![]() ![]() Knowing this information would change your plans for the math center. You notice that about half of your children recognized numbers up to 5 and many recognized up to 15. You review your notes (which include observations, assessments and progress reports) from the fall and see that, at that time, ALL of your children had strong one-to-one correspondence up to 10 and ALL knew their colors. Let's take a look at how.įor example, your math area has many themed activities planned that encourage children to develop their one-to-one correspondence up to 5 sort manipulatives by color and/or size and recognize numbers up to 10. They can also be used to plan small group activities based on individual abilities and needs. Your observations, assessments and progress reports can, and should, be used to develop activities based on where your class is as a whole. If this is what happens in your program, you are missing out on a great curriculum planning tool! The question: What happens to these developmental progress reports and checklists after they have been shared with the families at the Parent-Teacher Conference?Īll too often, they are filed in the child’s individual file not to be looked at again or at least until the end of the school year when the final report is written for each child. Where Do Your Progress Reports Go After the Parent-Teacher Conference? Your personal notes help the family realize that you KNOW their child and what they are capable of. This helps the family to know what the goals of your program are for their child’s classroom as well as where there child is in the areas of social, intellectual, emotional and physical development. You may have collected items for a portfolio, written anecdotal comments from your observations to share with the families and have carefully completed each section of the form with that individual child in thoughtful focus. They should be developed with sound growth and developmental milestones in mind for each age group.Īs early childhood educators, we put much time and thought into completing these for each child. You may complete them annually, semi-annually or quarterly depending on your program’s policy and state requirements. Find out what lessons they are working on, and ask them about those lessons.Developmental progress reports in preschool have many names: preschool progress reports, report cards (I LOATHE this name!), developmental progress forms. ![]() Talk with your child about what they are doing in the classroom or school.describe a lesson you may not be familiar with, what interventions have been used for issues that may be going on, what strategies to use to work with your child, or how to incorporate where your child is with your home. Don’t be afraid to ask the teacher questions-e.g. Allow the Montessori teacher to explain what she is seeing in your child (behavior, skills, challenges, etc.).things you can do at home to enhance where your child is in the classroom. However, you might want to jot down notes, e.g. Likely, the teacher will provide some sort of report. This is not because you are a bad parent. There will be good news, and there may be areas of concern. Keep an open mind-knowing your goal is to have a thriving, healthy, happy child in her classroom.As the parent, here are some things to keep in mind when you go into your own Parent-Teacher conferences: The purpose of the time is to capture your child’s progress over the course of the year, raise awareness to any issues at hand, talk about areas of concern, and discuss ideas on how to improve, and in our case, often we talk about how to extend the learning at home.īecause parents play such a vital role in the education of their children, it is important for everyone-parents and teachers-to be on the same page. What to expect during a Parent-Teacher Conference?ĭuring those 30 minutes, both the teachers and parents may both feel overwhelmed because there is so much information to cover in such a short amount of time. They weren’t concerned, and in fact, gave us ideas to incorporate more language building at home. Her teachers informed us that Chapin was very interested in language, while not showing as much interest in math. Her teachers sat across from us, and said, “This is honestly the best parent-teacher conference I’ve ever been a part because you are able to see for yourselves what lesson she has been doing.” They had planned to tell us about word building, but nothing would quite have captured the meaning behind the lesson or our child’s enthusiasm had she not been right there to demonstrate. She built word after word: pot, dog, jar, cat… She would say the word, “Puh…Pot” or “Duh…Dog,” emphasizing the first letter phonetically. Much to our surprise, our daughter picked up a word-building lesson and began to demonstrate how the lesson worked.
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