Samantha Ulloa

Week 4

Chapter 4 : Using Checklists to Look at Physical Development

Facts Reflection
Using the Checklist
Some Examples of Checklists  As an observer, it very convenient to
 Valid Checklists state specific already have a set checklist that is specific
knowledge, behaviors, and skills in and efficient. This is way, all they have to
developmental sequence, which do is simply check off the completed task
describe exactly a movement, skill, or along with the date. The observer could
behavior then focus on looking for any actions.
Limitations to Checklists  I like the idea of including a column that
 Beaty, in Observing Development of the has a space for note taking. As Beaty
Young Child (2014), inserts a column mentions, it provides evidence and details
next to each criterion to use for note of how it occurred. It gives more insight on
taking in order to make the Checklist why it was checked. I personally do this
more of an open method. Beaty refers such as creating checklist but jotting down
to these notes as “evidence” because what needs to be included rather than just
they retain details of why the observer the simple task.
made that judgment.
How to Find the Time  Focusing on one area every day is less
 Checklists are not time consuming if overwhelming and much easier to
you select only a portion of the complete every day. When you have
Checklist and observe all the children different tasks all at once for 20 students, it
for the chosen developmental area. is difficult to truly capture everything.
What to Do with it  Combining all the checklists from everyday
 An individual Checklist is kept in each into one document helps to look back to
child’s Portfolio or file and noted on the the child’s record. If they ever need any
Portfolio Evidence Sheet information, it will be on their personal
portfolio
Your Frame of Reference  I agree with the books statement that our
Cultural Self society, especially in here the USA, it has
 These define your cultural self and become a melting pot of a variety of
subconsciously reflect on your own ethnicities.
childhood. These factors also influence
how you see the child.
Education and Training  We learn from what we have heard or have
 The educational level and philosophies been taught by others. Education level and
learned affect the teacher’s perceptions philosophies vary amongst people in what
and judgments of the child being judgments we make on the child. I think it
viewed. is important that they are accurate & not
create false statement
Past Experiences with Children  I can personally relate to this because I
 Those new to the profession, with little have not had much experiences with
experience, are going to see behavior children. My judgements may not be as
 and incidents differently from those great as those individuals who have
with much experience. dedicated years on children. I do plan to
change this as it will only be beneficial.
Own Learning Styles  I personally learn best through visuals as I
 The observer will absorb information in can clearly see what I should be doing.
different ways: auditory learner – from Whether that is through examples,
language and sounds the child makes, pictures, or videos, I am better at retrieving
visual learner – from actions, scenes the information.
and pictures of the child’s behavior,
tactile learner – from touching the
child.
Smudges on the Glass  I agree that bias is incorporated as it is the
 There may be smudges on the glass observer’s judgement. The observer may
that are biases that keep the observer have different perspectives from the
from seeing the child objectively. theories therefore interprets the
information differently.
Biases for or against the Child  I think it is sad when they are cases of
 Strengths of the child may be discrimination in a workplace especially
overlooked because of a prejudice or with children because they will feel
bias that will negatively affect objective vulnerable. Therefore, these biases should
observation not even be considered as it a job and
should be treating every child the same
Personal Factors, Affect Observation  We are human beings and sometimes we
 Some days might not be good ones to will have off days where personal factors
gather information and make decisions. may get in the way. I think if it is really
The professional acts ethically. affecting your work then you should take a
break and come back when you can give
our best
Looking at Physical Growth & Development  I thought this was important to note
Common Characteristics of Development because every child develops differently.
 There are milestones in every area of Just because the child did not walk at the
development that are predictable; one 10-month mark does not mean they are
almost always comes before the next, incapable of doing anything. Providing
but when each child reaches each one positive enforcement and acknowledge
may be different. each child grows differently will help the
child even more.
Small Muscle Development  It provides a great example of things we
 Documentation of small muscle have learned in past few chapter and how
development can be made with we can incorporate it into small muscle
Checklists, Anecdotal Records, and development.
samples of the child’s work on paper.
Physical Development & Other Areas  There are many experiences within the
P. D and Health/Obesity Concerns child’s life time that will influence their
 Social issues such as food insecurity and healthy lifestyle. If the parents only eat out
poor nutrition, homelessness, exposure once or even having the child being
to environmental toxins, and limited involved in outside activities will prevent
health knowledge contribute to poor the child from being obese.
health and negatively affect physical as
well as cognitive development
P. D and the Brain  I find it very fascinating that how are body
 The interplay of mind and body is not is built and how many parts correlates
surprising but is a re-emphasis of the within each other. Such as their example of
importance of physical activity to crawling which many consider a natural
overall success in learning and living. instinct but this physical action, helps to
develop other balance and perceptual
systems.
P. D and Social –Emotional Development  Beyond the benefit of physical activity for
 Pica (2010) makes the case for the health concerns, it also helps them with
importance of physical development their social-emotional such as confidence
beyond fitness, emphasizing the and creativity. A child who plays soccer
relationship to social-emotional, may have a passion for the sport and feel
creative, and cognitive development. great when they score. Also, a child who is
a dancer enjoys the creative aspect of it.
Intentional Teaching for P. D  Something as simple of a child playing and
 Planned activities can be documented the toys the choose, it had a purpose when
using different methods to indicate the the teacher decided to include those.
child’s reaction to the experiences and
development of skills.
Physical Development and Play  As a beginner in observation, I think the
Observing Physical Development in Play whole aspect of theories of the
 Watching children as they play and contributing factors may be intimidating as
move gives the observer information I would not know if they are valid theories.
and leads to knowledge and theories With proper experience and improving my
about the contributing factors for the skills as the years go by will help lessen
following aspects of physical these intimidating factors.
development: height, weight, and
movement.

For Safety Maintenance  I definitely see this when teachers are close
 Children are built to run and climb, to the playground or the balance beam to
motivated by curiosity and newfound prevent the children from falling and being
physical skills. heavily injured.

Observing the P.D of Infants and Toddlers  I find it interesting how observations are
 Observations can be made while the done on infants because they need an
infant is moving freely in the abundance of assistance but can still learn
environment, such as in the crib, on the from that. Such as when an infant is being
floor, or in someone’s arms. carried, determining the facial expressions
they make or being able to hold their bottle
on their own.
Differences in Physical Play, Boy/Girls  It was interesting to read how between
 There are other differences seen very boys and girls, there are differences within
early in life. Male one-year-olds already their motor skills. I think this has to do with
spend more time in gross motor boys generally playing soccer, jumping
activities, while girls of that age spend around whereas a girl will sit and play dolls.
more time in fine motor activities. Although these are generally, they are
instances where the roles are reversed.
Play in Nature  When nature experiences include not
 Nature classroom designs include having a planned playground gives the
outdoor spaces for building, music and children even more space to be creative. It
movement, climbing, gardening, messy allows them things that are around them
materials, gathering, and nature art. such as dirt, grass, and sticks to make up
They use natural materials in their own play with this type of play.
construction and for storage

Helping all Children w/ Physical  I can definitely relate to this where my

Development parents would talk about how everyone
Culture and Play in the community would go out and
 Grandparents reminisce about the days play. Going on crazy adventures that
when they went out to play in the lead to injuries but would get back up
morning and only came in for lunch and immediately as it was more important
when it got dark. They played in the to them to continue the fun before it
streets or in the woods and no one gave got dark. Now, I barely hear children
it a second thought. Sometimes several running around through my
generations, ages, and abilities all neighborhood which can be saddening
played a game outside together, as it can be due to the advancements of
choosing up sides, improvising technology.
equipment, and making their own rules.

Children with Disabilities  This statement is very important because

 It calls us to look at the person for what we should start focusing on the things
they CAN do, rather than what they these children can do. They are capable of
cannot doing amazing things and with our
encouragement, it will make them feel
even more powerful to accomplish these
goals.