Child Study Part 2

Unit 4: Child Study Portfolio Part 2: Video Version

CHS450 – Observations, Assessments, & Individualizations

Items you will submit for this observation: Portfolio Part 2 (this form)

SECTION A: SOCIAL DEVELOPMENT 

Text Chapter: 5 

Documentation Method: Running Record

Videos

Watch the following videos. Choose one video and write a running record. Make up names or initials for the children or use descriptors (e.g., the girl in the green shirt).

Focus on one child within the video for the skills, goals, and strategies.

· https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1169-ice-cream-shop.html

· https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1174-negotiating-play-roles.html

· https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1162-happy-birthday.html

Documentation/Evidence  (Your objective/factual record of what you saw the child do and/or say during your observation)  

 

 

Skills you observed  (1-3 skills from this area of development you know the child has developed based on the evidence) 

 

 

Goals for learning for this child  (The skills from this area of development that you will help this child to develop)  

Goals should take the following format: [Child’s Name] will [new skill that is next developmental step in this area of learning] 

1. 

2.  

 

Support to achieve the goals  (Strategies or activities the teacher will use to support this child to gain the new skills) 

 

Personal Reflection  (Reflect on whether the documentation method felt easy or hard, whether it captured valuable information about this child, and whether you are likely to use this method in the future)  

 

SECTION B: EMOTIONAL DEVELOPMENT 

Text Chapter: 6 

Documentation Method: Frequency Count 

Watch the videos listed in the chart and tally a simple count of prosocial and antisocial behaviors that occur during the videos, using the provided initials. Keep your own lens or frame and the child’s culture in mind and work to focus on common behavioral norms. Briefly note a few examples of prosocial and antisocial behavior that were observed.

Documentation/Evidence (Your objective/factual record of what you saw the child do and/or say during your observation)  

	Initials	Prosocial Helping, sharing, hugging, calling another child by name	Antisocial Hurting, hoarding, bad name calling, rejecting another child
Video 1 https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1418-sharing-bottle-clix.html	Girls in pink shirt: ZB Girl on floor: LF Girl in pink shorts: TM
Examples
Video 2 https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1426-you-can-come-in-if-you-dont-destroy.html	Boy in read shirt: LM Boy in white shirt: SC
Examples
Chart is a modified version based upon Frequency Count form in course text (Nilson, 2017, p.169). Nilson, B.A. (2017). Week by Week: Plans for Documenting Children's Development. Boston, MA: Cengage Learning.

Skills you observed  (1-3 skills from this area of development you know the child has developed based on the evidence) 

 

 

Goals for learning for this child  (The skills from this area of development that you will help this child to develop)  

Goals should take the following format: [Child’s Name] will [new skill that is next developmental step in this area of learning] 

1. 

2.  

 

Support to achieve the goals  (Strategies or activities the teacher will use to support this child to gain the new skills) 

 

Personal Reflection  (Reflect on whether the documentation method felt easy or hard, whether it captured valuable information about this child, and whether you are likely to use this method in the future)  

 

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