Kareen Lafleur
Professor Garcia
Assignment #4
Developmental Profile
Class size -16
Age – 4
Languages Spoken – English
Social and Emotional Development
–At this age, children are starting to understand other people’s feelings and should be able to work through conflicts and control their emotions.
-Share and take turns, at least most of the time and understand the rules of the games.
-Understand and obey rules;however they may still be uncooperative at times.
-Become more independent
-Able to describe or label feelings, empathy, and express their anger or distress in better acceptable ways
-Develop social interactions, relationships with teachers and peers and create friendships; they enjoys playing with other children
-Gain a more developed sense of who they are (sense of self)
-Develop a conscience
Anecdotal
-G.W exemplifies some expected developmental stages of social emotional skills at the age of 4. From observation, G.W doesn’t express himself with words (verbally) instead he has tantrums and tends to have fallouts in the classroom and is unable to express his emotions.
-G.W has a hard time taking turns and sharing. During circle time, it is often difficult for him if he doesnt get called on first to answer a question. Also during choice time, he is unable to work through conflicts with his peers because he only likes things done his way.
-C.T is able to say when he is feeling upset. When he is upset he is able to go to the cozy corner and place his feelings on the feelings chart. If he is asked, C.T is able to express with words what he is feeling and why.
Language/Communication Development
-Able to say sentences with four or more words
-Able to answer simple questions
-Able to recall words from song,story, or nursery rhyme
-Able identify the parts of a book
Anecdotal
-During story time K.T is able to name the parts of the book front cover ,spine and back cover. He also is able to say if the book is soft or hard. K.T uses full sentences and is able to recall events in a story.
-When the students are preparing to clean up, there is a timer to remind them that they have 5 mins left. When asked how many minutes do we have left , S.B is able to answer that they have 5 mins left before they start to clean up their centers.
Cognitive Development
-Children are able to think and problem solve
-Name a few colors
-Tells what comes next in a well known story
-Draw a person with three or more body parts
-Able to grasp how time works
-Can say their first and last names
-Are aware of their own gender and can identify the gender of others
-Recognition skills
Anecdotal
-The children are able to pick their own centers during center time . L.G loves to play in the kitchen as he likes to pretend to fix the sink. Although the kitchen center only takes two people, if another student makes it to the kitchen before L.G , instead of trying to go in the kitchen, he is able to wait his turn by going to another center until he can switch out with another student.
-F.G struggles with letter position (forward/backwards).When F.G is writing her name for attendance , she often writes her letter S backwards even before being guided.
-V.B sometimes struggles with referring to the girls as he ,instead of she. C.T is able to assist V.B by using examples Ms.Kareen and I are girls, so we say she and C.T is a boy, so you say he.
-Each day , the students follow the same schedule, H.C doesn’t like naptime, however she knows that after naptime, they will have a snack and then her mother will pick her up to go home.
Physical Development
-Catch a ball
-Unbuttoned buttons
-Hold crayon or pencil between fingers and thumb (not a fist)
-Eat by themselves
-Pour without too much spilling
-Likely to be potty trained, but may still wet the bed
-When she comes in the morning, O.B is able to unbutton her jacket on her own and place it in the cubby.
-At age 4, H.H struggles to eat by himself, and often makes a mess. During meal time, he has trouble holding the utensils and instead uses his hands. H.H sometimes needs assistance from a teacher.
-In the mornings, the children sign in their names, when B.C . goes up to the sheet of paper, he is unable to hold the pencil with his fingers. Assisted by a teacher, we place the pencil within his fingers and perform hand over hand to help him write his name.
-Although , he goes to the restroom on his own, throughout the course of the day, during naptime, T.J has to be woken up to go to the bathroom or he will wet the bed.