activity that involves shaping clay, letting it dry, painting it, and letting it dry some more.

· Writes own name, then writes it more clearly a second time at classroom sign-in table.

ATL-REG 6

Engagement and Persistence

ATL-REG 6