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The purpose of my observation was to see how close assessment of a child could help me to assess their strengths and weaknesses and implement new strategies to improve learning. 

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The purpose of my observation was to see how close assessment of a child could help me to assess their strengths and weaknesses and implement new strategies to improve learning. 

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Area of Development: Play
"Upon entering the classroom, from the breakfast area "K" was visibly upset upon hearing that the class needed to make their way to the rug for circle time. "K" crossed his arms across his chest and tucked his chin into his chest. "K" sat down with the teacher instead of on the rug with his classmates. When the teacher directed their attention to the blocks, "K" sat down with his back against the wall, until urged by his teacher to join his classmates. "K" said, "I don't like legos. I want to be in the breakfast room"
Standard: APL5 The child will demonstrate a cooperative and flexible approach to play and learning. APL5.4a Willingly joins in sustained cooperative play and learning with others to complete a task.

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A large, interactive schedule would be placed where children could both participate in it's creation and see it throughout the day.

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Transition songs such as the "Clean Up" song are a great way to help children prepare for the move into a new activity and would be utilized throughout the day.

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Clean Up Song  - The Kiboomers Preschool Songs & Nursery Rhymes for the Classroom or Daycare

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Included in circle time would be a preview for the day, so that the children would know what to expect as the day moved forward.

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Area of Development: Fine Motor Skills
"K" showed me a table and told me it was where his friends "see our letters". He got out a whiteboard, grabbed a red marker from the pencil box and began drawing a circle. He said "see me make a circle." He held the marker in his fist with his left hand. He then put that marker down, and used his right hand to grab a yellow marker, and using his whole fist began scribbling on the whiteboard.
Standard: PDM6 The child will begin to demonstrate  fine motor skills.

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Rubber pencil grips are a tangible object that can be added to the classroom to help form the proper grip for writing.

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A threading activity that encourages the child to string small items such as beads or cereal onto pipe cleaners would allow the child to practice fine motor skills.

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A "finger-warmup" would be implemented before writing exercises that would warm up the fingers and prepare them for writing.

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Area of Development: Literacy
"While at the literacy center, I noticed some letters that had been laminated to the table. I asked "K" if he could find a K, which he pointed to with his pointer finger. I then asked him if he could find an "e" and he pointed to the b, c, and d in succession."
Standard: CLL7 The child will demonstrate increasing knowledge of the alphabet.

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Labels would be added to everything from the door, to the blocks, to the sink. Seeing the words and the sounds they make would help them to both recognize the letters of the alphabet as well as the letter sounds associated with them.

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Multiple library locations around the room with inviting alphabet book titles would entice the child to explore the books independently, as well as encourage them to ask to be read to.

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I would implement daily alphabet practice with the use of the phonics song.

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Area of Development: Cognitive
"K" pulled out the watermelon number folder. The folder has a stack of watermelons numbered one through ten and coordinating watermelons with the appropriate number of seeds. I asked "K" to help me find where to put the watermelons. He looked at me and shrugged his shoulders. I picked up the number one and asked him to start at the beginning and he said it was "b". I then prompted him to tell me a number, and he said "h".
Standard: CD-MA1 The child will organize, represent, and build knowledge of number and quantity.

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A hands-on number worksheet would be implemented into a small group activity, to help reinforce the number that is currently being taught.

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Shaving Cream, cornmeal or a similar manipulative could be used for tracing the numbers in.

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The class would begin playing a game daily that helped to encourage the recognition of numbers. As each child arrived they would be given an index card with a number. They would keep the number until the game was played at which point they would help each other line up in order.