summary class

Running records

Name: Hana Nguyen

Child’s Name: Helen Age: 3.5 Date: 02/20/2021

Center Name: Happy preschool Time: 9-10 a.m.

Location/ Setting: Classroom at snack time

time	Objective records	Subjective comment
00:08 00:23 00:50 1:39 02:14	- Helen is comfortable welcoming the teacher and talks to the teacher,” when you touch the toys, you can have gern,” - Helen turns to her teacher, her teacher shows her hands and talks,” but look at my hands, my hands look clean,” - Helen claps her hands, and tries to explain to her teacher, “ but you gotta, cause you can’t see the little germs cause they are so tiny.” Helen describes little germs by using two fingers and open them about an inch - Her teacher repeats her sentences to confirm. Helen agrees and says,” I’ll go wash my hands. I’ll be right back.” When she comes back to the table, she shows her hand and says to the teacher,” I washed them.” She picks up one piece of orange and eats. - Helen looks at her teacher as the teacher is talking about the chart. Helen stands up, comes to the board, points at the chart, and says,” It’s for three oranges and four pretzels. Her teacher asks, “ Can you count it for me please?” She counts, “ one, two, three.” -Then she stopped for a bit when she heard her teacher say,” now, two, three.” and asks Helen,” okay, and then what else?”	biosocial · Use of self-correction when she misses out the name germs. · She understands they are the reason people wash hands from what the teacher taught them and she insists one must wash hands even if they look clean.
02: 20 2:50	-The teacher asks,” crackers and pretzels, and how many?” Helen goes back to the board and counts,” two of those, two of those, four.” After that, she points at the chart and says,” now three cucumbers.” - Helen sits down and counts “one two three” the teacher wonders,” I don’t know if I’ll like those, they are green.	Reading mastering and counting · She has mastered reading and can differentiate the different snacks provided. Number Sense 1.0 Children begin to understand numbers and quantities in their everyday environment 1.2 Beginning to recognize and name few written numerals. · She has mastered counting
3:00	-Helen turns her face and replies,” They’re yummy. I taste one.” She uses her right hand to grab the tong, and her left hand holds the bowl. As she is doing it, Helen says to her teacher,” I can give you them.” She picks up a piece of cucumber and puts it on her teacher’s plate. -She tells her teacher,” Try them and see if you like them,” Then she pulls the tray of orange near her and grapes slide orange with her right hand. - Her teacher asks her,” Just like this?” Helen looks up and replies,” yeah!” and she continues to peel the orange on her plate and says,” They’re very tasty.” - Helen looks at her teacher and her friend, then says,” You guys both have black hair and you both have brown hair.” She thinks a little and says,” My little sister does too.”	1.0 Language Use and Conversation Children understand and use language to communicate with other effectively Helen replies on her teacher.

Summary: In the time running records were taken the girl in white and black stripe shows mastery of what she has been taught on procedure before taking snacks one should wash their hands, she knows the reason to wash hands and she uses self-correction until she mentions the name germs correctly. She can count correctly all the snacks provided and differentiate between different colors.

Curriculum plan

To support: I will use different snacks next time to test mastery of counting and differentiating.

To extend: I will use more close related snacks to see the differentiation skills gained.

To challenge: I will not provide them with the list showing the order of taking the snacks to see if she can remember.

Anecdotal

Name: Hana Nguyen

Child’s Name: Kira Age: 3.5 Date: 02/20/2021

Center Name: Happy preschool Time: 9-10 a.m.

Location/ Setting: At the classroom ( on the carpet)

Kira sits next to Isaac on the ground, and they play with the colorful shapes and numbers. At first, Isaac pick a yellow star and put it below the O letter yellow and says, “ yellow start, right here,” Kira reach to the blue number nine while talking to Isaac, “ Blue is my favorite color, you know,” Isaac turn his face to Kira and replies,” yeah, I like blue,” Kira excited to leans up then picks the pink shape number nine and four , saying,” I like pink, pink, pink, mine,” At that time, Isaac points with his index finger to the blue shape and say,” blue, blue, blue, mine.” Kira waits for Isaac to collect all the blue shapes next to him. Kira sits up, points to yellow shapes , and says with her excited face,” lellow, lellow, lellow, my favorite.” She keeps two of them in her hands. She continues to point at the green shapes and says,” Green, green, my favorite.” Her friend Isaac gets the green shapes and stacks it on the red shapes. Kira and Isaac enjoy playing together when they both express happy faces and yell,” AAA.”

Developmental significance:

Social interaction:

3.0 Friendship

Kira is enjoying the company of Isaac. Influencing him in picking the numbers, choosing the numbers she likes and being playful.

2.0 Interaction with peer

has good interaction as Kira gives Isaac a chance as they arrange the numbers.

Language and Literacy

2.0 Alphabetic and Word/ Print Recognition

They know how

Curriculum plan:

To support: I will interchange the partners and give her another partner. To increase her ability to work with different children.

To extend: I will ask them to explain to each other what one is doing at a time to improve working as a team

To challenge: I will add an extra board of alphabet and an extra child to test her working as a group.

Checklist

Observer name: Hana Nguyen

Date: 20/2/2021

OBSERVATION CHECKLIST FOR PRESCHOOL CHILD

Child name: Brody

Date: 20/2/2021

Age: 3 years

The child under observation is playful, excited and runs around in the classroom. He joins the teacher and pushes around objects to the ground when the teacher realizes his shoe races are not properly tied and asks him to do it. The child is able to interact with the teacher and the other children as he goes to a point of playing hide and seek with the teacher and later joins the other children in sliding on the sliding board.

Physical development:

Comments: the child is sliding on the board and sliding the blocks without being affected much by what other children are doing.

Curriculum:

To support: I will assist the child in understanding how to play well with other children and understand when they are hurt and what they should do.

To extend: I will assist the child in learning how to give chances to her peers when playing.

To challenge: I will assist the child in differentiating the different sizes and colors of toys provided.

Frequency tally

Sample frequency tally sheet

Child name: Raven Observer: Hana Nguyen

Target behavior: jumping a board

Target alternative behavior: stepping on the board as he jumps

Date: 20/1/2021 setting/activity: classroom

Frequency Tally

Children Hopping

Name	Tally marks	Frequency
Martine (white shirt)	│││││││││	9
Meagan (black shirt)	│	1

Additional comment: the child improves the jumping skills each time he tries until after four tries when he can comfortably jump the board without stepping on it.

To support: I will be giving him time to practice the jump several times to improve on his jumping skills

To extend: I will provide a bigger board once he can jump the board provided comfortably.

To challenge: I will ask his friends to participate in the jumping so that he can get some competition.

Summary questions

1. Which of the observation methods used during the assignment did you prefer?

Frequency tally because frequency chart allows the teacher to collect data on a target behavior using frequency count, duration or intervals. The chart used is made to fit any situation or behavior.

2. Identify at least one strength for each method

Running records: it focuses on reading and running skills only

Anecdotal note: are quick and easy to write

Checklist: the students are involved in development of the checklist as they get assessed

Frequency tally: it covers each behavior at a time

3. Identify at least one limitation for each method

Running record: it is not standardized and depends on the teacher.

Anecdotal notes: the anecdotal notes are not standardized.

Checklist: the checklist unless used with rubrics do not have clear ways of evaluating the behavior and giving a rating score

Grading Rubric:

Content	Criteria	Points
Video 1: Running Record 3 points	• Continuous Recording • Objective • Legible
Video 2: Anecdotal Notes 3 points	• Brief Statements (Applied as evidence) • Objective • Legible
Video 3: Checklist 3 points	• Complete (all indicators marked) • Legible
Video 4: Frequency Tally 3 points	• Behaviors are labeled • Tallies are clear
Question 1: 2 points	• Answer uses complete sentences • Answer clearly states what observation method is preferred and “why?’ is fully explained
Question 2: 3 points	• A minimum of one strength is listed for each observation method (2a-2d) • Answer uses complete sentences • Each answer is justified with evidence from observation
Question 3: 3 points	• A minimum of one limitation is listed for each observation method (3a-3d) • Answer uses complete sentences • Each answer is justified with evidence from observation