Kristie Laughlin Jude 10/24/10 3/12, 3/14 Social Emotional Core Standard: 1Sense of Self and Others Rating:

2Demonstrates independence Observation: On March 12 and March 14, I observed Jude outside and inside the classroom. Much of the time, it seemed as if he played independently or spent much of his time doing tasks alone. He also did not want to share the swing when we went outside. Before snack, we were listening to songs and when we changed the CD, Jude responded with, I dont like it. Next Step: Involve Jude in activities that allow him to learn and grasp the concept of sharing and turn-taking.

Jude telling us he didnt like the new CD.

Core Standard: 2Manages Emotions Rating: 2Responds to a variety of emotions Observation: On March 14, Jude expressed excitement and joy through jumping up and down and yelling when Miss Tierney arrived in the classroom. Earlier that day, he cried and represented sadness when she had to leave. He also would not leave the step outside the door until she came out to play. Next Step: For Jude to express his feelings by saying I am sad or I am happy. We should also work with him to learn to redirect his upset behavior to something more positive.

Jude standing at the step waiting for Miss Tierney to come out.

Core Standard: 3Interpersonal Skills Rating: 3Interacts with others Observation: On March 14, Jude parallel played side by side next to Reese. They were both on the light table, playing with the magnets, but were not playing together. They were both working on different tasks. However, outside, Miss Tierney prompted an activity in which Marlowe and Jude would toss the ball to each other. Next Step: Allow Jude to participate in experiences where he can work on sharing and turntaking with his peers. Jude parallel playing next to Reese.

Jude tossing the ball with Marlowe.

Core Standard: 4Responsibility Rating: 2Follows familiar routines Observation: On March 14, after outside play, Jude came into the classroom and walked over to the sink after taking off his shoes and coat. This meant he knew it was time to wash our hands after being outside and before eating snack. Next Step: Help Jude remember to put away his shoes or to take his jacket to the coat rack or give it to a caregiver. We should also help him to remember to put his dishes in the dump bucket when he is finished and to understand that when it is time for him to get his diaper changed that he must follow that rule.

Jude washing his hands after snack.

Core Standard: 5Problem Solving Rating: 1Initiates an action to get a desired effect Observation: On March 14, Jude played in the sandbox using shovels. He scooped up the sand and poured it into the wheelbarrow and repeated the action many times and experimented with it. He showed interest in the environment around the sandbox. Next Step: Begin working and experimenting with objects and tasks that require more thinking and problem solving.

Jude experimenting and scooping and dumping in the sandbox.

Core Standard: 6Learning Rating: 1Demonstrates Curiosity Observation: On March 12 and March 14, when I walked into the classroom to begin my practicum session for the day, the children were all eating lunch at the table. As I walked passed them, Jude stared at me and didnt say anything when I greeted him. I have noticed that he does this with many people who walk into the classroom for the first time of the day, whether he knows them or not. Also on March 14, Jude began to imitate Sam as Sam was slamming his hands on the table to make a beat. Sometimes he would follow what Sam did after he was finished and other times they would hit on the table together. Next Step: To involve Jude in more activities that grabs his curiosity and allows him to follow through and complete the task for several minutes.

Jude imitating Sam slapping the table with their hands.