JCameron_Reflective Practice_020424

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Reflective Practice Jessica Cameron Rasmussen University Observation and Assessment in Early Childhood Education Jennifer Cruz 02/04/2024

Part One: Observation Notes: Girl in the Black Shirt Date and Time of Observation: 02/01/2024 Time at 12:30pm Physical Appearance: - The girl in the black shirt appears to be around four years old. - She has shoulder-length dark hair. - She is sitting cross-legged on the floor, engaged in the felt board activity. Behavior: - Actively participating in the activity with evident enthusiasm. - Leaning forward towards the felt board, showing a high level of engagement. - Frequently using animated gestures while speaking, expressing herself vividly. Language Usage: - Demonstrates strong language skills. - Speaks confidently and uses expressive vocabulary. - Actively identifies animals on the felt board and shares thoughts about the story. Social Interaction: - Appears to enjoy interacting with the teacher and possibly peers. - Glances around during the activity, suggesting positive social interaction. - Engages with the learning environment with a sense of curiosity. Emotional Expression: - Exhibits a range of emotions during the activity. - Shows excitement when identifying elements on the felt board. - Displays focus and concentration when listening to the teacher. Fine Motor Skills:

- Displays precise fine motor skills. - Points to specific details on the felt board with accuracy. - Coordinated hand movements, indicating age-appropriate dexterity. Interest in Literacy: - Actively participates in the felt board story, demonstrating a keen interest in literacy-related activities. - Engages with the storytelling process and the narrative presented on the felt board. Additional Notes: - The observation suggests a positive and confident demeanor in the girl's approach to the literacy activity. - The use of expressive language and fine motor skills during the activity highlights a developmental readiness for literacy engagement. - Social interactions and engagement with the learning environment indicate a positive and curious attitude toward learning. Part Two: Developmental Checklist for Language and Literacy Development 1. Expressive Language : - Uses age-appropriate vocabulary. - Expresses thoughts and ideas clearly. - Engages in simple conversations. 2. Receptive Language: - Listens attentively during storytelling. - Follows instructions related to the felt board activity. - Demonstrates understanding of basic concepts (colors, numbers). 3. Phonological Awareness: - Recognizes and reproduces rhyming words. - Identifies initial sounds in words. - Participates in activities that involve sound discrimination. 4. Print Awareness: - Recognizes own name in print. - Understands the concept of print directionality (left to right, top to bottom).

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- Identifies familiar signs and symbols. 5. Storytelling Skills: - Creates simple narratives during play. - Uses descriptive language to express ideas. - Understands basic story elements (beginning, middle, end). 6. Emergent Literacy Skills: - Demonstrates interest in books and reading. - Holds a book correctly and turns pages. - Pretends to read and write, imitating the act of reading. Part Three – Reflection on Assessment 1. What did you learn about this child in this observation? From the observation, I learned that the girl in the black shirt is a confident and expressive learner with strong language skills. She actively engages in literacy-related activities and demonstrates a positive attitude towards learning. 2. What goals did the child meet in the assessment? The child successfully demonstrated expressive language, receptive language, literacy awareness, storytelling skills, fine motor skills, and positive social interaction during the felt board activity. 3. What other observation/assessment methods would give you more information about the child in the area of Language/Literacy? - Portfolio Assessment: Collecting samples of the girl's drawings, writings, or other literacy-related activities over time would provide a more comprehensive view of her progress. - Structured Storytelling Session: Conducting a session where the child is encouraged to create her own story with prompts would offer insights into her narrative skills, creativity, and imagination. 4. Name at least 2 additional methods and describe what data might be collected from these methods. - Language Development Checklists: Administering a checklist specifically focused on language development could provide detailed information about her vocabulary, sentence structure, and language milestones. - Book Engagement Observation: Observing the child during a read-aloud session to see her level of interest, engagement with the story, and understanding of basic book concepts. 5. What would the next milestones and/or goals be for this child?

- Advanced Storytelling: Encourage the child to create more complex narratives during play, incorporating characters, setting, and plot development. - Literacy Enrichment: Provide opportunities for further exploration of literacy, such as introducing more complex books or activities that promote early reading skills. - Phonemic Awareness Activities : Implement activities that focus on recognizing and manipulating sounds within words, laying the foundation for phonics skills. In summary, this exploration of language and literacy development through observation and assessment provided valuable insights into the child's strengths and areas for growth, guiding the formulation of future learning goals.

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