Assessment Plan for 2 1/2 year Old Children Final

Purpose of an Assessment Plan
The purpose of informal assessments in the 2 1/2 year old classroom allows us teachers to gather information about the children's development in the natural environment. Let's look at the assessment done on a student up above. Learning outcomes look a lot like activities but for the age group that these are intended for they are learning outcomes or challenges that set up for a child to attempt and succeed. the learning outcomes are placed on a developmental checklist. The children are then rated by growth in how they learn and pick up the challenge.


Learning Outcomes/Goals
An example of this which is shown about in the developmental checklist is using utensils when eating which is under the Physical Development - Fine Motor. The rating system is based on growth in the skill. The child is having trouble using utensils when eating. The child would be rated at a "1" because the skill is not yet developed. If the child attempts to use the utensils he/she would be rated at a "2" because the child displays the skill occasionally. the child begins to use it consistently at every meal, then he/she would be rated a "3" because the child displays the skill regularly. If the program does not have a food program where meals are offered then the child would be rated "N" because the child has not yet had an opportunity to display the skill due to program limitations.


Testing of Children
The developmental checklists are completed on a monthly basis watching the students perform in different areas of the class to judge their growth. Now grated these scores will most likely carry over month to month, however a close eye must be kept on the skill to be sure it does not regress once the child continues to complete the skill on a regular basis.


I hope this gives more insight as to what is used as an Assessment Plan for 2 1/2 year olds to show growth in development and skills through learning outcomes.

Learning Outcomes for 2 year olds

According to our textbook it states that Learning Outcomes are often confused with learning activities. The activity below I would consider a learning but fun activity for the kids to play in but also used as a science activity. Below I will list more learning outcomes along with photos to show how they were accomplished by the kids. 

The above photo is of my 2 year old class playing in slime. This center provides an opportunity for children to explore and discover science concepts and the scientific method. By providing appropriate materials and encouraging safe exploration, children are able to develop their own science experiments and test their own hypotheses.  This helps improve fine motor skills, build cognitive skills, as well as physical dexterity.

Through dramatic play, children can pretend to be adults and role-play real-life situations. To promote literacy and reading, additional props can be added such as cookbooks, phone books, food coupons, play money, magazines and newspapers, empty food containers, menus, signs for store hours, food posters, labels for store departments, message pads, and pencils. Due to the fact that the home and family lives of children are so important at this point in their lives, this area should also contain familiar things that children may see in their own homes. This area helps children learn cooperation and to defend their own ideas, therefore the arrangement is very important. 

The block area helps children learn about sizes, shapes, spatial relationships, and math concepts. Blocks can be made of different materials and should include a variety of sizes, shapes, and colors. Blocks should be stored on shelves at the children's eye level and grouped by shape and size.

The Manipulative area helps the children practice their math and analytical skills. They will develop eye-hand coordination and assist in fine motor development. In addition, they assist in developing math skills through games that involve counting, matching, locating, and positioning materials.

 Health and fitness provides the children with opportunities to strengthen large muscles and develop gross motor skills. Children will practice social skills such as taking turns, good sportsmanship, and sharing.

The above Learning Outcomes that I have presented have been explained to the fullest in what areas of development they address and skills that can be worked on and achieved by the children of the classroom.

The Learning Outcomes that were previously talked about are observed on a weekly basis by the teachers and teacher assistants who are in the classroom. Observations are written on a daily basis for each child when they have completed a task on their own or have attempted the task. When a number of observations have been completed a developmental checklist is completed on each child. Based on the information collected in portfolios and observations records, as well as your knowledge of the individual child, decide which rating the child has achieved for each skill listed. A pattern of skills that a child completes regularly should have the rating of (3). These scores will most likely carry over from month to month, however the teacher or assistant must continue to keep an eye on that skill to be sure that it does not regress.  If there are skills that have not been observed, make a note to focus on gathering information about the child's ability to complete these skills in the coming weeks. An example of the checklist is as follows:

Developmental Checklist

19 to 36 Months

Child's Name: Briann Williams                                              Date: 3/26/2012

Observer's Name: Christy Merk                                    Date of Enrollment:  9/1/2011

Classroom Name: Older 2's                                                   Year: 2012

Physical Development - Large Motor

Walks up stairs - 3

Throws ball in intended direction - 3

Runs - 3

Dances to music - 3

Easily climbs up and down objects - 3

Key: 1=Not yet developed   2= Occasionally   3=Regularly    N=Not Applicable

Physical Development - Fine Motor

Uses utensils when eating - 3

Turns the pages of a book one by one - 3

Removes and replaces pegs from a peg board - 3

Begins to manipulate puzzles - 2

Threads large beads - 3

Scribbles in smaller, better defined motion - 2

Stacks blocks as high as self - 3

Key: 1=Not yet developed   2=Occasionally   3=Regularly    N=Not Applicable 

Physical Development - Eye/Hand Movement

Places pieces in simple puzzle - 3

Snap, Velcro and lace - 2

Begins to serve self at meal times - 3

Can pour into a cup - 2

Can manipulate objects appropriately - 3

Key: 1=Not yet developed   2=Occasionally   3=Regularly    N=Not Applicable  

Self Help Skills

Washes hands independently - 3

Begins to use the potty - 3

Puts on hat and jacket - 3

Serves self and pours drink at meal times - 2

Puts toys away and cleans area - 3

Key: 1=Not yet developed   2=Occasionally   3=Regularly    N=Not Applicable  

Self Concept

Is aware of gender - 3

Feels secure and values in relationships - 2

Accepts comforting from others - 2

Responds to familiar peers and adults - 3

Expresses desire to be independent - 3

Feels competent and proud of accomplishments - 3

Is helpful toward others - 2

Can identify most major body parts - 3

Role plays parent or caregiver roles - 3

Has little difficulty separating from parents - 2

Willingly participates in new experiences - 3

Notices when children are missing from the group - 3

Key: 1=Not yet developed   2=Occasionally   3=Regularly    N=Not Applicable  

Emotional Awareness

Communicates emotions appropriately - 3

Identifies emotions as they are felt - 2

Seeks help when frustrated - 2

Controls anger - 2

Comforts others when in need - 3

Shows appropriate feelings when praised or reprimanded - 3

Has ability to calm self - 2

Key: 1=Not yet developed  2=Occasionally  3=Regularly  N=Not Applicable

Awareness of Others

Trust adult caregivers and peers - 3

Imitates adult activities - 3

Helps with the classroom chores - 2

Shows off accomplishments to others - 3 

Shows interest in what peers are doing - 3

Includes other children in play - 2

Refers to other children and caregivers by name - 3

Demonstrates caring and cooperation - 3

Responds to emotions of other children - 2

Participates in pretend play - 3

Key: 1=Not yet developed  2=Occasionally  3=Regularly  N=Not Applicable 

Communication

Non-verbally expresses needs and thoughts - 3 

Speaks in two to three word sentences - 3 

Speaks in full sentences - 2

Recognizes and recites well known songs and stories - 2

Verbally identifies many objects - 3

Follows one step directions easily -2 

Begins to stand up for rights - 3

Resolves conflicts with peers using words - 2

Key: 1=Not yet developed  2=Occasionally  3=Regularly  N=Not Applicable

Cognitive Development

Participates in repetitious activities - 3

Understands basic concepts and relationships - 2

Applies knowledge to new situations - 2

Solves problems - 2

Ask questions - 3

Develops own games and play - 3

Shows curiosity in new situations - 3

Identifies colors - 3

Begins to identify shapes - 3

Distinguishes between textures - 2

Distinguishes between temperatures - 2

Begins to understand cause and effect - 2

Key: 1=Not yet developed  2=Occasionally  3=Regularly  N=Not Applicable 

These Learning Outcomes are observed and marked on the developmental checklist on a monthly basis for each child until they reach the next age range to move onto the next classroom.