Zoe’s Daily Funny:
This is related to the post below. So I noticed one of the things that the teacher didn’t check off was point out 18 body parts and can name 15 body parts. So I’m thinking “I’m pretty sure Zoe can name 15 body parts.” So that evening while Zoe and I are lying in bed playing our “Monster Petshop” app on the iPad like we do every night I brought it up…
Me: Zoe.
Zoe: Huh? (not even looking at me cause she’s so busy gliding her finger around)
Me: Can you name your body parts?
Zoe: (still not looking up) Carrots and and food…
Me: No like eyes and things on your body.
Zoe: Eyes
Me: Uh huh what else?
Zoe: Nose
Me: What else?
Zoe: Mouth
Me: What else?
Zoe: and ears
Me: Mmmhmm and what else?
Zoe: and my head
Me: Mmmmhmm and what else?
Zoe: and those things on top of your eyes
Me: Huh? HAHAHAHAHAHA Eyebrows Zoe.
Zoe: Eyebrows
Me: Hahaha ok what about this? (pointing to an area on my face)
Zoe: Chin!
Me: Good. what else?
Zoe: I don’t know.
Me: Ok what’s this? (pointing to her belly)
Zoe: My belly button.
Me: Good what else.
Zoe: Carrots and…
Me: Zoe there’s no carrots on your body you weirdo. What about this? (pointing to another area)
Zoe: Haha cheeks!
Me: What about this? (pointing to another spot)
Zoe: Mmmmm horefed.
I was pointing to my forehead.
So I had my first parent-teacher conference wednesday morning since Zoe has moved into the pre-school classes.
So Miss Kathy says that her academic skills are super as well as her verbal. Socially she plays well with everyone. Her only thing that she suggested I work on is that…. Zoe doesn’t understand that the other children may not be at her level so she’s impatient. Like for example “You don’t know how to count to 20 yet?!” “ No! C comes after B!” You get the picture right? So she suggested that I teach Zoe some things that she doesn’t know and put myself in her shoes and explain that I am teaching her/showing her and now she knows and can understand what I’m showing. I asked if I should talk to her about maybe talking to some of her classmates like how she talks to Kayden. “Kayden look at how noona’s doing this. Okay?” And the teacher suggested that I didn’t because “they’re not babies.” True. She said sometimes she has Zoe play “teacher” during playtime so that she can show some of the other kids how to do things so that she does it in a positive way instead of reprimanding them for not knowing. I just got off the phone with the hubs and when I told him what Zoe needed to work on he was cracking up.
So that same day I was talking to my coworker while standing in line for lunch and I said…
Me: Ann do you know what Kate’s Paperie is?
Ann: Yeah.
Me: Ok well they’re having a warehouse sale in Englewood and I mentioned it to Sun and Michelle and they didn’t know what it was and I was like “You don’t know what Kate’s Paperie is?!”
And then I started laughing because THIS is what Miss Kathy wanted me to work on with Zoe and then Ann started cracking up because I told her about Zoe’s evaluation just before. She really is me.
So here is a check off list of skills for kids 36-48 months that she gave me. (I typed this all out. Appreciate me mothers of 36-48 month olds)
Everything in red are things that Zoe can do.
FINE MOTOR
:: Strings small beads
:: Unscrews and screws a three-inch (7.5cm) lid
:: Makes first designs or spontaneous forms
:: Puts tiny objects into small container
:: Folds paper in half without a model
:: Grasps pencil between thumb and forefinger (tripod grasp)
:: Places six pegs in a pegboard
:: Cuts dough/soft clay with a cookie cutter
:: Imitates drawing a diagonal line
:: Imitates drawing a cross
:: Cuts 5” (13cm) paper in two
:: Beginning to show hand preference
:: Puts together a six to eight piece puzzle
:: Winds up a wind-up toy
GROSS MOTOR
:: Walks upstairs alternating feet without holding railing
:: Broad jumps over string or object two inches (5cm) high
:: Hops on one foot one time
:: Kicks a large ball that is rolling
:: Kicks a stationary ball
:: Walks on tiptoes 10ft
:: Throws a playground ball underhand to an adult
:: Rides tricycles independently around corners
:: Jumps forward a distance of 10 inches
:: Avoids obstacles in path while running
:: Runs on toes
:: Gallops forward 10 ft
:: Pushes and pulls a wagon
LANGUAGE-RECEPTIVE
:: Demonstrates an understanding of basic categories (eg. Food, animals, family)
:: Demonstrates an understanding of yes/no questions
:: Demonstrates an understanding of when questions
:: Understands pronouns
:: Begins to understand time concepts (eg. Now and today)
:: Demonstrates an increased understanding of adjectives
:: Understands basic functions (eg. What people eat and wear)
:: Carries out requests involving prepositions
:: Points to pictures depicting adjective qualities
:: Points to or places objects up and down
:: Carries out a series of two unrelated commands
:: Points to 18 body parts
:: Understand an increased number of pronouns
:: Describes what will happen next
LANGUAGE-EXPRESSIVE
:: Uses some classification names (eg. Food, toys)
:: Says can and will occasionally
:: Begins to show conceptual understanding of the future
:: Answers how questions
:: Use of the verb to be expands
:: Uses the word why as an all-purpose question
:: Tells about immediate experiences
:: Talks on the telephone, waiting for his/her turn to respond
:: Uses verbs with nouns
:: Combines three words to make a three-word noun phrase
:: Carries on a conversation
:: Uses contractions
:: Uses conjunctions in sentences
:: Uses plurals
:: Asks why, what, and where questions
:: Tells how common objects are used uses four to five word sentences
COGNITION
:: Points to 18 body parts
:: Names 15 body parts
:: Matches 11 colors
:: Points to seven colors
:: Names three colors
:: Matches circles, squares, and triangles
:: Points to two shapes
:: Counts three objects
:: Counts to 10 in imitation
:: Matches on to one correspondence (three or more objects)
:: Understand the concept of one more
:: Points to long and short objects
:: Identifies objects as hard and soft
:: Sorts by length, shape (3 shapes), and size
:: Identifies objects as square or round
:: Puts together two parts to make a whole
:: Understands up and down
:: Matches sequence or pattern of blocks or beads (three to six)
:: Understands top and bottom
:: Sequences a three part story correctly
:: Understands over and under
:: Identifies boy and girl on request
:: Understands next to and beside
:: Tells if an object is heavy or light
:: Understands slow and fast
:: Understands empty and full
:: Tells which objects go together (eg sock and shoe nail and hammer)
:: Understands in front and in back
:: Understands tall and short
:: Understands more and less
:: Names pictures as same and different
:: Sorts pictures by classification (eg animals, toys, vehicles)
:: Adds two parts to drawing of incomplete person
:: Can answer comprehension question such as what should you do when you are hungry?” or “what should you do when you are sleepy?”
:: Demonstrates an understanding that different activities occur at different times of day
:: Matches letter of the alphabet (uppercase to uppercase)
SELF-HELP
:: Feeds self entire meal when food is cut up
:: Eats while holding fork in fist, some spilling
:: Uses spoon without spilling
:: Swallows food in mouth before taking another bite
:: Cleans up spills
:: Stay dry during naps
:: Stays dry at night
:: Males can urinate in toilet by standing
:: Snaps front of clothing
:: Can find own clothing and put it on
:: Puts on own coat, jacket, or sweater
:: Puts on underpants
:: Unbuttons front buttons
:: Pulls off front-opening clothing completely
:: Pulls off pull-over clothes completely
:: Puts on dress or shirt
:: Unlaces shoes
:: Completes total hand washing procedure
:: Dries face independently
:: Washes hands and face with soap when adult regulates water
:: Brushes teeth with verbal instruction
:: Puts comb/brush in hair
SOCIAL
:: Follows rules in group games led by adult
:: Identifies self in mirror by name
:: Attends to music or stories 10-15 minutes
:: Says please and thank you without reminders 50 percent of the time
:: Attempts to help and adult with tasks by doing part of the chore
:: Will share with others if a trade is involved
:: Plays for 15-20 minutes with an activity of choice
:: Separates easily from mother in familiar surroundings
:: Answers telephone, calls to adult, or talks to familiar person
:: Takes pride in own achievement
:: Works in a small group at least 10 minutes
:: Begins to play well with one or two children
:: Takes turns with assistance
:: Cooperative play begins to replace parallel play
:: Uses blocks or other objects to build complex structures
:: Plays dress up in adult clothes
:: Puts toys away neatly when asked
:: Stays in outdoor play area
:: Adapts to new tasks
:: Show increasing control over emotional reactions