Child study part 2 | Observation, Assessment, & Individualizations
Unit 4: Child Study Portfolio Part 2: Video Version
CHS450 – Observations, Assessments, & Individualizations
Items you will submit for this observation: Portfolio Part 2 (this form)
SECTION A: SOCIAL DEVELOPMENT
Text Chapter: 5
Documentation Method: Running Record
Videos
Watch the following videos. Choose
one video and write a running record. Make up names or initials for the children or use descriptors (e.g., the girl in the green shirt).
Focus on one child within the video for the skills, goals, and strategies.
Documentation/Evidence
(Your objective/factual record of what you saw the child do and/or say during your observation)
Skills you observed
(1-3 skills from this area of development you know the child has developed based on the evidence)
Goals for learning for this child
(The skills from this area of development that you will help this child to develop)
Goals should take the following format: [Child’s Name] will [new skill that is next developmental step in this area of learning]
1.
2.
Support to achieve the goals
(Strategies or activities the teacher will use to support this child to gain the new skills)
Personal Reflection
(Reflect on whether the documentation method felt easy or hard, whether it captured valuable information about this child, and whether you are likely to use this method in the future)
SECTION B: EMOTIONAL DEVELOPMENT
Text Chapter: 6
Documentation Method: Frequency Count
Watch the videos listed in the chart and tally a simple count of prosocial and antisocial behaviors that occur during the videos, using the provided initials. Keep your own lens or frame and the child’s culture in mind and work to focus on common behavioral norms. Briefly note a few examples of prosocial and antisocial behavior that were observed.
Documentation/Evidence
(Your objective/factual record of what you saw the child do and/or say during your observation)
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Initials |
Prosocial Helping, sharing, hugging, calling another child by name |
Antisocial Hurting, hoarding, bad name calling, rejecting another child |
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Video 1 |
Girls in pink shirt: ZB Girl on floor: LF Girl in pink shorts: TM |
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Examples |
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Video 2 |
Boy in read shirt: LM Boy in white shirt: SC |
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Examples |
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Chart is a modified version based upon Frequency Count form in course text (Nilson, 2017, p.169). Nilson, B.A. (2017). |
Skills you observed
(1-3 skills from this area of development you know the child has developed based on the evidence)
Goals for learning for this child
(The skills from this area of development that you will help this child to develop)
Goals should take the following format: [Child’s Name] will [new skill that is next developmental step in this area of learning]
1.
2.
Support to achieve the goals
(Strategies or activities the teacher will use to support this child to gain the new skills)
Personal Reflection
(Reflect on whether the documentation method felt easy or hard, whether it captured valuable information about this child, and whether you are likely to use this method in the future)