EARLY CHILDHOOD

ASSIGNMENT # 9

Checklists simply record the presence or absence of something. Checklists have many uses and are simple to use.  They can be used to track

multiple behaviors and/or multiple groups of children.  This tool can be used in almost anytime, anywhere.  They can be a shopping list or a

class attendance sheet. There are usually two types of recording methods for checklists.  The first are static descriptors that reflect the

information that is considered standard such as gender, race/ethnicity, age, characteristics of the physical environment, time of day, and

number of people present.  The other type of recording method uses actions or behaviors where the observer marks the behaviors that are

exhibited during the observation period. Checklists require a great deal of planning. Once the behaviors are identified and placed on the

checklist sheet it becomes a permanent record. This tool can then be used by the same observer over and over again. This is called

intraobserver reliability. It can also be used by others to measure the same actions, and hopefully get the same results.  This is called

interobserver reliability. Checklists are considered closed, highly selective with little interpretation occurring (unless the behavior is

vaguely defined).
Advantages
1.    Easy to use
2.    Can be used with different children, different settings
3.    Require little training
4.    Can easily be made to fit the needs of the observer

Disadvantages
1.    Some checklists in use may not be appropriate for the developmental level of the child.
2.    May be too narrow in its requirements
3.    Checklist may dictate what is being taught so that children can master what is on the checklist (teach to the test)
4.    The rating scales may be too complicated or unrelated to what needs to be observed.

PROCESS
Observe the fine motor skills of two preschoolers (3 to 5 years old) who differ in age by one year.  Set up several activities that will

measure these skills.  You will need 2 eye- droppers, 2 small containers, plastic tweezers and cotton balls, child size scissors, crayons or

markers and paper.

SETTING:

BACKGROUND CHILD A:
BACKGROUND CHILD B:
BEGIN BY DEMONSTRATING THE ACTIVITIES THAT YOU WANT THEM TO PERFORM: (Make sure you have enough materials & tools for both children to use).
1.    Use an eye-dropper to transfer liquids from one container to another.
2.    Pour liquids from one small container to another.
3.    Pick up cotton balls with plastic tweezers.
4.    Cut paper using child size scissors.  See if they can cut more than just a straight line.
5.    Use markers or crayons to make a drawing.

FINE MOTOR CHECKLIST
LEGEND: (+ SUCCESSFULLY MASTERED; O: NOT MASTERED;
– IN PROGRESS)

MOTOR SKILL    CHILD 1    CHILD 2

PINCER GRASP FOR EYE DROPPER
HOLD PINCER GRASP TO TRANSFER LIQUID
PINCER GRASP FOR TWEEZERS

POUR LIQUIDS W/O SPILLING

USE SCISSORS TO CUT A STRAIGHT LINE
USE SCISSORS TO CUT AN ANGLE
USE SCISSORS TO CUT A CIRCLE

HOLDS PAPER W/ OTHER HAND WHILE CUTTING

TRIPOD GRASP OF MARKER WHILE DRAWING

In addition to your checklist, summarize your results as they relate to your readings in
Chapter 8. This should be at least a page in length, double spaced.

Each Observation will consist of a summary of the following information:
A.    The setting – Where did you observe this individual? How many other people were present? Was it their home; a shopping mall; a

school? Morning; night? Describing the setting helps “set the stage” for why a person is doing what they are doing while you are observing.
B.    The age of the subject- Not when they were born, but how old in YEARS & MONTHS.
C.    The implementation of the observation tool
D.    The results as measured by the observation- Describe what happened or what the results/ answers were from your observations.
E.    Conclusion as it relates to child development- Describe what you learned from your observation. Make sure you use the TEXT to

reference how it relates to what you are studying currently about child development.