Opening hours

Monday - Friday
8:00am - 6:00pm

License No: 013421939

(510)299-1666


47448 Fernald Street,
Fremont, CA 94539

Parents-Teacher Conference

May 20, 2015

conferences

 

七色花幼儿园的年度一对一家长会6月初开始,将针对每个孩子的个体发展与家长交流分享,根据加州教育司数据模块跟踪观察儿童的全方面发展状况,优势特长,设计制作了七色花儿童发展评量表,届时将根据于基础数据的对比,用最直观的方法了解到孩子的各方面发展状况。详情请参见:

(注:以下信息版权归属七色花幼儿园,任何机构个人不得原版盗用)

Rainbow Flower Child Care Progress Evaluation and Report

Child’s Name: Date of Birth: Sex:   M   F   Age:
Chinese  Name: Enroll Date:    
Language Use at Home:           English                            Mandarin (Chinese)                Cantonese            Others
 
Observation Places:     :            Classroom                       Playground                Field Trip                  Others
Observation Time:       :             Group Learning             Free play                      Transition               Meal/Nap
Observer(s):
 
The California Infant/Toddler Learning and Development Foundations was developed by the Child Development Division, California Department of Education. There are four major domains:

• Social-emotional development                                                    • Language development

• Cognitive development                                                                • Perceptual and motor development

The Introduction is attached

Scale Method:             1=Exploring       2= Learning         3 =Developing           4 =Advanced
 
Social-Emotional development
Foundations       Practices/milestones    
Interactions with Adults     Play with other children    
Relationships with Adults     Imitate behavior of others, especially adults and older child    
Interactions with Peers     Become increasingly aware of himself as separate from others    
Relationships with Peers     Say “no” and like to do some things without help    
Identity of Self in Relation to Others     Start to use words to influence a playmate’s behavior    
Recognition of Ability     Like to watch and play near other children    
Expression of Emotion     begins to show guilt or remorse for misdeeds    
Empathy     Shows strong attachment to a parent    
Emotion Regulation     Acquire an emotion vocabulary for talking about feelings    
Impulse Control     Begin to tolerate caregiver’s absences more easily    
Social Understanding     Begins to follow simple rules    
      Self-conscious emotions emerge    
           
           
Language development
Foundations       Practices/milestones    
Receptive Language     Uses pronouns I, you, me, we…    
Expressive Language     Understand most sentences    
Communication Skills and Knowledge     Recognizes and identifies common objects and pictures    
Interest in Print     Understand physical relationships on, in, under…    
      Can say name, age, sex    
      Knows simple rhymes and songs    
      Point to object or picture when named    
      Recognize body parts    
      Join two words together, my hat…    
      Follow simple instructions and two step directions    
      Ask for help using words    
      Master new words    
      Hold book the right way up and turn pages    
      Pretends to read to stuffed animals or toy    
Cognitive development                                                               
Foundations       Practices/milestones    
Cause-and-Effect     Find objects even when hidden under two or three covers    
Spatial Relationships     Actively sort objects into two categories    
Problem Solving     Imitate actions of peers and adults even after a time    
Imitation     Engage in make-believe play, using simple actions    
Memory     Solve simple problems suddenly    
Number Sense     Use skills already learned and develop new ones    
Classification     Complete a simple shape-matching puzzle    
Symbolic Play     Builds tower of five to seven objects    
Attention Maintenance     lines up objects in ‘train’ fashion    
Understand Personal Care Routines     Enjoys playing with sand, water, dough    
      Explores materials can do more than making things with them    
      Begins to count with numbers    
      Recognizes similarities and differences    
      Imitates rhythms and animal movements    
           
Perceptual and motor development
Foundations       Practices/milestones    
Perceptual Development          
Gross Motor     Gross Motor Skills    
Fine Motor     Carry large toy or several toys while walking    
      Try to run    
  Walk backwards or sideways    
Fine Motor Skills       pulling a toy    
Make scribbles and dots on paper     Jump in place    
Scribble in circular pattern     Walk on tiptoe    
Make horizontal stroke with a crayon     Throw and catch a ball    
Turn over container to pour out     Climb onto and down from furniture unassisted    
Build tower of four blocks or more     Walk up and down stairs one step at a time with support    
Possibly use one hand more frequently     Push riding toy with feet    
Manipulate small objects     Open doors    
Put objects into a small container     Squats to play and rises without using hands    
Take off own shoes, socks or hat     Attempts to balance on one foot    
Turn pages one at a time     Avoids obstacles    
Hold crayon with fingers     Stops readily    
Draw or scribble in circles and lines     Walks into a ball and kick it    
Gets dressed with help     Climb, kick, jump easily    
Self-feeds using utensils and cup          
           
Rainbow Flower Child Care Program Progress Evaluation
Master simple words       Take turns     Report Date:
Speak clear       Share materials and spaces    
Listening/Understanding       Impulse control     Reporter:
Follow directions       Cleaning up    
Colors       Attention period     Parents signature:
Numbers       Picking foods    
Shapes       Working  in group    
Movement response to music       Working  independently     Date:
Introduction of Major Domains
Social-Emotional Development Domain.

  • Interactions with Adults: The child’s developing ability to respond to social cues from adults and engage in back-and forth social exchanges with adults
  • Relationships with Adults: The child’s development of close relationships with adults who provide consistent nurturance
  • Interactions with Peers: The child’s developing ability to respond to social overtures from peers, engage in back-and-forth interaction with other children, and, ultimately, to engage in cooperative play with other children.
  • Relationships with Peers: The child’s development of relationships with certain peers through interactions over time
  • Identity of Self in Relation to Others: The child’s developing concept of self as an individual who operates within social relationships
  • Recognition of Ability: The child’s developing understanding of the ability to take action to influence the immediate social and physical environments
  • Expression of Emotion: The child’s developing ability to communicate various emotions through facial expressions, movements, gestures, sounds, or words
  • Empathy: The child’s developing ability to share in the emotional experiences of others
  • Emotion Regulation: The child’s developing ability to manage or regulate emotional responses with and without assistance from adults
  • Impulse Control: The child’s developing capacity to wait for needs to be met, to inhibit behavior, and to act according to social expectations, including safety rules
  • Social Understanding: The child’s developing understanding of the responses, communication, emotional expressions, and actions of other people

 

Language Development Domain.

  • Receptive Language: The child’s developing ability to understand words and increasingly complex utterances
  • Expressive Language: The child’s developing ability to produce the sounds of language, and speak with an increasingly expansive vocabulary and use increasingly complex utterances
  • Communication Skills and Knowledge: The child’s developing ability to communicate nonverbally and verbally
  • Interest in Print: The child’s developing interest in engaging with print in books and in the environment

 

Cognitive Development Domain.

  • Cause-and-Effect: The child’s developing understanding that one event or action brings about another
  • Spatial Relationships: The child’s developing understanding of how things move and fit in space
  • Problem Solving: The child’s developing ability to engage in a purposeful effort to reach a goal or to determine how something works
  • Imitation: The child’s developing capacity to mirror, repeat, and practice the actions of others, either immediately or at a later time
  • Memory: The child’s developing ability to store and later retrieve information.
  • Number Sense: The child’s developing understanding of number or quantity
  • Classification: The child’s developing ability to group, sort, categorize, and form expectations based on the attributes of objects and people
  • Symbolic Play: The child’s developing ability to use actions, objects, or ideas to represent other actions, objects, or ideas
  • Attention Maintenance: The child’s developing ability to attend to people and things while interacting with others or exploring the environment and play materials
  • Understanding of Personal Care Routines: The child’s developing ability to understand personal care routines and participate in them

 

Perceptual and Motor Development Domain.

  • Perceptual Development: The child’s developing ability to become aware of the immediate social and physical environments through the senses
  • Gross Motor: The child’s developing ability to move and coordinate large muscles
  • Fine Motor: The child’s developing ability to move and coordinate small muscles

 

 

Health 好身体

身体健康是美好未来的基础,七色花幼儿园注重营养,健康,科学的饮食作息,用心设置安全,多样,有趣的室内外场地,设施和课程,积极鼓励孩子进行户外活动,亲密接触大自然,强身健体,提升孩子快速成长期的身体素质和免疫力。 Read more

Character 好品性

七色花幼儿园重视孩子的心理,社交发展需求,尊重孩子的独特性格和爱好,积极引导孩子分享,表达内心感受,学习处理和解决差异及问题,培养孩子自信,自律,独立,乐观的品质,使孩子终身受益。 Read more

Habits 好习惯

影响未来成功与否的一大因素就是习惯。七色花幼儿园的专业老师将培养孩子的好习惯融入于日常活动的细节中,帮助孩子建立和保持良好的卫生习惯,饮食作息习惯,生活习惯,和学习习惯。 Read more
Rainbow Flower Child Care © 2014. All rights reserved.