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6.5: Appendix to Chapter 6

  • Page ID
    188657
    • Gayle Julian, Davida Sharpe-Haygood, & Brandi Renis

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    The samples provided in the Appendix are student samples submitted to college faculty. The names have been changed and student permission was granted to share in this text.

    Student Example of Anecdotal Records

    Child: Maci, Age 2; 7

    Date: 10/18/2019

    Note taken: Jameson/arrival/friend

    Maci (2; 7): When Jameson arrived and entered through the front door, Maci exclaimed “Jameo! I miss you!” and ran across the room to greet him. She reached out and held his hand. (Social)

    Note taken: Maci/chickens/memory

    Anecdotal Record: Maci (2; 7): Maci stated “Want to go see chickens again,” referring to the last time she was at the house and went to see the chickens in their coop. (Cognitive/memory)

    Student Example of a Running Record

    Center: Time: 10:50am

    Date: Child/Age: Greyson/4 years, 4 months

    Observer: Katie Teacher: Angela

    Assistant: Ryleigh

    Comments:

    10:50am Greyson has red playdough and is sitting at the table in a chair. He stands up to push on the playdough. He picks up the playdough and says “Hey, Katie, look at it!” He made a hole in the playdough with his pointer finger. He says, “I am done with this one.” He puts his playdough back into the container, puts the lid on and climbs up the shelf to put the container away.

    10:55am Angela asks Greyson to get down and asks Greyson if he wants another playdough. Greyson says “yes” and Angela hands Greyson an orange playdough. Angela brings out tools for playdough. Greyson says, “Hey Koa, would you like to make a flower?” Greyson rolls the playdough into a ball and hits the table about 10 times. Then he says, “Angela, look!” Angela says “ohhh did you get some red in your orange playdough?” Greyson says “Yes!”

    11:00am Greyson gets up and looks for another color of playdough and asks Angela for help opening the purple playdough. He takes the playdough out and uses the roller pin to flatten the playdough. When it is flat, Greyson looks into the playdough tools and finds a flower. He makes a flower shape in his playdough. He pulls the flower out of the playdough and looks at it and immediately puts it back into the same spot where he pulled it out of the playdough and pushes it with his hands. He looks into the bin of playdough tools again and pulls out a dolphin. He pushes the dolphin shape into the playdough. He begins to pull the playdough dolphin out but it doesn’t come out so he squeezes the playdough and sets it on the table. He picks up the roller pin and flattens out the playdough. He pulls out a gingerbread guy from the tools and pushes it into the playdough. Then he picks up the playdough and forms it into a ball again.

    11:05am (Missing Rolling pin)

    Greyson stands up and says “Hey, where is it?!” He looks on the ground under the table and says again, “Hey, where did it go?” Angela says, “Here, do you want this one?” Greyson says “No! I want the one I had!” Angela finds the rolling pin that he had with another child, she trades the other child for the one in her hand, for the one Greyson was using and hands the roller pin back to Greyson. Greyson says, “he took it from me!” Angela tells Greyson that it probably just rolled over to the other child. Greyson stands up from the table and walks to where the other playdough tools go and says, “where are the other playdough toys?” Angela finds the toys he wants and hands Greyson the bag of toys. Greyson dumps out the bag of toys.

    11:10am He finds a ghost shape and pushes into the flat playdough, he picks up the ghost and says, “ohhhhh ohhhhh” and looks me in the eyes and says, “it’s a ghost!” With a smile on his face. He continues to make 3 more playdough shapes. He makes his playdough flat and finds a long (approximately 5 inches long) and skinny (like a straw) green flower and he tries to stand it up in the playdough. Greyson says, “no no no” (approximately 10-15 times) when the green toy is falling. Then he picks up the green toy and says, “la la la” approximately 10-15 times in a weird, growly raspy voice. Then he picks up a letter “B” and hits it about 6 times into the playdough in front of him. He says, “Hey, look Miss Katie” and then he pushes on the B marks on the playdough.

    11:15am Observation ends

    Conclusion: Greyson enjoyed playing with playdough. He liked to try out the different colors and seems to have a good memory of what toys are normally offered. He liked to make the playdough shapes and then roll them into a ball and flatten them out again. He did this without struggling so it appears that his fine motor skills are appropriate for his age. He did seem to get upset when couldn’t find the roller pin but he did not lose his self-control and was able to continue his play when he had the roller pin returned to him. Greyson also likes to show his work to his teachers.

    Preschool Skills

    PHYSICAL:

    FINE MOTOR:

    • Uses fingers and hands
    • Can use scissors
    • Strings beads on a shoelace

    GROSS MOTOR:

    • Uses balance skills
    • Traveling skills (running, skipping)
    • Bounce a ball
    • Throws a ball overhand

    COGNITIVE:

    • Follows directions (1-3 steps)
    • Builds/creates and tells what it is
    • Problem solves
    • Can categorize by a physical feature (color, size)

    Student Example of a Checklist

    Skills Almost Always Often Sometime Almost Never
    1. Can follow rules     X  
    2. Share with others     X  
    3. Manage bathroom needs X      
    4. Separate from parents easily X      
    5. Can put coat/jacket on/off X      
    6. Makes activity choices without teacher help X      
    7. Wash hands X      
    8. Use words/signs to state basic needs X      
    9. Asks for help when needed X      
    10. Help set up table X      
    11. Bounce a ball X      
    12. Runs without falling or tripping X      
    13. Climbs up and down without tripping X      
    14. Jumps with one or two feet X      
    15. Rides a tricycle X      

    Student Example of a (partial) Rating Scale

    Literary Rating Scale

    Child's Name: ____________________________________

    Interest in Books
    No interest, avoids Only if adult initiated Rings books to adult to read Looks at books as self-initiated activity
    Listening to Books
    Wiggly, no attention Intermediate attention Listens in one-on-on situation Listens as a part of a group, tuning out distractions
    Involvement with books being read
    Little or no response Emotional response, laugh, frown Comments, asks questions Joins in during reading

    Student Example of a Time/Event Sampling Record

    Time: Manipulatives Blocks Dramatic Play Art Science Library/writing Puzzles
    9:30 2 2 2 0 1 3 1
    9:35 5 2 0 0 0 0 2
    9:40 3 2 2 0 0 2 0
    9:45 4 2 2 0 0 2 0
    9:50 3 3 2 0 0 2 0

    The children enjoyed playing at the manipulative center, and the block area. This sample shows that the art center was not used at all during the 20 minute observation sample. I believe that the manipulative center was the most populated because the children got to choose between the whole shelf of toy bins to find the one, they wanted to use, because they had more to choose from the kids stayed there longer and were more engaged in their activity. The block room was another area that was consistently full, the teachers in this class chose to only allow two children in that room at a time because the children would fight over the toys in that area.


    This page titled 6.5: Appendix to Chapter 6 is shared under a CC BY-SA license and was authored, remixed, and/or curated by Gayle Julian, Davida Sharpe-Haygood, Brandi Renis, & Brandi Renis.