A child by the name of Charolette age four, was interacting with her classmate Cindy in the

dramatic area playing restaurant. On a piece of paper Charolette wrote down some random
letters and handed it to Cindy. She points to the letters and reading the words saying, I want a
hamburger, fwies and juice. She then goes back to her writing and points again saying, one,
two, free I want free things to eat. Cindy interacts well with Charolette and after a short while
in socializing she returns her tray of pretend food and says, Here you go Charolette and runs to
play with several other children in the block area. Charolette has a speech delay she does not
pronounce words correctly and lacks vocabulary.
According to the developmental checklist Charolette and Cindy were both assess in all domains,
emotional and social, cognitive and physically. Charolette mastered in all emotional and social
development being able to perform these skills, for instance:

Recognize own skills and accomplishments

Express empathy
Shows impulse control
Cooperates in play with peers
Takes turns
Shares space and material with others
Initiates interactions with others
Uses imagination

Charolette is not developed in these skills, for instance:

Sustains or expands conversation

Understands that letters form words
Dictates thoughts and ideas to adults
Counts using one- on-one correspondence
Uses number words in play context
Uses writing tools to communicate

Charolette mastered in physical development, for instance:

Moves with control

Moves with balance
Coordinates movement to perform task
Uses hands to manipulate objects
Uses tools involving fine motor

Cindy mastered in all emotional and social development skills. For the cognitive development
domain it was unable to rate which means there was no information provided to assess the
skill. Although through a short interaction at the dramatic play I found no physical
developmental issues for her. The outcomes will be to continue to evaluate and familiarized
more with Cindy. To document her progress through the anecdotal record and reach out in a
professional matter if in issues come up.
Charolette speech delay needs additional assessments with the support of having parents
and educators work together to provide speech and language support. This is when
communication needs to be reached by involving, speech-language pathologists,
psychologists, social workers, classroom teachers and the childs physician.
The strengths of using the profile tool is to help children with any disabilities they have. This
is help to master independence, strong social skills and help them achieve academically in
school .As well this tool creates a framework for selecting and implementing appropriate
activities into the curriculum. The weakness could create in effect on the child if support is
not provided and can cause a greater delay in the childs learning.
To support a collection of data is to continue to document any concerns or progress of the
child using additional records by developing a daily checklist, Anecdotal records and for
further detail evaluating through narrative description or diary description. The reason for

providing assessment tools is to provide the families, speech-language pathologists or school

personnel of the childs status. Regardless of any delay a child has the opportunity to
succeed and reach all their goals through the help of a hard and dedicated team.