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Kiara Maldonado
During my observation I wrote an anecdotal record and also used the social skills
checklist areas 1.1, 1.2, and 1.3, which focus on, play behaviors. During my observation the
children were at free choice centers I decided to observe a girl named Lily who is five years old.
According to my checklist Lily did very well when it came to beginning play behavior,
intermediate play behavior, and advanced play behavior. Although Lily did exceptionally well in
these areas there were a few small areas and behaviors she needs help with. She responded well
physically and verbally to interactions from her peers. Included other children in her play by
inviting others to play with her, usually the same gender. She would be the one to invite friends
and be the one to suggest roles to the others. Therefore, she wanted it to be her way and rules.
She did okay when it came to asking for toys and materials she needed. She always made sure to
make comments on what she was playing to her peers. However, the areas she had difficulty in
were not knowing how to properly joining activities with others, taking turns in structured and
Lily did a great job when it came to dramatic play; her choice in area was the kitchen
where she asked other children to join her. She decided to be the mom and gave other roles to her
peers. As she gets along with everyone well she takes charge and does not like suggestions from
others. She asks for things but if the child is not willing to share at that moment she gets very
upset. Her behavior is something that needs redirecting. If something does not go her way she is
not very pleased and will throw a small tantrum. Besides her behavior her dramatic play skills
are well developed. She has a great imagination and improvises other things and toys for props.
Lily’s play also seems to reflect what she does or sees at home. For example, she had the
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children hold hands and close their eyes while she prayed. Her prayer was a mix of things like
thank you for this food and then began to recite the pledge of allegiance.
Lily’s dramatic play skills fall under the appropriate age group of five and six years old.
As Lily is five years old her demonstration of dramatic play included many details, a lot of
dialogue, same gender groups, and carried play over from one day to the next. Lily giving her
peers roles of play and what they needed to do showed the details she puts into her play, also her
prayer at the end included detail of closing eyes and holding hands. Lily wanted to play in the
kitchen and asked other girls to join her that showed favor in the same gender. I commented
about her play with her teacher and she explained how she usually carries that play on to the next
LEARNING PRESCRIPTION
Lily 5 6/22/17
1. Dramatic Play— Play seems to reflect what she does or sees at home.
i.e. She had the children hold hands and close their eyes while she prayed. Her prayer was a mix
of things like thank you for this food and then began to recite the pledge of allegiance
2. Organizing Play— decided to take the role as the mother and assigned other roles to her peers.
3.
1. Verbal Behavior— language she uses with other children when she does not want to consider
their ideas. i.e. “No that game is dumb, lets play this.” “Give me that, its mine.” “Move!”
2. Playing cooperatively— has a hard time adjusting to other play that was not her idea. Even
though it looks fun and interesting has a hard time joining activities with peers. i.e. peer suggest
they make lemonade and sell it child rudely says, “no lets make dinner not lemonade.” Some
children veered off to make and sell lemonade she was not happy about it and would not join.
3.
Activities to Help
1. Role play—have children role play scenarios showing the appropriate polite words to use in
each situation.
2. Cooperative plays— have children practice cooperative play during activity.
3.
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Resource:
Behavioral Objective/s:
Learn how to show respect and consideration for the people around us.
This lesson plan will help students understand this important social skill.
Materials:
Procedure:
Overview:
o Read the book; What Do You Say, Dear? Book by Sesyle Joslin.
o Discuss the story and the words that were used and how they affected each
situation.
o Tell the students they will be role-playing scenarios to say the proper polite
Presentation
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1. Explain to students that polite words like please, thank you, and excuse me make
other people feel appreciated and respected. Explain you can show kindness and
2. Ask the children to tell you what they already know about using polite words.
3. Have the children get into small groups and handout the laminated picture cards.
5. Have the act out the scenario using the proper polite words.
Allow the children to play to give them the opportunity to use the words they just used in
Resource:
Focus Area:
Behavioral Objective/s:
The goal of this activity is to observe communication of thought, feelings, and ideas.
This activity successfully provides experience in sharing materials, responsibilities, and social
problem solving.
Materials:
Procedure:
Overview:
o Ask the kids if they think people can spin webs like spiders. This question should stir up
the curiosity.
Presentation
o Introduce the activity with the above question and suggest we should try to spin a
web as a group.
o Join group in a big circle sitting down and show them the yarn.
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o Explain that you will begin spinning the web by holding the end of the yarn ball
tightly in your lap and then picking a friend to toss the remaining ball to i.e. “ I
o When Lily catches it, share something you like about her i.e. ‘I like how Lily
o Remind Lily to hold the yarn string tight in her lap, as she picks the next friend to
Annotated Bibliography
When children are kind, courteous, and respectful, people enjoy being around them and
reciprocate with the same behavior. This book helps kids understand the importance of
showing politeness, speaking kindly, using basic courtesies (“please,” “thank you,” “excuse
me”), and respecting the feelings of others. Scenarios and role-play activities help adults
reinforce the book’s lessons. This book can be used to help show how much polite social
skills are appreciated and help make you become a respected individual. It also gives
examples of how when respect is shown and given how other people’s feelings are affected
positively. Reinforces kind words to one another that help promote positive social play skills.
2. Verdick, E. (2004). Words Are Not for Hurting. Free Spirit Publishing, Inc.
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3. The older children get, the more words they know and can use including hurtful words.
This book teaches children that their words belong to them: They can think before they
speak, then choose what to say and how to say it. It also explores positive ways to
respond when others use unkind words and reinforces the importance of saying “I’m
sorry.” This book is also helpful in helping children recognizing how important their
word choice is. Gives examples of how to respond nicely to others, and when speaking
kindly others like to be around you. It helps promote positive social play skills.
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References
Play and Social Skills. (n.d.). Retrieved June 28, 2017, from
https://childdevelopment.com.au/areas-of-concern/play-and-social-skills/
Verdick, E. (2004). Words Are Not for Hurting. Free Spirit Publishing, Inc.