Self-Identity Seeks other children to play with

• In the picture, Samantha walked toward Stephanie and Katie who are next to the writing area. Samantha said, “I have hello kitty stickers, I can give you the stickers but you can’t give it to your brother, okay?” This was evidence of Samantha’s self-identity to seek other children to play with. Samantha sought other children to play with her, she voluntarily gave Stephanie and Katie stickers to join Stephanie and Katie to play.

Emotional Development

Eats, sleeps, toilets without fuss away from home

• This was evidence of Samantha’s emotional development. She eats and toilets without fuss away from home. Although the teacher didn’t say “get up”, Samantha got up when the light was on. Samantha followed the routine even though the teacher didn’t ask her to do anything.

Social Play plays parallel to others with similar toys/materials

• In the picture, Samantha folded a piece of paper, Stephanie cut a piece of paper, and Eva folded a piece of paper at the same time. This was evidence of Samantha’s social play development. She played parallel to Stephanie and Eva with similar toys because they were working on their own paper so they didn’t disturb others.

Pro-social Behavior

Shares something with another

• First, Samantha picked blue paint to paint on her paper, and then she asked Tina to switch with her purple paint, “You use this blue paint, and I use the purple paint.” This was evidence of Samantha pro-social behavior. She gave her blue to switch with Tina’s purple paint.

Gross Motor Development Walks down steps alternating feet

• Samantha walked down the step-stool with alternating feet. She put her left foot down on the next step and then she put her right foot down on the floor. This was evidence of Samantha's gross motor development. Samantha walks down steps on her alternating feet. She switched her left foot and right foot to step on the step-stool to walk on the floor.

Fine Motor Development

Unfastens/fastens zippers, buttons, Velcro tabs

• This was evidence of Samantha’s fine motor development. Samantha used her both hands to zip up her jacket. She used her left hand to hold her jacket and used her right hand to insert the zipper’s chain to the other side to zip up her jacket.

Cognitive Development: Classification, Number, Time & Space

Knows what happens today

Samantha walked forward to the teacher who stood against the children’s cabinet. The teacher said, “Samantha, your dress is beautiful.” Samantha pulled her dress and responded, “Today is my birthday.”

•This was evidence of Samantha's cognitive development. Samantha knew the day was her birthday, which was the reason, she worn a dress. Therefore, Samantha responded to the teacher that she worn a dress because it was her birthday.

Spoken Language

Speaks in expanded sentences

Samantha stood in front of the glass windows in the back of the classroom. The teacher stood at the back door of the room to roll up the curtains. The teacher said, “Samantha, can you give me the paperclip, please?” Samantha picked up the paperclip and then she walked toward the teacher. She said as she walked, “You can’t take it because it is far away from you.” The teacher said, “Yes, my arms couldn’t reach that far because they are not very long.”

•This was Samantha’s spoken language development. Samantha spoke in a expanded sentence when the teacher asked her to help. Samantha was generalizing the situation between the teacher and her.

Prewriting & Prereading Skills

Retells stories from books with increasing accuracy

• This was evidence of Samantha’s pre-reading skill. Samantha retold the story from books with accuracy by herself after the teacher read during the story time. What Samantha said, “There are nine baby kitties and one mommy kitty, so there are ten kitties total,” was correct.

Art Skills Makes basic shapes

• In the picture, Samantha drew five stars, two crowns, one square, and five diamonds on the same paper. Also, Samantha had circled a crown in the middle of the paper and had circled a star on the up-right side on the paper. And she drew many little stars around the circle. This was evidence of Samantha’s art skills development. She drew many different shapes which were stars, diamonds, square, and crown on the same paper. She drew each shape was against each other.

Imagination Can pretend with imaginary objects

• In the picture, Samantha put a string on Eva’s back from Eva’s head to the floor using her left hand. Then she put her right hand above Eva’s head against the string and said, “Your height is here.” Samantha pretended to act like a nurse with the imaginary object. She was checking Eva’s height with the same object as a nurse would. This was evidence of Samantha’s imagination development. She used a string to pretend a nurse to check Eva’s height.