Tool Template: Teacher’s Safety Checklist: Indoor and Outdoor Spaces

Chapter 4: Using Checklists to Look at Physical Development 

 
Fact: Reflection: 
4-1 (Using the Checklist)   
❖ Checklist: m​ ethod of documenting   
the absence or presence of a skill or   
behavior in a developmental   
sequence   
➢ Predetermined list against   
which recorder checks yes or   
no   
■ Should be filled out   
from direct   
observation   
➢ Described as c​ losed method   
because no raw data or   
evidence is recorded   
➢ For it to be an effective   
assessment tool, observer  A common theme with the chapters is that 
must be familiar with the  when your observations are intentional, 
criteria to assess the child’s  your assessments and curriculum planning 
development accurately  will be too.  
➢ Help plan intentional   
teaching   
➢ Effective tool to share with  All parties need to be on the same page for 
family and should be added  the child’s benefit. 
to child’s Portfolio. 

4-2 (Some Examples of Checklists)   

4-3 (Limitations to Checklists)  Can’t notice the progress completely if you 

❖ A checkmark can be sufficient, but  don’t refer back to the list and make note 
recording the date when the  of new observations. Development is 
behavior/skill is observed makes  continuous. 
the documentation more detailed.   
➢ Necessary to return to the   
lists periodically to record   
child’s progress   
❖ Don’t give guidance in intentional   
teaching to help the child reach next   
milestone   
❖ Observer’s decision may be   
influenced by bias  Bias inevitably creeps in, but as the 
➢ Reader has to trust  teacher/observer this should be avoided. 
Tool Template: Teacher’s Safety Checklist: Indoor and Outdoor Spaces

recorder’s judgment  It’s no easy feat, but using a reflective 

❖ Not a reliable method for  journal or a similar outlet can help keep 
documenting suspected child abuse  bias in check. 
due to its lack of detail. 

4-1c (How to Find the Time)  I would personally use electronics to make 
❖ To not make it time consuming,  notes because of the efficiency and ease to 
select only a portion of the List and  add to the Portfolio 
observe all the children for 
whatever you chose. 
➢ Different area on another 
day 
❖ Tablet, smartphone 
➢ Later downloaded to Child’s 
Portfolio 
❖ Time can be limited in home visits, 
so relying on reports of the parent 
is helpful 
➢ Parents may not 
differentiate between an 
emerging and accomplished 
skill. 

4-1d (What to Do with It)  Focusing on what isn't being done will not 
❖ Recorder reexamines each area  benefit anyone involved. This is true for 
periodically  not only observation but daily life as well.  
❖ Families have access to Portfolio 
and Checklist 
❖ Evaluating the child’s development 
can be positive when you focus on 
the accomplishments rather than 
the areas yet to be attained.  

4-2 (Your Frame of Reference)  Understanding that everyone is coming in 

❖ Frame of reference: ​individual POV  with new backgrounds and taking the time 
influenced by many factors  to understand those backgrounds will help 
❖ Teacher must consider each  plan curriculum as well. This way, all 
person’s understanding/ “vision”  activities can have that relatable quality 
can be limited due to past 
experiences.  

4-2a (Cultural Self)  There is a lot of knowledge that can be 

❖ Our society is a melting pot, no one  gathered from a child who has spent little 
person can identify as one thing.  time in the world. They see everything 
These factors influence how the  with fresh eyes and in turn teach us to do 
Tool Template: Teacher’s Safety Checklist: Indoor and Outdoor Spaces

child sees themselves.  the same.  

4-2b (Education and Training)  In the same way that kids have differing 
❖ The educational level and  POV’s, teachers do as well. Some have 
philosophies learned affect how the  had access to a wonderful education with 
teacher perceives and essentially  various experiences whereas others have 
judges the child being observed.   had minimal time to learn in the same 
capacity. 

4-2c (Past Experiences with Children)   My mom will talk about the struggles of 
❖ Those new to the profession, with  that particular day in the classroom, and 
little experience, are going to see  even hearing about it makes me nervous 
behavior and incidents differently  for her. She has a lot of experience under 
from those with much experience  her belt and is able to handle all that comes 
at her.  

4-2d (Own Learning Styles)  I am personally an auditory and tactile 

❖ There are so many learning styles,  learner. Knowing this about myself made a 
and it’s clear that a teacher’s  huge difference in how I studied and 
learning style is as important as the  applied what I learned.  
student’s  
➢ Auditory, visual, tactile 

4-2e (Smudges on the Glass)  Reflective Journals can help check 

❖ There may be past experiences that  creeping bias. 
are biases that prevent observer 
from seeing the child objectively.  

4-2f (Biases for or against the Child)   

❖ Individual bias and prejudice are 
human factors that may interfere 
with a clear view of the child. 
➢ Sex, hair color, race, social 
status, personality, family 
history, hearsay 

4-2g (Personal Factors that May Affect  Yoga for me helps with my mindfulness. 
Observation)  Figuring out what works for you is 
❖ The adult’s health and stress levels  important so that you can avoid snapping 
can affect objective observations  or unintentionally lashing out. 
regardless of how the child is 
behaving.  
❖ The professional must act ethically. 
❖ Mindfulness: ​attending to thoughts 
and feelings without judgment 
Tool Template: Teacher’s Safety Checklist: Indoor and Outdoor Spaces

➢ Being in the present 

➢ Improves physical health 

4-3 (Looking at Physical Growth and  All domains of development go 

Development)  hand-in-hand. Having a checklist and file 
❖ Growth: ​quantitative change that  of each area is important to make sure 
can be measured numerically  everything is running as smooth as 
➢ Height, weight, head  possible. 
circumference, teeth 
❖ Development, like growth, occurs in 
sequential, predictable stages 
➢ Different for every individual 
due to a multitude of factors 
❖ Factors that can affect: 
➢ Cognitive development 
➢ Language and physical 
development are 
interdependent 
➢ Social interactions 
➢ Emotional development 

4-3a (Common Characteristics of  I like how the book explained that the 
Development)  child’s mind and body need to be ready. 
❖ Predictable sequences with  Some parents may deem a child as being 
individual differences are evident in  lazy for not performing a certain skill, 
physical development.   when in fact, they may just need more time 
❖ Cephalocaudal​: sequence of the  for their minds to get to that point. 
development of muscle control from  Everything we do is affected by our brains 
head to toe  and it is important to understand this as to 
❖ Proximodistal: d ​ evelopment of  not make the child feel inferior. 
muscle control from center of body 
to extremities 
❖ Informed families and 
knowledgeable observers look for 
indicators of milestones as proof of 
normal development.  
➢ Cultural values may affect 
development 
❖ Child’s mind and body must be 
ready before accomplishing a skill. 
❖ Large muscle/gross motor: m ​ uscles 
used in moving the body from one 
place to another 
❖ Small muscle/fine motor: m ​ uscles 
that control hands and fingers 
Tool Template: Teacher’s Safety Checklist: Indoor and Outdoor Spaces

4-3b (Small Muscle Development)  Knowing the needs of the classroom is 
❖ Often taken for granted  vital. 
❖ The physical environment should 
include materials and opportunities 
for the child to practice fine motor 
skills. 
❖ Observer should look out for 
dangerous situations and intervene 
before a harmful event occurs. 
❖ Small muscle task of early school 
grades is handwriting 
❖ Important info to be added to 
Portfolio 

4-4 (Physical Development and Other   

Areas of Development) 
❖ In early years, lifelong habits are 
formed, and regular physical 
activity leading to healthy fitness 
habits is no exception. 
❖ Others areas of development 
directly affect proper physical 
development: 
➢ Cognitive, language, 
maturation, health, genetics, 
emotional, social, 
environment, experiences 

4-4a (Physical Development and Health  Fostering a healthy relationship with 

and Obesity Concerns)  physical development within the classroom 
❖ Early P.D. and fitness affect  may be the only outlet the child has.  
lifelong health. 
➢ Poor nutrition, 
homelessness, exposure to 
environmental toxins, lack of 
knowledge, violence in 
neighborhood, etc 
❖ The currently alarming rates of 
unhealthy issues is a direct 
correlation to a decrease in physical 
activity. 
❖ Milestones of development can be 
delayed or negatively affected by 
risk factors that can affect the brain 
and other developmental areas.  
Tool Template: Teacher’s Safety Checklist: Indoor and Outdoor Spaces

4-4b (Physical Development and the  It is the role of the teacher to make sure 
Brain)  the environment is allowing for proper 
❖ Creeping/Crawling are examples of  neuronal connections. 
movement involving use of both 
hemispheres of the brain.  
❖ Neurons are developing and 
connecting by synapses that are 
being strengthened during the first 
years of life. 
❖ Sensory integration: i​ nfo taken in 
through the senses and organized 
for controlled body reactions 
➢ Disruption in this may affect 
learning 
❖ Exercise and good nutrition are 
necessary for learning and growing. 

4-4c (Physical Development and  Prime example of how all areas of 
Social-Emotional Development)  development are interdependent.  
❖ Physical activity has a positive 
effect on social capacity by building 
positive relationships through play, 
enhancing the feeling of community 
and building trust and collaboration 
skills. 
❖ The interrelated factors of physical 
development may not affect health, 
but can cause children (especially 
girls) to be ridiculed, leading to low 
self-esteem and unhealthy dieting 
problems like bulimia and anorexia. 

4-4d (Intentional Teaching for Physical   

Development) 
❖ Teachers role/responsibility: 
➢ Provide safe environment 
and learning experiences to 
meet developmental needs of 
the children 
■ Ex: decisions on 
furnishings and room 
arrangements 
➢ Intentional teaching refers to 
assessments to determine the 
level of motor development 
Tool Template: Teacher’s Safety Checklist: Indoor and Outdoor Spaces

each child has attained. 

❖ Through physical development and 
achievement, children have better 
self-esteem and confidence. 
❖ Almost any educational objective 
can be enhanced by getting children 
actively and physically engaged. 

4-5 (Physical Development and Play)  I never considered how duck duck goose 
❖ Physical growth/dev occurs most  and many other games that were 
rapidly during the first years of life   constantly played at school were in fact 
❖ Exploratory play is primary way of  negative.  
learning about the world. 
❖ Playing is indelibly linked to social 
adjustment and improved physical 
condition. 
❖ Games like duck duck goose should 
be eliminated from organized play 
➢ Not everyone can be active 
❖ Success in sports depend not only 
on physical activity but also on 
emotional stability, self-control, and 
competence 

4-5a (Observing Physical Development in   

Play) 
❖ From observations, assessments 
may be made regarding the child’s 
growth and development. 
➢ Height, weight, movement 

4-5b (For Safety Maintenance)  Having a safe environment is the stem of 
❖ Adult must prepare safe  proper physical development 
environment for children. 
➢ school -age children should 
be provided with 
opportunities to develop 
non-competitive skills 

4-5c (Observing the Physical Development   

of Infants and toddlers) 
❖ Some standard assessments are 
vision, hearing, and exposure to 
lead 
❖ The Checklist records milestones in 
Tool Template: Teacher’s Safety Checklist: Indoor and Outdoor Spaces

physical development, while other 

methods are more useful in 
describing crawling, grasping, 
throwing, etc. 

4-5d (Differences between the Physical  Making sure that the children feel that 
Play of Girls and Boys)  they can play in whatever capacity makes 
❖ Male 1-yr olds spend more time in  them comfortable is important 
gross motor; females in fine motor 
respectively 
❖ Social treatment of girls and boys 
from early on is hard to control 
➢ Subtle bias may occur 
➢ Type of/how to play is 
organized based of gender 

4-5e (Play in Nature)   

❖ Nature-deficit disorder: ​social 
alienation from spending time 
outdoors; not a medical condition. 
➢ Children need experiences 
with nature. 
➢ Benefits: 
■ Health, increased 
intelligence, feel 
better, good for the 
earth  

4-6 (Helping All Children with Physical  It’s sad how something as simple as play 
Development)  has become even harder to accomplish.  
❖ Physical play is universal, but 
various 
environmental/developmental 
factors can affect it.  
➢ Play outside is not as safe as 
it once one 
❖ Play has become: 
➢ More organized 
➢ Adult-orchestrated 
➢ Sometimes expensive 

4-6a (Culture and Play)  This is an important factor for the 

❖ African-American and Latino  observer to consider.  
families, have higher obesity levels, 
and it has been found that this is 
Tool Template: Teacher’s Safety Checklist: Indoor and Outdoor Spaces

due to potentially low physical 

activity levels. 
❖ Socio-cultural and physical 
environments may also contribute 
to this. 

4-6b (Children with Disabilities)  If not everyone has the same chance to 
❖ In the past, the focus has been more  learn, what is the point of teaching. It is 
on what the individual cannot do.   incredible that so many others fought to 
❖ We need to look at what they can  guarantee this right for all.  
do. 
➢ Adapting the environment 
and planning for exceptional 
children will build on 
abilities they do have 
❖ Least restrictive environment: 
curriculum adapted so child has 
closest match to what other 
students are doing 
➢ Basis for planning the 
curriculum begins with the 
assessment of where the 
child is in that developmental 
area.  
❖ Universal Design for Learning 
(UDL): ​environments, materials 
usable by everyone, including those 
with disabilities. 
❖ P.D. is maturational and based on 
genetics. 
❖ Modeling and acceptance will help 
all children feel the freedom to try 
physical activities.  
Tool Template: Teacher’s Safety Checklist: Indoor and Outdoor Spaces
Tool Template: Teacher’s Safety Checklist: Indoor and Outdoor Spaces