VIEWS: 11 PAGES: 8 POSTED ON: 8/9/2011
Child’s name: Date of birth: Setting: Date: First: □ Second: □ Third assessment: □ PERSONAL, SOCIAL & EMOTIONAL DEVELOPMENT DISPOSITIONS, ATTITUDES AND SELF What it might look like CARE Look, listen and note Observations - Comments Smiles / reacts / holds breath in response Indicates by whatever means possible some response to a sensory experience / toy / person / to external stimuli light source / touch / sound Adjusts gaze or uses body movements or vocalisation in response to changes in toy / person / light source / touch / sound Smiles and gestures to a familiar / favourite Uses consistent facial expression, movement or sound toy / person / light source / touch / sound to indicate needs Demonstrates a sudden stillness to the above Makes a choice between 2 toys or 2 food items etc Goes rigid to show a dislike of an event / experience/ item Taps and waves to gain attention Indicates care needs through non-verbal Is willing to develop specific role in self-care routines communication, e.g. holding up hands (indicates self care need to an adult: allows or tolerates covered in paint, wiping food from hands adult to carry out self care needs) onto table / self, crying when getting wet Allows adult to wipe hands, cooperates by pushing arms through sleeves whilst adult holds coat Allows adult to give hand over hand support with spoon/cup at meal times Makes an attempt to pull up trousers after Initiates part of a routine using the toilet Makes attempt to take lid off activity box even if task may be challenging for child Opens mouth during supported eating routine Revised June 08 PERSONAL, SOCIAL & EMOTIONAL DEVELOPMENT MAKING RELATIONSHIPS – BEHAVIOUR What it might look like AND SELF CONTROL – SENSE OF Look, listen and note Observations - Comments COMMUNITY Smiles / gurgles / makes pleasurable Reacts to people making contact with him / her sounds / pulls hair / waves when greeted Smiles / cries to parent or carer / key adult Shows a different response to familiar adults than to and pushes / turns away from unfamiliar less familiar ones adult or makes no response Allows another child to sit/stand next to Shares play space with other children them Plays within a group in the home corner Stays calm on a bus / coach trip Accepts unfamiliar situations Follows adult during a fire alarm Stays calm when a visitor enters the room Touches another child who is crying Shows curiosity about others’ feelings Watches / listens to another child who is having a tantrum Revised June 08 PERSONAL, SOCIAL & EMOTIONAL DEVELOPMENT SELF CONFIDENCE AND SELF ESTEEM What it might look like Look, listen and note Observations - Comments Plays with toy or explores experience in the Remains calm within setting whilst main carer present presence of main carer Sits alongside others with main carer nearby Visually tracks carer around setting Is willing to explore toy / experience Settles to activity / toy / area with support Led happily to a play area Nestles into key adult Crying / happy child looks / moves towards Begins to develop awareness of own feelings through adult for contact seeking adult contact Looks for adult to show finished painting Revised June 08 COMMUNICATION, LANGUAGE & LITERACY What it might look like Observations - Comments Look, listen and note Reacts to noise, sound, music or vibration Makes physical response to sound, touch or visual aid Eye points in the direction of sound or lights Turns when shoulder is tapped Turns as door opens and someone enters room Reaches for food or preferred item when offered Waves bye-bye to parent or carer Sits down with group during group activity Responds to part of a familiar routine Places hand under running tap Responds to a signal that it is tidy-up time Turns when his / her name is called Responds to a gesture or sound made by a peer or adult by copying it, e.g. peek-a-boo Responds to simple communication Responds to greeting by nodding or making eye contact Responds to a visual prompt such as a ‘stop’ sign Squeals or uses facial expressions when playing with a favourite toy/experience Uses emerging signs, sounds or gestures within play Babbles whilst playing alongside another child or during directed activities Smiles and hands a cup to another child whilst playing in the home corner Turns away from the group when does not want to participate in story time Tugs or taps adult to get attention Makes needs and wishes known or initiates interaction Eye points towards a toy/experience indicating through the use of eye contact, gesture, symbol, wanting to play with it/ to explore it simple signing or object of reference Points to photo of sand tray to indicate choice Takes cup to adult to indicate thirst Leads, pulls an adult towards snack cupboard Uses a simple sign or gesture to indicate ‘yes’, ‘no’, or ‘more’ Revised June 08 PROBLEM SOLVING, REASONING AND NUMERACY What it might look like Observations - Comments Look, listen and note Looks or feels or grasps objects / toys Explores the shape of objects Changes shape of playdough Puts blocks into trolley Visually follows toy car falling off table Notices location and permanence of objects Searches for hidden toy in sand Continues searching for noisy toy once it stopped producing sound Knocks down a tower of bricks Shows an interest in connecting & taking apart objects Attempts to connect objects e.g. stickle bricks Uses switch to turn toy on/off Uses ‘one step communicator’ switch to Begins to understand cause and effect change computer screen Shows anticipation of what’s coming next in a rhyme / game Sits at table when shown snack symbol Gives tissue to another child Transfers objects from one container to Participates in one to one correspondence activity another Puts shapes in matching holes Finds the ‘same’ with real objects in a game Shows awareness of ‘same’ Sorts / finds similar objects, e.g. finding another shoe Responds by sign / gesture / picture exchange for ‘more’ at fruit time Chooses ‘big’ ball when given 2 to play with Begins to respond to simple mathematical language Responds to simple commentary to put teddy on the bed / in the car Revised June 08 KNOWLEDGE & UNDERSTANDING OF THE WORLD What it might look like Observations - Comments Look, listen and note Turns head towards / follows with eyes Makes a response to sensory experiences sound / movement / light, e.g. leaves in the trees Stills / holds breath / shudders when touched and or in response to texture Frowns / smiles in response to facial expression, taste or smell Uses sounds / gestures when keyworker or parent approaches Smells / looks at / touches / grasps everyday Shows interest by exploring the sensory properties of objects, e.g. rubs blanket against face objects Puts fingers in paints Looks for objects / people that have gone Realises that people, events and objects that are out of sight / plays hiding games / ‘peek-a- familiar have permanence boo’ Randomly swipes at a mobile Has an impact on his / her environment through cause Purposefully knocks down materials and effect actions Repeatedly pushes, pulls, taps a switch in a cause and effect activity / early computer programme Touches, grasps, moves towards, seeks out Reaches for a preferred object (early choice making) favourite item, e.g. blanket / comforter Pats his / her image in the mirror Begins to develop a sense of identity Responds to his / her name being called Revised June 08 PHYSICAL DEVELOPMENT What it might look like Observations - Comments Look, listen and note Turns head towards light Moves spontaneously in response to a range of stimuli Sways/bounces whilst being moved to music Moves towards desired object Pushes and pulls doll’s pram Operates equipment by means of pushing or pulling Uses feet to propel sit-on toy movements Presses single switch attached to a toy Taps touch screen Sways, nods, rolls, crawls, slithers, walks Makes movements in different directions, Moves in a range of ways e.g. forwards and backwards Grasps, releases and drops, e.g. spoon from a treasure basket Explores by touch repeating a movement, e.g. stroking a teddy Moves resources in water Uses one hand or two hands Grasps / releases / bangs / waves object / Handles a range of small objects drops / knocks over / squeezes / feels carefully using one hand or two hands Explores by touch Moves resources in water Shows awareness of own needs with regard to eating, Cries when wet sleeping and hygiene Lies on cushion when sleepy Allows adult to feed him / her Shows awareness of hands being dirty Signs / gestures when they need toilet Revised June 08 CREATIVE DEVELOPMENT What it might look like Observations - Comments Look, listen and note Turns head more frequently towards red Makes a response to light / colour / texture / sound / light in the sensory room vibration Moves fingers away from the cornflour mixture whilst frowning Smiles, claps hands when hearing / seeing the chimes / or watching a mobile move Tolerates touching/ feeling an increasing number of textures Climbs in a cardboard box, sits in it, taps Explores 2D or 3D materials its sides Sticks fingers in clay Uses hands to make marks with paint ‘Posts’ objects through the windows of the playhouse Feels/looks at cloth picture book Bounces / sways when hears music Explores body movements and sounds he/she Scratches / pats drum produces Claps hands Makes singing sounds Revised June 08
"PERSONAL_ SOCIAL _ EMOTIONAL DEVELOPMENT"