Running head: LEARNING PRESCRIPTION

Learning Prescription
Julie Estep
Fresno Pacific University

LEARNING PRESCRIPTION
LEARNING PRESCRIPTION
Childs Name

Sophy

Age

Date

11/22/16

Areas of Strength and Confidence

1. Sophy separates from her mom in the morning drop off with ease. She does not exhibit
any negative behaviors during drop off. Sophy will instead exhibit positive behavior and
will run and hug certain staff to greet them when she arrives and then joins in with friends
during morning free time.
2. Sophys gross and fine motor skills are at the developmental level that matches her age
group. Sophy can unzip her own jacket without assistance. She can run around with speed
and accuracy on the playground, climb up the rails on the jungle gym, and kick a soccer
ball without falling over.
3. Sophy does not rely on others for support. Sophy will initiate activities on her own
without being prompted to do so. She will play on her own without needing other kids
playing with her. Sophy shows favoritism with choosing dramatic play pretending she is
princess Elsa. Even outside of dramatic play Sophy still wants to pretend she is Elsa and
not Sophy.

Areas Needing Strengthening

1. Sophy needs more help with taking turns with her peers. During recess time Sophy was
on the trikes. There was a line that waited for the trikes to go around the loop once. Sophy

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was not getting off the trike after one lap, she would instead keep going despite peers
asking her to stop and let them have a turn. It was not until other children got staff to
direct Sophy to let others have a turn. She listened to staff but not peers. Sophy needs help
following rules even when staff is not enforcing them.
2. Sophy needs help with some fine motor skills. Sophy can zip down her jacket but cannot
zip it up on her own. Sophy needs assistance with buttoning up pants after restroom use.
3. Sophy needs assistance on social play. When playing with others during recess Sophy
would boss around one of her peers while playing soccer. She got mad and told the peer
that she was not playing correctly. When staff approached her, Sophy explained that her
peer was playing wrong because she would kick the ball away from everyone.

Activities to Help
1. One activity to help Sophy be more conscious of taking turns, is for a staff ask her how
she would feel if one of her peers played on the trike without taking turns. If she answers
that she is upset, staff can say that is how her friends feel when she does not take turns.
2. Some activities that can help develop Sophys fine motor skills at home and at school are
lace string activities, creating bracelets by beading beads onto string, and utilizing
clothespins. Another goal to utilize for Sophy is to zip up her jacket each day as a classroom
goal. Parents can also utilize these tasks at home so that Sophy is constantly getting
practice at her school and home.
3. Sophy should be taught how to empathize with her peers. If staff were to tell Sophy that
she is hurting her friends feelings by saying they are playing wrong, Sophy may not act out
the next time a friend makes a mistake. Also one of Sophys strong points is being a helper,
if staff directs her to help her friends play the correct way she may be more intrigued to

LEARNING PRESCRIPTION
replace the behavior with helpfulness instead of rudeness.

Anecdotal Record
Childs Name: Sophy

Age: 4

Observer: Julie Estep

Place: Valley Schools

Date: 11-17-16
Time: 8:00-10:30

INCIDENT:
Sophy came into the classroom with her mother with a smile on her face. Without saying
goodbye Sophy ran straight over to Miss Kim and gave her a hug. After saying good morning to
Miss Kim, Sophy ran over to her friends and asked, Do you guys want to play frozen? Which
they replied, Yes. Sophy then said, Okay I am Elsa, you can be Anna, and you can be Olaf.
At which point her friends agreed to the roles and started playing. They acted like they were all
able to freeze things. Sophy would correct her friends saying that only Elsa can freeze things.
Sophy later started to sing parts of Frozen and stated that it was her favorite song.
COMMENTS:
Sophy seems to enjoy the movie Frozen. It comes up a lot when she is talking to people and it is
her main choice for dramatic play. When she introduced herself to me, she introduced herself as
princess Elsa rather than Sophy. Sophy is confident and can play by herself, but also offers to
other peers to see if they would want to play with her. Peers gravitate towards Sophy and she will
assign them roles she wants them to play.
Reference
Beaty, Janice J. (2006). Observing Development of the Young Child (8th ed.). Columbus, Ohio:
Pearson Merrill Prentice Hall.

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