Documentation Boards

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Documentation Boards
Documentation Boards Early Childhood
Development Dr. Judy Herr
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Art Development Rita, 4 years
Anecdotal Note Ritas picture is showing art
skills in the third stage of art development
First Drawings. Rita uses her increasing skill
of drawing basic forms to represent flowers.
The flowers mimic the flowers Rita observes in
her natural environment, although the colors are
not realistic. The flowers are large and randomly
placed along the bottom of her drawing. As
Ritas skills progress, she is likely to start
adding animals, trees, houses and other
objects to her drawings.
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• Cooking Experiences

Program Goals 1. Introduce new foods to
children 2. Provide nutritious meals and
snacks 3. Encourage healthy eating habits 4.
Involve children in food preparation 5. Provide
nutrition information to families
Under-nutrition, malnutrition, and overeating are
all problems that can lead to poor health and
development. A nutritious diet is needed to help
children build a strong body and mind. The early
childhood classroom can act as a foundation for
healthy eating habits that will follow children
their whole lives through.
Finna, learns through play about healthy eating
habits.
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• Art Development
• Sophia, 24 months

Anecdotal Note At the art easel Sophia
demonstrated art skills in the first stage of art
development Scribbles. While gripping the paint
brush by wrapping her fist around the top part of
the handle Sophia made sweeping vertical and
diagonal strokes on the paper by pressing the
brush against the paper and dragging the brush
downward. She showed preference for color by
self-selecting orange and yellow paint.
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• Cutting

Most young children choose to participate in
cutting experiences. At first, children will
only snip in a straight line. As their skills
become more refined, children are likely to begin
cutting curves. With time and practice each day,
children will develop the hand-eye coordination
skills that are needed to cut with a scissors.
It is important for classroom space to be
provided for cutting. Additionally, children
should be given scissors that are of good
quality. Less advanced children will feel more
successful if they are given long strips of paper
to begin with. If children are left handed, be
sure to provide them with a scissors that
corresponds with their handedness.
Notice how the child in the pictures holds up
on the paper for support as she cuts in a
straight line. Observations, such as this, help
teachers in planning future experiences for skill
building. Future experiences might include a
different texture of paper or a basic shape
printed on paper for the child to cut-out.
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• Planting promotes

Observations Skills
Interests
Science Concepts
Math Concepts
Fine Motor Skills
Language Skills
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• Science

Active engagement in science activities helps
children understand the world as they question
and explore answers to their questions. Children
can apply their natural curiosity and imagination
to scientific experiences that teach them to
watch, listen, wonder, question, study, explore
and observe. By using their five senses children
are able to classify information and develop
concepts. Be aware of teachable moments, that
is those unplanned daily occurrences that expose
children to scientific principles.
A teachable moment occurs while these children
study the leaves of the broccoli they planted in
the class garden. They discover bugs crawling on
the plants! The discovery of bugs on the
plants naturally lends itself to future learning
about insects.
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2. Recognizes letters in name

• Recognize
• print

3. Notices differences
7. Recognizes left-to-right- progression
Manuscript Recognition Emerging Competence

4. Begins writing name
6. Recognizes letters make up words
5. Associates letters as representing sounds
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• Self-Reflection
• Teacher Julian Gutierrez Date 3/17/XX
• Reflecting on Learning Experience
• During small group circle time Sara, who is 5
  years-of-age, participated in the song,
  Itsy-Bitsy Spider. She was able to coordinate
  the finger play movements while singing the song.
  Sara smiled while singing the song and requested
  that the group sing the song again by saying,
  One more time! While repeating the song, Sara
  positioned herself next to me. I noticed that
  she was pronouncing the /r/ in spider as a /w/.
  After circle time, I questioned Sara about the
  song and she continued pronouncing the /r/ as the
  /w/ sound.
• Analyzing typical development
• Typically, developing 5 year-olds delight in
  singing songs and coordinating related finger
  movements. During this stage of development, it
  is not unusual for children to experience
  difficultly in pronouncing some letter sounds.
  With maturity and experience, children often
  outgrow mispronunciation of letter sounds.

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• Shilohs Activity Preferences
• Note Children learn best when the curriculum is
  tailored to their needs, interests, abilities,
  and experiences. By observing the childrens
  favorite activities and preferences for toys, we
  can plan a developmentally appropriate curriculum
  that helps each child reach their full potential.
  
• Record of Preferences
• Monday Shiloh chose blocks and made a road for
  small plastic cars to drive on during
  self-selected activity period.
• Wednesday Shiloh experienced difficulty with
  paper cutting skills during the morning
  small group activity. Shiloh chose puzzles and
  put together the race car puzzle twice
  before moving on to another puzzle
  during center activities.
• Friday Shiloh participated in large group
  story by singing louder than most of
  the other children. She experienced delight in
  moving her body to the rhythm of
  the song. While playing with lacing cards,
  Shiloh experienced difficulty in
  hand-eye coordination. As a result, she
  moved to another task.
• Individualized Curriculum After observing
  Shiloh, it is apparent that she chooses
  activities which include music and movement. She
  needs to engage in more activities that will help
  her to further develop hand-eye coordination and
  small motor skills.

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• Sensory Play Teaches

Prosocial Skills
Imagination
Expressive Language Skills
Problem Solving Skills
Language Concepts
Math Concepts
Hand-eye Coordination Skills
Science Concepts
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Classifying color, shape, and size
Sequencing
Comparing
Performing one-to-one correspondence
Early Childhood Mathematics Goals
Patterning
Estimating
Role Counting
Writing Numbers
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• Developmental Emerging Competences
• Preschool 4K
• Childs Name Brody Age 5 yrs. 1 mo.
  Date 09-10-XX Observer Jamie
• Area(s) of Development Cognitive, Language, and
  Physical (Fine Motor)
• Photograph demonstrating the Anecdotal Note
  (What the child did and/or said) developmental
  milestones
• Brody used problem solving skills to
  manipulate the plastic shape
• 
  changer. He was
  able to move the toy into a variety of shapes.
• 
  After
  3-5 minutes of experimenting with different
  shapes he looked up,
  

• Check off all that apply to this observation
• Child-initiated task
• Teacher-directed task
• Task completed independently
• Task completed in small group
• Task completed in large group
• Needed adult help to complete task

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• Social Development

Preschoolers and kindergarteners are typically
helpful and cooperative. During this stage of
development, they become increasingly independent
of caregivers and often prefer to interact with
other children opposed to adults. Young children
typically view friendships as being with people
who like you. Increasingly, attention from
friends becomes more important. To promote
friendships, teachers need to provide experience
to promote the development of prosocial and
conflict resolution skills.
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• Emerging Competences Large and Small Motor
• Childs Name Shealeen Age 3 years
  Teacher Dominique Date 2/16/XX
• Indicate milestones demonstrated by writing the
  date the skill was observed behind it
• Large motor Small Motor
• Extends arm forward to catch 9/12 Uses
  eating utensils 9/31
• Underhanded throw 9/17 Strings beads 2/02
• Somersault 10/24 Draws a straight line 1/18
• Alternates feet when walking up stairs
  9/02 Draws a circle
• Rides a tricycle 11/05 Pours from a pitcher
  
• Runs 9/17 Builds block towers 7 high
• Gallops Uses a scissors properly
• Hops 12/06
• Note Those milestones that do not have a date
  indicated are still in progress of being
  mastered.
• Optional A picture of the child can be attached
  to this board.

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• Skills that Storytime and Books Teach

Hand-eye Coordination
Creativity
Vocabulary
Listening
Logical/ Analytical Thinking

Reading teaches
Concept Development
Receptive Expressive Language
Love of books
Problem Solving
Reading readiness
Grammar
Left-to-right progression
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• Child Development Documentation
• Family-Teacher Conference Form
• Summary for _Finna___ Date __1/25/XX___
• Childs favorite activities are
• Finna often engages in play at the sensory
  table, art table, babies, outdoor play and her
  friends.
• Interaction of child with teachers
• Finna is a delight to have in the room. She
  communicates well with her peers and caregivers
  because of her excellent
• receptive and expressive language skills.
  Observations show that she seeks Jamies
  attention and care when stressed
• or tried.
• Interaction of child with children
• Finna interacts frequently with her classmates.
  She demonstrates the prosocial skills of
  turn-taking and sharing.

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• Chart Making
• Chart making is a routine event in most early
  childhood classrooms. It is an important
  learning tool for helping children to collect,
  compare and interpret information. Charts can
  also be a valuable tool for observing,
  describing, and making predictions. You can help
  encourage children to chart information such as
  names, pets, family size, hobbies, cars, animals,
  colors, fruits, vegetables, clothes etc.

After tasting a variety of rainforest fruits, the
childrens used language skills to describe their
sensory experience. The teacher recorded their
favorite rainforest fruit on a chart. The
facilitated a discussion to interpret the charted
information.
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• Block Building
• Child Tanner
  Observer Deidre
  Date 11/24/XX
• Classroom Area Block
• Anecdotal Note While playing in the block area,
  Tundi held up individual blocks and identified
  them verbally according to shape, size and color.
  He used both fine and large motor skills. While
  playing, he shared space and blocks with other
  children. After building the structure, he
  smiled while explaining the finished product.
  Then he said, Look, this is a shelter for
  homeless people to live in.
• Skills learned (check those which have been
  demonstrated)
• Cognitive Language
• Shape recognition Receptive
• Size recognition Verbal
  description/explanation
• Color recognition
• Balance
• Physical Emotional
• Fine motor coordination Shows joy,
  accomplishment and pride
• Large motor coordination
• Spatial relationship

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• Emotional Literacy Checklist
• Childs Name Jabardi Age 36 months
  Observer Lori
• Date Observed 2-24-XX Time Observed 800
  - 900 a.m.

Check all of the following which are observed
during observation

• Happy
• Loved
• Mad
• Upset
• Surprised
• Excited
• Other Tired

• Sorry
• Disappointed
• Sad
• Pride
• Embarrassed
• Boastful

Briefly describe the observation Jabardi
arrived in the classroom with a smile. He hung
his jacket in his cubby and went directly over to
the dramatic play area where he dressed up in
firefighter clothes with classmates. Jabardi
frequently smiled and laughed during play. He
frowned and sucked in his lower lip when another
child took a firefighter hat from him. He
quickly found another hat. Toward the end play,
Jabardi rubbed his eyes and yawned.
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• Window of Child Development

• Interests
• -Toy vehicles
• -Books about trucks and
• animals
• -Sensory play, especially
• water
• -Dancing
• -Playing in the music
• center

• Learning Style
• -Kinesthetic

• Background
• -Korean

• Family Background
• -Mother, Father and
• older sister (Sadzi)

• Temperament
• -Flexible, easy-going,
• independent

Amy age 4 years 8 months
10. Emotional Strengths
-Self-regulation of behavior is improving
-Takes pride in her work

• Physical Strengths
• -Large Motor
• -Runs, jumps, hops,
• gallops and is developing a
  more coordinated throw
• -Rides a tricycle
• -Fine Motor
• -Can draw circles and some letters

• Social Strengths
• -Engages in interactive play
• -Makes friends easily
• -Shows preference for same-sex friendships

• Cognitive Strengths
• -Classifies familiar objects
• -Uses private speech to complete
• challenging activities
• -Sustains attention during small
• group and free choice play

• Language Strengths
• -Uses simple grammatical structures
• -Enjoys interacting with others

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• Capturing Childrens Conversations
• Observation Outdoor Play

Macy, 3 years
Grant I have to use my big muscles and climb
to the top, then I can turn around and slide
down. I land on the ground and then climb
again. Anecdotal Note The above picture
illustrates gains in the five developmental
domains. Grant is using large muscle skills to
climb and cognitive skills to problem solve an
effective method for moving up and down.
Emotionally, He is gaining self-confidence in his
ability by persisting at a task. In addition,
Grant is practicing language skills by describing
his movements as he climbs. Socially, Grant is
demonstrating the ability to share equipment with
another child while also explaining his movement
to another child.
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• Capturing Childrens Concepts
• Curricular Area Music

B. After Theme
A. Before Theme

• Before Unit

Music can be played with instruments or by
singing and dancing. Connor, age 5
You can hear it. Lexi, age 4
We listen to music with our ears. Lexi, age 4
You can play it. Connor, age 5
Music
Music is loud or soft. Gannon, age 4
Music
Music goes up and down. Connor, age 5
Music is fun Gannon, age 4
Singing is music. Rajesh, age 5
Music can be heavy or light. Rajesh, age 5
Music goes fast or slow. Gannon, age 4
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• Tunnel Crawl

Tundi, age 3 (entering) Ian, age 3 (left) Rosa,
age 3 (right)
Anecdotal Note Maneuvering through and around
the tunnel while playing encourages children to
further develop problem-solving skills as they
engage their large muscles. Tundi, Ian and Rosa
are also developing social skills while sharing
space in interactive play. Emotionally, they
are gaining self-confidence in their success
crawling through the tunnel. This activity also
provides opportunity for language skills and
prosocial skills.
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Child Development Milestones
Ahn 4 yrs. 9 mo. 04-14-XX
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• Farm Animal Field Trip
• Spring, 2XXX

Anecdotal Note During the past week, the
toddlers have been working on a farm
animal theme. Many farm related activities were
introduced that required the children to imitate
farm animal sounds. After the fieldtrip, the
preschoolers enjoyed imitating farm animals
sounds which were more realistic after observing
calves, piglets, chicks and ducklings. Some
children also enjoyed imitating their movements.
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• Art Experiences

Art experiences, such as the one pictured below,
promote physical, social, emotional, and
cognitive growth. Physical growth is promoted
through the movements associated with molding,
drawing, coloring and painting. Social growth
is promoted when children share materials and
take responsibility for caring and putting away
materials. Art promotes emotional growth by
providing creative expression. While exploring,
experimenting and problem-solving cognitive
growth is promoted.
A well-stocked early childhood classroom provides
a variety of art materials for children that
allow them to grow while exercising their
creativity by creating their own unique
art projects.
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• Teaching Prosocial Behaviors

Prosocial behaviors are those behaviors which are
socially acceptable and well- regarded in their
society. Prosocial behaviors include sharing,
using manners, and treating others with kindness
and respect. It is important for children to
learn prosocial behaviors as it helps making
friends, building self-esteem and allowing them
to live and work peacefully with others.
Teach Prosocial Skills 1. Discuss
prosocial behaviors with children 2. Model
prosocial behaviors 3. Provide play experiences
that allow children to practice
prosocial skills 4. Read stories that promote
character building
Preschoolers learn prosocial skills by
discussing, observing and practicing prosocial
behaviors associated with thank you writing.
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• Children Learn Best Through Play

Art Hand-eye coordination Creativity Fine
motor
Pretend Play Respect Perspective-taking Sel
f-confidence
Books Problem Solving Vocabulary Listening
skills Logical thinking
Skills learned
Sensory Play Scientific principles Problem-so
lving Properties of matter
Puzzles Spatial Relationships Color Sorting
Sizes
Games Cooperation Counting Number Hand-eye
coordination
Large Muscle Play Confidence Sharing How
things work Turn-taking
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• Classroom Pets Teach

Responsibility
Animal Characteristics and Needs
Kindness
Habitats
Enrichment Classroom pets can be written about
to promote literacy or can be included in
hypothetical mathematic and scientific lessons
that require children to observe and
hypothesize. Warning Be sure none of the
children will be allergic to your chosen
classroom pet or products used by the classroom
pet.
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Concepts We Develop Through Water Play

• Some items float in water.
• Water flows when poured.
• Water takes many forms such as liquid, snow and
  ice.
• Water dissolves some foods.
• Water can be held in a container.
• Some materials absorb water.
• Water can be used for cleaning objects.

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Words We Learn Through Sand Play

• Opposites
• Drip/Drop
• Fast/Slow
• Float/Sink
• Wet/Dry
• Leak
• Measure
• Pour
• Scoop
• Shower
• Splash
• Spray
• Swish
• Sprinkle
• Squeeze
• Squirt
• Stir
• Trickle