Component 1: Child and Setting Profile (NAEYC Standard 1a, b)

Child

The child that I observed is four years and one month old. Based on my
observations it seems that he enjoys cooking and is comfortable playing with
both genders. He needs support in language development because his speech
is delayed for a child his age. Though this is a four-year old class, I did not
observe many language activities which can negatively affect the child’s need
for these types of activities. He seems comfortable socially with playing with
both sexes or by himself. He has trouble pronouncing his name as well as other
words and uses words like “me” instead of “I”. J can name some colors and
numbers. He can hop, jump and gallop which are all developmentally
appropriate for his age.

Setting

The class schedule is posted. Having the schedule can help a child with social
emotional development by allowing them to know what is coming next. The
class is setup with several centers that have all shelves labeled. Having picture
and word labels around the class will help his language development by
allowing him to see the picture and connect that image to the word that
represents it.
 Child cooking using playdough from Child in the center where he spent the
the art area and utensils from the most time. (kitchen area)
kitchen area. Child playing beside a
girl.

The daily schedule which helps child Centers labeled with pictures and
to know what is coming next. words. There are also numbers and
dots to represent the number of
children allowed in the center.
Child playing beside a boy. Showing
he can play along with both genders.
Component 2: Analysis of Child’s Domain Development (NAEYC Standard 3a, c)

Physical (Fine and Gross Motor)

• Draws (fine motor)
• Paints (fine motor)
• Uses fork to eat (fine motor)
• Uses fingers to count (fine motor)
• Squeezes play dough with hands/fingers (fine motor)
• Claps (fine motor)
• Opens milk carton (fine motor)
• Washes and dries hands (gross and fine motor)
• Rolls playdough with rolling pin (gross and fine motor)
• Jumps, runs, hops, gallops (gross motor)
Social Emotional
• Sang songs and held hands with classmates
• Says, “excuse me” after sneezing
• Plays with other peers (male and female)
• Remains calm when there is a change in classroom routine
• Plays peek-a-boo with visiting baby
• Talked and laughed to classmates at table during lunch
Cognitive
• Goes to restroom on his own
• Repeats 1-2-3 clapping pattern
• Forms shapes with hands when prompted
• Follows directions (gets name card and chooses a center)
• Puts materials away when prompted
• Says, “Me need my coat” when it’s time to go outside
• Sits criss cross apple sauce during circle time
• Brushes teeth
Language
• Recognizes name
• Sings songs
• Says, “excuse me” after sneezing
• Communicates with teacher when doing activities (“Look what I’m
making”, “Ms. L you want me to put the trash can back?”)
• Communicates with other peers (“Me making a hamburger”, “Me making
a hotdog”)
• Shared his toy during “show and tell”