Anna Smiths Assessment

Anna Smiths Assessment

ECE203: Intro to Cur & Inst for the Early Child Classroom (ACT1906A)

Anna Smiths Assessment


Today I will have the pleasure to document, observe, and make a curriculum plan for Anna Smith who is a 4 years old female. This evaluation will have more information on how well Anna is developing in the following areas, physical, movement, social, language, and cognitive domains. I was able to gain insight on how Anna is at home by meeting with Anna’s parents. They where able to inform me of what she does and home and how her character changes from home to outside of the home. After I am done with evaluating Anna, I can then talk to her parents about some short-term and long-term goals for Anna. They will be in the appropriate curriculum she needs to show how well she is improving. In my opinion this curriculum will help her improve in certain areas but also help her meet her short and long-term goals. By succeeding in helping her in this direction we will be able to help prepare her for kindergarten.

Child’s Name: Anna Smith

Date of Birth: January 3rd, 2010

Parents or Guardian: Joseph and Catherine

Assessment Observations:

The reasons why we do assessments and evaluations is so we can help you and your child by informing you of different ways to handle different situations with your child. “Should have provisions to assess child learning and a plan for recording progress towards goals” (Kostelnik et al, 2014 pg.81) They “should also include provisions to assess the effectiveness of the plan as a whole and to identify areas where improvements could be made” (Jaruszewicz 2012).

I was able examine Anna stand on her left foot for 7 seconds, she was also climbing and swinging on the equipment. She did amazing while she was climbing but she did need a little assistance with swinging. She did ask someone to help her by positioning her hand in the right position on the swing and teach her how to move her legs to go back and forth. While I was observing Anna, I noticed that she was unable to skip or hop so, this area will need to make improvements which we will be working on this for a goal. Motor development is “Perceptual-motor development” and “Physical or motor coordination” they are called this because the brain and muscles communicate with each other to help the children move his/her body in a skillfully way. Motor development helps children explore the outside world around her/him.

While I observed Anna in her hands and finger skills, I noticed she was able to write some of the letters in the alphabet and she was able to hold her pencil the right way for a 4-year-old. The letters she was able to write are: (a, l, m, n, r, s, and t). I was also able to examine her Language Milestones I noticed she was able to do really well, she used more than 5 words in a sentence and was able to say her name. I then observed her Cognitive Milestone, Anna successfully counted to 10 on objects. She did have some problems with her colors, she was able to recognize 4 colors and mixed up pink and red with each other. The last milestone I observed was her Social Milestone. Anna is more independent, so we are trying to get her out of her comfort zone and make more friends, she has some troubles and needs guidance, but she does pretty well on her own. She lovers to act, sing, and dance. I do not feel like she has any Developmental Red Flags. Anna is a very happy person and really easy to get along with. Anna is more than willing to go above and beyond to help anyone that needs help. She will be able to improve in the areas she needs help by working with her in time.

Child Observations:

Childs Name: Anna Smith

Age: 4

Location: Preschool

Date: 9/15/2016

If teachers want to develop classroom-based observational assessments, they will need to review their district standards and be able to identify the learning objectives for their students. As a teacher you will ask questions one question you should as is “What information can I collect that will tell me whether a child can meet a particular standard?” On August 15th Anna had entered the classroom, at that time she was able to take her coat and backpack off and hang them on the hook that was assigned to her. She saw some of her friends and walked over to the play area to play with some of the other students. As I watched Anna walk to the play area, I realized that she was having amazing social skills. At this time, I do not believe that she needs any help in a social setting at all.

On August 27th I observed her cleaning up and going to her desk and started reading some books. She then started distracting the other students by showing them pictures in her book. After showing her again what we needed to do to clean up she finally did clean-up and but her book away when I asked.

I observed Anna on August 30th, I was singing the clean up song to the students and they started to sing with me and clean up their messes, Anna did not help clean up or sing the song with the class. She again decided that she only wanted to read her book and not help the other students. As I noticed she was still reading her book I ask her to come over to me and talk to me. I asked for her help with something and she was more than eager to help me.

Short-Term Goal:

We created Anna’s Short-Term goal in movement in hopes to help her to hop on one foot for more than 10 seconds or more. We will also be teaching Anna how to correctly swing on a swing set. We are also setting a goal for her to help her learn how to hop and skip since she does not know how to do either one of those movements.

As for a goal for hand and fingers I want her to learn how to write other letters besides the letters in her name we will be working on the letters I and H. I think this is an appropriate goal for her at this age. For language a goal for her would be that she needs to successfully be able to say a sentence with 8 or more words. Anna already knows how to add her name into a sentence, our goal is going to be adding in the state that she lives in.

For her cognitive milestone I believe a good goal for Anna would be to know the difference between pink and red. I will be showing her different pictures with pink and red on them. She already knows how to count to 10 with objects now I would like to work with her on recognizing the numbers out of order and in order.

Long-Term Goal

As we observed Anna in the classroom and outside of the classroom, we came to the conclusion that she doesn’t need any help in the social milestone. One goal I have decided to make for her is setting up a timer by her of 5 min this way she knows she has 5 more min to read and when the timer goes off, she will need to follow directions and clean up like she was told to. As she gets better about cleaning up, I will then reduce the time to 3 min. When she masters that I will take away the timer and go back to verbally asking her to help clean up and go to her desk.


There is always going to be many different reasons why a child will have assessments done on them. We do these assessments to help them learn in a different way than another child. We want to know if they are being taught the way they need to be taught and make sure it is effective enough for them to either be proficient or above proficient. Using data assessments help us by providing important information on how to plan a whole group activity but still be able to individually give instructions to the students. We will also be able to use this to help us decide what program is appropriate for that student. And how well they can communicate with their peers.

While I was evaluating Anna, I did learn some interesting information about her. Anna is definitely progressing normally for a 4-year-old female. She does need a little bit of help in a couple of areas. But by working with her on her short-term and long-term goals I have full confidence that she will be ready for kindergarten in the fall. The short-term and long-term goals we have for Anna is language, social, movement, cognitive domains, and physical areas. I believe she will be able to successfully achieve her goals as she continues to develop.


Assessment in Early Childhood – Get Ready to Read!

Assessment of gross motor development. In B.A. Bracken

Jaruszewicz, C. (2013) Curriculum and methods for early childhood educators, San Diego, CA: Bridgepoint Education, Inc. Observational Assessments- ASCD