Child Observation Assignment

Language Development Checklist

Child: Mason Age: 5 Date observed: 02-11-2020 continuing

Language Comprehension Skills Date Observed

Provides appropriate answers for whose questions. (Whose doll is
this?)
Provides appropriate answers for why (cause or reason)
3-year- questions. (Why is the girl crying?)
old Provides appropriate answers for who (person or animal)
questions. (Who lives at the North Pole?)
Understands the pronouns you and they. 02-11-2020
Provides appropriate answers for how questions (How will
mother bake the pie?)
Language Skills
Understands has/doesn’t have and is/is not. 02-11-2020
Follows three commands in proper order (clear the table, wash Not observed
the table, and get ready to go outdoors).
Understands the pronoun we. 02-11-2020
Uses irregular verb forms (ate, ran, went). 02-11-2020
4-year-
old Uses regular tense (ed) verbs. Not observed
Uses third person present tense verbs (runs, shops). 02-11-2020
Speaks fluently with a 1500-word vocabulary Not observed
Uses sentences of four to eight words 02-11-2020
Asks many when, why, and how questions 02-11-2020
Tells simple jokes. 02-11-2020
5-year- Language Skills
old
Uses third person irregular verbs. (He has a ball.) 02-11-2020
Uses compound sentences. (I went to the grocery store and I 02-24-2020
went to my grandmother’s house.)
Uses descriptions in telling a story. Not observed
Uses some pronouns correctly. 03-03-2020
 Uses words to describe sizes, distances, weather, time, and Not observed
location.
Asks the meaning of words. 02-11-2020
Recalls the main details of a story. Not observed
Recognizes some verbal absurdities. Not observed
Tells original stories. Not observed
Has a 2000-word vocabulary. Not observed

Notes:
Some of his comments: “We can make Forkie”, “What are we going to do with this”, “I think
that’s too much”, “How about we cut them”, “My brother is 3 (and then held up 3 fingers)”.

He was detailed about playing with a stack of cups, straws and popsicle sticks. He was talking
about some of them could fit and others couldn’t, he also mentioned how some of them were
longer than others. He also commented on how Expo markers didn’t work well when writing on
plastic cup versus a Sharpie marker.
Child Observation Assignment
Anecdotal Record

Child: Mason Age: 5 Date observed: 02-31-2020 9:00 a.m.

Record an objective account of what the child does as the child is doing it.

What is the child doing?

 Child is sitting at table. Child stands up. Child picks out the color “red” for his color
choice. Child says, “red is my favorite”. Child says, “can I have the glue?” Child
holds glue bottle in right hand. Child opens glue bottle with both hands. Child turns
the bottle of glue upside down. Child squeezes the glue bottle. Child makes several
different circular shapes and lines on paper. Child says, “what do I do now?”
Teacher tells student to take pinches of salt and sprinkle the salt over his glue
creations.
Child uses his right hand and reaches for some salt. Child sprinkles salt over his glue
lines and circles. Child says, “this is cool”. Child reaches for some more salt. Child
picks up paper and shakes salt around. Child sets paper down on tray. Child pinches
some more salt and sprinkles it over glue lines/circles. Child picks up paintbrush and
dips paintbrush into a cup of water. Child removes paintbrush from cup of water and
dips it into red paint. Child takes paintbrush and touches salt. Child takes paintbrush
and dips it into some more red paint. Child puts paint brush into water and then dips
it into green paint. Child paints the salt. Child takes paint brush and dips it into
water. Child takes paintbrush out of water and dips it into blue paint. Child lifts head
up and says, “look it. This is a sun”. Child takes paint brush and puts it in yellow
paint. Child takes paint brush and puts it in water. Child removes paint brush from
water and puts it in orange paint. Child paints salt and says, “this is a person”.
Child sets paint brush down on table. Child says, “I need more salt”. Child reaches
for salt and sprinkles it on paper. Child says, “I am done”.
Instructor asks child what the child made before transitioning away from activity.
Child says, “It is a sun and a person”. Child picks up paper and walks to drying rack.
Child places paper on drying rack and walks away.

Notes: Mason used his creativity during this process art activity. He was able to use whatever
color paper and paint. He was able to respond to teacher questions appropriately. He wasn’t
distracted by noise within the classroom during this activity.