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Developmental

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

Needs to play and


explore; love dress-up
and drama

X



Enjoys activities that
use music, rhythm,
repeating patterns, and
X


other simple learning
strategies
Reflect upon self and
attributes.


X



Can remember events
from weeks, months, or
years earlier
X







Language and Literacy Development

Not
Developmental
Observed
Not
Applicable
Milestone
Observed
Very talkative; enjoys
experimenting with
X


language

Comprehends language

X



Follows directions

X



Has mastered some
basic rules of grammar
X



Speaks in sentences of
5-6 words
X



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: ________________________________

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