I’ve decided to collect words, sentences, phrases or remarks about commenting on children from magazines, books, journals, websites, and compile them into a file. Children Comment, is certainly useful to the educators who are busy filing in their report at every end of the term.
Helping to make aware of the issues and challenges.
Giving children respect.
building their independence and confidence through meaningful tasks and by capturing their interest and desire to learn with the appropriate stimuli.
Develops gross motor skills by…
She has fine motor skill practice when …
She uses her transferring skills when…
She cares greatly for the environment…
With regard to grace and courtesy, she is learning to greet…
The sensorial experiences surround her…
Maths also envelops her.
Her language has become quite specialized.
This has been an enriching experience for… and she has gained as much as …
The Care and concentration demonstrated by each child is indicative of the amount of large motor coordination required to manipulate a chair through a busy environment without bumping or bashing another person or object…
Require careful fine motor dexterity…
Can display sufficient self-control…
Displaying pouring skills honed by the practical life activities…
All these activities are incorporated into the record system…
Large and fine motor control for physical movement…
The ability to recognize her name…
The elements of PSED development are numerous…
Their ability to make choices, communicate likes and dislikes…
Willingness to share and take turns and the enjoyment of participating in conversations…
First time a child decides to write…as it indicates a feeling of being part of a group dynamic…develops self-confidence and self-esteem…
Merely allowed the child to discover itself…
To exercise the powers of reason…
Advance rapidly in learning…
Polite, self-reliant and charming…giving them complete liberty, without rewards or punishment…
An independent intellectual and spiritual life…
“Let them meditate.”
Absorbed, enthusiastic, intent on their work, orderly without supervision…
Ascribe meanings to marks.
Attempt writing for different purposes.
Using features of different forms such as lists, stories and instructions.
Handle tools with increasing control.
Know information can be relayed in the form of print.
Show an understanding of the elements of stories, such as main character, sequence of events, and openings and how information can be found in non-fiction texts to answer questions about where, who, why and how.
Speak clearly and audibly.
Sustain attentive listening, responding to what they have heard by relevant comments, questions or actions.
Listen to others in one-to-one/small groups when conversation interests them.
Retell narratives in the correct sequence.
Listen to stories with increasing attention and recall.
Listen with enjoyment and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems.
Observe and use positional language.
Use everyday words to describe position.
Use words rather than gestures to show position.
Write labels and captions.
Use everyday technology to support learning.
Use constructive toys such as Magnetix and Polydron to create pyramid shapes.
Use language such as ‘greater’, ‘smaller’ and so on to make comparisons.
Show an interest in shape and spaceby playing with shapes or making arrangements with objects.
Talk about, recognise and recreate simple patterns.
Gain an awareness of the cultures and beliefs of others.
Begin to know about their own cultures and beliefs and those of other people.
Have a developing respect for other people’s cultures.
Use a range of small equipment.
Complete a simple program on the computer or perform simple functions on ICT apparatus.
Find about and identify the uses of everyday technology and use information and communication and technology to and programmable toys to support learning.
Find about the natural world.
Use senses to investigate objects and materials
Find about past and present events in their own lives.
Explore colour, textuer and shape, form and space in two or three dimensions.
Try to capture experiences and responses with music, dance, paint and other materials or words.
Express and communicate their ideas, thoughts and feelings by using a widening range of materials, suitable tools, imaginative and role play, movement, designing and making, and a variety of songs and musical instruments.
Use their imagination in art and design.
Experiment ot create different textures.
Use their imagination in role play and dance.
Move with confidence, imagination and in safety.
Combine and repeat a range of movements.
Travel around, under, over and through balancing and climbing equipment.
work as part of a group, taking turns and sharing fairly.
Have awareness and show interest and enjoyment in cultural and religious differences.
Understand that people have different needs, views, cultures and beliefs, that need to be treated with respect.
Be confident to try new activities.
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