Observation Assignment: Part 1: For one child, take objective notes on each of the standards for this section.

. If standards indicate emerging, use the developmental timeline website. (do gross motor and fine motor development from pakeys.org - career development?) Part 1: Objective notes about Charlie Standard 10.4: Physical Activity: Gross Motor Coordination: 10.4.1 Control and Coordination Combine large motor movements with the use of equipment: In the block area, Charlie is climbing on top of large wooden blocks already placed on the floor so that he can add smaller blocks to the top of the large structure the children are building. Demonstrate coordination of body movements in active play: When we go outside today, Charlie is able to throw a ball back and forth to me a few times. He finds a big blue ball and throws it to me. He then catches it when I throw it back. Once Simon shows him that he can kick the ball, Charlie and I begin kicking the ball. This involves much more running around, and Charlie is coordinating kicking the ball with running alongside it and his peers. Move and stop with control: When the children are dancing to music before center time, Miss Joan plays the music and stops it at random intervals. Charlie, along with the other kids, dances when the music is playing and stops when the music is paused or turned off. Perform a variety of movement skills along side and with a partner: Also during dancing to the music, Charlie, Miss Joan, Rylee, and Kristina all hold hands and dance in a circle, moving one way and then the other. The children raise and lower their arms in coordinated motions with Miss Joan, too. 10.4.3 Balance and Strength Exhibit balance while moving on large motor equipment: Charlie shows that he can balance on the blocks while he is stacking in the block area. Also, when we go outside today, Charlie shows balance as he climbs on the playground area. He is able to walk up the steps and across the platform, and he can also sit down and balance to keep his body upright while going down the slide. Show enthusiasm for mastery of gross motor movements through repetitive practice: Charlie is constantly climbing in the block area and on the playground (during different parts of the day), showing that he is working toward gross motor movement mastery by practicing his movements up and down the playground or on and off of the big blocks in the block area time and again. Standard 10.5: Concepts, Principles and Strategies of Movement: Fine Motor Development: 10.5.1 Strength, Coordination and Muscle Control:

Use hands, fingers and wrists to manipulate objects: Charlie uses his hands to grasp his silverware at breakfast. He grips the fork by wrapping his fingers around it, and he moves his hand from his plate to his mouth to get the food to where he can consume it. He bends his wrist to manipulate the food directly into his mouth. Practice manual self-help skills: Charlie (and the other kids) gets his own breakfast each morning. He is able to pour his own milk and tear up his own pancake before eating it. He pours out his own syrup and feeds himself. 10.5.2 Eye/Hand Coordination: Coordinate eye and hand movements to perform a task: During center time, the children are tracing shapes to color pictures. Charlie is coordinating his hand movements with his visual observations. He places a shape down on the paper. He then traces with a crayon, using his fingers and his hand, along the edges of the shape by using his eyes to move his hand along the edge of the shape, all the way around the shape. 10.5.3 Use of Tools: Use writing and drawing implements with correct grip to make pictures: Charlie is correctly holding his crayon to trace the shapes on his piece of paper. He uses the crayon to go around the edges, and he grips the crayon correctly by wrapping his fingers around the crayon in a comfortable and practical manner. Use classroom and household tools independently to accomplish a purpose: Charlie uses scissors when he is finished tracing to cut out the shapes. He struggles to hold the scissors correctly, but once I help him to hold the scissors, he is able to cut close to the lines to cut out his shapes. He uses household tools like a large serving spoon to get peaches onto his plate from the serving bowl at breakfast. He does this on his own. Part 2: For at least 5 types of documentation, explain how you could use that type of documentation to collect evidence about your particular childs physical development and include examples. Be sure all of your observations and examples are objective. 1. Narrative by children I could use a childs own dictation of physical processes to show a childs physical development. For example, if a child was learning how to ride one of the training bicycles on a playground, I could ask the child to explain how he or she does this. The child could explain the process of getting the bike onto the sidewalk, climbing onto the bike, and riding it across the walkway. I could also ask the child how he or she goes about serving him or herself for breakfast. By allowing the child to detail the physical actions he or she takes while completing physical tasks, the child and I can reflect on how certain physical objectives are met in order to track

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progress. (This would also allow me to note the childs language development by seeing how the child can place words to actions.) Teacher journal By personally taking the time to note my own observations of each childs behavior and interactions of the day, and by also taking into account the observations of others as well as physical displays of development, I can track physical developmental processes. For example, if a child is learning how to hold a pencil, I can record each day how the child holds writing utensils. By taking time to do this daily, I can note the change that the child undergoes from holding a pencil in a fist to holding it properly, as a progression or gradual change. Music and Movement I believe that music presents the perfect platform for children to develop physical skills. By recording childrens dancing and physical movements to music, I can note the childrens physical development. For example, I can note how children can learn to start and stop movements intentionally by recording how a child responds to starting and stopping music (dancing and pausing to the music). If I use video records to note progress, I can see how a childs physical movements change. Constructions I could use 3-D representations to show how my students are developing physically by allowing them to manipulate materials to create physical examples based on motor movements. One example of this could be by showing how fine motor skills are improving. I could give children clay and allow them to create and mold it. By seeing how intricate the designs or molds become, I could note how much physical progress is made. Developmental checklist By establishing a checklist of skills for children, I could track a childs physical skills and how children progress over time. For example, I could have an arts area checklist, with holding writing utensils, using scissors, painting, etc. to show how children can control and manipulate materials. This checklist would allow children and teachers to see how ready children are for the next level of schooling, and by evaluating multiple times, progress can be noted and I can adjust any classroom activities to meet my students needs.