Chelsea Smaellie

Child Baseline Reflection #1

2/2/15
Carlos
1.) What is going right in the childs learning related to his/her goal?
Carlos has been working on his goal of following directions. He was sick this past week but
during his first week he was getting used to the lab and everyone around him. There were
multiple times when he was observed completing his goal. When he was trying to climb up the
slide, Mrs. Brown told him to go up the stairs and down the slide. He listened to her and didnt
go up the slide. Another time that I saw him complete his goal was during large group where we
told the children to wave their scarfs and dance to the music. At first he didnt know what to do
but by the end he was walking around waving his scarf back and forth.
2.) What is he/she struggling with in relation to his goal?
I think that Carlos struggles acknowledging the people around him and paying attention to what
we are saying. I think that when he decides to tune in then he follows directions but when he is
in his own world and focused on doing something, then he has a hard time listening.
3.) What further experiences does your child need to support him/her in his/her goal?
I think Carlos needs to experience the snack and art area to see how well he can follow directions
there. I think that we need to have something there that will be interesting to him so that he will
come.
4.) What am I struggling with in supporting this child with this goal?
I am struggling with getting into his world so that he recognizes me. I think that I am also
struggling to communicate with him. I havent found that he understands me more when I speak
Spanish or English.
5.) How can I teach to better facilitate learning in relation to this goal?
I think that I can plan more activities that he will want to participate in. I think that I also need to
do some research about children that have sensory processing disorders and see if I cant find
some strategies to implement in the classroom.

Sariah
1.) What is going right in the childs learning related to his/her goal?
Sariah is very intelligent and she has shown that she understands counting up to three objects.
She has said to a teacher in the flop and drop that there were four things in the book. She has also
counted straws with me at fine motor. She recognizes counting but I am not sure if she knows the
idea of one-to-one correspondence.

2.) What is he/she struggling with in relation to his goal?

I think that the main struggle with Sariah and her goal is that she gets bored or annoyed when
teachers ask her to count or say how many she has. I think that she understands it and doesnt see
a need to show us what she knows.
3.) What further experiences does your child need to support him/her in his/her goal?
I think we need to find ways to show Sariah one-to-one correspondence without saying Sariah
how many things do you have? I think we should just talk about what we are doing and see
what she says that she is doing. We could say oh look I am playing with three cars or I am
drawing with four crayons and see if she will respond because she is a very talkative girl.

4.) What am I struggling with in supporting this child with this goal?
I am struggling with always monitoring Sariah and being there were she is performing her goal. I
feel that she is constantly moving around and so I am not always where she is. I am also
struggling with knowing what to say to her to prompt the one-to-one correspondence.

5.) How can I teach to better facilitate learning in relation to this goal?
I feel that even if I am not in the area that she is in, I still need to watch her from across the room
and monitor the things that she is doing. I can still also try to be where she is for a good portion
of time in the lab.