Analyzing Children's Pre-Parent Survey

Data Analysis Methods

The pre-parent survey (Appendix D) indicated that most of the parents wanted the children to learn how to write their first and last names, and engaging children in letter and number recognition. Three parents felt that their children needed help learning to share due to being the only child in the home and only being exposed to the other children in their classroom. Two parents indicated that their children need support in social and emotional development regarding expressing their emotions. Six parents expressed that their children need additional support in name writing. Two parents addressed that their children needed additional support in rote counting. Six more parents would like their child to recognize the numbers one through ten.

I administered the pre-assessment (Appendix C) for the children.

This added to the baseline I already generated with the pre-parent surveys (Appendix D) and the individual learning plans. Once I completed the assessment on the eight children I noticed that some children may need additional support in handling the pencil to build their fine motor development. But many children needed to be reminded the order of the letters in their name to begin writing their name, along with the directions of how to form some letters that they had trouble making. I did an overview of all eight children’s individual learning plan goals which the parents created at the beginning of the school year. The goals that were set from the beginning of the year were in alignment with the pre-parent surveys (Appendix D).

In week one, I noticed many children had to be reminded to sign in on the sign in sheet. Most of the children did not have any desire to write their names for the parents or

teachers.
In week two, during my daily observations (Appendix G) I observed some children writing their names and other children’s parents were writing their child’s name on the sign in sheet. In week three, the children were signing in on the sign in sheet. I noticed that the fifth child was forming simple letters such as the letters A, R and I for his name with his mother’s support. During small group time I offered him some support by giving him directions on how to write the letters A, R and I in which the fifth child completed. After snack time the fifth child sat down with me and wrote his name using the dry erase board and I guided him where he needed support while he wrote some of the letters in his name.
In week four during small group time observation I observed two children who need additional support in what letter comes next in their name. I offered the children, their letter links with their name and symbol, so the two children can continue to write their first names. In week five, during my daily observations (Appendix G) I noticed the children were eager to sign their name on the sign in sheet and asking their parents for support. During my small group observations, I noticed that the children are attempting to write their name without being prompted.