Toddlers Goal and/or other skills to be IELG Outcome(s) Interests or observations Name of center and how the activity
ions Name of center and how the activity
Name practiced (Specific, observable, and
measurable with criteria/conditions)
Dallin Dallin will point to where he wants to
go twice a day in lab.
Mason Mason will be able to cope with
separation from his parents, and
enjoy lab by socializing and
interacting with other toddlers in
play at least once during lab.
Brody Brody will engage in play using his
small motor muscles at least once
each day in lab.
Dillon Dillon will say three to four dual
syllable words with different onset
and rime locations (front of mouth,
then back of throat) in lab each day.
Isaac Isaac will scribble with a writing tool
twice a day in lab.
What the teacher will do to support the
that relate(s) to the goal
Reference the domain, goal, age
range, and child indicator
IELG D5 G55 Ages 16-38 Months CI1:
Uses gestures or vocalizations to
protest or to gain attention.
IELG D3 G34 Age 16-38 months CI1:
Uses a few strategies to ease
separation from primary caregivers in
familiar settings outside the home
environment (e.g. waving bye-bye
and watching them leave, sucking a
thumb, sitting in a quiet place, finding
a toy or book to look at, or sitting on
another caregivers lap and crying
softly).
IELG D2 G18 Ages 18 to 36 Months
CI5: Uses forefinger to thumb grasp
with precision.
IELG D5 G55 Ages 16-38 Months CI5:
Responds to peers with words.
IELG D2 G18 Ages 18-36 Months CI2:
Scribbles with drawing and writing
tools.
of child that connect to will help the child work on their goal or
how you are planning for skill development. What will they be
them today. doing as they practice their goal? (Be
specific, yet brief)
I have observed that Dallin Fine Motor: Dallin can work on his goal
enjoys working his fine at this center by using gestures to
motor muscles. indicate he would like to explore this
area. He can also work on his fine motor
skills by squeezing the pipettes.
I have observed that Art: Mason can work on his goal of as a
Mason enjoys art and way to cope with separation from his
painting. parents. in this area by engaging with
other toddlers, while using the different
textured paint brushes to create new
designs.
I have observed that Brody Fine Motor: Brody can work on his goal
enjoys creating things. in this area by using his small motor
muscles to squeeze water color out of
the pipettes, and onto the coffee filters.
I have observed that Dillon Sensory: Dillon can work on his goal in
enjoys sensory activities, this area by using dual syllable words to
but doesnt like to have a describe what he sees and feels inside
smock on. each of the bags.
I have observed that Isaac Art: Isaac can work on his goal in this
is very curious about area by using his fingers to grasp the
different textures. paintbrush that he chooses. Instead of
using a writing utensil like a pencil, he
will have the opportunity to use
child at the activity (be specific, yet
brief)
Teachers can support Dallin in his goal at
this center by using self and parallel-talk
and modeling, to help him describe
where he wants to go. They can also use
hand over hand techniques to help him
point, as well as help him squeeze the
pipettes.
Teachers can support Mason in his goal
at this center by inviting other toddlers
to paint with him. They can also try and
talk him through his anxiety, as this
strategy has worked during previous
days of lab.
Teachers can support Brody in his goal
at this center by modeling the correct
pincer grasp for him.
Teachers can support Dillon in his goal at
this center by modeling some of the
duel syllable words that he can use.
They can do this specifically by using
parallel-talk. For example, they could say
something like, Dillon is playing with
the winter bag! I see snowflakes and
glitter inside of that bag!.
Teachers can help support Isaac with his
goal at this center by modeling the
correct way of holding the paint
brushes.
Toddlers Goal and/or other skills to be
Name practiced (Specific, observable, and
measurable with criteria/conditions)
IELG Outcome(s)
that relate(s) to the goal
Reference the domain, goal, age
range, and child indicator
Interests or observations Name of center and how the activity What the teacher will do to support the
of child that connect to will help the child work on their goal or child at the activity (be specific, yet
how you are planning for skill development. What will they be brief)
them today. doing as they practice their goal? (Be
specific, yet brief)
uniquely textured paint brushes and see
what he can create with the paint.