This report summarizes Samantha's development during the school term. The class studied various topics through hands-on activities and projects. Socially, Samantha interacts well with peers and is receptive to their emotions. Physically, she enjoys fine motor activities more than gross motor. cognitively, she is curious and observant, enjoying pretend play. Language skills are strong as she describes experiences clearly. In small group, she works well with others on cooperative tasks. Goals include building confidence in independent work and improving writing orientation.

1. Samantha*
March 12, 2015
Parent and Teacher Conference Report
Prepared by Brianna Dial
* names have been changed
Themes and Topics Studied:
This term we have studied various topics such as the post office, construction, camping,
farms, artic animals, music and dance, the ocean, healthy bodies, and sports. In each of these
topics we have given the students a chance to share their knowledge on the topic and to teach us
the things that they know. We then have given the students different visual and hands on
materials to expose them to new things to learn within each of these topics. Some of the things
we have done is new science projects like growing plants and making rain clouds in mason jars.
We have set out various writing boards to help the students practice new words within the topic.
We have also provided many different art activities that allow the students to explore the topics
in a creative manner.
Developmental Stages:
 Social/Emotional:
One thing that I think Samantha* has really mastered within social/emotional development is her
ability to interact with her peers and to form strong relationships with them. Her peers are
always really open to working with Samantha* and you will often find her interacting and
playing alongside many of the students in the classroom. She is always willing to include her
peers in activities and likes to encourage them to get involved. Samantha* is always very
receptive to her peers and their emotions. She is also very strong in expressing her emotions to
her teachers and peers. Samantha* is always about to make a new friend and continues to build
on those relationships each day.
 Physical (gross and fine motor):
Samantha* often chooses fine motor activities. Whenever we go outside the only major thing
that she does gross motor wise is she really enjoys helping up taking out the sand toys for outside
time. However in the classroom Samantha* is always working with her fingers and her hands
and manipulating whatever materials we have out in the classroom. As the weeks have gone by I
have noticed Samantha* becoming more comfortable outside and running around and playing tag
with her peers as well.
 Cognitive Problem Solving:
Samantha* is always really inventive and curious when it comes to playing in dramatic play area
of the classroom. She likes to work with all the different materials that we have out. She is
always really interested in what her peers are doing and how they are using the materials as well.
I often see Samantha* observing her peers and noticing how they are using materials differently
than she is. As Samantha* observes her peers she is quick to join in on the play and interact with

2. the different materials provided and with her own imagination. Just last week Samantha* and
another student dressed up as doctors and took turns interacting with each other and treating me.
 Language:
One thing that I have noticed Samantha* find a lot of joy in is when she tells her peers and
myself about the things that are going on at home and in her life outside of school. She is always
really clear with her details and when you ask her engaging questions about more details she
really picks up on it and is sure to explain every detail she can remember. She is also really
responsive to reading books and noticing things within the text and the illustrations and pointing
out the things that catch her attention and often make her laugh.
Small Group:
In small group we have been working on a lot of different activities where we are practicing
working together and taking turns with one another. A big part of small group for Samantha* is
working together with Sarah* and completing tasks together. Whenever Samantha* does not
want to interact with the small group I usually have her work one on one with me, where I ask
her questions and allow her to get more engaged in our activity. The activities she enjoys most
are those that she can interact with her group, but not feel like she needs to compete either. One
week we were studying the ocean and as a group we stretched out a piece of yarn to see how
long a killer whale was and Samantha* thought this was really fun and worked well with her
peers to hold the yarn up and stretch it out. We have also worked on a few puzzles together and
Samantha* enjoys lending a helping hand in this process.
Goals:
One goal I have for Samantha* is to develop the confidence to work independently,
without needed the comfort of a friend or teacher to engage in activities. She often engages with
a peer or with the help of a teacher and I would love to see Samantha* engage in activities all on
her own because she has such strong skills already and I want to see her grow confidence in
those and to be able to build on them. I also work like to work more with Samantha* on her
early writing skills. When we were practicing writing, she was writing the letters clearly and in
order but they were facing towards myself rather than towards her. This is a skill I would like to
work on more and to ensure that she is writing to benefit her and in a way that she can see. In
the next few weeks we are spending a few days of small group working with letters and helping
the students recognize the sounds that letters make and practice their writing skills. In these days
I want to work with Samantha* and give her words to trace and practice in order to help her
understand how these words are to look when they are facing her, rather than for others to see.
Activities like letter tracing or games that require letter recognition will help Samantha* develop
the knowledge of which direction the letters face.
* names have been changed