Lab Report 4: Checklists

Introduction
We observed a group of six typically developing children in Ms. Belangers 18 month room. The
children in her classroom are between the ages of 18 and 30 months. Child C was almost 20
months of age. Child M was 20 months of age. Child G was just over 18 months of age. Child L
was 19 months of age. Child J was 24 months of age. Child E was 26 months of age. Our goal
was to assess the childrens development in two domains to determine where the whole class
would need more support. We observed the childrens social-emotional and language
development using a checklist. Once we had analyzed their skills, we planned to create an
activity that would support the development of all 6 children.The checklist we used had a series
of skills from the CDC Milestones for 18 month and 24 month children. The checklist allowed us
to quickly assess if the children had developed the skills, had not developed them, or if they
were not observable at the time. We used this quantitative method to quickly analyze the skills
of the children we were observing in order to determine which skills we would need to support in
our classroom (Losardo & Syverson, p. 34).

Data Summary:
Agnieszka observed on Friday, October 9th, between 9 and 10 am while the children were
engaged in outdoor free choice, snack, and indoor free choice.
Caitlin observed on Friday, October 9th, between 3 and 4 pm while the children were waking up
from naptime transitioning towards snack time and indoor free choice.
Ashley observed on Tuesday, October 13th, between 3 and 4 pm, while the children were
engaged in outdoor free choice for 10 minutes, snack, and indoor free choice for the remainder
of the time.
Social-Emotional Table

YDevelo
ped
N- Not
Develo

Ha
nds
thin
gs
to
oth
ers
in
pla
y

Has
temp
er
tantr
ums

Is
afraid
of
stran
gers

Affec
tion
towar
ds
famili
ar
peopl
e

Sim
ple
pret
end
play

Clings
to
caregi
vers

Points
to
show
others
interes
ting
things

Explor
es on
their
own
w/near
by
caregi
vers

Copi
es
other
s
(Adul
ts or
childr
en)

Gets
excit
ed
whe
n
w/ot
her
child
ren

Shows
increase
in
independ
ence

Show
s
defia
nt
beha
vior

Most
ly
enga
ges
in
paral
lel
play

10

13

14

13

10

11

11

ped
N/ANot
observ
ed

14

Language Table

YDevelope
d
N- Not
Develope
d
N/A-Not
observed

Says
severa
l
single
words

Says
and
shake
s head
NO

Points
to show
someon
e what
he/she
wants

Points to
things/picture
s when they
are named

Knows
names of
familiar
people/bod
y parts

Says
sentence
s with 2
to 4
words

Follows
simple
instruction
s

Repeats
words
overheard
in
conversatio
n

Point
s to
things
in a
book

11

10

13

12

10

Based on the data we collected by observing the children at play, we were able to
identify how many children had developed each skill and how many had not yet developed it. In
the social domain, we saw 9 instances where children were able to hand things to others while
at play, 2 instances where children had not yet developed this skill. There were 7 instances
where there wasnt a chance to observe the skill. We also observed 9 instances where children
exhibited temper tantrums. There were 3 instances where children did not have temper
tantrums and 6 instances where there was no opportunity to observe the child having a temper
tantrum. We found 1 instance where a child was afraid of strangers. There were 3 instances of
children not being afraid of strangers and we had 14 instances where we did not observe
children interacting with strangers. We observed 10 instances where children showed affection
to caregivers, 2 instances where children did not show affection and there were 6 instances in
which children were not observed in a situation where affection towards caregivers wouldve
been shown. We observed 13 instances of children engaged in simple pretend play. We saw 2
instances of children who did not engage in pretend play. There were 2 instances in which we
did not observe this skill. We found that 6 instances where children clung to caregivers and 7
instances when children did not. There were 5 instances where we did not observe this
situation. When they saw or heard something interesting, we saw 14 instances where children
pointed it out to others. There was 1 instance where the children did not point out interesting
things. There were 3 instances when this skill was not observable. We observed 13 instances
where children explored on their own when a caregiver was nearby and 4 instances when
children did not explore. There was 1 instance where this skill was unobservable. We observed
10 instances where children copied others. We noticed 1 instance where children did not copy
others and there were also 7 instances when this was not observable. We saw 7 instances
where children got excited when they were around other children. We observed 2 instances
where children did not get excited to see other children. There were 9 instances where this was
not observable. We observed 11 instances where children showed an increase in

independence. We saw 4 instances where children did not show an increase in independence
and 3 instances where it was not observable. We saw 9 instances of children showing defiant
behavior. We observed 5 instances of children not showing defiant behavior and 4 instances
where this was not observable. Lastly, we observed to see if any of the children engaged in
parallel play. We found 11 instances when children did engage in parallel play, 3 instances when
they did not and we found that it was not observable for 4 instances.
In the language domain, we observed 11 instances where children were able to say
several single words, 4 instances where children did not appear to know several single words
and we could not determine, with certainty, in 3 instances if children could say several single
words. We found 10 instances where children were able to shake their head to show no and
also say it. We observed 2 instances where children were not able to do so and 6 instances
where we did not observe an opportunity for this observation. We observed 13 instances where
children pointed to something to show others they desired it. We saw 0 instances where
children did not point to something they desired. There were 5 instances were it was not
possible to observe if the children could do this. There were 7 instances where children were
able to point to things and pictures when they were named. There were 3 instances where
children were not able to do so. In 9 instances, we could not observe this situation. In 6
instances, children knew the names of familiar people, however in 5 instances, children did not.
There were 7 instances where we were not able to observe this. We found that in 8 instances,
children could say sentences with 2-4 words and in 8 instances, children could not do so. There
were 2 instances where this was not observable. In 12 instances, children were able to follow
simple instructions, whereas in 3 instances children could not. There were 3 instances where
this was not observable. There were 7 instances where children were able to repeat words they
heard in conversations, 2 instances where they were not able to do so and 9 instances where it
was not observable. We observed 5 instances where children pointed to things in books, 3
where they did not and 10 instances when we could not observe this skill.

Interpretation:
Based on this data we found several skills that were strengths across the whole group
and other skills which the majority of the children had not developed. In the social-emotional
domain, in the majority of instances, children were not afraid of strangers, showed affection to
caregivers, pointed to interesting objects, explored when caregivers were nearby, copied others,
showed an increase in independence, and engaged in parallel play. Additionally, most did not
cling to caregivers. These were important strengths in the classroom. Although these skills will
continue to be supported in our classroom, we hope to specifically support the children in the
skills with which they all struggled. However, we found 9 instances where children had temper
tantrums and 9 instances where children showed defiance. For the social-emotional domain, we
will be focusing on supporting the children in our classroom in finding new ways to express
anger/frustration rather than resorting to temper tantrums. We will also support children in being
compliant in the classroom.
In terms of language development, we found that in most instances the children were
able to say several single words, say and shake their head NO, point to something when they

wanted it and follow simple instructions. There were far fewer instances where children were
able to point to things in books, repeat words overheard in conversation, point to things where
they were named and use sentences with 2 to 4 words. Using 2 to 4 word sentences was the
skill which was not developed in most instances. Therefore, it is the language skill we will focus
most on supporting.

Follow-Up Plan:
After looking at the data collected from the checklist we noticed that skills in the
language domain were lacking or in the process of being developed. We want to keep our focus
on the language domain specifically in the area of verbal communication such as repeating
words overheard in conversation and saying sentences with 2 to 4 words, which were both
categories found in the checklist. We would recommend an activity centered around childrens
or nursery rhymes. By using these familiar songs and nursery rhymes the tune, rhymes, and
words become familiar to the children the more they hear them, thus encouraging the repetition
of words from the child. The best way to do this would be by choosing a song for each week
that is sung throughout the day. When children are in a large group setting this song could be
sung with hand motions so it is engaging and pulls the children's attention towards listening to
the words. These songs could also be sung throughout the day whenever a group of children
may be in one area and a teacher is near. Teachers in the classroom will encourage the
repetition verbally from these children by using motions that connect with the words and also by
pronouncing each word clearly making it easier for children to pick up on each syllable. Through
this activity the children will be able to connect motions and verbal words together creating more
development in the area of verbal communication.

Reflection:
By using checklists to observe the social/emotional and language development of our
children, we learned that checklist provide a really easy way of assessing the skills of children.
We found that it was difficult to have conclusive data when we all observed in different
situations. Sometimes one person would say a child had developed a given skill and the next
person would say they hadnt. This made it far more difficult to determine whether the children
had developed the skill or not. This made using checklists a frustrating process. We also
learned that it was a lot more difficult to judge if a skill had been developed when it only
appeared to be partially developed. Since this wasnt an option on our checklist it made it hard
to assess this development.

Appendix:
Agnieszkas Observation
Y- Developed
Social-Emotional

N- Not developed

N/A- Not observed

Hands
things to
others
Has
temper
tantrums
Is afraid of
strangers
Affection
towards
familiar
people
Simple
pretend
play
Clings to
caregivers
Points to
show
others
interesting
things
Explores
on their
own w/
nearby
caregivers
Copies
others
(Adults or
children)
Gets
excited
when w/
other
children
Shows
increase in
independe
nce
Shows
defiant
behavior
Engages in
parallel
play
Language

Child C
N/A

Child M
N/A

Child G
N

Child L
N/A

Child J
N/A

Child E
N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

Says
several
single
words
Says and
shakes
head NO
Points to
show
someone
what
he/she
wants
Points to
things/pict
ures when
they are
named
Knows
names of
familiar
people/bod
y parts
Says
sentences
with 2 to 4
words
Follows
simple
directions
Repeats
words
overheard
in
conversati
on
Points to
things in a
book

Child C
Y

Child M
N/A

Child G
N

Child L
Y

Child J
Y

Child E
Y

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

Caitlins Observation
Y- Developed

N- Not developed

N/A- Not observed

Social-Emotional
Hands things to
others in play

Child C

Child M

Child L

Child E

Child J

Child G

N/A

Has temper
tantrums
Is afraid of
strangers
Affection towards
familiar people
Simple pretend
play
Clings to
caregivers
Points to show
others interesting
things
Explores on their
own w/ nearby
caregivers
Copies others
(Adults or children)
Gets excited when
w/ other children
Shows increase in
independence
Shows defiant
behavior
Mostly engages in
parallel play

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

Child C

Child M

Child L

Child E

Child J

Child G

N/A

N/A

N/A

N/A

N/A

N/A

Language
Says several single
words
Says and shakes
head NO
Points to show
someone what
he/she wants
Points to
things/pictures
when they are
named
Knows names of
familiar
people/body parts
Says sentences with
2 to 4 words

Follows simple
instructions
Repeats words
overheard in
conversation
Points to things in a
book

N/A

N/A

N/A

Ashleys Observation
Y- Developed

N- Not developed

N/A- Not observed

Social-Emotional
Hands things to
others in play
Has temper
tantrums
Is afraid of
strangers
Affection towards
familiar people
Simple pretend
play
Clings to
caregivers
Points to show
others interesting
things
Explores on their
own w/ nearby
caregivers
Copies others
(Adults or children)
Gets excited when
w/ other children
Shows increase in
independence
Shows defiant
behavior
Mostly engages in
parallel play

Child C

Child M

Child G

Child L

Child J

Child E

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

Child C

Child M

Child G

Child L

Child J

Child E

Language

Says several single

words
Says and shakes
head NO
Points to show
someone what
he/she wants
Points to
things/pictures
when they are
named
Knows names of
familiar
people/body parts
Says sentences with
2 to 4 words
Follows simple
instructions
Repeats words
overheard in
conversation
Points to things in a
book

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A