Child Assessment Portfolio

By Kimberly Kiser

Goal Sheet
Social
Express feelings/show concern for people/things around.
Initiate conversation with others.
Emotional
Practice good manners (please, thank you, excuse me).
Adjust well to change/obey rules with right-heart attitude.
Physical
Learn basic climbing skills.
Practice repetitive rhythmic movement such as dance.
Cognitive
Identify letters A-M.
Count up to 20.
Identify shapes/differentiate square from rectangle.
Creative
Build a complex structure.
Use imagination in dramatic play.

Childs Name: Jackson

Observer: Kimberly Kiser
Date: 9-30-14
Highlight the domains used:
Social
Emotional
Physical-Fine Motor
Physical-Gross Motor
Cognitive-Math
Cognitive-Literacy
Creative

This photo, work sample and/or anecdote illustrates the

following development milestone(s)
(List 1-2 Foundations being worked on) :
Social Emotional SE.6.26 Stay with an adult-directed
activity or story for 10-15 minutes.
Physical P.3.15 Perform basic rhythmical skills alone
and/or with a partner.

Highlight whatever applies to the

context of this observation:

Photo/Artifact:

-Child-initiated activity
-Teacher-initiated activity
-New tasks for this child
-Familiar task for this child
-Done independently
-Done with adult guidance
-Done with peer(s)
-Time spent (1-5 minutes)
-Time spent (6-15 minutes)
-Time spent (16+ minutes)

Anecdotal Note: Describe what you saw the child do and/or heard the child say.
The child was maneuvering various dance moves and was comfortable leading and setting a good example for
the other children. He stood at the front of the group showing significant enthusiasm, which reflected onto the
other children and motivated them to be more involved.

Childs Name: Jackson

Observer: Kimberly Kiser
Date: 9-30-14
Highlight the domains used:
Social
Emotional
Physical-Fine Motor
Physical-Gross Motor
Cognitive-Math
Cognitive-Literacy
Creative
Highlight whatever applies to the
context of this observation:

This photo, work sample and/or anecdote illustrates the

following development milestone(s)
(List 1-2 Foundations being worked on) :
Social Emotional SE.6.9 Pretend to do something or be
someone.
English/Language Arts ELA.8.107 Tell simple stories
from picture books.
Photo/Artifact:

-Child-initiated activity
-Teacher-initiated activity
-New tasks for this child
-Familiar task for this child
-Done independently
-Done with adult guidance
-Done with peer(s)
-Time spent (1-5 minutes)
-Time spent (6-15 minutes)
-Time spent (16+ minutes)

Anecdotal Note: Describe what you saw the child do and/or heard the child say.
The child selected a book of his choice from the bookshelf, and joined another student who was looking at his
own book. He engaged with peers and made the reading experience social.

Childs Name: Jackson

Observer: Kimberly Kiser
Date: 10-30-14
Highlight the domains used:
Social
Emotional
Physical-Fine Motor
Physical-Gross Motor
Cognitive-Math
Cognitive-Literacy
Creative
Highlight whatever applies to the
context of this observation:

This photo, work sample and/or anecdote illustrates the following

development milestone(s)
(List 1-2 Foundations being worked on) :
Social Emotional SE.5.125 Demonstrate early pretending
with objects.
Science SC.1.54 Participate in activities using materials with a
variety of properties (e.g., color, shape, size, name, type of
material).
Photo/Artifact:

-Child-initiated activity
-Teacher-initiated activity
-New tasks for this child
-Familiar task for this child
-Done independently
-Done with adult guidance
-Done with peer(s)
-Time spent (1-5 minutes)
-Time spent (6-15 minutes)
-Time spent (16+ minutes)

Anecdotal Note: Describe what you saw the child do and/or heard the child say.
The child played out the entire process of preparing a feast. He gathered multiple ingredients, pretended he was
cooking them on the stove, set the table and sat down to eat. He showed extensive understanding of what goes
into preparing a meal, even using pretend salt and pepper. This is yummy was the remark he made when he
sat down to eat.

Childs Name: Jackson

Observer: Kimberly Kiser
Date: 11-04-14
Highlight the domains used:
Social
Emotional
Physical-Fine Motor
Physical-Gross Motor
Cognitive-Math
Cognitive-Literacy
Creative
Highlight whatever applies to the
context of this observation:

This photo, work sample and/or anecdote illustrates the

following development milestone(s)
(List 1-2 Foundations being worked on) :
Social Emotional SE.5.109 Help with routines that keep
the house neat.
Physical P.1.10 Participate in a variety of gross/fine
motor and sensory activities.
Photo/Artifact:

-Child-initiated activity
-Teacher-initiated activity
-New tasks for this child
-Familiar task for this child
-Done independently
-Done with adult guidance
-Done with peer(s)
-Time spent (1-5 minutes)
-Time spent (6-15 minutes)
-Time spent (16+ minutes)

Anecdotal Note: Describe what you saw the child do and/or heard the child say.
The child was able to properly hold and manipulate and sponge and dishes. He picked up one dish at a time,
scrubbed them all over with the sponge, rinsed them, and placed them into the drying rack.

Childs Name: Jackson

Observer: Kimberly Kiser
Date: 10-21-14
Highlight the domains used:
Social
Emotional
Physical-Fine Motor
Physical-Gross Motor
Cognitive-Math
Cognitive-Literacy
Creative
Highlight whatever applies to the
context of this observation:

This photo, work sample and/or anecdote illustrates the

following development milestone(s)
(List 1-2 Foundations being worked on) :
Physical P.5.1 Grasps small objects.
English/Language Arts ELA.7.43 Tell simple stories from
pictures and books.

Photo/Artifact:

-Child-initiated activity
-Teacher-initiated activity
-New tasks for this child
-Familiar task for this child
-Done independently
-Done with adult guidance
-Done with peer(s)
-Time spent (1-5 minutes)
-Time spent (6-15 minutes)
-Time spent (16+ minutes)

Anecdotal Note: Describe what you saw the child do and/or heard the child say.
The child shows good fine motor skills whenever he holds crayons, paintbrushes, etc. Although he does grasp the
instrument a little high, he holds his fingers correctly and has good control, whereas some students at this age still
struggle with correct finger placement. He also loves to tell stories that go with the pictures he colors. For this
particular picture, he talked about the King and the three men gathering to have a feast.

Childs Name: Jackson

Observer: Kimberly Kiser
Date: 9-30-14
Highlight the domains used:
Social
Emotional
Physical-Fine Motor
Physical-Gross Motor
Cognitive-Math
Cognitive-Literacy
Creative
Highlight whatever applies to the
context of this observation:

This photo, work sample and/or anecdote illustrates the following

development milestone(s)
(List 1-2 Foundations being worked on) :
Physical P.2.4 Demonstrates stability, balance and control in
upright position.
Science SC.1.44 Gain a natural sense of the forces of nature
by experiencing wind blowing, temperature changes,
changing seasons of the year, or things falling.
Photo/Artifact:

-Child-initiated activity
-Teacher-initiated activity
-New tasks for this child
-Familiar task for this child
-Done independently
-Done with adult guidance
-Done with peer(s)
-Time spent (1-5 minutes)
-Time spent (6-15 minutes)
-Time spent (16+ minutes)

Anecdotal Note: Describe what you saw the child do and/or heard the child say.
The child was able to balance the bean bag on his head, his hand, and his foot. He was also able to throw the
bean bag straight up into the air, and occasionally catch it with both hands.
Watch me catch it are the words he used when he requested my attention to watch his skill.

Childs Name: Jackson

Observer: Kimberly Kiser
Date: 10-02-14
Highlight the domains used:
Social
Emotional
Physical-Fine Motor
Physical-Gross Motor
Cognitive-Math
Cognitive-Literacy
Creative
Highlight whatever applies to the
context of this observation:

This photo, work sample and/or anecdote illustrates the following

development milestone(s)
(List 1-2 Foundations being worked on) :
Physical P.3.6 Perform motor skills in progression of head
control, rolling, sitting, standing, walking, running, climbing.
Social Emotional SE.5.84 Develop the process of play
from playing alone to playing alongside, then playing with
someone else around age three.
Photo/Artifact:

-Child-initiated activity
-Teacher-initiated activity
-New tasks for this child
-Familiar task for this child
-Done independently
-Done with adult guidance
-Done with peer(s)
-Time spent (1-5 minutes)
-Time spent (6-15 minutes)
-Time spent (16+ minutes)

Anecdotal Note: Describe what you saw the child do and/or heard the child say.
Noticing that the child did not climb and play on the playground equipment, I suggested that he try to climb the
arch bars up onto the landing. He climbed the first bar and decided to get back down. It was a first step to
learning to climb.

Childs Name: Jackson

Observer: Kimberly Kiser
Date: 11-06-14
Highlight the domains used:
Social
Emotional
Physical-Fine Motor
Physical-Gross Motor
Cognitive-Math
Cognitive-Literacy
Creative
Highlight whatever applies to the
context of this observation:

This photo, work sample and/or anecdote illustrates the

following development milestone(s)
(List 1-2 Foundations being worked on) :
Math M.5.25 Categorize familiar items by function and
class.
Science SC.1.88 Activate simple machines or cause and
effect toys; take toys apart.
Photo/Artifact:

-Child-initiated activity
-Teacher-initiated activity
-New tasks for this child
-Familiar task for this child
-Done independently
-Done with adult guidance
-Done with peer(s)
-Time spent (1-5 minutes)
-Time spent (6-15 minutes)
-Time spent (16+ minutes)

Anecdotal Note: Describe what you saw the child do and/or heard the child say.
The child showed extensive knowledge of taking care of a farm. He found the correct animals and placed them
where they fit in the back of the tractor. He then pulled the tractor around to the backside of the barn and said,
Its going to gather corn.

Childs Name: Jackson

Observer: Kimberly Kiser
Date: 11-04-14
Highlight the domains used:
Social
Emotional
Physical-Fine Motor
Physical-Gross Motor
Cognitive-Math
Cognitive-Literacy
Creative

This photo, work sample and/or anecdote illustrates the

following development milestone(s)
(List 1-2 Foundations being worked on) :
English/Language Arts ELA.8.107 Tell simple stories
from picture books.
Social Emotional SE.6.30 Select the preferred item
when given two choices.

Highlight whatever applies to the

context of this observation:

Photo/Artifact:

-Child-initiated activity
-Teacher-initiated activity
-New tasks for this child
-Familiar task for this child
-Done independently
-Done with adult guidance
-Done with peer(s)
-Time spent (1-5 minutes)
-Time spent (6-15 minutes)
-Time spent (16+ minutes)

Anecdotal Note: Describe what you saw the child do and/or heard the child say.
The child selected the book of his choice, and sat down to read it himself. He made up the words to go along
with the pictures, and went through the entire book.

Childs Name: Jackson

Observer: Kimberly Kiser
Date: 10-30-14
Highlight the domains used:
Social
Emotional
Physical-Fine Motor
Physical-Gross Motor
Cognitive-Math
Cognitive-Literacy
Creative
Highlight whatever applies to the
context of this observation:

This photo, work sample and/or anecdote illustrates the

following development milestone(s)
(List 1-2 Foundations being worked on) :
Fine Arts FA.1.79 Use objects as symbols for other
things (e.g., a scarf to represent bird wings or a box to
represent a car).
Math M.6.17 Identify attributes of objects.
Photo/Artifact:

-Child-initiated activity
-Teacher-initiated activity
-New tasks for this child
-Familiar task for this child
-Done independently
-Done with adult guidance
-Done with peer(s)
-Time spent (1-5 minutes)
-Time spent (6-15 minutes)
-Time spent (16+ minutes)

Anecdotal Note: Describe what you saw the child do and/or heard the child say.
The child molded Play-doh and gathered different materials from the craft tray on the Circle Display to compile
into a beautiful frog creation.

Childs Name: Jackson

Observer: Kimberly Kiser
Date: 10-21-14
Highlight the domains used:
Social
Emotional
Physical-Fine Motor
Physical-Gross Motor
Cognitive-Math
Cognitive-Literacy
Creative
Highlight whatever applies to the
context of this observation:

This photo, work sample and/or anecdote illustrates the

following development milestone(s)
(List 1-2 Foundations being worked on) :
Fine Arts FA.1.45 Pretend through role-playing.
Social Emotional SE.6.9 Pretend to do something or be
someone.

Photo/Artifact:

-Child-initiated activity
-Teacher-initiated activity
-New tasks for this child
-Familiar task for this child
-Done independently
-Done with adult guidance
-Done with peer(s)
-Time spent (1-5 minutes)
-Time spent (6-15 minutes)
-Time spent (16+ minutes)

Anecdotal Note: Describe what you saw the child do and/or heard the child say.
The child pretended to be the teacher by gathering all of the different colored popsicle sticks and asking his
classmates to identify the color. He called out one name at a time, including the teachers. He said, If I dont tall
your name today you det a turn tomorrow, repeating what the teacher says to the students when they select
classroom helpers each morning.

Final Narrative

For my Case Study as part of my Preschool Practicum course during the fall semester of
2014, I worked with Jackson, a three-year-old boy who loves his family and friends and loves to
learn. Jackson lives with both parents and is an only child. He is a very special little guy who is
calm and reserved, yet loves to interact with peers and get involved in playing. His soft spirit is
contagious, and his shy, peaceful demeanor is what drew me in to want to work one on one with
him. In the family interview questionnaire, a couple of goals his parents noted were for him to
interact with children his own age as he is not around many children, to learn the fundamentals
of the curriculum, and to learn about Jesus. It brings me joy to see that Jackson is accomplishing
these goals his parents have set for him. He has made numerous friends at preschool, both in his
own class and in other classrooms; he has progressed substantially in each of the domain areas;
and he has definitely grown closer to the Lord and learned many of the stories and lessons in the
Bible. He is a very caring friend who seeks the best interest of others and sets a good example
among his peers.

Social
Social development refers to a childs ability to make and maintain relationships with
others. Children at this early age level begin interacting with each other and developing problem
solving skills. As they get older, they form meaningful relationships that can potentially carry on
with them for a lifetime. They discover their likes and dislikes, and begin to make friends with
other children who have similar interests. Just as they learn from adults, they very much learn
from each other as well. When they come together to share their personal experiences with one
another, it encourages new expeditions and learning in new areas of interest.

Jackson is very friendly and gets along with everybody. He is comfortable in his skin and
his ability to make new friends. He is always sharing books and toys with his friends, sometimes
even pretending to read to them. He enjoys pretending to take on the rolls of his caretakers.
When playing in the kitchen area, he shows the entire process of gathering different ingredients,
cooking, seasoning, cutting, and setting the table, as if he watches the routine regularly at home.
He also enjoys pretending to be the teacher by sitting in the big chair and reading to the other
children. He tells a story with the pictures and turns the book to show the pages to everyone, just
like the teacher does during story time.

Emotional
Emotional development is about recognizing and understanding the thoughts and feelings
of oneself and others. Children begin to distinguish right from wrong, and understand that they
feel differently about different things. Being that children progress at various rates and typically
dont encounter the exact same experiences, they each handle transitions differently. Some are
extraverts who anticipate change and new experiences, while others are more comfortable
staying with a particular routine or activity.
When I first met Jackson, I knew he was a very sweet and caring boy. He listens well and
seeks structure, shows concern for others, even helps remind his fellow students of rules and
guidelines. He is always ready to help and displays a right-heart attitude. Over the period of time
I have observed Jackson, he has come out of his shell, becoming more involved with other
children. He does have a tendency to be distracted when other students act out, and can
sometimes be drawn into the unforeseen behavior. However, it only takes a little redirection to
steer his attention back on track.

Physical
In the early years of development, children are gaining both fine and gross motor skills.
Fine motor refers to the ability to make smaller motions such as grasping objects correctly,
proper finger placement, and control of small muscle movements such as fingers, toes, lips and
tongue. Gross motor refers to greater body movement such as walking, running, jumping, riding
a bike, and other types of full-body movement. Motor skills are critical in early development as
they prepare children for the physical tasks they will encounter in school, and in life in general.
Without proper development in these skills, they may struggle with basic functions such as
walking and writing.
Upon meeting Jackson, I could see he was very active, yet somewhat timid. I noticed fine
motor skills immediately when watching him color and paint. He holds his utensils with correct
finger placement, just a little high. I observed gross motor skills immediately as well, as he is
very active and loves to run during recess or PE. He enjoys racing, practicing hopscotch, and
dramatic play such as pretending to be a firework running really fast and shooting up into the
sky. I did notice at recess, however, that he did not climb on and play on the play equipment. I
decided to try and encourage him to climb the arch bars and explore the playground. He seemed
intrigued in trying, then he climbed up onto the first bar, and decided he wanted back down. It
was a noteworthy moment as it seemed to be one of his first steps to learning to climb.

Cognitive
The cognitive domain is very crucial, and largely reflects the rate at which children
develop intellectually. Cognitive development refers to the brain and how well information is

obtained and stored. During the early years of development, childrens minds are very absorbent.
There are numerous skills and objectives they must learn by the time they are ready to enter
school. Learning the alphabet, how to count, identifying colors and shapes, and learning days of
the week are just a few of the goals children are trying to meet before they can proceed to
Kindergarten.
Jackson is a very bright, intelligent boy. When I met him he already knew all of the
colors, most of the shapes, and the letters of the alphabet as far as the class had learned them
together, which was A-D. I noted that over the course of this assignment, I wanted to see him
learn and recognize the alphabet at least up to the letter M, distinguish a square from a rectangle,
and count to 20. Each of those goals have been attained, and he also knows the days of the week
and months of the year when associated with the class songs.

Creative
The creative domain is essential and can incorporate all other domain areas as well.
Children use their imaginations and learn about self-expression through creative play and
engaging their minds and senses. Music and Art are excellent ways for children to express
themselves through creativity. Either of these activities can incorporate multiculturalism, and
include any other subject area as well.
Jackson definitely has a very vivid imagination and shows creativity in all of his work.
One example of a time that I noticed complexity in his art was while observing him in the block
center. As one of the activity centers following our Bible story one day, the children were to use
the blocks and build a temple to represent the temple that Sampson brought down in the story,

Sampson and Delilah. Jackson took the idea further, referring to the structure as a stadium, and
showed me a lay-out of a stage with guitars.

Recommendations
I think that Jackson shows great talent and potential to thrive along the path of his
educational journey. Over the short period of time I have been able to observe and work with
him one on one, I have documented learning in each of the five domains specified, and watched
him advance both academically and spiritually. He has shown substantial growth socially and
emotionally, as he makes new friends regularly and becomes more aware of the thoughts and
feelings of those close to him.
He has made great strides in his physical development as well, as he runs routinely during
recess, tries to learn the game of hopscotch, dances, and practices balancing. I assume he has a
slight fear of falling since we did not accomplish getting up onto the play equipment when we
tried. I would only recommend that he begin practicing climbing on smaller equipment, lower to
the ground, so he doesnt have as much fear of falling. Once he is accustomed to holding his
body weight off of the ground, he will become more inspired to climb the monkey-bars and play
with his friends on the playground.
Cognitively, I believe that Jackson is well up to speed with his fellow classmates. He has
no problem with following rules and guidelines; he will even remind other children what they are
supposed to be doing when he notices that someone is off track. He has met the goals that I set
forth for him in this domain, and even exceeded my expectations by stepping into the teachers
role and helping other students learn. The only thing I would recommend working on at home is
his ability to stay focused when other distractions take place around him. Although it only takes

slight redirection, it would be more beneficial for him to not become distracted initially, as he
may miss some valuable information.
Lastly, I have noted that Jackson shows substantial creativity in his work. His
imagination and creative inclination are sure to lead to invaluable learning expeditions along his
academic journey. There is always room for practice, as far as staying within the lines when
coloring and learning how to use art supplies more efficiently. These are things that can be easily
addressed at home by simply allowing him to practice, and offering a little guidance when he has
difficulty with a particular task. He is a very intelligent little guy and it doesnt take long for him
to fully grasp any advice or helpful tips given to him.