CHD 265 - Advanced Observation and Participation in Early Childhood/Primary Settings

Instructor - Ann-Marie Lanius

Date - April 1, 2016
Submitted By - Sandra Myers
Project - Child Case Study (Evie)

Profile - Teacher / Parent Interview

Evie is a 15 months old fun, loving, and energetic little girl who lives with her mom and dad in a
single family home in Northern Virginia. Her father is employed in the technology field, and her
mother is an elementary gifted and talented teacher. They have one pet a cat, and presently Evie
is an only child.
Evie mother was 35 years old during her pregnancy, she took prenatal vitamins, walked daily and
took water aerobics classes throughout her pregnancy. She is a Pesco-Lacto-Ovo vegetarian
which means shes a vegetarian except for the fact that she may eat fish, eggs, and dairy, but not
other animal products. She was diagnosed with gestational diabetes during her last trimester. She
had to control her blood sugar through diet, monitor her blood sugar levels several times a day
and Evies weight was closely watched throughout her last trimester as well. There were
concerns that Evies shoulders and torso could be larger due to her medical condition and for
those reasons the doctor induced her labor so that she would not go past 40 weeks.
Evie was delivered at Inova Hospital, she weighed 7lbs 9ozs. She did cry, but calmed down
quickly as she took in her surroundings. Her blood sugar was monitored closely and was slightly
above normal when she was first born, but quickly dropped below normal. She was then
supplemented with formula.
The stay at the hospital was a normal 48 hours. Evie was breast fed, but her mom was unsure of
how much nourishment she was getting and at times her blood sugar levels would fluctuate.
Evies bilirubin levels were high and she had jaundice. She was taken to the hospital two
different occasions to get bloodwork completed to see if her levels were stabilizing. It was after
the second doctor visit that her levels had stabilized enough to assure the doctors that her liver
was functioning properly.
Evies mom had noticeable Amblyopia (lazy eye) as a child, and had surgery to strengthen the
muscles in the eye the surgery helped, but did not completely eradicate the problem. Currently
Evie appears to be find in this area.
According to her mom, Evie, was a very happy and easy going baby and has grown into a toddler
who needs physical touch and enjoys hugs. She enjoys exploring on her own, and is very curious
about her surroundings. Evie can become frustrated if something does not work the way she
wants it to, or if she cannot pick up a toy or item. At home and at her child care provider setting
she is regularly cuddling with stuffed animals and blankets and enjoys sitting on your lap or
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being close to you. She began to crawl around 8 months and could stand unassisted for a few
seconds at around 10 months. She started taking her first steps in her 10th month, but didnt walk
on her own until her 11th month. Her teeth began to come in early around 3 or 4 months.
Evie can follow simple commands like bring me the book or bring me the ball. She likes
music and will often turn and look to see where the music is coming from. Evie likes to hand
feed herself, and often takes food out of her parents hand and eat it. She can hold a spoon but
turns it upside down when trying to self-feed.

Social and Emotional Development

As an observer I am able to see that Evie has built a healthy attachment to her parents and is
obtaining the social and emotional skills needed to build relationships with her peers and other
significant adults. Evie does not experience intense feelings when separating or reuniting with
her parents, however she watches the door when they depart, and is excited to see them return.
Hugs, cuddles, kisses, empathy, and positive attention is good for Evies social and emotional
development. At her age she is still learning how her emotions work, and how to get along with
others.
She observes facial expressions and maintains eye contact when being supported by family and
care providers. She is developing trust, a sense of safety, and a sense of right and wrong. Evie is
an attentive listener. She responds to environmental sounds, songs being played in the back
ground as she plays, songs being sung by an adult, and listening to nursery rhymes. She laughs
with peers and loves active movement such as the game chase in which she and her friends
take turns chasing each other around the room, however redirecting may occur during this time
of stimulating play due to the possibility of her biting. In a stimulating situation were the
possibility of biting may occur we let her know it is okay to get excited, but you cannot bite; we
tell her in a serious, but not angry voice no biting, biting hurt.
She demonstrates knowledge of social problem solving by seeking comfort from an adult when
hurt, or if another child grabs her toy away from her. We empower her and the other children by
providing opportunities for each child to demonstrate sharing by taking turns. She shows the
ability to self-regulate when upset by calming herself with another toy or other material. She
demonstrates the ability to play alongside her peers, and she has demonstrated empathy when a
friend is crying by lying down beside them and looking soothingly at them. She can be very
affectionate.
We provide an environment for Evie to explore safely and provide the support and reassurance
she needs to feel secure with our routines and transitions that take her through the day in a
predictable and orderly way. She responds to encouragement and recognition as she explores her
environment. She is gaining an emerging sense of self as she interacts with herself in the mirror
and recognizes her reflection more and more each day. She responds regularly to the sound of
her name being called. She has established preferences in terms of turning her head and pushing
food away when she is not hungry or does not like the food item.
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I observe that Evie is distinguishing herself from others, she has formed positive attachments to
her parents, she has built relationships with other adults and her peers, she has shown empathy
toward the feelings and needs of others, and she participates in activities. Evie loves smiles, eye
contact, facial expressions, and words that celebrate and encourage her. It is important at her age
that she continue to have experiences and relationships that show she is valued, and capable.

Physical Development
Evies physical development appears to be in the normal range of development. Other than her
prenatal and early infancy issues she is a healthy toddler. Her gross motor development during
infancy was on target. Evie was able to lift her head and chest while on her tummy, plus turn her
head from side to side and demonstrate proficiency in rolling over, sitting, and crawling.
Evies gross motor development has increased with her physical growth, stamina, and flexibility.
She demonstrates this as a toddler by showing good balance and coordination as she walks
(sometimes on her tiptoes, this may be something to watch as she continue to develop), lurch,
climb, fast pace walk, walk on her knees, and squat from an up-right position. She is on the go
most of the time. She falls from time to time while using her whole body which has become a
valuable learning experience. Usually if a fall occurs she will make eye contact to let us know if
she is okay or needs assistance. Assistance gestures may be reached out arms to be picked up and
hugged, a cry to say I am hurt or scared, pick me up, or simply she looks around recognizing
she is not hurt, stands, and starts to play all over again. She shows signs of strength, control, and
eye-hand coordination as she explores her environment through reaching, grabbing, kicking,
looking, and chewing on items. We provide daily opportunities for her to move freely within the
childcare space, and we recognize, and celebrate her new skills by saying good job or look at
you.
Evie can empty items from containers or baskets, and she demonstrates her physical strength by
lifting containers and baskets that are full of soft toys or plastic blocks. She can build a tower of
two or three blocks, and with assistance, such as hand over hand manipulation to assist with eye
hand coordination Evie is beginning to work with simple puzzles. She can turn pages of a variety
of books, and she will try to turn the page as I talk about the pictures. We are beginning to
provide activities that will strengthen her hand grasp such as playing with play dough, and using
crayons and markers for scribbling. We assist her in wrapping her fingers around the crayon and
demonstrate drawing lines and circles which helps with her fine motor development. She can
consume a variety of nutritious foods from all food groups with assistance, and self-feed finger
foods from all food groups using her thumb and forefinger (pincer grasp). She is provided with
child size eating utensils and cups with lids.
Good nutrition, physical activity, shape Evies physical development. The most important thing
to remember is that children grow and develop at different rates, usually in the same order, but
age will vary for each child.

Creative Development
Evie is becoming aware of position words such as under, up, and down. The word under is
repeated every time she goes under the slide or table, we state Evie you are under the slide, are
you hiding or Evie you are under the table, I see you, peek- a-boo. These responses become a
game for her and laughter usually ensues. We model the use of position words like up and down
when providing opportunities to explore music by listening to a variety of familiar songs,
rhythmic patterns, dances lifting her arms up, and putting arms down, and when interested she
will repeat the arm action independently.
As a toddler Evie shows control of her body. She can bend, twist, and stretch her arms. Evie can
also balance herself while listening attentively to music. We encourage her when doing musical
activities to stomp her feet, clap her hands, sway and wiggle her body creatively. Evie
experiments with a variety of sound sources. We provide shaker toy instruments, rattles, play
pianos, drums, triangles, CDs, and interactive toys to encourage her to move.
Evie delights in causing things to happen upon discovering what actions lead to what results,
such as producing sounds from an interactive toy, or banging blocks together, banging on the
wall, or repeatedly pressing the buttons on a play fire truck. She can imitate what others do such
as clap hands, repeat babbling sounds, and explore her vocal pitch sounds through screams.
Playing is an important way for Evie to find out how things work. Both indoor and outdoor play
with open-ended toys are great creative play activities that will help nurture Evies imagination
and also develop her problem solving, and motor skills. Pretend play, music, and visual arts will
help develop her senses through exploration and discovery and will help Evie express how she
see the world and her place in it. We will assist Evie in developing her imagination through
pretend play, music, and visual arts. At her age she is still learning and the most important thing
is for her to explore her environment.

Summary
What have I learned about Evie? I have learned from the teacher/parent interview that Evies
start in life came with some concerns. Blood levels fluctuated, she had jaundice which is an
excessive build-up of a substance called bilirubin. Bilirubin is a breakdown of red blood cells
and is normally processed by the liver and excreted from the body in bile, and this is why her
doctor wanted to assure that her liver was functioning properly. I learned that Evie is bright,
energetic, and in control of her emotions and feelings. I recognize these attributes through her
play, her expression of emotions, her ability to solve conflicts with her peers, and her ability to
seek help as needed. Ive also learned that she has a concept of self. She uses a variety of
behaviors to gain attention, she has good muscular control, and cognitively I have learned that
Evie is a thinker. Shes able to figure things out. She is a good investigator of cause and effect,
and she explores why things happen. I learned that she likes books, turning pages, pulling
zippers, climbing, walking, moving fast and hugs. I have learned through observation that Evie
demonstrate a lot of skills and is continuing to grow and develop new skills almost every day.
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What have I learn about the importance of observation? I learned that observation should be part
of your natural teaching and learning technique. I learned that the importance of observation is
that it has to begin with a willingness to observe, and a willingness to learn about children
growth, and development. I have learned that watching gives me the opportunity to comment on
what I see, and discover the child interest and strategies; listening helps me to ask open-ended
questions, and taking notes overtime helps me reveal what watching and listening has
determined about a child and their development. I know the importance of observation is to get
to know children, how they interact with their peers, how they learn, grow physically and
cognitively, develop language, and explore creatively. I learned that observation allows me to
view all areas of development, but it also allows me to use several methods or tools for
assessment such as:

Narrative observations - anecdotal records, and running records

Quantitative Observations - time sampling, event sampling
ABC Analysis A = antecedent event, B = behavior, C = consequent event
Checklists
Rating Scales

Observation methods and tools have their advantages and disadvantages. Time and place of
observation, mood of the child, mood of the observer, childs feeling of being watched, and the
observers availability may or may not allow what normally happens to be conveyed. I remember
at some point in our classroom discussions in Advance Observation the instructor made a
statement that made observing so clear to me it was so basic and simple that it made me snicker,
but It became concrete in my head; she said observations can only be made with the five
senses, all you need to do is use your hearing, and sight, focus on how the child respond to
touch, taste, and smells. What I thought to be difficult instantly turned to understanding, and not
saying observing is easy, Im saying I understand what observation is.
I have grown as a professional by completing this project and overall as an observer. I like
observing and knowing that I can put what I see into developmental categories. I understand that
observations can bring forth new possibilities for the child or the environment. I think more
about what the child is actually doing while playing. I observe to see skill levels, their awareness
of space, if they can stack blocks, play a game, listen to directions, interact with others, or what
toys or materials they are using. I feel I take a more concerted effort to notice important aspects
of the childs responses and behavior, and this allows me to be more responsive to the parents
which in turn makes me a better child care provider/teacher.
As I write my lesson plans I reference my observations of the child and how she has grown in all
domains of development. I think about what she is able to do, what she cannot do, what she is
capable of doing, and what she is beginning to do. I use various learning objectives in the chosen
domain areas to support her learning and motivation through positive social interaction and
active engagement in activities. I assess her skill areas for the domains the lesson plans are based
on. I use the goals and objectives set by the Virginia Foundation Blocks for Early Learning as a
baseline for creating activities based on the childs current level of development. I stated the
steps needed to meet the objectives and complete the goals overtime. I used assessment tools to
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measure the child skill level and I question has the child met part of the objective, all of the
objectives or has the child met the overall goal and should I set new goals and objectives and
raise the child interest by bridging new skills with old skills. I find that the results of the lesson
plans are based on my strategies, the childs strategies, and the arrangement of the environment. I
find that every day Evie is unpredictable because of her new discoveries, fluctuation of emotions,
and with her level of energy its sometimes difficult to assess her skills, not because of
regressing, but personality and temperament dictates what I can and cannot do on a given day.
Based on my observations and interactions with Evie, I know through the goals, objectives, and
resources we can support her learning and engage her in the various learning activities in a real
and appropriate way and enable her to meet or master the lessons objectives.
By completing this case study, I was able to accomplish a great task. I now have a better
understanding of an early learner social, emotional, physical, creative, cognitive, and language
development. I believe I will be better equipped as I continue in this field of Early Childhood
Education.

CHD 265 - Advanced Observation and Participation in Early Childhood/Primary

Settings
Instructor - Ann-Marie Lanius
Case Study - Running Record - E.Y., Language Development
Submitted By - Sandra Myers
Date - February 26, 2016
Time - 10:10am - 10:30am

E.Y. is leaning against the window, she begins to walk to the puzzles on the floor where her
friends are playing, but turns her body and walks across the play mat over to the table where Im
sitting. She begins to touch my note pad and began babbling. She walks back over to the puzzles
on the floor with her playmates and my assistant. She squats her body and picks up a puzzle
piece, babbling. She observe the puzzle piece in her hand stands from the squat position, and
paces down the hallway with the puzzle piece. The assistant calls out her name, she laughs,
continuing to babble moving her arms up and down. She finally drops the puzzle piece. She
paces back down the hallway and sits on the bottom of the slide then stands up to walk around
twirling her hair, walks to a toy basket, then picks up a soft animal and drops it on the floor. She
leans over a large square block, she is babbling, she pulls a purple cow from the basket and
begins to shake it, then drops it on the floor. My assistant pours blocks on to the mat, she pulls
the blocks apart and puts them together to demonstrate to the kids. E.Y. picks up a block and
begins to and put them together. She pulls them apart several times. E.Y. gets up from the mat
and goes to where the baby is sitting in the bouncer, she squats and begin to play with and shake
the toys attached to the bouncer, and she is smiling and babbling with the baby. She turns her
body while on her knees, and walks on her knees to the baskets next to her, she begins to take
toys from the basket, and stands with a music noise maker and shakes it. She walks back to the
baby and shakes her noise maker moving around with her arms up in the air smiling (music is
playing in the back ground).
She goes back to the puzzle remove pieces, places the pieces back on the puzzle frame upside
down and not in the correct space. She looks up at the assistant who is in front of her clapping
her hands and saying good job E., good try. E.Y. looks at my assistant and claps her hands. She
stands and joins her friends in moving up and down the hallway pushing the toy cars, as the
music is playing. She stops and sits on the floor. The assistant calls her name, she looks, and
laughs and crawls a little with her head down moving fast toward the assistant, she looks up and
smiles. She gets back up and goes down the hallway with her friends babbling while her hands
are going up and down. She continues to laugh pushing her push car, and moving fast up and
down the hallway, back and forth. Shes laughing, screaming, and babbling with her friends. She
sits on the play mat, picks up a toy and drops it on the mat smiling. She stands and goes to the
toy farm house on the shelf near the window, shes babbling, and grabs a play food item from the
basket and walks toward the puzzle. She places the food item on her head and it drops to the
floor and she laughs. She sits on the floor, picks up a puzzle piece, lays on the floor and rolls

around with the puzzle piece in her hand, still laughing and babbling. She gets up walks on her
knees back to the basket and throws play food items onto the floor.
Language Development Running Record Analysis
Throughout the day we engage Evie in conversations and encourage conversation between
her and peers as they go about their daily routines exploring the environment. We sing,
play familiar songs, read books and nursery rhymes to build language skills. She loves to
explore the environment indoor and outdoor and as she explores she is babbling, laughing,
and smiling. Evie is not speaking words at this time we recognize her gestures and respond
to her by stating what we assume she need and want when using babbling sounds.
Example: we may notice Evie exploring the table reaching her arms out, we may notice her
cup or a toy on the table, and we will say to Evie do you want your cup or do you want
the toy, pushing both item into her grasp and allow her to make the choice, once she has
made her choice we will say you wanted the toy or you wanted your cup, putting
emphasis on the words toy and cup. Evie can imitate some sounds that we make,
repeat clapping, and pretend play using the phone. We will continue to read to her, have
conversations and introduce new vocabulary through familiar rhymes, songs, books, and
through exploring sounds in the outdoor environment.

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CHD 265 Lesson Plan Format 1

Advance Observation and Participation in Early Childhood/primary Settings
Instructor: Ann-Marie Lanius
Name: Sandra Myers
Date: April 1, 2016

Theme of Lesson and domain:

Personal and Social Development

Self-Concept

Targeted Age Group:

Preschool

Virginia Foundation Blocks for Early Learning

a.
b.
c.
d.
e.

Foundation Block 1 - Self-Concept

Foundation Block 2 - Self Regulation
Foundation Block 3 - Approaches to Learning
Foundation Block 4 - Interaction with Others
Foundation Block 5 - Social Problem Skills

Learning Goal(s): (What do you want children to understand after completing this lesson?)
A.
B.
C.
D.
E.

The child will demonstrate self-confidence and self-reflection.

The child will show self-direction and responsibility.
The child will show eagerness and persistence as a learner.
The child will interact easily with other children and with familiar adults.
The child will learn and use appropriate verbal skills to resolve conflicts with peers,
and to ask for help when needed.

Learning Objective(s) after the goal is met the student should be able to do.
A. Demonstrate knowledge of personal information including first and last name,
gender, age, birthday, parents name, teachers name, school name, town or city
where they live, and street name.
Begin to recognize and express own emotions using words rather than actions.
Recognize self as a unique individual and respect differences of others.
Develop personal preferences regarding activities and materials.
Develop increasing independence in child care activities throughout the day.
B. Contribute ideas for classroom rules and routines.
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Follow rules and routines within the learning environment.

Use classroom materials purposefully and respectfully.
Manage transitions and adapt to changes in routine.
Develop positive responses to challenges.
C. Show interest and curiosity in learning new concepts and trying new activities and
experiences.
Demonstrate ability to learn from experiences by applying prior knowledge to new
situations.
Increase attention to a task or activity over time.
Seek and accept help when needed.
Attempt to complete a task in more than one way before asking for help.
D. Initiate and sustain interactions with other children.
Demonstrate verbal strategies for making a new friend.
Interact appropriately with other children and familiar adults by cooperating,
helping, sharing, and expressing interest.
Participate successfully in group settings.
Demonstrate respectful and polite vocabulary.
Begin to recognize and respond to the needs, rights, and emotions of others.
E. Express feelings through appropriate gestures, actions, and words.
Recognize conflicts and seek possible solutions.
Allow others to take turns.
Increase the ability to share materials and toys with others over time.
Include others in play activities.
Resources/Materials Needed: (What resources will the teachers and the children use?)
Camera, pictures of family, printer paper, contact paper for preserving picture, mirrors,
and books
Activity: (What is the child-directed activity that children will do to practice this skill)?

The teacher will ask the parents to bring family pictures.

The teacher will engage Evie through various play activities.
The teacher will take pictures of Evie interacting in various play activities.
The teacher will display family photographs and photos of class activities at the eye
level of the child.
The teacher will talk to Evie about the pictures.
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The teacher will encourage Evie to locate and identify herself, her parents, and her
peers in the picture.
The teacher will provide safety mirrors to allow Evie to see her mirror image, and
ask who is in the mirror, and can you point to your eyes, nose, mouth, etc.
The teacher can read and engage Evie in books such as - I Like Myself by Karen
Beaumont, Illustrated by: David Catrow, a book about self-acceptance; Someone
Special Just Like You by Tricia Brown, Photographs by: Fran Ortiz, a book about
acceptance of others; I Love Me by Kim Dulaney, Illustrated by: Sherman Beck,
a book about self-acceptance; Today I Feel Silly & Other Moods That Make My
Day, by Jamie Lee Curtis, Illustrated by: Laura Cornell; and Friends at School,
by Rochelle Bunnett, Photographs by: Matt Brown, a book about friends and
differences.
Strategies :) (How will the teacher engage the children? What activities will the children
complete? Indicate the teacher questions/prompts, expected child action, and the closing portion.
Indicate at which point the students are teacher-directed and at which point they are childdirected.)

The teacher will encourage Evie to look at the pictures.

The teacher will give specific feedback such as - this is you in the picture, this is
your mom and dad stating their names, and these are your friend(s) stating
their names.

The teacher will ask questions of Evie such as - can you find and point to yourself
in the picture, can you find and point to your mom or dad in the picture, can you
find and point to you friend(s) in the picture, stating each person name.
The teacher will give assistance as needed such as - this picture at the top is you,
this picture beside you is your mom, this is your friend _.

Adaptation for Learner Diversity: (How can this lesson be adapted or structured for children
with special needs or different age groups?)

Pictures do not have to be only on the wall, a child can create a book about his
family to keep in their cubby for reassurance especially if they have intense
separation feeling after drop off or throughout the day.
Pictures can be enlarged for better visual viewing.
Pictures can be enlarged and held by the child.
Pictures can be adapted with texture around the border of the pictures for tactile
textures for the child to see and touch.
Safety mirrors can be used to help the child see their image closer and point to their
face image and their eyes, nose, mouth, etc.

Assessment: (How will you determine the extent to which the children grasped the concept?)

The teacher will acknowledge if Evie was able to point to her picture, mom, dad or
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peers picture.
The teacher will acknowledge if Evie was able to identify self, mom, dad, or peers by
name.
The teacher can make a tally of how many times Evie was able to point to, identify,
or name person in the picture.
Optional Analysis/Reflection: (How well did this lesson work? Would you change anything
next time?) This lesson plan works well; Evie will be able to see herself engaged in many
activities and identify self, peers and family. The lesson plan provide resources and
strategies to be successful and can be adjusted to meet the needs of many students.

CHD 265 Lesson Plan Format 2

Advance Observation and Participation in Early Childhood/primary Settings
Instructor: Ann-Marie Lanius
Name: Sandra Myers
Date: April 1, 2016

Theme of Lesson and domain:

Health and Physical Development

Manipulative Skills

Targeted Age Group:

Preschool

Virginia Foundation Blocks for Early Learning

A.
B.
C.
D.
E.
F.

Foundation Block 1 - Manipulative Skills

Foundation Block 2 - Movement Principles and concepts
Foundation Block 3 - Personal Fitness
Foundation Block 4 - Responsible Behaviors
Foundation Block 5 - Physical Active Lifestyle
Foundation Block 6 - Health Knowledge and Skills - Nutrition / Habits that
Promote Health and Prevent Illness
G. Foundation Block 7 - Information Access and use
H. Foundation Block 8 - Community Health and Safety

Learning Goal(s): (What do you want children to understand after completing this lesson?)
A. The child will demonstrate motor skills and movement patterns needed to perform a
variety of physical activities.
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B. The child will use the movement concepts of directions, levels, pathways, and effort
while performing locomotor (move body from one place to another), non-locomotor
(move around axis of body), and manipulative (move in conjunction with objects)
skills.
C. The child will participate in structured and unstructured physical activity designed
to achieve a health-enhancing level of physical fitness.
D. The child will demonstrate the ability to cooperate with others and follow safety
rules while participating in physical activities.
E. The child will participate in physical activity every day and explain why physical
activity is good for health.
F. The child will identify healthy and unhealthy foods, and simple practices and habits
that promote health and prevent illness.
G. The child will identify trusted adults and begin to learn how to seek reliable health
information.
H. The child will understand how to make good decisions about simple health issues to
promote a safe and healthy community when alone, with family, at school, and in
other group settings.
Learning Objective(s) after the goal is met the student should be able to do.
A. Manipulate a variety of objects during structured and unstructured physical
activity settings.
Manipulate small objects using one hand independently, and both hands working on
the same task.
Demonstrate increasing ability to coordinate throwing, catching, kicking, bouncing,
and juggling movements.
Coordinate eye-hand and eye foot movements to perform a task.
B. Apply knowledge of movement concepts by performing various locomotor
movements while changing directions (right, left, up, down, forward and backward),
levels (high, medium, and low), pathways (straight, curved, and zigzag), and effort
(fast, slow, hard,, and soft).
Identify fundamental movement patterns such as running and jumping.
Begin and expand movement vocabulary.
Perform various locomotor movements demonstrating changing directions, levels,
pathways, effort, and relationships in space while listening to music, or responding
to a drum beat, the beat of tambourine, verbal instruction, or other signals.
C. Participate in activities that allow the child to experience and recognize a rise in the
heart rate and breathing rate.
Participate in activities designed to strengthen major muscle groups.
Participate in activities that enhance flexibility.
D. Demonstrate safe behavior by participating appropriately during physical activity,
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accepting feedback, and taking responsibility for behavior when prompted.

Share equipment and space, and take turns with help from the teacher.
Work well with others.
Listen to and follow simple directions.
E. Identify the activities that they like and dislike.
Describe what it means to be physically active and then have the opportunity to
actively pursue the activities they have described.
Participate in activities geared toward different levels of proficiency.
Identify places at home, in the neighborhood, and in the community where children
can play safely and be physically active.
F. Indicate awareness of hunger and fullness.
Identify food and the food groups to which they belong, e.g., vegetables, fruits,
dairy, meats, and grains.
Distinguish food and beverages on a continuum from more healthy to less healthy.
Demonstrate an understanding that eating a variety of fresh fruits and vegetables
with lots of different colors helps the body grow and be healthy.
Demonstrate how to correctly wash hands.
Demonstrate covering the mouth or nose when coughing or sneezing.
Identify habits that keeps us healthy.
Explain the importance of rest.
Be able to communicate when one is not feeling well.
G. Understand that health care providers can help them when they are not feeling well.
Identify people they can trust, e.g., police, firefighters, family members, and
teachers and understand they will keep them safe.
Be able to differentiate between safe and unsafe situations.
Begin to share feelings and express how they feel.
H. Follow safety rules on the playground with adult assistance and reminders.
Follow emergency protocols after practicing safety drills, e.g., fire, earthquake, and
lockdown drills.
Demonstrate pedestrian safety and vehicle awareness.
Understand bicycle/tricycle safety and the importance of wearing a helmet.
Know how to make an emergency phone call.
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Act safely around pools, ponds, and other water, e.g., oceans, rivers, creeks, ditches,
and swamps.

Resources/Materials Needed: (What resources will the teachers and the children use?) Balls,
e.g., soft, textured, big, medium, and small. Camera to take pictures of the activity, printer
paper to print pictures of the activity, contact paper to preserve the picture and post on the
wall, and books to introduce physical activity.

Activity: (What is the child-directed activity that children will do to practice this skill)?

Introduce and engage Evie in ball movement activity.

Encourage Evie to sit in a straddle position on the floor.
Play a game similar to follow the leader; (State Im going to roll, or bounce the ball
to you, and you roll, or bounce the ball back to me).
The teacher will demonstrate and encourage Evie to move her arms in a pushing
motion to roll the ball on the floor to the teacher.
The teacher will encourage Evie to reach out with her arms to catch the gently
rolled ball and push the ball back and forth to the teacher or another child if the
play is a group activity.
The teacher will provide play time opportunities for Evie to develop the concept of
rolling the ball.
The teacher will demonstrate and encourage Evie to move their arms in a
downward pushing position to softly bounce the ball back and forth to the teacher
while sitting on the floor in a straddle position.
The teacher will demonstrate and encourage Evie to reach out with her arms to
catch the softly bounced ball and bounce the ball back and forth to the teacher or
another child if the play is a group activity.
The teacher will provide play time opportunities for Evie to develop the concept of
bouncing the ball
The teacher will introduce books to Evie to encourage physical activity such as
PLAYTIME Show Baby Series, By Brimax Books, 1 - 2 years; Jiggle, Wiggle,
Prance - by Sally Noll; Hey, Look at Me! I Like To Play, A book for girls by Merry
Thomasson, Illustrated by G.B. McIntosh; Rosies Walk, by Pat Hutchins; and I
went walking, by Sue Williams, Illustrated by Julie Vivas

Strategies :) (How will the teacher engage the children? What activities will the children

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complete?

The teacher will demonstrate and encourage Evie to sit in a straddle position on the
floor.
The teacher will demonstrate how to push and bounce a ball gently and softly on
the floor in a straddle position.
The teacher will demonstrate and give specific feedback on how to reach or
stretch the arms out to catch the rolled or bounced ball.
The teacher will ask questions of Evie such as - can you roll the ball to your
friend(s), or can you bounce the ball to your friend(s).
The teacher will give assistance as needed for arm and hand manipulation to roll,
bounce, and catch the ball.

Adaptation for Learner Diversity: (How can this lesson be adapted or structured for children
with special needs or different age groups?)

Pictures can be taken and posted on the wall to show step by step instruction on how
to sit in a straddle position, how to push the ball, how to bounce the ball, and how to
catch the ball.
Pictures can be enlarged for better visual viewing.
Pictures can be enlarged and held by the child.
The teacher can suggest other sitting positions if the child is unable to sit in a
straddle position.
Balls can be small, medium, or large, or textured rubber knobby balls, or bead balls
for stimulating sensory play.
As the child gets older the play can be adapted to a game of throwing, catching, or
kicking the ball in an upright position.

Assessment: (How will you determine the extent to which the children grasped the concept?)

The teacher will observe and acknowledge Evie skill level using a checklist, or rating
scale to record if Evie was able to roll, or bounce a ball while in a straddle position.
The teacher will observe and acknowledge Evie skill level using a checklist or rating
scale to record if Evie was able to catch a rolled or bounced ball while in a straddle
position.

Optional Analysis/Reflection: (How well did this lesson work? Would you change anything
next time?) This is a lesson plan that give clear examples of how to assist the child in simple
ball activities. The lesson plan provide resources and strategies to be successful and can be
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adjusted to meet the needs of many students.

CHD 265 Lesson Plan Format 3

Advance Observation and Participation in Early Childhood/primary Settings
Instructor: Ann-Marie Lanius
Name: Sandra Myers
Date: April 1, 2016

Theme of Lesson and domain:

Creative Arts Expression

Music and Visual arts

Targeted Age Group:

Preschool

Virginia Foundation Blocks for Early Learning:

Virginia Music Foundation
A.
B.
C.
D.
E.

Foundation Block 1 - Music Theory/Literacy

Foundation Block 2 - performance
Foundation Block 3 - Music History and Cultural Context
Foundation Block 4 - Analysis, Evaluation, and Critique
Foundation Block 5 Aesthetics

Virginia Visual Arts Foundation

A.
B.
C.
D.

Foundation Block 1 - Visual Communication and Production

Foundation Block 2 - Art History and Cultural Context
Foundation Block 3 - Analysis, Evaluation, and Critique
Foundation Block 4 - Aesthetics

Learning Goal(s): (What do you want children to understand after completing this lesson?)
Music
A.
B.
C.
D.

The child will develop an awareness of the mechanics of music.

The child will participate in musical performance on a regular basis.
The child will develop an appreciation of different styles of music.
The child will investigate how music is used formally and informally, and engage
in multiple visual, aural, and hands-on musical experiences by singing, dancing,
and using a variety of materials and instruments.
E. The child will listen and respond to recorded and live music performances.
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Visual Arts
A. The child will develop an awareness of the mechanics of the visual arts and
produce various forms on a regular basis.
B. The child will develop an understanding of the cultural importance of the visual
arts.
C. The child will respond to the visual arts in a variety of ways using the body and
multiple materials.
D. The child will examine and express different views and experiences through the
visual arts.
Learning Objective(s) after the goal is met the student should be able to do.
Music
A. Understand the vocabulary of music.
Understand that written music represents sounds by using notes.
Understand that composers write music, musicians sing or play instruments, and
dancers utilize music elements in expressing dance.
Identify common musical instruments.
B. Demonstrate the difference between singing and speaking.
Develop the understanding that the childs body and voice are musical
instruments.
Participate in opportunities to use singing voice and musical instruments.
Practice good manners when participating in musical performance.
Repeat simple musical patterns using voice, body, and instruments.
C. Understand that music comes from many different places in the world.
Understand that music sounds differently depending on who created it and when
it was written.
Develop an appreciation for different types of music.
D. The child will talk about and compare musical patterns and sounds.
The child will recognize differences and similarities among music styles.
The child will explore the creation and purpose of music in personal and social
life.
The child will participate in music activities that involve sharing, taking turns,
and cooperation.
The child will identify types of music he/she prefers.
E. Use the body and motion to express a response to a musical selection.
Express a response to a musical selection by using available visual arts supplies.
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Use words to describe how a musical selection makes a child feel.

Visual Arts
A. Understand that artists create visual arts using many different tools.
Understand that the visual arts take many forms.
Use a variety of materials, textures, and tools for producing visual art.
Develop and use fine motor skills necessary to produce two and three dimensional
works of art.
B. Understand that all cultures have art that reflects their experiences and identity.
Understand that works of art can be a historical record of a certain time period in
history.
Develop an appreciation for the various forms of visual arts.
C. Use the body to express a response to a work of art.
Understand that each person responds to and creates works of art in unique ways.
Use available art supplies to express an individual response to an art form.
Use words to describe a response or reaction to a visual arts selection.
The child will identify types of works of art that he/she prefers.
D. Understand that the visual arts express feelings, experiences, and cultures.
Talk about different kinds of art and recognize the idea, theme, or purpose.
Create specific works of art based on a common theme, concept, or emotion.
Collect, compare, and use natural objects and objects made by people.
Understand the purpose of an art museum.
Resources/Materials Needed: (What resources will the teachers and the children use?).
Music - Hap Palmer song about fast and slow, Music CDs to introduce a variety of
music, various musical instruments, books and videos to introduce finger plays, and
rhythm.
Visual arts - Ron Brown song Eight Pretty Colors, crayons, dancing color scarfs, white
paper, introduce natural environment colors
Camera to take pictures of the activity, printer paper to print pictures of the activity,
contact paper to preserve the picture and post on the wall.
Activity: (What is the child-directed activity that children will do to practice this skill)?
Music

Introduce the vocabulary words fast and slow.

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Introduce, teach, and reinforce a steady beat in fast and slow tempo using hand
clapping.
Introduce Hap Palmer song about fast and slow (This is a song about slow, how
slowly can you go? As slow as the oak tree grows in the meadow, how slowly can
you go? This is a song about fast, soon it will be in the past. Were in an awful
hurry to sing and get through. Theres so many other things that we want to do.
This is a song about fast. Its almost over at last. Were so glad its ending because
we got to fly. Its been great to know you, hello and goodbye! This is a song about
slow. How slowly can you go? As slow as the oak tree in the meadow, how slowly
can you go)?
Evie can move slowly with the slow music and quickly with the fast music.
Evie movements may be done in place, or traveling through space.
Evie can isolate body parts, use the whole body, swing, shake, twist her body,
walk, jump, hop, or skip fast or slow.
Evie can imitate animal movements with fast and slow tempo. (Farm animals,
dogs, cats, birds, etc.)
Introduce the book - Clap Hands by Helen Oxenbury
Introduce Evie to different instruments - drums, triangles, etc.
Introduce the video - Ella Jenkins Live at the Smithsonian - featuring the songs
Play Your Instruments and Make a Pretty Sound, Stop and Go, and other
fast and slow tempo songs.
Introduce the video by baby genius Mozart and Friends, classical music with
fast and slow tempo.
Visual Arts
Introduce the colors red, green, yellow, blue, orange, black, brown, and purple.
(Crayons, or use flash cards, etc.)
Introduce the Ron Brown song Eight Pretty Colors, (Red, green, yellow, blue.
Orange, black, brown, purple. Eight pretty colors in my crayon box. Red, green,
yellow, blue. Orange, black, brown, purple. Which one will I choose? Red like an
apple, green like grass, yellow like the sun, and blue sky, coloring is fun! Orange
like a pumpkin, black like the night, brown like a bun, and purple like grapes,
coloring is fun! Red, green, yellow, blue. Orange, black, brown, purple. Eight
pretty colors in my crayon box. Which one will I choose?)
Give Evie a piece of construction paper (plain, or color)
Give Evie a box of crayon with the colors - red, green, yellow, blue, orange, black,
brown, and purple.
Encourage Evie to use the colors as the Eight Pretty Colors song is playing,
reinforce the colors to Evie as the song is playing. ( after several trails Evie will
begin to learn the colors, dont worry if she get the colors wrong, shes still
making a visual arts creation to be posted for all to see)
Introduce the rainbow; use colorful dancing scarfs to reinforce the colors of the
rainbow, have the kids place the scarfs on the floor in a rainbow shape, take
pictures of the kids laying on the rainbow shape scarfs.
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Spend time outside in the natural environment to observe and respect the visual
colors and beauty of nature.
Introduce the book - Color Dance by Ann Jonas a book about dance, color
scarfs, and mixing colors.
Introduce the video - Notes Alive! Dr. Seusss My Many Colored Days,
Narrated by Holly Hunter, Featuring the Minnesota Orchestra; introducing how
the arts enhance the expression of emotion and feelings using color.
Introduce the video - Songs and Finger Plays for Little Ones By Mary Clever;
enhances all the developmental domains.

Strategies :) (How will the teacher engage the children? What activities will the children
complete?
Music

The teacher will introduce the vocabulary words tempo, fast, and slow.
The teacher will introduce tempo - fast and slow using hand clapping.
The teacher will introduce tempo using musical instruments.
The teacher will demonstrate the action of fast and slow using body language of
fast and slow.
The teacher will encourage the child to move their arms, legs, or whole body fast
or slow.
The teacher will ask question such as - is this music fast or slow, Im I moving fast
or slow, do a snail move fast or slow, does a rabbit hop fast or slow.
Visual Arts
The teacher will introduce color word vocabulary and reinforce the colors - red,
green, yellow, blue, orange, black, brown, and purple.
The teacher will ask question such as - what color is your shirt or blouse, what
color is your hair, etc.
The teacher will provide information about the outdoor environment such as - the
sky is blue, the grass is green, flowers are different colors, and the sun is yellow,
etc.
The teacher will introduce the colors of the rainbow.
The teacher will encourage the children to use crayons, markers, and a variety of
other materials.
Demonstrate how mixing the colors red and yellow makes orange, or yellow and
blue makes green, etc.

Adaptation for Learner Diversity: (How can this lesson be adapted or structured for children
with special needs or different age groups?)
Music

27

Use headphones to help a child hear better, clearer, or to block out excess noise.
Diverse learners can feel the tempo.
Diverse learners can be supported moving their body.
Diverse learners can be encourage to get up and move or sing.
Diverse learners can use music for calming and transition.
Teachers can teach self-control using music to learn when to stop, when to move,
and how to take turns.
Visual Arts

Supply different sizes of crayons, small, medium, or large.

Use fingertip crayons.
Diverse learners can feel or touch a variety of textures, and paint with their
hands.
Assessment: (How will you determine the extent to which the children grasped the concept?)

A rating scale can be used to see how well a child understand tempo.
A checklist can be used to see who can demonstrate actions such as - walk fast or
slow, hop, jump, or skip.
A checklist can be used to see what colors a child know, and what colors need to
be reinforced.

Optional Analysis/Reflection: (How well did this lesson work? Would you change anything
next time?) The lesson plans work very well, the kids are enjoying the music and the
materials. These are simple lesson plans that introduce music and visual arts using
vocabulary, music tempo, movement, rhythm, colors, materials, instruments, and
textures. The lesson plan provide resources and strategies to be successful and can be
adjusted to meet the needs of many students.

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Cognitive
Skills
Rating Scale

Nev

Someti

er

mes

Alwa
ys

Find objects even if hidden

Manipulate items to get a response (shake a maraca, drop

her cup, etc.)
Look toward an item when it's named.

Copy gestures or movements you make

Understand the proper use for things (hairbrush, spoon,

cup,)
Follow very simple direction like (kiss, bye-bye)

Will listen to short story book with pictures.

Begins to sort shapes and colors

Begins make believe play.

Shows curiosity and motivation.

Solves problems/can figure out things.

Recognizes and recalls (items, people, things)

Engages in social dramatic play

Cognitive Rating Scale Analysis

Evie can recall the location of familiar objects, even if they are covered or hidden. She enjoys games of
hiding and finding. She engages with familiar adults, and is developing an understanding of family. She
continues to put things in her mouth, shake things, bang, drop, and throw things. She plays with shape
sorter, though often will not match correctly. She gestures or screams to request more in reference to food
or play. She loves to be read to, and pays attention to what is happening in the environment. She
29

demonstrates use of body, and is developing an understanding of the concept of time as it relates to
everyday life, such as eating and napping times, and she can follow simple directions.

Event Recording (Frequency / Behavior Count) Form

Target Persons Name: Evie Person completing this form: Sandra Myers
Location: Ms. Sandys Child Care
Date Completed: March 17, 2016

Procedures:
Write down the behavior that you will be looking for and its
definition
Write down the date and
time
Make a tally mark every time that the behavior occurs (if the behavior does not occur, make sure to enter 0
zero)
At the end of your observation period, total the number of tally marks for that day (if using a different
method to keep track of behavior, enter the total in the Total column) (This is what you graph)

Behavior Definition (in specific, observable, measurable terms):

Record Evie biting or attempts to bite - To pierce the skin of a peer or
tending to bite
Date
March 15

March 16

March 17

Time

Tally every time that the behavior

occurs

Total number of times

behavior occurred

10am - 1pm

II

3pm -5pm

IIII

10am -1pm

III

3pm 5pm

10am 1pm

3PM 5pm

II

Evie Event Sample Analysis

Evie is able to self-regulate her daily routines the majority of the time. She is able to
exhibit appropriate expression of emotions when upset, however there are times
during play when she attempts to bite. Usually these attempts at biting are seen
during moments of frustration because she cannot figure something out, excited
when engaged actively, stress because someone invaded her space, or someone
took her toy. As providers of care we try to recognize her challenging moments. We
use a stern tone with a serious face, not angry and state biting hurts! No biting,
hoping that everyone can return home injury free. For some young toddlers biting
behavior is a normal and often temporary phase that fades as the child gets older
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and realizes that biting is hurtful. Evie whose language has not yet developed with
words, will begin to express her needs and manage her strong feelings of biting. We
are hopeful that Evie will develop the language she needs to manage her behavior
and cease the biting.

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