LAB 4: CHECKLIST

Lab 4: Checklist
Alyssa Ayers, Connar Hurst, & Lauren Salome
HDFS 421
Michigan State University

LAB 4: CHECKLIST

Introduction
The purpose of our observation was to assess the current skills of our whole
class related to particular sets of skills in the physical and social domains, which were
supported through the learning activities provided. The information collected was used
to decide whether to maintain the current activities or move on to more advanced
activities, and whether any specific children needed extra support in these skills.
Our observations took place in Ms. Lins Classroom and on Playground 2
outside. We observed six childrens physical and social skills in the 36+ month old class
between the ages of 37 and 46 months, at the large group area, cognitive table, art
table, snack table, the large rock outside and the stage steps outside, all during free
choice and outside time. The children we observed were: Child A, 41 month old female,
Child B, 40 month old male, Child C, 46 month old female, Child D, 42 month old
female, Child E, 40 month old male, and Child F, 37 month old female. The physical
skills we looked for included: pedaling a tricycle, walking up and down stairs with one
foot on each step, ease of running, ease of climbing, throwing a ball overhand, making
and copying straight lines and circles, ability to hop on one foot, ability to pour drinks
and cut food, and catch a ball that is bounced near them. The social skills we looked for
included: becoming upset due to changes in routine, copying adults and other children,
showing affection without prompting, taking turns, showing concern for a crying child,
enjoying new things, participating in pretend play involving different roles (mom & dad),
and choosing to play with others rather than by themselves.
The physical and social skills we selected from the CDC Milestones Checklist,
covered a full range of ages and skills of the children we observed. We included
physical and social skills that are mastered by children between the ages of two and
four. By having a wide range of skills at different ages, we can determine each
individuals skill progress, depending on where they are in their development.
To record our data during our observation, we used an assessment tool called a
checklist. According to Losardo and Syverson (2011), A checklist is a list of behaviors
that provide information on which behaviors a child is able to perform. Checklists can be
teacher-made or developed as part of a curriculum (pg. 34). If we observed a skill
demonstrated by the child, we placed a 1 in the skill column by their name. If the skill
was not demonstrated by the child, we placed a 0 in the skill column by their name. We
placed N/O in the column when the child did not have the opportunity to demonstrate
the skill during our observation.
Data & Data Summary
Checklist Observation of Physical Skills
Observer: Alyssa Ayers
Date & Time: 10/14/15 4:00-5:00
PM

Observer: Connar Hurst

Date & Time: 10/14/15
9:30-10:30 AM

Observer: Lauren Salome

Date & Time: 10/13/15
3:00-4:00 PM

LAB 4: CHECKLIST

Activity: Outside Time, Playground

2, near rock and stage steps
Classroom: Lin, 36+ months

Activity: Free Choice, snack, large

group area, cognitive table, art table
Classroom: Lin, 36+ months

Activity: Free choice, snack,

teacher-lead activity
Classroom: Lin, 36+ months

1: Skill demonstrated by child, 0: skill not demonstrated by the child, N/O: no opportunity to observe skills
Pedal
Tricycle

Walks up and
down stairs
one foot on
each step

Runs
easily

Climbs
well

Throws
ball
overhand

Makes or
copies
straight
lines/circles

Hops or
stands
on 1 foot
up to 2
seconds

Pours, cuts,
or mashes
own food

Catches ball that is

bounced to them

Child A,
41 months

N/O
N/O
N/O

1
N/O
N/O

1
1
1

N/O
1
1

N/O
N/O
N/O

N/O
N/O
N/O

N/O
N/O
N/O

N/O
1
1

N/O
N/O
N/O

Child B,
40 months

N/O
N/O
N/O

1
N/O
N/O

1
1
N/O

1
N/O
N/O

N/O
N/O
N/O

N/O
N/O
N/O

1
1
N/O

N/O
1
N/O

N/O
N/O
N/O

Child C,
46 months

N/O
N/O
N/O

N/O
N/O
N/O

1
N/O
1

1
N/O
N/O

N/O
N/O
N/O

N/O
N/O
N/O

N/O
N/O
1

N/O
1
1

N/O
N/O
N/O

Child D,
42 months

N/O
N/O
N/O

1
N/O
N/O

1
1
N/O

N/O
N/O
N/O

N/O
N/O
N/O

N/O
N/O
N/O

N/O
N/O
N/O

N/O
N/O
N/O

N/O
N/O
N/O

Child E,
40 months

N/O
N/O
N/O

1
N/O
N/O

1
1
1

1
N/O
1

N/O
N/O
N/O

N/O
N/O
N/O

1
1
1

N/O
1
1

N/O
N/O
N/O

Child F,
37 months

N/O
N/O
N/O

1
N/O
N/O

N/O
N/O
N/O

N/O
1
N/O

N/O
N/O
N/O

N/O
N/O
N/O

N/O
N/O
N/O

N/O
N/O
N/O

N/O
N/O
N/O

Total Findings

N/O

N/O

N/O

N/O

Other notes:
Child E gets redirected by the teacher when running in the classroom.
Child A climbs up onto a stool with no assistance.
To summarize our checklist for physical skills, 83.4% of children observed were
able to walk up and down stairs with one foot on each step. 83.4% of children were able
to run easily and climb well. Only 50% of the children were able to hop or stand on one
foot for two seconds. 66.7% of children were able to pour, cut, or mash their own food.
16.6% of children did not have the opportunity to display their ability to walk up and
down stairs with one foot on each step, run easily, or climb well. These skills will need to
continue to be observed in order to assess their ability to demonstrate the skills. 50% of
the children did not have an opportunity to demonstrate their ability to hop or stand on
one foot for two seconds. Again, this skill will need to continue to be observed. 33.3% of
children did not have the opportunity to display their ability to pour, cut, or mash their
food, meaning that continued observation is needed for this skill. Collectively, our group

LAB 4: CHECKLIST

was not able to observe the skills of riding a tricycle, throwing balls overhand, making or
copying lines or circles, or catching a ball that was bounced to them.
Checklist Observation of Social Skills
Observer: Alyssa Ayers,
Date & Time: 10/14/15
4:00-5:00 PM
Activity: Outside Time, Playground
2, near rock and stage steps
Classroom: Lins Classroom, 36+
months

Observer: Connar Hurst

Date & Time: 10/14/15
9:30-10:30 AM
Activity: Free Choice, snack, large
group area, cognitive table, art table
Classroom: Lin, 36+ months

Observer: Lauren Salome

Date & Time: 10/13/15
3:00-4:00 PM
Activity: Free choice, snack,
teacher-lead activity
Classroom: Lin, 36+ months

1: Skill demonstrated by child, 0: skill not demonstrated by the child, N/O: no opportunity to observe skills
Becomes
upset when
there are
changes in
routines

Copies
adults or
other friends

Shows
affection
without
prompting

Takes turns

Shows
concern for a
friend who is
crying

Enjoys new
things

Plays mom
and dad
(role plays)

Prefers to play
with others
rather than
playing by
himself/herself

Child A,
41 months

N/O
N/O
1

N/O
1
N/O

1
1
N/O

N/O
1
N/O

N/O
N/O
0

N/O
1
1

1
N/O
N/O

N/O
1
1

Child B,
40 months

N/O
0
N/O

1
1
N/O

N/O
1
N/O

1
1
N/O

N/O
N/O
N/O

N/O
1
1

N/O
N/O
N/O

1
N/O
N/O

Child C,
46 months

N/O
1
1

1
1
1

N/O
N/O
1

N/O
1
1

N/O
N/O
1

1
1
1

1
N/O
1

N/O
1
1

Child D,
42 months

N/O
1
N/O

1
1
1

N/O
1
N/O

N/O
1
N/O

N/O
1
0

1
1
1

N/O
N/O
N/O

1
1
0

Child E,
40 months

N/O
N/O
0

1
1
1

N/O
N/O
N/O

1
1
1

N/O
N/O
N/O

1
1
1

N/O
N/O
N/O

1
1
N/O

Child F,
37 months

1
1
0

1
1
1

N/O
N/O
1

N/O
1
1

N/O
N/O
N/O

N/O
1
N/O

N/O
N/O
N/O

1
1
0

Total
Findings

Other notes:
Child F cries when mom drops her off.

LAB 4: CHECKLIST

Child D gets upset when transitioning to small group.

Child A moves chair closer to the table for another child to sit next to her.
Child B hugs another child while sitting on the carpet listening to a book.
To summarize our checklist for social skills, 66.7% of children were able to
demonstrate the social skill of becoming upset due to a change in routine. Two children,
or 33.34%, were not upset when a routine changed. 100% of children demonstrated
their ability to copy an adult or another child. 83.34 % of children demonstrated their
ability to show affection without prompting. 16.7% of children did not have the
opportunity to display their ability to display affection without prompting. This skill will
need continuous observation in order to determine if the 16.7% are able to demonstrate
the skill. 100% of the children were able to take turns with other children. 16.67% of
children demonstrated their ability to show concern for a child who was crying. 33.34%
of children did not show concern for a child who was crying, and 50% did not have the
opportunity to demonstrate the skill. 100% of children enjoyed new things that were
presented to them. 33.34% of children demonstrated their ability to take on roles like
mom and dad, while playing. 66.67% were not given the opportunity to display the skill.
Role playing will need to continue to be observed in order to determine if the children
are able to display the skill. Lastly, 100% of children displayed the skill of playing with
other children compared to playing by themselves.
Interpretation
After each observing the same children based on the specific checklist we
created, we found several patterns within the data. We noticed that, for the most part,
we produced similar data for each section of the checklist, unless one of us was not
able to observe that behavior at all. There was a strong stand-out among the skills:
copying adults or other friends and enjoys new things. All three of us observed that
all six children positively displayed these behaviors. There was also many children who
preferred playing with others over playing alone. The significance of these children
demonstrating these skills, shows that they are ready to move on to more challenging
skills for their social development. Child F was said to have shown solitary play for most
of the time during Laurens observation, but showed that she chose to play with other
children during the other two observations. Since the observations were on two different
days, this could mean something as simple as her mood was different the day Lauren
went to observe.
The checklist we created was based on the milestones checklist which states
specific behaviors and social/emotional milestones that the children of that specific age
should be at when they are typically developing. Some children develop slower than
others or a little bit faster and are still typically developing, so we kept this in mind when
interpreting the data. We used milestones from ages 2-4 years old making sure to meet
all levels of development, since the children in the class ranged from 37-46 months.
However, there was nothing that stood out to us that was a sign that any one of these
children displayed red flags in the checklist areas we chose. There was no one
specifically that needed further assistance in developing their social and physical skills.

LAB 4: CHECKLIST

According to our data, the childrens social and emotional skills are developing normal,
and could use a challenge.
Follow- Up Plan
We chose to set up the checklist so that we were able to better see what skill
each child displayed, what they did not, and what we were not able to observe. Having
each of us write our own specific observation in the box allowed us to better see
whether the child was able to display that skill or not, or even if there were other
influential factors such as their mood, as we previously talked about. If we just had a
single yes or no in each box, it would be harder to tell how consistent the data we
collected was.
From our data, showing that only 33.34% of the children were observed playing
roles of mom and dad, we thought that we could use an activity to promote pretend play
because 66.67% of the children did not have the opportunity to demonstrate this skill,
even during free choice time. For example: teachers could provide more materials in the
pretend play area that will relate to what some of the childrens home life is like. By
adding these materials, it may spark the childrens interest to engage and play. Another
example could be, since the children seem to have mastered copying adults and others,
we could have the adult model for the children how to role play, like playing mom and
dad. According to the MSU CDL Curriculum (2014), one of the goals in the social
domain includes: Perceiving adults as scores of gratification, approval, and modeling,
(pg. 44). By doing this, children would be able to see an example of pretending to be
someone else, copy the role, and then interpret the activity on their own. This openended activity will allow children to use their imaginations, while still engaging them in a
specific area which is pretend play.
Reflection
Checklists are an assessment tool that has a list of behaviors that are used to
observe if a child can perform them. For this assignment, we picked six children to
compare their social and physical skills within each other, and then to the rest of the
class. This is because we needed to decide whether to maintain the current activities or
move onto more advanced activities, and to see if any of the children need extra
support in developing these skills. We used the CDCs developmental milestones
document to see how their skills aligned with what is typical of their developing age, and
of their peers. When evaluating this method it is important to keep the checklist as
objective as possible. We focus directly on what the children do, and do not interpret
any data until we have gathered the information together and we clearly compare
observations between each of the children. We believe this has allowed us to
understand and realize that childrens behavior depend on many different factors. Those
factors may include; time of day, mood they are feeling at a specific time, hungry, tired,
sick, etc. This assessment is a quick way to document if a skill was observed, not
observed, or didnt have the opportunity to be observed. This assessment tool is
beneficial to directing teachers focus to specific skills in the classroom. Teachers can

LAB 4: CHECKLIST

easily observe if developmental behaviors or skills need to be scaffolded further in the

classroom.

LAB 4: CHECKLIST

References
Important Milestones: Your Child At Three Years. (2014, March 27). Retrieved October
16, 2015.
Important Milestones: Your Child At Two Years. (2014, March 27). Retrieved October 16,
2015.
Important Milestones: Your Child at Four Years. (2014, March 27). Retrieved October
16, 2015.
Losardo, A & Syverson, A. Alternative approaches to assessing young children. United
States. H. Brooks Publishing Co., Inc.
Child Development Laboratories Family Handbook. Curriculum Domain: Social
Development. (2014). Retrieved October 15, 2015.