Early Childhood - Connecticut State Department of Education

Assessment Chapter 4
Concern/Question
A child is having difficulty during
transitions, disrupting others
while they are getting ready to go
outside or home.
A child’s drawings are hastily
completed. It is very difficult to
get her to elaborate.
A child is very quiet in large
groups and seldom shares.
TYPICAL CLASSROOM CONCERNS AND SUGGESTED TOOLS
Suggested Tool/Intervention
Perhaps these particular transition
times are difficult because the
children are engaged in getting
dressed.
Observe with a rating scale for
several days to note his ability to
dress himself.
Is he shying away from these activities
because they are too difficult?
Does he have a short attention
span?
Might he benefit from breaking the
task into smaller tasks (e.g., coat on;
coat zipped; locate hat; put on; put
boots on)?
Conduct observations to determine
her disposition and motivation
during work time when she is
alone, with a friend, self-initiated,
teacher-directed.
Is she merely creating drawings or
representations because a teacher
has asked her?
Is she drawing to be near a friend,
but not invested in the activity?
Does she become easily frustrated
because her representations do not
match the ideas she has in mind?
Conduct an event sampling
observation of different classroom
situations: with peers, with the
group at meeting time, on the
playground, in dramatic play.
Look for the frequency and type of
language she uses.
Is she uncomfortable in front of
others?
Is there any concern about her
language skills (e.g., articulation)?
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Teacher/assistant
Teacher/assistant
Teacher/assistant
Who
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