NAEYC Standard 1: Promoting Child Development and Learning

Introduction:
I chose to observe BJ because he came to my pre-k class at the age of three and one half
years. Following a two month period of observation, I detected some factors about BJ that
triggered my concern in regards to him being in a pre-k classroom setting. BJ was young and
displayed characteristics of immaturity. His little hands would not color and cut like he wanted
them to. He frowned and the smile would leave his face when he was asked to participate in
group activities. His parents insisted he be in my classroom because he was so smart; I wont
argue that the little boy is very bright. The thing that concerned me however, was his inability to
sit still. It did not matter what the classroom setting was, BJ could not sit patiently for any length
of time. I thought that his going back to the preschool class would decrease the pressure on him
to accomplish tasks that were beyond his reach and he would be better prepared for a successful
pre-k year. Im saddened to say that is not the case. BJ continues to struggle with sitting for
longer than five minutes at a time. He has difficulty sitting at the table properly and resists
sitting in the proper manner at circle time. Additionally, he struggles with personal space and as
a result respecting others personal space. Im hopeful that this observation will facilitate an
answer for BJ and his family on some measures we can take to make his success in a pre-k
classroom setting more productive and moreover, make the transition to kindergarten next year
attainable.

1 Childs characteristics

BJ is a five year old boy. He is on the tall side and husky in build. His legs are
somewhat short side and he has rather large feet for his size. He has long, curly hair. His eyes
are brown and bright. He has a pleasant disposition and a nice smile. He comes to class 99.9%
of the time willingly and his smile is always present. He unceasingly has a hug for me when he
enters the classroom. He parts with his mom with a wave and joins the class activity quickly. BJ
has asthma and is affected by its symptoms periodically. His motor skills both large and small
are underdeveloped for his age. He has difficulty running and controlling a tricycle 85% of the
time. Additionally, his fine motor skills are not as developed as they should be at the age of five,
with his coloring and cutting proficiencies lacking. BJ has great difficulty 80% of the time selfregulating his actions. He needs to be redirected 65% of the time in order to make good choices.
Additionally, he needs to be reminded 85% of the time to stay on task when he is working with
the class on a project. When he is given simple one step directions 50% of the time he has
difficulty following them.

2 Childs interests
BJ is inquisitive 99.9% of the time he is at school. He looks at picture books without
being asked and has many questions regarding them as he is reading them. He is 100% of the
time interested in anything that has to do with science. He is particularly attentive in building
with magnets, building with blocks, spatial concepts, and the light table with x-rays on it.
Additionally, he is captivated 100% of the time in hearing books about the planets and animals
and while being read to he has many questions. He demonstrates interest in outdoor play 90% of
the time and chooses to either ride scooters or tricycles 80% of the time. He also displays

interest in playing soccer 20% of the time and participating in karate class100% when that is an
option.

3 Childs need
BJ has a large vocabulary and speaks clearly in sentences of at least five words. He can
count to 50, knows his colors and shapes and can identify most upper and lower case letters. He
asks questions that address meaning and purpose and can answer why questions. He questions
others, including myself and his parents. He takes responsibility for his actions and says Im
sorry when he makes mistakes. He does accept other points of view, however 50% of the time
he questions them. BJ is able to do age appropriate math and literacy skills. He has a group of
friends that he plays with 90% of the time. He plays pretend with his friends 80% of the time.
4 - Childs interactions with peers, environment and adults
BJ interacts with other children with an 80% success factor. He is polite, makes everyone
laugh, is loving, and gets his feelings hurt easily. He frowns and loses his smile when he makes
wrong choices and accepts the consequences, although 90% of the time he questions them. 85%
of the time he is respectful of the classroom and his surroundings. He is a follower 75% of the
time, even though he knows that his friends may be making wrong choices. He is not respectful
of personal space. 99.9% of the time, he is infringing on another childs personal space. He
smiles when hes caught doing the right thing and beams when he accomplishes something he
knows you want him to. He has hugs and compliments for the teachers 99.9% of the time.

5 Childs learning strengths and limitations

BJ is extremely intelligent. He is curious, asks intellectual questions, even beyond his

age and is interested in a multitude of subjects.

He is age appropriate in his ability to complete

pre-k classroom work (with exception to motor skills) and on target with his five year old
milestones. He is not able to self-regulate 80% of the time. He needs redirection 65% of the
time and 85% of the time needs to be reminded to stay on task. Additionally, BJ has difficulty
50% of the time following simple, one step directions. He is behind in age-appropriate motor
skills showing some difficulty in cutting and coloring and 85% of the time has difficulty with age
appropriate gross motor skills, i.e. running and bike riding. BJ is a loving, polite, makes you
laugh, and wants to please you, but is quick to follow others. I love BJs happy spirit and
treasure the moments Im able to compliment him for making good choices or for being a good
friend.