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Excerpts from an observational portfilio: cognitive and social profile

Child A
Age: 2 years, 8 months
Educator: Theresa Dalloo
Location: Preschool and Toddler room

DATE: June 14 2016

“4.1 Self-regulation”: Child A was engaged in discussion with Child B for an extended period of time. She did not appear to be distracted once they began conversing.

Child A observed the other children as they entered the classroom. It appeared she was deciding what area to play in or perhaps which child to play with.

She made the decision to sit on the green cushion and then called her friend over to sit with her.

Child A showed Child B her shirt (it had frills on it) and appeared happy as she shared it. She seemed to understand that her shirt was different and seemed to enjoy showing her friend the difference. She giggled as she played with her shirt.

Child A stood still and allowed the educator to tend to her bite. She appeared to understand that she was being taken care of. She seemed comfortable allowing the educator to care for her.

She approached Child C and pointed at her. She appeared to want to confront Child C about being bitten.

“4.8 Memory”: Child A remembered the advice given to her and other children by educators and was able to reiterate what they instructed.

“4.2 Problem Solving”: Child A imitated what educators have told children in the past by saying the words “No biting. No biting our friends” to a child who bit her in the back.

Child A allowed herself to be comforted by Child B after being bitten.

“4.3 Cause and Effect Exploration”: When she was engaged in the toy kitchen set, she opened and closed the cupboard doors and lifted the sink out of its place.

“4.4 Spatial exploration”: Child A essentially took the kitchen set apart and put it back together when she removed and replaced the sink.

“4.6 Temporal”: Child A understood that it was time to stop playing and wash her hands in order to have snack.

Child A repeated the words, “Hand wash snack, hand wash snack” as she approached the sink to wash her hands. She understood the sequence of events that needed to occur before she could sit at the snack table and have her breakfast.

Child A understood and followed the routines of snack time.

Child A listened to the instructions of the educator (me) when directed to the sink to wash her hands.

She engaged with the educator who comforted her and was able to regulate her behaviour and emotions in a positive manner.

Child A appeared to understand that what Child C did was not appropriate.

“4.7 Symbolic Thought, Representation and Root Skills of Literacy”: Based on my observations, Child A has yet to engage in pretend play.

Child A showed signs of interest in the literacy centre but has yet to engage fully in the materials it provides.

“4.9 Sorting”: Child A has shown interest in the toy kitchen set but did not play with any loose materials (kitchen utensils, cutlery, food items, etc.) and has yet to be observed matching items to function or sorting and labeling items by characteristic.

DATE: July 5 2016

Child A was able to identify the material she played with. She said, “I have monkeys.”

Child A asked several questions to the educator, including asking if she could go into the other room and if the educator was coming as well. She only asked the educator usually in the toddler room if she was coming along, and seemed to understand that the educator from the preschool room would not be joining her.

She also asked “Where are books going?” and when she could not find her personal toys (pompoms), she asked where they were.

Child A was able to claim ownership of several items. She said, “those are my monkeys” and said the pompoms were hers.

After she pointed out that her shoes were pink, she was asked what colour her skirt was. Child A recognized that both her skirt and her shoes were pink that day.

She asked to play with the pink and purple blocks and clearly identified those blocks as hers.

“4.6 Temporal”: When another child took the pink block, Child A stated, “I had it first.”

“4.2 Problem Solving”: Child A asked the educator to provide her with more cookies. She was very specific about which kind of cookie she wanted, since there were two different types but followed the rules of snack time and did not get the cookies herself.

She stated that she was “all done” and did not want any more to eat.

When she saw her bottle of sunscreen, she was able to associate them with her mother, saying “Mommy bought it for me.”

Child A understood that in order to go outside, she needed to put sunscreen on. She asked, “Can we put it on? We go outside?”

Based on this observation, Child A has yet to identify where certain items in the toddler room are located. She asked the educator, “Where are books going?”

“4.7 Symbolic Thought, Representation and Root Skills of Literacy”: Child A has yet to engage in pretend play.

Child A played with several different materials but only appeared to consider them as what they were (pompoms, monkeys, blocks) and has yet to assign further meaning to the materials. For example, Child A did not build a “tower” (Ontario Ministry of Education, pp. 33-34).

Child A
Age: 2 years, 8 months
Educator: Theresa Dalloo
Location: Preschool and Toddler room

DATE: June 14 2016

“1.1 Social Interest”: Child A observed her peers as they entered the classroom.

She called another child over to the area she was sitting in and appeared visibly happy when the child joined her.

Child A engaged in prolonged conversation with Child B.

Child A smiled at Child C and acknowledged her presence in the area she was sitting in with Child B.

She stood up and approached Child D, saying “Hi [Child D], how are you?”

Child A stood with the educator for several minutes, listening as the educator spoke to her. Child A held the educator’s hand while they walked together as well as embraced the educator for several minutes while she was crying.

“1.2 Perspective Taking”: Child A approached Child C and appeared to confront her, saying “No biting. No biting our friends,” very loudly while pointing her finger. This is a phrase and action the educators repeat when a biting incident occurs.

She approached the dramatic centre and engaged in solitary play in front of the toy kitchen set.

Once again, Child A repeated Child B’s name several times until Child B approached the dramatic centre where Child A was playing.

Child A listened to the educator as she was called over to the sink to wash her hands for snack.

Child A engaged several children but only appeared interested in prolonged engagement with Child B. She has yet to follow through in having conversation with other children.

“1.3 Parallel Play”: Based on my observation, Child A has yet to engage in parallel play with other children. Although Child A engaged with the kitchen set, no other child played with it at the same time, or even played in the dramatic centre.

DATE: July 5, 2016

Child A played in the preschool room with a group of preschool children as well as a group of toddlers before moving to the toddler room.

Child A was able to engage in solitary play with toy monkeys as well as pompoms.

“1.1 Social Interest”: Child A was observed calling the teacher’s name several times in order to get her attention.

She indicated that she wanted to follow the educator into the other room by saying, “I have to come,” and asking “Can I go there?”

Child A offered the material she was playing with to another child. Soon after, she took a toy back from a different child, saying, “No, those are my monkeys.”

Child walking into the toddler room. Child A asked the educator, “Are you coming?”

“1.3 Parallel Play”: Child A played on the carpet with several other children with the same materials. Child A played with the pink and purple blocks. The children eventually exchanged materials with one another, as well.

Child A sat at the breakfast table with several other children and ate her snack without distraction or disruption.

Child A verbally asked for the kind of cookie she wanted and engaged the teacher each time she wanted something more to eat. She indicated that she was finished her snack.

“1.2 Perspective Taking”: Child A has yet to take the point of view of others. Although she shared her toys, she was reluctant to share others and did not wait to allow another child to play with the blocks she wanted. She told the educator she had it first and said, “I don’t like it!” when another child took the block she wanted (Ontario Ministry of Education, p. 29).