Running head: SIGNATURE ASSIGNMENT 1

Signature Assignment Social Skills

Courtnee Jones

Fresno Pacific University

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Signature Assignment

Part 1: Child Observation-Summary/Analysis

This observer had many times to observe children during play time at the students school.

This observer observed a few other students before choosing the student who this observer knew

needed help in a specific area. This student did well in other areas which are self identity,

emotional development, fine motor development, cognitive development, spoken language, and

imagination. This student did not do great in areas like gross motor development, prosocial

behavior and social play. Dolton follows all the rules during play time but what he can not get

the hang of letting his friends run the show instead of him. Dolton and his friends play freeze tag

and regular tag on the play structure at recess time. Dolton uses his fine motor skills great in

class when turning knob to enter the restroom or when he picks up and inserts objects without

difficulty.

This observer noticed this was a problem with Dolton when Dolton approached the

observer saying to watch him run fast in his new shoes. Dolton came back to the observer and

said none of his friends can run fast as him because he has the fastest shoes ever. After Dolton

said that he had a few friends running back and forth to prove to him that they can. Dolton still

did not believe his friends and he went on to play something else. This observer then kept a

closer eye on Dolton and watched his every move. This observer observed Dolton for the past

two weeks to see if his attitude or his interaction has changed with his classmates and it has not. I

believe working on this involves both parent and teacher interaction with each other and with

Dolton to observe and help him with this area of strengthening.

Dolton needs help improving his social skills with this other classmates. This observer

believes that if Dolton gets told what he needs help in, I believe he would be able to do it. Dolton
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also needs assistance with his gross motor skills because this observer observed Dolton and his

friends playing on the monkey bars, Dolton needed help to get across and one of his friends stuck

their hand out to assist him on climbing over and Dolton rejected his help. To this observer it

showed Dolton not wanting anyone to help him because he believed he can do it on his own.

This observer believes that Dolton has no feelings towards any of the other classmates he claims

as his friend. Dolton needs to understand that everyone has feelings and it is okay to express

them instead of trying to show off in front of his classmates. Dolton also needs to understand it is

okay to let his classmates be in control and to better hear them out because they can also bring

great ideas to the table like him.

This observer suggest that Dolton gets involved with expressing his feelings activity.

Helping him to understand when a person feels sad to confront them and ask what it wrong

instead of letting them pout or cry on the sideline. For example, ask Dolton would you be sad if

your friend did not invite you to his birthday party? Dolton replies with a happy face or a sad

face. Ways his parents and his teacher can help would be offer choices to Dolton will help his

bossy ways, Resist giving in to him when he wants something or wants to do something and

keeping cool when things get out of hand. It will take some time but it will eventually be the best

thing for him because he will never enjoy or make friends with his attitude the way it is. In

Doltons classroom and at his home needs to create a Kindness chart which allows him to keep

track of the act of kindness he has giving to someone. He will also be able to manipulate it

himself by putting up stickers to see his improvements and when he does the opposite let him

know he will not be able to add a sticker for what he has done. Always explain to the child what

your expectations are when met and expectations are when they do the opposite so that they have

a clear understanding.
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Part 2: Learning Prescription

LEARNING PRESCRIPTION
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Childs Name Age Date

Dolton 5 6/6/2016

Areas of Strength and Confidence

1. As this observer observed Dolton run around during recess time, it was interesting to find
him being very confident and actually a bit bossy to his other classmates. Dolton is also
confident in his actions and words

2. Dolton rules the boys in his classroom because when he wants to play a game he makes
his other classmates join in whether they want to or not. During recess the boys were
playing keep away with a small ball which caused them to use their small motor skills

3. Dolton also loves to show off his skills. He asks this observer to watch him run in his new
fast shoes and to watch the other children as well because they are not fast as he is. Dolton
also loves to show during lunch time that he can eat all of his food, which we call 100% at
my school site

Areas Needing Strengthening

1. Dolton needs to be more friendly to his friends instead of being the boss of them. Dolton
probably does not like being rejected so he instead just bosses his friends around so they
have no choice

2. Dolton needs to learn to be able to share and accept that his friends are only trying to
help him. For example, Dolton was on the monkey bars with one of his classmates and as he
was swinging to get across one monkey bar to the next, his classmate had a hand out to him
to help him get across and Dolton did not except it
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3. Dolton needs to understand that everyone has feelings and it is okay to express them
instead of trying to show off in front of his classmates. Dolton also needs to understand it is
okay to let his classmates be in control and to better hear them out because they can also
bring great ideas to the table like him.

Activities to Help

1. This observer suggest that Dolton gets involved with expressing his feelings activity.
Helping him to understand when a person feels sad to confront them and ask what it wrong
instead of letting them pout or cry on the sideline. For example, ask Dolton would you be
sad if your friend did not invite you to his birthday party? Dolton replies with a happy
face or a sad face

2. Ways his parents and his teacher can help would be offer choices to Dolton will help his
bossy ways, Resist giving in to him when he wants something or wants to do something and
keeping cool when things get out of hand. It will take some time but it will eventually be the
best thing for him because he will never enjoy or make friends with his attitude the way it is

3. In Dolton classroom and at his home created a Kindness chart which allows him to keep
track of the act of kindness he has giving to someone. He will also be able to manipulate it
himself by putting up stickers to see his improvements and when he does the opposite let
him know he will not be able to add a sticker for what he has done. Always explain to the
child what your expectations are when met and expectations are when they do the opposite
so that they have a clear understanding
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Part 3: Curriculum File and Resources

Activity 1: Make Popsicle Puppets

Resource:

Edwards, M. A. (2013, May 24). Make Popsicle Puppets...and Practice Communication.

Retrieved June 24, 2016, from
http://www.education.com/activity/article/popsiclepuppets_preschool/

Focus Area: Social Skill

Behavioral Objective/s:

Students will learn to communicate better

Students will experience a better way to communicate with one another

Students will learn that communication is key to being successful in life

Group Size: 1-5 Students

Age(s): 4 to 7 years old

Materials:

10-20 popsicle sticks

Glue

Safety scissors

10-12 pieces construction paper

Crayons

Best Friends for Frances by Russell Hoban book

Procedure:

Overview:

Read the book; Best Friends for Frances by Russell Hoban

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Discuss the book and events that happened to Frances and her good friend Albert

Tell the students that they will be creating Popsicle Puppets to learn about conflict and

resolution

Presentation

1 Set the stage. Talk to your child about the importance of being able to communicate his
needs, wants, and feelings to others, including parents, siblings, and friends. Tell him that
sometimes when our words don't work, we can be tempted to use our bodies instead, but
that hitting or pushing is never okay, so youre going to practice some other ways to tell
others what you need. Help your child create the following signs, by drawing pictures on
circles, and labeling them with the following words:
Stop (draw a stop sign)
Speak (draw lips)
Share (draw 2 hands holding a toy)
2 Once he/she created the signs on construction paper, he can use his safety scissors to cut
out the pictures and glue each one on to a popsicle stick. Explain to your child that these
three signs are a reminder of what they can do when they have a problem with another
person. They can "Stop" before things get out of hand, they can "Speak" to the other
person about their feelings and talk about solutions to the problem, or they can Share if
the argument is about a toy or game that both kids want.
3 Now get started! You don't need fancy puppets to have a puppet show. Kids can make
puppets at home easily, with a few simple supplies. Depending on what you have lying
around the house, help your child create at least two puppets using:
Paper plates. Use markers to draw features or cut features out of construction
paper and glue them onto the plate. Then use wiggle eyes, yarn or ribbon for hair,
and scraps of fabric to enhance the puppet. Glue or tape to a popsicle stick.
Paper Bags: Create faces and glue them to the bottom of small paper bags, using
the fold of the bag as the mouth.
Socks: Use permanent markers, wiggle eyes, and fabric scraps. Yarn works great
for hair! The toe of the sock can be tucked to create a mouth.
4 Practice! Good communication is like a muscle, it gets better and stronger the more you
use it. Role play one or more of the following situations, using the puppets. Ask your
child to use one of the signs to show you how he/she deal with the problem:
We are arguing over a toy car.
We both want to read the same book.
We both want to play the same game.
I am scared to come down the slide by myself.
I really like the picture you made for me!

Discussion Questions/Follow-Up Activities

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Ask the child or children in the classroom what they thought the importance of the

activity wasgive them a chance to respond with the correct answer

As your child or children in the classroom to hold up a sign, adjust your puppet play to

take his suggestion into account

When youre done acting it out, take off the puppets and talk about what he could say and

do in a similar situation.

Activity 2: Reward Good Behavior with a Crown Activity

Resource:

Boyd, H. (2013, July 2). Reward Good Behavior with a Crown. Retrieved June 24, 2016, from
http://www.education.com/activity/article/Crown/

Focus Area:

Social Skill

Behavioral Objective/s:

To encourage your childs more angelic side, try crafting this glamorous crown for him/her. If

he/she is good, reward them by letting them be king/queen" for the afternoon. They will be an

expert at demonstrating good behavior in no time. It makes a great accessory to wear on

birthdays too!

Group Size: 1 child

Age(s): 4 to 7 years old

Materials:

Tape measure (flexible enough to wrap around your child's head)

Thin cardboard, such as poster board

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Pencil

Glue

Large paperclips

Gold or silver spray paint

Plastic jewels

Poster board, gold star stickers (optional)

Procedure:

Overview:

The materials that can be described to the students or child in more detail is the measuring tape,

how to measure 1.5 on each end of the crown, and assisting the child with the spray paint

Presentation:

1 Measure the circumference of your child's head using the tape measure.
2 Sketch a flattened crown shape on the poster board, making it three inches longer than the
circumference measurement.
3 Cut the crown shape out of the poster board.
4 Measure 1.5" on each end of the crown. Overlap the ends, glue them together, and hold
them in place with paper clips as the glue dries. (Note: you can skip steps 1-4 by using an
inexpensive paper crown from party supply stores.)
5 Remove the paper clips, take the crown outside, and lay out newspapers to avoid a mess.
6 Spray the crown with gold or silver spray paint. Be sure to cover the entire crown! Leave
it to dry.
7 Once it's dry, invite your child to glue plastic jewels to the crown. Then try it on for size!
8 Next time he says, "Thank you" or cleans his room without being asked (or without
complaining) award him with the crown. When he behaves badly, remind him that he
won't get to wear his crown until he's good. If desired, you can keep track of how many
times he's good in one week using gold star stickers and a poster board. If he gets 10 stars
in one week, let him wear the crown for an entire day. It's sure to teach good behavior in
no time!

Discussion Questions/Follow-Up Activities

Ask the child what is the purpose of this activity and how does it benefit them?

Ask the child what are the consequences and the rewards of this activity?
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Can make a sticker chart for how many times the child has received the crown for good

behavior

Activity 3: Peanut Game

Resource:

Dean, E. (2013, September 6). Peanut Game. Retrieved June 24, 2016, from

http://www.education.com/activity/article/peanut-game

Focus Area:

Social Skill/Communication Skills

Behavioral Objective/s:

Who has the peanut? This game is perfect for your child or children in the classroom as an

activity. The game teaches group cooperation while improving observational skills and it only

requires one peanut to play! The group will learn following the rules/directions are important

and learning how to patiently wait to take turns.

Group Size: 1-10 children

Age(s): 4-7 year olds

Materials:

1 Peanut, in a shell

Procedure:

Overview:

The only material needed for this activity is a peanut in its shell unbroken. Explain to the

children that this peanut is for the activity and not for eating. Also can explain that there is no

need to purchase anything for this activity besides a bag of peanuts.

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Presentation

1 Announce that this game's purpose is to find out who has the peanut.
2 Ask the children to sit in a circle, placing their hands behind their backs.
3 Choose one child to be the "peanut passer." With the peanut in his hand, have him go
around the outside of the circle, sliding his hands through the other kid's hands until he
decides to secretly pass off the peanut. Make sure he goes around the circle one full time
before passing off the peanut.
4 As the peanut passer is walking around the circle, teach the children the following chant:
"Peanut, peanut, where can you be? Peanut, peanut, come to me!"
5 Tell the kids to close their hands tightly and to keep them behind their backs, even if they
don't have the peanut.
6 Choose a child to begin guessing who has the peanut. Keep asking different people until
the peanut is located.
7 When the child with the peanut has been found out, they should chant: "We found the
peanut, he, he, he! Now pass the peanut, but not to me!"
8 Then, another child should take a turn passing the peanut. Repeat this until each child has
had a turn.

Discussion Questions/Follow-Up Activities

Ask the child what was the purpose of the activity?

Ask the child how can they use this activity outside of school or during play time?

Observe the child at play time to see if they really have learned the subject of the

activity/also ask the child why this activity was brought up to play

Annotated Bibliography

Books Relating to Social Skills.

1. Hoban, R., & Hoban, L. (1969). Best friends for Frances. New York: Harper & Row.

This story starts off with two siblings not befriending one another. Frances doesn't think

her younger sister Gloria can be her friend. Gloria is younger than her sister Frances and she is

too small to throw or catch a ball. Albert happens to be one of Frances's friend. But when Albert

has a no girls allowed baseball game set up, Frances sets out to prove to Albert about friendship

and about what girls can do. Frances decides to use her sister as a friend because Albert did not
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recognize her as a friend for the baseball game. Frances learns her lesson and then discovers that

sisters can indeed be friends, maybe even best friends.

This book addresses the area of social skills because it allows children to recognize that

children will have disagreements with other children or even adults. This book shows that having

an argument or disagreement does not mean to walk away from your friend and leave them out

of play or conversation. Conversation between both individuals is key to have the perfect

friendship/relationship. Through this book, children can begin to recognize their own strengths

and feel confident in their own skin. This will strengthen the area of social skill and gross motor

skill because Dolton tends to leave out a few of his friends during play time and do not consider

their feelings involved.

2. Lobel, A. (1979). Days with Frog and Toad. New York: Harper & Row

Frog and Toad do almost everything together like any other best friends would do. When

Toad worries about cleaning his house, Frog is there to support him. When Frog wants to fly a

kite, Toad is there to help him. The two sit and shiver at Frog's scary ghost story, which may or

may not be true, and when the hat Frog gives Toad for his birthday is too big, Frog thinks of a

way to make it fit. One day, Frog wants to spend time alone and Toad is afraid that he has lost

his friend forever because Frog does not want to hang out with him. But Frog has a good

explanation as to Toad soon realizes and the two finish out the day alone but together.

This book addresses the area of social skills and gross motor skills because it allows

Dolton to be able to let others do whatever they want to do instead of being the boss and during

play time not to be so rough or rude to others. Doing this Dolton will start to loose out on friends

and end up being alone by himself until he realizes the correct attitude he needs to have.
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3. Cook, J., & Hartman, C. (n.d.). My mouth is a volcano!

All of Louis thoughts are very important to him. In fact, his thoughts are so important to

him that when he has something to say, his words begin to wiggle, and then they do the jiggle,

then his tongue pushes all of his important words up against his teeth and he erupts, or interrupts

others. His mouth is a volcano! My Mouth Is A Volcano shows the habit of interrupting that all

children do because of excitement of what they have to say and teaches children a technique to

hold their thoughts and words until it is an appropriate time. This story provides parents,

teachers, and educators with an entertaining way to teach children the value of respecting others

by listening and waiting for their turn to speak.

This book addresses the area of social skills and gross motor skills because it allows

Dolton and his classmates to wait until they speak by listening to what each other say. Children

love to play and interact with one another but when it comes to having social skills to deal with

one another they do not know how to communicate well. Words like your not my friend

anymore gets exchanged and when words do not get their point across then hands come into

play. I believe the students will love listening to this story and using it in real life situations.
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References

Beaty, Janice J. (2006). Observing Development of the Young Child (8th ed.). Columbus, Ohio:

Pearson Merrill Prentice Hall.

Being Friends - Friendship - Lesson Plans - Elementary - Character Education. (n.d.). Retrieved
June 24, 2016, from http://www.goodcharacter.com/YCC/BeingFriends.html

Boyd, H. (2013, July 2). Reward Good Behavior with a Crown. Retrieved June 24, 2016, from
http://www.education.com/activity/article/Crown/

Cook, J., & Hartman, C. (n.d.). My mouth is a volcano!

Dean, E. (2013, September 6). Peanut Game. Retrieved June 24, 2016, from

http://www.education.com/activity/article/peanut-game/

Edwards, M. A. (2013, May 24). Make Popsicle Puppets...and Practice Communication.

Retrieved June 24, 2016, from
http://www.education.com/activity/article/popsiclepuppets_preschool/

Hoban, R., & Hoban, L. (1969). Best friends for Frances. New York: Harper & Row.

Lobel, A. (1979). Days with Frog and Toad. New York: Harper & Row.

25 Childrens Books About Friendship. (2013). Retrieved June 24, 2016, from
https://delightfulchildrensbooks.com/2013/08/29/friendship-childrens-books/