Evelyn is a five-year-old child who lives in Rexburg, Idaho. She is the oldest of 3 children, and likes to be the leader in situations. She enjoys playing outside riding bikes, digging in the sand box, and jumping on the Jumparoo. Inside, Evelyn likes to paint with her fingers, read books, ask questions about how things work, and help her teachers. Evelyns strengths include taking turns with her peers, helping others, knowing letters and sounds, counting objects and numbers, and sitting well in a group. Evelyn is an active learner and is always engaged in activities with her peers and teachers. Evelyn is able to read early sight words independently, follow directions with only one direct prompt, and express when she is feeling sad and tell adults why she feels that way. Evelyn is able to spell words, and she sounds words out verbally when she does not know how to spell them. Evelyn is able to cognitively think through early mathematical situations. For example, she was able to tell her teacher what happens when half of substances are taken away. She was able to use phrases like larger than, and smaller than, (6/15/16). Cognitive Pre-Midterm During the second week of lab, Evelyn was able to count to 100, and she only was stuck on the number 60, though she thought through what came next, and continued counting (5/2/16). For an art activity we melted crayons, and she and I talked about other things that melted. She told me that ice cream melts, as well as ice. I asked her how ice was formed, and she said from water (5/9/16). Evelyn explored cause and effect by dropping vinegar onto baking soda and watching bubbles form. When a teacher asked her why it began to form, she said it was because of the water, (5/11/16). Evelyn uses mathematical concepts like half, when using measuring devices. We made bread one day, and she used measuring cups that said , and she asked what it meant. I told her that it was half, and she said that it was smaller than a whole (6/1/16). Social/Emotional Pre-Midterm Evelyn is able to independently initiate parallel play with her peers. Evelyn initiated parallel play with another child in the block area (5/1/16). Evelyn expresses to adults her desires. Evelyn expressed to her teacher that she wants to be a teacher one day (5/13/16). Evelyn likes to help her teachers as well. She noticed during small focus that her peer was not listening and wandering away, and so Evelyn went and talked to the child and led her back to her group (5/18/16). Evelyn is able to stand up her herself to her peers. She was waiting her turn to ride a bike, and when it was her turn another child took her bike. She
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told the other child that she didnt like that he did that, and told him it wasnt nice, and told him to stop (5/18/16). Goal Pre-Midterm Evelyns goal is to recognize letter sounds within words, as well as expound upon her phonemic awareness. Evelyn has been able to work on her phonemic awareness everyday in our closing circle. We have done specific rhyming sounds, as well as words that only begin with certain sounds. While doing this, Evelyn has been able to participate with her peers, and identify the correct words that rhyme, as well as the correct sounds, with few mistakes. Cognitive Post-Midterm Evelyn understands simple shapes, and what happens when some shapes are cut in half. We were playing with play dough and cutting shapes, and I asked her what would happen if I cut the diamond in half, she said that there would be two pieces. When the two pieces were cut, she identified the new shapes as triangles, and knew that there were two of them. I asked her again what would happen if I cut the two triangles in half, she said that they would be smaller triangles (6/15/16). Evelyn has shown that she understands cause and effect situations, as well as early mathematical concepts. Social/Emotional Post-Midterm Evelyn is able to independently express her feelings about situations. She was playing in the sand box outside when another child bit her, and she was able to talk to her teacher about how she felt. She expressed to her teacher that it was not nice to bite others, and asked her teacher why someone would bite her. Her teacher validated her emotions and Evelyn was able to continue playing with her peers (6/10/16). This shows us that Evelyn is able to express her feelings, as well as try to understand someone elses actions. Goal Post-Midterm Evelyn sat at the art table with her teacher and she was able to identify each correct sound to the letters in the alphabet (6/13/16). Evelyn is also able to say words that rhyme when we do closing circle activities and she can complete the rhyming words correctly to the stories. Evelyn has shown improvement in her goal, and she has demonstrated understanding with phonemic awareness. Evelyn has shown maturation in her social and emotional development, as well as her cognitive development within the short period that she has been in lab. She has improved with her phonemic awareness so that she is able to identify all the letter sounds correctly. Evelyn has shown that she likes learning new material, and being in lab has
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helped uncover that she is ready to continue learning, and use what she has previously learned to build on new experiences and opportunities.
Child Summary Report- Caden
Caden is a 4-year-old boy who lives in Rexburg, Idaho. He is the oldest of 3 children, and likes to be engaged with his peers. Caden enjoys playing with his peers in the block area and building structures and then knocking them over. He also enjoys participating in art, especially when there is paint involved. Along with that he likes participating in dramatic play and taking on different roles while dressing up and using tools. Outside Caden likes to run and play tag with his friends and they have made up a game called Snake, and they have to stay away from the snake. He enjoys doing this as well as playing t-ball, jumping on the Jumparoo, as well as doing scavenger hunts outside. Cognitive Pre-Midterm When asked, Caden was able to tell me that butterflies can fly, as well as bumblebees and ladybugs (5/2/2016). At the art table we were melting crayons and we talked about other things that melted and he said that ice, snow, and ice cream melts (5/9/2016). Caden has shown wide use of his imagination throughout the semester. While he was playing with rocks and play dough, he pretended that the rocks inside of the play dough were Kings and Princesses, and began telling me a story with them (5/16/2016). Caden experimented with cause and effect by putting drops of vinegar in baking soda and watching it bubble (5/18/2016). While learning about construction workers, we did a lot of activities with the wood table, and Caden was able to independently figure out how to keep the nails straight with his fingers as he hammered them into a board (5/20/16). Social/Emotional Pre- Midterm When Caden began coming to Preschool, he struggled interacting with his peers, though within 2 weeks Caden began being more comfortable. Caden was able to ask his friend to share with him after being prompted 4 times (5/4/2016). Caden began crying after he was asked to walk in the classroom. He hugged me and began crying, and
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after a bit he stopped and pointed at himself and said, sad, and then pointed at me and said, you. I asked him if I made him sad and he shook his head yes and then stopped crying. I explained to him that running in the classroom can cause someone to get hurt. I asked him if he wanted to play with his friend, and he said yes, and stopped crying (5/6/2016). About the third week of lab Caden and another boy began playing together a lot, and soon they were calling each other my friend. Caden asked his new friend to come outside and play with him (5/16/2016). Caden told one of his peers, no dont, when he was playing in the block area so that he wouldnt knock his baby goats over (6/1/2016). Goal Pre-Midterm This semester we focused on getting Caden to try new food. Caden tried kiwi on 5/6. The first bite he took he spit out, and then when he was asked to try it again, he didnt spit it out and he continued to eat it. Caden said he didnt want peaches at snack because theyre gross. I asked him to try at least one, he ate it, and then said, yum. He ate 5 more peach slices (5/13/2016). Caden was asked if he wanted to try fresh honeycomb, and he said no. When I told him it tasted like candy he decided to try it. He had 2 spoonfuls (5/25/2016). Cognitive Post-Midterm Caden was able to complete large puzzles with limited assistance (6/01/2016). Caden made up a story about ants fighting and playing superheroes while observing an ant farm in class (6/01/2016). When I asked Caden about the ant tunnels in the ant farm, he said that the ants lived there and ate there (6/01/2016). While we were playing with play dough, we used shape cutters to make shapes with the play dough. I asked Caden what would happen if we cut the shapes in half, and he said that they would get smaller, and that a diamond would be 2 triangles (6/15/2016). When a teacher mentioned that Caden had a blue square in the back of his name tag, he replied, blue is sky, (6/22/2016). Caden has shown progress in understanding early mathematical concepts with shapes, sizes, and ordering objects. Social/Emotional Post-Midterm Caden played doctor in the dramatic play area. Him and his new friend fixed the dolls that had, poconoitis, and fixed his friend who had become a zombie with 3 of his peers (6/13/2016). Caden was able to sing the pirate song independently after hearing it the first time (6/13/2016). Caden played with two of his friends as they pretended to run away from a bear (6/27/2016). Goal Post-Midterm
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Caden tried cantaloupe and said it was yucky, (6/13/2016). Caden tried lemon, a green bell pepper, gold fish, and M&Ms at small focus. He liked the green bell pepper, gold fish, and M&Ms (6/15/2016). Recommendations Caden is a bright young child who has shown progress in a short time. If I were to keep teaching Caden I would enhance his math opportunities as well as give him more opportunities to express his emotions.