Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences.

Name of Artifact: Child Profile

Date: April 28, 2014
Course: EDUC 121: Child and Adolescent Development
Brief Description: Summarized the three observations on physical, cognitive, and socioemotional development, which captured the childs capability in these three areas.
Rationale:
The: Child Profile goes along with this standard because I observed a learners capability in
three different ways. By summarizing the childs physical, cognitive, and socio-emotional skills, I
was able to recognize how the child grows and develops at that particular age. The standard
even states The teacher understands how learners grow and develop, recognizing that patterns
of learning and development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas. By doing all three development portfolios and combining them
into one portfolio, I was able to recognize the patterns individually. By doing this portfolio, I was
able to see how these patterns tie together to create the child as a whole. Like I stated in my
portfolio, I believe that it is important to observe these areas more than once to understand how
a child actually grows and develops with age.

Portfolio 5-Child Profile

Carlie Guritz
Physical Development:
The physical activities of my observation included Simon Says, riding a bike, bracelet
making, writing/drawing, and playing with a tennis ball. All of these activities dealt with the
subjects ability to control and use her motor skills. These activities tested both her fine and
gross motor ability. For the large motor skill activities (Simon Says, riding a bike, and throwing
tennis ball), she mainly showed that she was above average. However, she had difficulty
controlling her balance on the bike and hoping on one foot. She did very well when using her
large muscles in a circulation manner in the Simon Says activity, but she needs to work on her
balance a little more. For the fine motor skill activities (Bracelet making, writing, and drawing),
she showed excellent fine motor skills. She was able to grasp and control the tools and materials.
She knew how to use the flexibility of her fingers to control the pencil and maintain good hand
writing.
Cognitive Development:
For the cognitive part of the child, my observation consisted on her memory skills. The
activities that she completed during this time were a memory/matching game, concentration,
magic cup game, and recreating a picture. All these activities helped me determine some of my
female subjects weaknesses and strengths in her memory skills. She had trouble with doing
multiple tasks at once and difficulty with the fast pace in the concentration game. She showed
excellent working memory skills during the memory game, the magic cup activity, and the
recreation of the picture. The magic cup game was easier for her then concentration because it
was at a slower pace. During the memory card game and the recreation of the picture, I could tell
that she used visual techniques in order to remember things. For the memory game, she mainly
matched the cards up by the fruits, but also remembered by using the different colors. If she
forgot where a fruit was once flipped, she remember where she saw the color or in what general
direction. The last activity, recreation of the picture, she figured out a technique that would
enhance her working memory skills.
Socio-emotional Development:
When doing this part of the portfolio, I wanted to make sure I captured both her social
and emotional side. I was able to observe her for half the time and then do activities evolving her
sense of self and emotions for the other half. The observation took place at her home, which
involved her social connection between her family and also a neighborhood friend. She seemed
to be very close with her family, particular her sisters and mother. She did communicate with her
brother, but from what I observed she was able to relate to her sisters more. When she was
playing with her friend, it was easy to tell that she was very comfortable around her. She was
telling what the other little girl should do and how to play. This comes up as a little bossy, but is
very typical for her age. I have known my female subject for quite some time now and I know
she is regularly shy among new adults and children. Since she was so friendly with this other
little girl, it is visible to see that she is learning to bond with other people, not just inside her
family.

Overall:
Both the observations and activities for the three portfolios tested my female subjects
physical, cognitive, and socio-emotional ability. They helped me determine that my female
subject is at the right level, if not above, that she should be at on the physical, cognitive, and
socio-emotional level. Our book explains, on a physical aspect, In middle childhood, children
build on their emerging physical capabilities. Many gross motor skills, once awkward, are now
executed smoothly.Children within this age period also improve in fine motor skillsThey
begin to tackle such fine motor activities as sewing, model building, and arts and crafts.
(McDevitt & Ormrod 165) Her overall physical ability is right where it needs to be. It is typical
for a child her age to have some difficulties in some physical areas, because she still has time for
growth. Even the difficulties on the subjects cognitive ability will grow stronger as the child gets
older. Our book even states that the capacity of working memory increases with age.
(McDevitt & Ormrode 248) During the middle childhood stage, a child continues a close
relationship with family members, increases number of bonds with people outside the family,
shows ability to regulate emotions, and increases distinction among various aspects of oneself.
(McDevitt and Ormrod 448 & 476) Since I have known my subject for a while now, I could
distinctly recognize her social and emotional skills. I believe that it is important to do
observations to recognize a childs ability on all three of these levels, but it needs to be done
several times. A child could be unable to do something one day and then the next they can. It is
hard to capture the overall childs ability in just three hours of observation. Based on my
observations, the child is above average or right where she needs to be on these areas, but I
understand that she is changing and that there is room for growth.

Age of Child: 9
Gender: Female
Ratings 1= Poor 2= Needs improvement 3= Average 4= Above Average 5= Excellent
Physical Development

Cognitive Development

Socio-emotional Development

Simon Says Activity-10 minutes

Memory/Matching Card Game30 minutes

Social Observation- 30 minutes

Running in place _5__

Hoping on one foot __3__
Jumping up and down __4__
Moving arms in circular motion
__5__

Riding Bike-5 minutes

Remembering where cards were

_4__
Associates cards using colors
__3__
Associates cards using fruits
__5__

Close relationships with family

___4___
Socialization with friend ___4___

Concentration Hand Game- 10

minutes

Self Portrait/Skills and lack of

ability- 20 minutes

Multiple tasks at once __3__

Remembering what was said
__3__

Understands her skills ___4___

Understands her lack of ability
___3___
Self-esteem ___4___

Bracelet Making-25 minutes

Magic Cup Game- 10 minutes

Comparison- 5 minutes

Grasping Beads __5__

Threading Beads __5__
Knot tying __5__

Remembering where ball was

__4__
Concentration through whole
game __4__

Understands similarities and

differences in people (appearances)
___4____
Understands similarities and
differences in people (abilities)
___4___

Writing Activity/Drawing-10
minutes

Recreating Picture- 10 minutes

Emotion Scenarios- 5 minutes

Correct colors __5__

Technique of remembering __5__

Ability to regulate appropriate

emotions ___4___

Balance __3__
Acceleration __4__
Control __3__

Grasping Pencil/Crayons __5__

Neatness __4__
Straightness __4__
Ball Activity-10 minutes
Catching__4__
Throwing __4__
Bouncing __4__