Chat with us, powered by LiveChat Written Assignment – Physical Development Assessment Tool Top of Form Bottom of Form Module 02 Cont | Max paper

Written Assignment – Physical Development Assessment Tool

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Module 02 Content


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Observation of all developmental domains is essential to prepare appropriate environments and activities for young children. Observation and assessment of physical development milestones enhances the ability as an educator to provide parents with information and identify possible issues for referral to a supportive agency.



Using the template and the handout, to create a physical development assessment based on your State Standards for Early Childhood Physical Development. All sections must be thoroughly completed, except measurement since you are not actually performing the assessment.

In the comments section of the template, include the following: 

1. Describe how you will observe the children’s ability to meet each milestone (through a specific activity or free play observation, for example).

2. Provide examples of suggestions that could be made if a child does not show signs of mastering the milestone.

3. Address how you will use your observations to enhance your curriculum planning. 


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One month old – motor skills

· Does not control arm and leg movements since movements are still reflexive

· Needs support for head – without support, head will flop backward and forward

· Lifts head briefly from the surface in order to turn head from side to side when lying on tummy

· Twitches whole body when crying

· Keeps hands fisted or slightly open

· May hold object if placed in hand, but drops it quickly

· Follows moving object briefly if the object is within the line of vision

Two months old – motor skills

· Can keep head in mid position of body when lying on tummy

· Can hold head up for a few minutes

· Can turn head when lying on back

· Cycles arms and legs smoothly

· Movements are mainly reflexive, but may become voluntary

· Grasps objects in reflex movements, but grasps are becoming voluntary.

· May hold object longer, but drops object after a few minutes

· Uses improved vision to look at objects more closely and for a longer time

Three months old – motor skills

· Can move arms and legs together

· Turns head vigorously

· Can lift head for several minutes

· Can sit briefly with support

Four months old – motor skills

· On tummy, can lift head and chest from surface, using arms for support

· On tummy may roll from side to side

· Can maintain a sitting position for several minutes if given proper support

· Uses hands more skillfully

· Begins to use mitten grasp for grasping objects

· Swipes at objects gradually improving aim

Five months old – motor skills

· On back, can lift head and shoulders off surface

· Can roll from tummy to back

· When supported under arms, stands and moves body up and down, stamping feet alternately

· Helps when being pulled to a sitting position

· Can sit supported for 15 to 30 minutes with a firm back

· Reaches for objects such as a cradle gym with good coordination and aim.

· Begins to grasp objects with thumb and fingers

· Grabs objects with either hand

· Transfers objects from one hand to the other, dropping objects often

Six months old – motor skills

· Rolls from back to tummy

· On tummy moves by pushing with legs and reaching with arms

· Gets up on hands and knees in a crouching position, but may fall forward

· Is able to stand while supported

· May be able to sit for short periods of time

· Reaches with one arm and grasps object with hand, then transfer the object to the other hand, then reaches for another object

· Holds object in both hands

· Learns to drop an object at will

Seven months old – motor skills

· Crawls awkwardly, combining movements of tummy and knees

· Likes to bounce when in standing position

· May be able to pull self up to a standing position

· Can lean over and reach while in sitting position

· Has mastered grasping by using thumb in opposition to fingers

· Holds an object in each hand, brings objects together with banging noises

· Keeps object in hands most of the time

· Fingers, manipulates, and rattles objects repeatedly

Eight months old – motor skills

· Sits alone, steadily, for longer periods of time

· Crawls

· Achieves sitting position by pushing up with arms

· Learns pincer grip, using just the thumb and forefinger

· Is able to pick up small objects and put together, such as snap beads

Nine months old – motor skills

· Sits alone

· May try to crawl up stairs

· May be able to move along furniture, touching it for support

· Uses index finger to point, to lead, and to poke

· Waves bye-bye

Ten months old – motor skills

· Likes to walk holding on to adult’s hands

· Climbs up on chairs and other furniture

· Stands with little support

· Can release grasped object instead of dropping it.

Eleven months old – motor skills

· Stands alone

· Is able to stand and pick up objects

· Likes to grasp feeding utensils and cup

· May carry spoon to mouth in feeding attempt

· Takes off shoes and socks

Twelve months old – motor skills

· Climbs up and down stairs

· May show preference for one hand

· May be able to take off clothes

· Walks with one hand held

13-15 months old – motor skills

· Builds a tower consisting of 2 blocks

· Turns pages in a book 2 or 3 at a time

· Walks without assistance

· While walking, cannot maneuver around corners or stop suddenly

16-18 months old – motor skills

· Walks up steps

· Walks well while carrying a toy or pulling a pull toy

· Hurls a ball

19-22 months old – motor skills

· Draws with spontaneous scribbling

· Completes a 3 piece formboard (puzzle)

· Places 4 rings on post in random order

· Rolls, pounds, squeezes, and pulls clay

· Kicks backward and forward

22-24 months old – motor skills

· Attempts to stand on balance beam

· Builds tower of 6 blocks

· Runs without falling

· Pedals a tricycle

· Kicks a large ball

24-29 months old – gross motor skills

· Runs without falling

· Jumps in place

· Plays on swings, ladders, and other playground equipment with fair amount of ease

· Throws ball without falling

· Bends at waist to pick up object from floor

· Walks up and down stairs, both feet on step, while holding on to railings

· Stands with both feet on balance beam

24-29 months old – fine motor skills

· Inserts key into lock

· Turns pages in a book singly

· Strings large beads

· Copies a circle

· Copies a vertical line

· Copies a horizontal line

· Builds a tower consisting of 6 to 7 blocks

· Uses two or more cubes to make a train

· Uses one hand consistently for most activities

· Holds scissors correctly

· Opens and closes scissors

24-29 months old – fine motor skills

· Cooperates in dressing

· Removes shoes, socks, and pants

· Pulls on simple garments

· Unzips zipper

· Unsnaps snap

30-36 months old – gross motor skills

· Walks on tip toes

· Performs a standing broad jump 8 ½ inches

· Attempts to balance on one foot

· Walks to and picks up a large ball

· Balances on one foot for 5 seconds

· Catches a large ball with arms

· Walks up stairs with alternating feet

· Rides a tricycle easily

· Performs 1 to 3 hop with both feet together

30-36 months old – fine motor skills

· Builds a tower consisting of 8 blocks

· Copies an “H”, “V”

· Copies a circle

· Imitates building a three-block bridge

· Snips paper with scissors

37-48 months old – gross motor skills

· Walks heel-to-toe for four steps

· Balances on one foot for 8 seconds

· Catches a beanbag while standing

· Performs 1-3 hops on one foot

· Catches a bounced ball with hands

37-48 months old – fine motor skills

· Pours liquid from a pitcher

· Copies a cross

· Builds a tower of 9 to 10 blocks

· Completes simple puzzles

· Wiggles thumb

· Folds paper twice in imitation

· Draws a person with three parts

· Cuts a 5-inch piece of paper in two

· Traces a diamond

· Cuts along a 5-inch line within ½ inch of the line

Four years – gross motor skills

· Catches beanbag with hands

· Hops on one foot

· Walks down stairs with alternating feet

· Throws ball overhand

· Carries a cup of liquid without spilling

· Rides bicycle with training wheels

· Balances on one foot ten seconds

· Skips with alternating feet

· Walks backward toe-to-heel for four consecutive steps

Four years – fine motor skills

· Builds a three-block bridge from a model

· Completes a six to eight-piece puzzle

· Folds paper diagonally (three folds)

· Copies a square

Five years – gross motor skills

· Marches to music

· Jumps from table height

· Climbs fences

· Attempts to jump rope

· Attempts to roller skate

· Walks forward, backward, and sideways on balance beam

· Catches smaller ball with hands

Five years – fine motor skills

· Copies a triangle

· Prints first name

· Prints simple words

· Models objects with clay

Between 6 and 8 years old – gross motor skills

· Riding a two-wheeled bicycle (without training wheels by seven)

· Skilled with games like hopscotch and rope skipping/jumping

· Skilled with smaller-sized balls (can catch with one hand

· Running up and down stairs

· Team sports and games

· Aware of own body movements, and compares to friends

Between 6 and 8 years old – fine motor skills

· Holds and uses pens/pencils easily

· Uses fingers to control writing and drawing rather than whole arm movements

· Learns to writing within writing lines

· Gradually makes letters smaller, more well-spaced and well-lined

· Cut out irregular shapes, uses glue accurately, skilled using tape

· Independent dressing skills, including shoe laces

· Brushes/combs own hair

· Independent in self-care needs

Between 6 and 8 years old – general

· Experiences slower growth – about 2 ½ inches and eight pounds per year

· Grow longer legs relative to their total body height and begin resembling adults in proportion of legs to body

· Develop less fat and grow more muscle than in earlier years

· Increase in strength

· Lose baby teeth and adult teeth come in

· Prefer to socialize with own gender

· Stronger self-concept in terms of gender and body image.

Physical Development Action Words

Locomotion Activities – Walking, running, rolling, galloping, sliding, skipping, jumping, scooting.

Manipulation Activities – Throwing, catching, kicking, punting, striking, lifting, pushing, tugging, pinching, snapping, buttoning, zipping, snipping, cutting, tearing, pulling, pouring, sifting, grabbing.

Stability Activities – Swinging, swaying, twisting, turning, bending.

Sustained Activities – Walking, jogging, dancing, climbing, tricycle riding, obstacle courses.

Suggested Activities

A. Gross motor play structures

a. Climbing

b. Sliding

c. Upper body components

d. Play accessories and bridges

B. Tricycle paths – provide tricycles and other wheeled vehicles; rubber cones for obstacle course

C. Sand/Water Area – materials for scooping, pouring, sifting, dumping, filling.

D. Indoor/Outdoor Art

a. Easels with brushes of all types and sizes, rollers, chalk, crayons, water

b. Media tables such as wood working, science experiments

c. Display area

E. Planting and tending to gardens

F. Adventure Play – Dramatic play prop boxes, Scavenger Hunts, puppets, stages for performance (both puppets and role play with bodies), group games such as relay races or Duck, Duck, Goose, jump ropes, hula-hoops, Frisbees, balls, buckets, basketball, ring-toss, parachutes, flags, scarves, bubble-blowing, parades, marching, dancing

G. Swings

H. Balance activities

I. Mounds or Hills – inside or outside for rolling and climbing

J. Soft surfaces for infants and toddlers

K. Nature paths outside for walking

L. Running spaces – both inside (when possible and safe) and outside

M. Generous block area and materials, both inside and out – cars and trucks for rolling, various medium for building

N. Math and Science areas stocked with fine motor puzzles, manipulatives, take apart and put together activities.

EEC4005, Module 02 Written Assignment

Physical Development Assessment

Based on the [insert your state] Early Learning Development Framework


Not Met




1. How will this criteria be observed? (Who, what, where, when, how?)

2. What course of action will be taken for a child who is marked as “not met”, but should be?

3. Give an example of one DAP activity to support children who do not yet meet the criteria or need further support.

Birth to Age 2


Criteria 1. (Citation)

Criteria 2. (Citation)

Criteria 3. (Citation)

Criteria 4. (Citation)

Criteria 5. (Citation)

Preschool (Ages 3 to 5)


Criteria 1. (Citation)

Criteria 2. (Citation)

Criteria 3. (Citation)

Criteria 4. (Citation)

Criteria 5. (Citation)



Criteria 1. (Citation)

Criteria 2. (Citation)

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