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Milestone Rubric
Pre-Kindergarten-Five Year Olds
Name of Observer:
Teacher Name:
Tonya D. Jones
G. Johnson Aurelian Springs Elem.
Class and Grade Observed:
Date of Observation:
Pre-Kindergarten
_______________________________________________
Physical Development
Developmental
Observed
Not
Not
Comments
Milestone
Observed Applicable
Tend to focus visually on
far away objects
Often clumsy-Collisions
X
and spills are common
Active in physical
activity-running,
X
jumping, climbing, and
dancing
Ability to sit still for
periods of time
X
Demonstrates balancing
skills
X
Demonstrates grossmotor manipulative
X
skills
Cognitive Development
Not
Developmental
Observed
Not
Milestone
Observed Applicable
Has short attention
spans; moves quickly
X
from one thing to the
next
Learns best by moving
large muscles
X
Comments
Comments
Self-Concept, Identity, and Motivation
Developmental
Milestone
Displays confidence,
curiosity, initiative, and
independence
Explores, asks
questions, and is eager
to try new things
Shows pride in work
Tolerates stress and
frustration
Is comfortable with
transitions
Sets goals
independently
Is able to adjust to
changes
Observed
Not
Not
Observed Applicable
Peer Relations and Moral Development
Developmental Observed Not Observed
Milestone
X
Understands
others feelings
Is socially aware
of what is
happening in a
situation
Accurately
Comments
Not
Comments
Applicable
interprets with
peers are trying
to do
Refrains from
over-impulsive
responding
Generates many
solutions to
interpersonal
problems
Is aware of the
effects of
his/her
behavior on
others
Generates goodquality
solutions to
interpersonal
problems
Comments:
During my visit, I was able to observe the Pre-K students as they transitioned
to and from lunch and during carpet time where they played the alphabet
recognition game, I Have, Who Has? During the lunch transitions (in the
hallway), the students were physically active. There was a lot of movement
and the teacher was constantly reminding them to stay in the black line. To
return to class, students counted 1-17, ensuring that they had everyone from
the bathroom. When they returned to class, each student went to the carpet
without any prompting from the teacher. The alphabet cards were distributed
and only one student played with then card. The others sat attentively
awaiting directions. When the activity began, several students were reminded
of the game rules and to pay attention since they had to listen to their
classmates and look at their card to see who would be next to respond. At
several times during the game, other students would remind their peers that it
was their turn if they were not paying attention or focused on something else.
It was evident that the students had been conditioned to the way they were to
sit and remain quiet unless it was their turn. All students were able to recite
their alphabet based on the visual representation on the cards.
Signature:
Tonya D. Jones
Date: ________________________________