PART A
PRACTICAL
Preschool Setting:
We have conducted observation at a real preschool setting. The school is Shalom daycare
center is located at Ngh'ong'ona in Dodoma district. It is a small, community-based
preschool for children aged 3 to 5 years old. The preschool has a mix of indoor and
outdoor play areas, where children engage in structured activities like arts and crafts,
group circle time, and unstructured free play sessions. The school has teachers who
specialize in early childhood education, and these teachers have been collaborating with
parents and the community at large to nurture and educate children in both spiritual
values and worldly knowledge.
Ethical Considerations:
We obtained consent from the preschool director to conduct observations in the setting.
We sought permission from head of school would be observing, explaining the nature and
purpose of the observations. We assured them that the children's privacy would be
adhered, and no personal identifiers would be used in the documentation. The
observations will focus on developmental behaviors and will be shared only with relevant
educators for the purpose of supporting the children's learning and growth.
Observation Process
Three children were observed using observation checklist tool to document their
language development. Our focus was sentences formation, storytelling and ability to
answer questions. The following are result we obtained:-
Child Age Milestone observed Results
(Years)
Fully Partially Note yet
(10) (05) (0)
First child 4 Speak four or more words
Tells simple stories
Ask and answer simple questions
like why, how and what
Second 4 Speak four or more words
child Tells simple stories
Ask and answer simple questions
like why, how and what
Third 5 Speak four or more words
child
Tells simple stories
Recite s songs, rhymes, poems
The first and third child showed the corresponding with their ages while the second child
exhibited slight delays.
Evaluation and analysis
The table below shows the analysis of observations for child’s developmental progress
evaluation:-
Child Age Milestone met Progress
First child 4 Partially mastery of On track
storytelling, strong
sentences structure and
question response skills
Second child 4 Partially progress in all Slight delays
areas; noticeable delays in
consistence of
communication and
cognitive skills
Third child 5 Good Progress in all areas On track
noticeable; partial mastery
of storytelling and
recitation skills
First child has four years, a child was able to speak sentences of four or more words
partially. The child was able to tell simple stories partially. Also was able to ask and
answer simple questions like why, how, and what fully.
The second child has four years. The child was able to speak a sentences of four or more
words partially. The child was able to tell simple stories partially and child was able to
ask and answer simple questions like why, how, and what partially.
Third child has five years. The child was able to speak a sentences of four or more words
fully. The child was able to tell simple stories fully. The child was able to recite songs,
nursery rhymes, or short poems partially.
Comparison of findings with developmental milestones or relevant standards/frame
work.
Below are the clear comparison which indicates findings from the projects with expected
developmental milestones related to a child.
First child progress was evident, but mastery was incomplete. Second child was actively
working towards the milestone (language development). Third child progress was
evident, but mastery was incomplete.
Assessment techniques
The chosen tool is developmental checklist.
Results and what they indicate about the child’s developmental progress.
Child Sentence Storytelling Question Overall Developmental
formation response progress status
First child 100% 75% 75% 83% On track
Second 75% 75% 75% 75% Slight delay
child
Third 100% 100% 75% 91% On track
child
The table show the developmental status in percentage
Screening for potential issues.
To identify potential developmental delays or concerns, a screening tool the Ages and
Stages Questionnaires (ASQ-3) was used. The process involves observing the child’s
performance on tasks related to specific developmental areas, of fine motor skills,
communication, and problem-solving. The child's responses are recorded and scored
based on age-appropriate guidelines, with results compared to developmental benchmarks
to identify any delays (Skillpoint Therapy, 2024).
During observation, fine motor skills delays were identified in a 5-year-old child. The
child had difficulty with tasks like stacking blocks, drawing shapes, and using scissors.
But also she struggled to string small beads onto a piece of strings and showed less
control while cutting along a line. These signs indicated that the child was facing
challenges in developing the fine motor skills necessary for daily activities and academic
tasks.
Activity Performance indicator
Fully achieved Partially achieved Not achieved
Stacking blocks
Drawing shapes
Using scissors
Stringing small beads
onto a piece of strings
Table shows how the screen tools were used to identify developmental delay
To address the identified concerns basing on the above observations, activities such as
play dough, bead stringing, scissor practice, and drawing were recommended to help
improve hand strength, hand-eye coordination, and fine motor control. These activities
are designed to support the child’s development in the identified area of delay (Skillpoint
Therapy, 2024).
PART B
Reflective Report
Context
The observation was conducted at Shalom Daycare Centre, located at Ngh'ong'ona,
Dodoma district. This small, community-based preschool caters to children aged 3 to 5
years. The preschool features has a combination of indoor and outdoor play areas, where
children engage in structured activities such as arts and crafts, group circle time, and free
play sessions. These activities aim to provide a balanced approach to learning and
development, ensuring children’s physical, social, and cognitive skills are nurtured.
Teachers at this center have specialized training in early childhood education and are
dedicated to fostering both spiritual values and academic growth through active
collaboration with parents and the community. For the purpose of this reflective report,
three children were selected for observation. These children, aged four and five years,
were observed specifically to assess their language development. Ethical considerations
were carefully adhered to. We sought formal consent from the daycare center's director
and head teacher. Parents and guardians were also informed about the purpose and nature
of the observation to ensure transparency and trust. Children's privacy was prioritized,
and all observations were conducted in a manner that maintained confidentiality.
Methods Used
a. Observation:
We employed a developmental checklist tool to record the children's behaviors,
interactions, and progress in meeting specific milestones. Observations were conducted
over several sessions to capture consistent patterns in the children's language
development.
b. Evaluation and Analysis:
The collected data were systematically compared against established developmental
milestones to evaluate the progress of each child. This method ensured that findings were
grounded in evidence-based standards.
d. Screening:
To identify potential developmental concerns, we utilized the Ages and Stages
Questionnaires (ASQ-3). This tool allowed us to assess various developmental domains,
including fine motor skills, communication, and problem-solving abilities.
e. Assessment:
The recorded observations and screening results were analyzed to measure the children's
developmental progress and highlight any areas requiring intervention or additional
support.
Findings
Language Development
Child Age Milestones Results Developmental Progress
(yrs) Evaluated progress (%) Status
First 4 Speaking sentences Partially 83% On track
child of four or more achieved in
words, telling speaking
simple stories, sentences
asking/answering and
questions storytelling;
fully
achieved in
Question &
Answer
tasks.
Second 4 Speaking sentences Partially 75% Slight
child of four or more achieved in delays
words, telling all areas noted
simple stories,
asking/answering
questions
Third 5 Speaking sentences Fully 91% On track
child of four or more achieved in
words, telling speaking
stories, reciting sentences
songs/poems and
storytelling;
partially
achieved in
recitation.
Fine Motor Skills (Screening)
During the screening process, the 5-year-old child showed difficulties with tasks such as
stacking blocks, drawing shapes, and using scissors. These tasks are critical indicators of
fine motor skill development. The child also struggled to hold a crayon correctly and
demonstrated less control when cutting along a line. These observations suggested delays
in fine motor skills, which are essential for performing daily and academic activities.
Assessment Scores
Child Age Developmental Progress Status
Progress (%)
1 4 83% On track
2 4 75% Slight delays
3 5 91% On track
Reflections
This observational exercise highlighted the critical role of structured tools in evaluating
developmental progress. The developmental checklist was particularly effective in
providing a systematic approach to monitoring language milestones. Similarly, the ASQ-
3 tool proved valuable in identifying fine motor skill delays. However, several challenges
were encountered, including ensuring consistency across multiple observations and
balancing ethical considerations. Limited time also constrained the depth of insights that
could be gathered.
Through this process, we learned the importance of regular monitoring and evaluation in
early childhood education. Such practices not only support early identification of
developmental delays but also promote targeted interventions. The active involvement of
parents and caregivers emerged as a vital factor in fostering children's growth.
Recommendations
Based on the findings, the following recommendations are proposed:
On language development, encourage activities such as storytelling, interactive reading,
and group recitation to enhance expressive language skills. Provide opportunities for
children to ask and answer questions in group settings, fostering communication abilities.
On Fine motor skills development, incorporate activities like bead stringing, playdough
modeling, and scissor practice to strengthen hand-eye coordination. Introduce art-based
tasks such as drawing, painting, and crafting to promote fine motor control.
Conclusion
Monitoring and evaluation are crucial in early childhood education to identify the
developmental milestone and area required for intervention. The project propose the need
for individualized approaches to support every child’s growth. Also parent should
develop tendency of assessing their child development. On school teacher should create
the child file which will include their developmental information from when they
reported to school until they finished.
References
Skillpoint Therapy. (2024). Develop Fine Motor Skills with 7 Simple Tips. Skillpoint
Therapy. Retrieved from https://www.skillpointtherapy.com/develop-fine-motor-skills-
with-7-simple-tips/.
