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Online Observation Tool for ECCE Students
ABC School - Early Childhood Care and Education Progress Report
NI - Not Introduced
E - Emerging
D - Developing
S - Secure
Progress Summary
Step A: Personal, Social, and Emotional Development
| Assessment Focus | Child's Performance |
|---|---|
| Identifies occasions when she/he feels happy, sad, scared, loved, angry, excited and bored | |
| Chooses and talks about an activity/work that she/he enjoys doing the most in class | |
| Expresses likes and dislikes and talks about strengths | |
| Demonstrates how to dress up | |
| Demonstrates eating habits | |
| Demonstrates proper posture while walking, talking and sitting | |
| Takes care of his/her and others' belongings | |
| Asks for help when needed | |
| Demonstrates problem solving skills while participating in different activities | |
| Works cooperatively, shares materials and ideas with peers, teachers, and other | |
| Recognizes historical and cultural place |
Step B: Language and Literacy
| Assessment Focus | Child's Performance |
|---|---|
| Listens attentively in small and large groups | |
| Shares views in small and large groups about everyday events and special occasions | |
| Responds to others in appropriate verbal and non-verbal ways for a variety of purposes | |
| Shares her/his experiences and feelings with peers and adults by using complete sentences | |
| Responds to and verbally expresses feelings, such as, joy and sorrow, wonder and anger | |
| Waits for her/his turn to speak and not interrupt when others are talking | |
| Initiates conversations with peers and adults | |
| Recognises letters with her/his initial sounds | |
| Recognises and differentiates between sounds in the environment | |
| Understands and follows instructions | |
| Uses correct pronunciation |
Reading Skills
| Assessment Focus | Child's Performance |
|---|---|
| Holds, opens and turns pages of a book with care | |
| Enjoys skimming/scanning through age appropriate books | |
| Predicts the story by looking at the cover page and flipping through pages | |
| Predicts what comes next in stories | |
| Asks open ended questions about the story to support critical and logical thinking | |
| Repeats simple repetitive sequences in traditional and popular children's stories | |
| Tells a simple story by looking at pictures | |
| Retells a favourite story in the correct sequence | |
| Differentiates between the parts of a book (the cover, the title and the end) | |
| Knows that some books tell stories and others give information | |
| Knows that Urdu is read from right to left and top to bottom | |
| Knows that English is read from left to right and top to bottom | |
| Recognises her/his names in print English | |
| Recognises her/his names in print Urdu | |
| Recognises letters of the English alphabet |
Writing Skills
| Assessment Focus | Child's Performance |
|---|---|
| Makes marks and scribbles to communicate meaning | |
| Uses English letters in her/his writing to communicate meaning | |
| Uses Urdu letters in her/his writing to communicate meaning | |
| Draws pictures to communicate meaning | |
| Holds writing tools properly to develop a comfortable and efficient pencil grip | |
| Colours a simple picture keeping within designated space | |
| Traces, copies, draws and colours different shapes | |
| Traces and draws different lines and simple patterns made up of lines and shapes | |
| Traces, copies and writes the letter of Urdu alphabet | |
| Traces, copies and writes the letters of the English alphabet | |
| Write her/his own names in English with appropriate use of upper and lower case letters | |
| Write her/his own names in Urdu | |
| Write a word or a sentence while describing a picture |
Step C: Basic Mathematical Concepts
| Assessment Focus | Child's Performance |
|---|---|
| Recognises, name and differentiate between colours | |
| Differentiates and arrange objects and pictures based on size, weight, length, width and textures | |
| Matches and compares object | |
| Sorts and groups objects | |
| Observes, identifies and extends patterns with various concrete materials | |
| Observes, identifies and extends the given picture/symbol patterns | |
| Identifies and differentiates between broad and narrow | |
| Identifies and differentiates between Some and all | |
| Identifies and differentiates between more, less and equal | |
| Identifies and differentiates between half and full | |
| Creates own patterns using concrete materials and pictures and then explains them | |
| Observes and identifies the "odd one out" from the given set and explains the answer |
Shapes and position of Objects
| Assessment Focus | Child's Performance |
|---|---|
| Recognises, names, draws and explains features of two dimensional shapes | |
| Recognises, names, draws and explains features of three dimensional shapes | |
| Identifies the shapes in her/his environment | |
| Draws object of her/his own choice using various shapes | |
| Describes the position and order of objects using position words |
Measurement
| Assessment Focus | Child's Performance |
|---|---|
| Describes and compares objects using measurement attributes | |
| Observes various objects and estimate her/his weight and length | |
| Verifies her/his estimations using simple tools | |
| Recognises informal time units and tells that clocks and calendars mark the passage of time | |
| Sequences events in time and anticipate events |
Quantity, Counting and Number Operations
| Assessment Focus | Child's Performance |
|---|---|
| Understands one-to-one correspondence | |
| Counts up to 50 orally | |
| Uses numbers to represent quantities in daily life interaction | |
| Compares quantities of objects | |
| Demonstrates an understanding of the concept of zero (meaning nothing) | |
| Identifies and writes correct numerals to represent numbers from 0-50 | |
| Sequences numerals correctly from 0-50 | |
| Identifies which numeral represents a bigger quantity or lesser quantity | |
| Identifies ordinal numbers up to ten |
Step D: Health Hygiene and Safety
| Assessment Focus | Child's Performance |
|---|---|
| Demonstrates an understanding on private body parts (good touch and bad touch) | |
| Understands that they must reports to parents and teacher immediately if someone touches them inappropriately | |
| Understands that they should not talks to strangers, go with strangers, take anything from strangers, go out alone | |
| Explores ways of dealing with issues through role play | |
| Understands how to cross a road carefully | |
| Recognise and follows basic safety rules | |
| Expresses needs and feelings (hungry, thirsty, need to go to toilet etc.) | |
| Keeps herself/himself safe and knows what to do in an emergency |
Step E: Physical Development
| Assessment Focus | Child's Performance |
|---|---|
| Moves in a number of ways, such as running, jumping, skipping, sliding, and hopping | |
| Moves around, climbs, balances, walks on a straight, curved, zig zag lines | |
| Moves through spaces with consideration of other children/people and objects in the environment | |
| Shows respect for other children's personal space while playing | |
| Handles child-appropriate materials safely with increasing control and confidence | |
| Manipulates small objects with ease, pick up small objects with fingers | |
| Differentiates between smells bad, good, strong, light, fruity, flowery, pungent | |
| Differentiates between different tastes; sweet, bitter, salty, sour, and spicy | |
| Differentiates between textures; smooth, rough, hard, soft, silky, fluffy, bumpy, slimy |
Step F: Creative Arts
| Assessment Focus | Child's Performance |
|---|---|
| Holds crayon, colour, pencil, paint brush, scissors and demonstrates understanding of safe use | |
| Uses a variety of mediums to expresses her/his thoughts, feelings, imagination and observations | |
| Practices art work by using technology | |
| Shares ideas for creates various objects from low/no cost material | |
| Uses art techniques, such as, drawing, colouring, collage, printing and folding to create craftwork | |
| Produces sound patterns/rhythms by counting out beats | |
| Explores the sounds made by various musical instruments | |
| Performs poems with actions | |
| Explores and enact a variety of roles |
Step G: World Around Us
| Assessment Focus | Child's Performance |
|---|---|
| Recognizes pictures, objects and events and relates them with daily life experiences | |
| Describes the focus concept/theme using relevant terms and examples | |
| Groups pictures, objects and events related to the focus concept/theme and share the reasons for grouping | |
| Compares pictures, objects and events related to the focus concept/theme | |
| Uses non-standard units to record observations about the focus concept/theme | |
| Makes predictions about the focus concept/ theme | |
| Explores the answers using a variety of resources | |
| Handles materials carefully while exploration | |
| Demonstrates care while handling materials |
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