每年Zachary學校都給小朋友作發展評估(preschool developmental accessment),上一次是在Zachary上兩歲班時有過一個評估。

這個評估主要分成幾個大項:1. 社交與情感情緒發展(social and emotional development), 2. 學習方法(approaches toward learning), 3. 語言與溝通技巧(language and communication skills), 4. 認知與常識(cognition and general knowledge), 5. 四肢運動協調發展(physical and motor developement)。每個大項裡在細分成小主題,每個主題有3-5個指標,老師根據小朋友在學校的表現對每個發展指標圈選'尚未開始(Not yet)', '萌芽初期(Emerging)','幾乎掌握精通(Almost mastered)',和'掌握精通(Mastered)'。

三歲半的Zachary大部分都是幾乎掌握精通或是已經掌握,在較弱的語言評估上也是如此,只有少數是開始萌芽,不過細看被老師勾選開始萌芽的項目,其實Zachary也都會,只是都是用中文非英文表達。另外有兩項是Zachary尚未有概念的,一個是沒有時間的概念,Zachary對早上或是下午常搞不清楚,會看時鐘上的指針指到哪個數字,不過還不具有小時分鐘的概念;另一個是用圖表來表達資訊,這一個項目是在preschool開始會接觸學習,不過一般要到幼稚園或是小學才會發展。

拿到這份評估時,也花了些時間和Zachary老師聊聊,Zachary是各方面都發展很快(語言除外,不過現在英文說得多也說得好些)的小孩,尤其是學術上如英文字母和數字的聽說寫Zachary都會。老師知道Zachary會發每字母的自然發音,常會在circle time教發音時點Zachary回答。在社交Social關係上,Zachary也和班上小朋友處的不錯,也特別喜歡和固定幾個一起玩,算是有朋友的小圈圈。不過Zachary只注意自己喜歡的事物,對不敢興趣的事都不放心上,大概這個年紀的孩子都一樣。每次接Zachary時都會問他中午吃什麼,但是他不是回答雞塊就是橘子會是蘋果。跟Zachary老師提起時,老師說也許是Zachary不知道一些食物的名字,尤其是西式食物在家裡比較少吃。看樣子以後要花些時間教Zachary一些食物的名稱。

 

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附註詳細的評估項目

Preschool Developmental Assessment

  1. 1. Social and Emotional Development
    • Regulation of Emotions
      • Shows ability to separate from family and adjust to new social situations
      • Recognizes/expresses own feelings
      • Displays feelings through words rather than behaviors
    • Feelings of Others
      • Recognizes the feelings of others and responds appropriately
      • Acts to protect the feelings of others
    • Self Concept and Self-Efficacy
      • Shows confidence in own abilities
      • Shows awareness of self as having certain abilities, characteristics, or preferences
    • Social Skills with Adults and Peers
      • Shares with others
      • Interacts with one or more peers
      • Uses thinking skills and words to solve conflicts
      • Demonstrates a positive attitude toward physical and cultural differenecs
      • Seeks help from adults when needed
    • Relationships with Peers
      • Participates with others as member of a group
      • Cooperates with others to play a group game
      • Forms friendships that persist over time
      • Sustains interactions with others by helping, sharing, cooperating, and expressing interest
  2. 2. Approaches Toward Learning
    • Curiosity
      • Shows curiosity in exploring objects or events
      • Shows interest in new things or novel situations
      • Uses a variety of art materials for tactile experience and creative exploration
    • Initiative
      • Shows persistence in completing a task
      • Demonstrates self-direction and independence
      • Seeks help when needed to complete a task
      • Participates in creative music, frama or dance
    • Reflection and Interpretation
      • Explores cause and effect
      • Makes preductions based on experiences
      • Recalls and expresses information from prior experiences
      • Creates graphs or charts to represent information
      • Expresses self through art
      • Participates cooperatively in group music experiences
    • Invention and Imagination
      • Shows flexibility in solving problems, uses multiple strategies
      • Applies knowledge in new ways
      • Takes on pretend roles and situations; makes believe with objects
  3. 3. Language and Communication Skills
    • Listening
      • Listens and shows interest in stories read aloud
      • Listens during conversations and presentations
      • Understands and follows oral directions
      • Recognizes rhythm music
      • Follows directions stated in an action rhytme or song
    • Speaking and Vocabulary
      • Uses vocabulary appropriate to age level
      • Shows interest in new vocabulary
      • Expresses self using words and sentences
    • Social Uses of Language
      • Participates in conversations with others
      • Uses Language to express emotions
      • Uses social conventions in language such as “please” or “thank you”
    • Questioning
      • Asks and/or answers questions
    • Creative Uses of Language
      • Tells simple stories
      • Uses props to dramatize a story
    • Nonverbal Communication
      • Understands some nonverbal directions – pointing, gestures, etc.
      • Uses some nonverbal communication – gestures, signs, etc.
    • Phonemic Awareness
      • Hears and discriminates letter and word sounds
      • Recognizes and uses rhythming words
      • Associates sounds with letters
    • Literature Awareness
      • Shows interest in books and reading
      • Identifies a few familiar books
    • Comprehension
      • Recalls information from prior experiences
      • Makes predictions about what will happed next in a story
    • Print and Book Awareness
      • Associates spoken words and print
      • Makes precictions about print based on context clues, such as pictures
      • Uses books conventionally
      • Recognizes print in the environment
      • Recognizes some frequently used words (sight word) in print
    • Alphabet Awareness
      • Demonstrates knowledge of all alphabet letters
    • Story Sense
      • Retells a familiar story
      • Tells a story with a clear beginning, middle and end
    • Writing Process
      • Uses scribbles, shapes, pictures, or dictation to represent ideas
      • Copies letters written by others
      • Writes letters and numbers
      • Writes own name
  4. 4. Cognition and General Knowledge
    • Physical Knowledge
      • Oberves and describes objections, events, or changes in the environment
      • gathers data from surrounding or observations
      • Uses senses to explore materials or the environment
      • Shows understanding of speical relationships and directionality
      • Uses tools to investigate
      • Identifies similarities and differences
    • Logico-Mathematical Knowledge
      • Uses numbers to count
      • Identifies numerals
      • Performs simple addition or subtraction using manipulatives
      • Arranges objects in order or in a series based on a characteristics
      • Recognizes, copies, and creates patterns
      • Estimates qualities with accuracy
    • Social-Conventional Knowledge
      • Sorts objects into subgroups based on attributes
      • Matches objects that share similar characteristeristics
      • Identifies and names basic colors
      • Identifies and names simple shapes
      • Uses measurement tools
      • Uses measurement, length or weight words to describe
      • Shows awareness of time concepts
    • Social Knowledge
      • Names and identifies family members
      • Shows awareness of neighborhood, resources and occupations
      • Identifies the characteristics of places people live, work and play
  5. 5. Physical and Motor Development
    • Growth
      • Demonstrates rate of growth appropriate to age
    • Fitness
      • Demonstrates stength, stamina, and movement appropriate to age
      • Shows energy and physical activity level appropriate to age
    • Motor Skills
      • Demonstrates large motor skills such as running, jumping, throwing, kicking ,etc.
      • Shows balance while moving
      • Shows coordinated body movement
      • Controls small muscles to use tools such as writing, drawing, painting, cutting, etc.
      • Coordinates eye-hand movements
      • Creates a drawing with details
    • Functional Performance
      • Demonstrates increasing independence with self-care skills
      • Follows classroom health and safety rules
      • Uses classroom materials respectfully
      • Follows classroom rules and routines
      • Identifies and names body parts
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