Childs Development

-Physical-
Beginning of Year
Rons gross motor skills
were not especially
coordinated as he would
trip while running
(photographed on 2/18).
Ron had little interest in
developing fine motor
skills such as using
scissors (Anecdotal notes
from October, November,
and December).
End of Year
Ron has become more
coordinated and runs
faster without
tripping(anecdotal notes
3/5, 3/14).
Ron has begun to develop
an interest in activities that
use fine motor skills.
There has been growth in
his writing skills, cutting
skills, and manipulating
other objects(anecdotal
notes from 4/9, 4/10, and
4/28).

Childs Development
Cognitive
Beginning of the Year
Ron had a difficult time
remembering what had
happened the day before
and completing his
morning journals
(anecdotal notes from 2/10,
2/11).
At the beginning of the
year Ron could only name
8 out of the 26 letters in the
alphabet (anecdotal notes
from 2/27).



End of the Year
There has been growth in
Rons executive functioning;
connecting past experiences
with present actions. There
has been growth in his
independence and confidence
in completing his assignments
and daily activities( anecdotal
notes from 4/2, 4/16, and 4/21).
There has been growth in his
recognition and letter
knowledge as he can now
name 16 letters in the
alphabet(anecdotal notes 4/2).

Childs Development
Language
Beginning of the Year
Ron had a difficult time
using appropriate
language during
conversations
(anecdotal notes 3/26).

Ron had a difficult time
thinking about things
prior to them happening
which effected his ability
to communicate and self-
regulate his behavior and
language (anecdotal notes
from 3/13).
End of the Year
There has been growth in
Rons use of the social
context of pragmatics to
convey interest(anecdotal
notes 4/15).
Growth in being more
independent and using
more private speech to
communicate, self-guide,
and self-regulate his
behavior and language.
(anecdotal notes from 4/9).






Childs Development
Emotional
Beginning of the Year
Ron had a difficult time
expressing his feelings and
often reverted to emotional
outbursts rather than using
words when he found
himself in a difficult or
stressful situation
(anecdotal notes from 2/10,
4/9 and 4/22).


End of the Year
Beginning of the Year
There has been growth in
his ability to convey his
emotions through words,
facial expressions and body
language (anecdotal notes
from 4/28).
Ron has shown that he can
express how he is feeling,
such as when he explained
to his mother how he was
feeling and what he needed
in order to feel better
(anecdotal notes from
4/15).


Childs Development
Social
Beginning of the Year
Ron regularly used a loud
voice during his social
interactions with peers and
adults that sometimes
frightened them(anecdotal
notes, 2/10).
End of the Year
Ron has grown in his ability
to have positive social
interactions and cooperate
with rules and the ideas of
others; one example of this
is the respect Ron showed
his mom at the library
(anecdotal notes 4/15), and
his continually improving
observance of classroom
rules (anecdotal notes
4/22/14).


Strengths and Future
Growth Needs
Physical Strengths
Gross motor skills
(photographs from 3/5 and
3/10).
Running
Control while running
Fine motor skills (anecdotal
notes from 4/9, 4/10, 4/28)
Cutting
Playing guitar strings
Fixing toys
Maneuvering small objects


Physical Growth Needs
More self discipline in class
and other controlled
environments(anecdotal
notes from 4/15).
Learn to gauge when it is
appropriate to use his gross
motor skills and play and
when it is not (Anecdotal
notes from 3/6).

Strengths and Future
Growth Needs
Cognitive Strengths
Executive Functioning
Ability to connect past
experiences with present
events (Anecdotal notes from
2/10, 4/2, and 4/21).
Creative( anecdotal notes from
4/1 and 4/15)
Independent
Shows evidence of reasoning
and problem solving by
using the alphabet (anecdotal
notes 4/16).

Cognitive Growth Needs
Improvement of letter
knowledge (anecdotal notes
from 4/2)
Learn how to accept
encouragement and
guidance (anecdotal notes
2/11)
Better understanding of
other peoples perspectives
(anecdotal notes from 4/28)

Strengths and Future
Growth Needs
Language Strengths
Uses the social context of
pragmatics to convey his
interest in interacting
positively with others
(language sample from
3/13).
Uses private speech to
communicate self-guide and
self regulate his behavior
and language (anecdotal
notes from 4/9).

Language Growth Needs
Expand his vocabulary in
order to move past
telegraphic speech
(language sample from
3/13, and 4/3).
Identify specifically what he
is talking about(language
sample from 4/9 and 4/16).

Strengths and Future
Growth Needs
Emotional Strengths
Uses self control to listen
and participate in class
lessons (anecdotal notes
from 4/9 and 4/10).
Able to express what his
needs are so that they can
be satisfied (anecdotal
notes from 4/15).
Emotional Growth Needs
Improve his ability to use
words to express his
feelings and use
promptings from teachers
to use his emotions
effectively (anecdotal
notes from 4/9 and 4/22).


Strengths and Future
Growth Needs
Social Strengths
Respectful to peers and
adults.
Cooperates during social
interactions (anecdotal
notes 4/15, 4/28).
Follows classroom rules
(anecdotal notes
4/22/14).
Social Growth Needs
Controlling his voice
when interacting with
classmates and not
yelling (anecdotal notes
4/28).

Physical
Set a personal schedule of activities that displays
words and pictures delineating when it is
appropriate to play and when it is appropriate to
calm down and focus.
Encourage further participation at the literacy table
and in painting to improve his pincer grip.
Provide electronics for Ron that he can take apart
and put back together to improve his fine motor
skills.
School-Based Activities

Cognitive
Pair Ron with a partner who will encourage and guide
him in challenging activities.
Encourage and guide Ron in learning how to
determine the intent of others. This will help Ron
develop reasoning skills and understand that other
people have perspectives.
School-Based Activities

Language
Model complex vocabulary and
expressive language around Ron.
Format lessons that engage
students in naming and
specifically identifying people,
places, and things.
Provide opportunities for group
work in order to foster Rons
positive social
interactions(pragmatics).
School-Based Activities

Emotional
Play the guessing and I Spy games as a class and
together. As a class we will also play Red light/Green Light
and Musical Chairs so that Ron has times throughout the
day to focus and have self-control (Galinsky, 2010, p.44).
Provide computer games that ask children to inhibit what
they would do automatically and instead follow changing rules
to encourage Rons self-control (Galinsky, 2010, p.59).

School- Based Activities

Social
Hold class discussions on how we show respect to
others; make a list on the board of what we come up
with.
Praise Ron and other students who show examples of
respect.
Set and maintain specific rules so that Ron consistently
knows what he should or should not be doing.
Read and discuss books whose characters show
respect and cooperation.

School-Based Activities

Physical
Recommend signing him up for summer sports to
develop his gross motor skills.

Recommend child size tree trimmers for Ron so that
he can help cut the trees at his house.
Home-Based Activities

Cognitive
Help Ron feel understood by repeating what he says,
describing what you see is going on, asking questions and
letting him know that you have been where he is.

Take time throughout the day to talk about other peoples
perspectives and use reasoning to understand why they may
feel the way they do.

While watching childrens shows, encourage Ron and his
twin sister to "think about [the] intent in the television shows
and movies [they] watch together as well as how the
characters resolve problems (Galinsky, 2010, p.100).


Home-Based Activities

Language
Ron will come home with books that contain an expanded
vocabulary and expressive language that you can read to
him at home and during your usual bed time story routine.





Give Ron the opportunity to complete tasks on his own so
that he can use private speech, to self-guide, and to
self-regulate his behavior and language.
Home-Based Activities

Emotional
Encourage him to explore and research insects at
home (Galinsky, 2010, p.42).
Have Ron use his words to express his emotions.
When he encounters a difficult situation, remind him
to use words to explain how he is feeling.
Observe Ron to discover strategies to help him
develop more self control and focus.
Acknowledge Rons successes as well as his
improvements in making his emotions
evident(Galinsky, 2010, p.41-42).

Home-Based Activities

Social
Check out books from the
library, whos [social]
themes resonate with [Ron].
After reading the books ask
Ron about how the characters
interacted and showed each
other respect (Galinsky, 2010,
p.151).
Share a story about when you
felt disrespected or
disrespected someone else
and how it was resolved.

Home-Based Activities

Thank you