Back in เรียนจาก ⭕️ ถึง รายงาน (การพัฒนาเด็กปฐมวัย) [ https://www.gotoknow.org/posts/710914 ], we see an image of a child report card of her learning at preschool stage (called 'Kindy' ก่อนอนุบาล? in the report, a stage before 'Kindergarten' อนุบาล? -- in Thailand there is a confusing system of อนุบาล 1, อนุบาล 2, ...which does not indicate how far away from entering primary school 'ประถมศึกษา'). It is obvious that this report card is for the parents (or guardians of the children), but it is worth explaining some implicit wording to get clearer views of (preschool) children development.
NB. The image of the report card was intentionally blurred to protect identities of the child and the school. But after some reflections at times, the benefits of [academic] truth over [political correctness] normalization seem overwhelming and this is posted. The identity protection is still upheld. We can learn and achieve without harm and hurt to the example we learn from ;-)
[image of the report card]
=Children have strong sense of Identity
.. has developed an amazing sense of belonging in her space. She has a group of peers that she interacts with, but is confident in herself that she adjusts interacts with everyone. She is confident in herself, even as she follows others. She is independent in many things and knows what needs. She is confident and comfortable in herself and the environment.
[In simple words --she is a strong child who can mingle without losing her 'self'.]
=Children are connected and contribute to their world
..treats all her peers and teachers with respect. She understands and acknowledges the rights of others to share the space and resources fairly. She demonstrates and understanding of the give and take that helps build and maintain the friendships she has made. .. is always willing to help others, quick to apologise, and respectful of the environment.
[in simple words: she does not bully or push herself over other children -- she can queue/wait, give, take, help and stay away as she pleases.]
=Children have a strong sense of wellbeing
..is independent in this area. She is confident in her social and emotional health, often removes herself from a situation that upsets her. She has demonstrated an understanding of emotional regulation in circumstances requiring it. She has demonstrated an understanding of the needs of her body; maintaining an active day and acknowledging that personal hygiene play a role in our health life.
[She is not easily upset (coy/shy, hurt, or angry). She has awareness and control of her bodily needs - toilet, hot, cold, wet, dirty, danger,.. She washes and dries her hands.]
=Children are confident and involved learners
.. is the definition of a creative learner, involved in mostly building, designing and craft options. She is developing her creativity. She is showing a confident disposition of processes and is often an active participant in all things. She is distracted at times, but can easily be redirected when prompted, during large group activities. A doer not a sitter, ..to enjoy a hands on approach.
[She is a 'model' learner in creativity easily distracted but she can quickly refocus. (my note: an indication of 'well-developed right brain' or tendency to be an 'artist'.)]
=Children are effective communicators
..is confident in her approach to communication. She is an active participant in conversations. She is able to use her language skills to communicate her wants, needs and everything in between. She loves looking at books and can be found flipping through a book every now and then - confidently explaining the images she sees.
[She can make up phrases with only words she knows. She talks a lot. She is interested in books and can make up what images (intend to) say. --She can use imagination. (my note: language is assumed a left brain skill - so she is developing both brains.)]
=Educator Comments:
..is demonstrating an amazing readiness for Kindergarten. She rises to a challenge and will thrive. She has come long way in the 12 months here in Kindy. Looking forward to seeing her develop further, becoming even more confident and bright.
My Comment:
I hope we can see the difficulties many parents may have understanding the report cards for their children in these ‘normalized’ reports. The language used can blur any distinction (strong point) the children may exhibit (and get observed). The report cards for (preschool) institutions themselves may be of the same kind --with normalized language, so that simple and clear indications are blurred.
We have an issue in reporting and understanding reports. We need ‘assessment methodologies’ that help to ‘grade achievement’ and results. Scoring is simple but can also hide other important factors. Executive summary may help but dependent on the writers' view point. So what now?
[Edited 14/1/2566 to correct typos and clarify the subject's development of both left and right brains.]
