18 Months to 2.5 Years - Assessment - Child Development Goals

Sep 28, 2026

Uploaded by noah

Assessment form outlining how each child is evaluated once per school year during fall and spring. Teachers complete semester sections with additional objective information, then the results are reviewed in family-teacher conferences. Copies are provided to families for both conferences, while the original is signed by teachers and a parent or guardian and stored in the child’s school file. Includes child information, assessment dates, and developmental goals across cognitive, literacy, mathematics, culture/language studies, Spanish and Mandarin, science senses, inquiry, cooking, and nature discovery.

LanguageEnglish

CategoryExam

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Assessment

Child’s Information

Dates and Signatures

Key Developmental Goals

Cognitive

Literacy

Mathematics

Culture/Language Studies

Spanish Language and Culture

Mandarin Language and Culture

Science

Inquiry, Observations and Investigations

Cooking

Nature Discovery

18 Months to 2.5 Years Assessment Each child will have one assessment form per school year. The child’s teachers will assess the child in the fall and the spring by filling out the appropriate semester boxes on this form and including any additional information following the objective section. These assessments will be discussed at the child’s family-teacher conference. A copy of the child’s assessment will be provided to the family at both the fall and spring conference. The original will be signed by both the teacher and a parent or guardian of the child and kept in the child’s school file. Child’s Information Child’s Name Child’s Classroom Child’s Lead Teacher Child’s Assistant Teacher _______________________________________________ Child’s Age at Time of Assessments Fall: yrs mths Spring: yrs mths Dates of Assessments Fall: day month year Spring: day month year Dates of Family-Teacher Conferences and Signatures Fall: day month year Family Signature Date Lead Teacher Signature Date Spring: day month year Family Signature Date Lead Teacher Signature Date Key Developmental Goals Cognitive Literacy | Fall | Spring | Goal | | --- | --- | --- | | | | Begins to produce real or nonsense words that sound alike. | | | | Says several single words. | | | | Says and shakes head “no”and “yes”. | | | | Points to show someone what he or she wants. | | | | Can identify ordinary, familiar objects like spoon, telephone, brush. | | | | Enjoys being read to and exploring books and reading materialson their own. | | | | Pretends to read familiar books. | | | | Names and describes familiar characters, pictures, or photographs in books with adult assistance. | | | | Recognizes some print or symbols in their surroundings (stop sign, local store sign) . | | | | Tries different ways to grip or use writing and drawing tools, such as crayons or paintbrushes. | | | | Identifies some letters (the first letter in their name) without assistance. | | | | Identifies their name without assistance. | | | | Begins for the names of new objects or people (“What’s that?”or “Who’s that?”) . | | | | Knows familiar words in their favorite books. | | | | Recognizes and name people and animals. | | | | Uses words and phrases that familiar caregivers use (“Be right back.”or “See you later.”) . | | Fall | Spring | Goal | | --- | --- | --- | | | | Matches colors and shapes. | | | | Sorts objects by a certain attribute (color, size, shape) . | | | | Counts objects while pointing to each one and saying the number (one-to-one correspondence) . | | | | Turns puzzle pieces many different ways to complete a puzzle. | | | | Begins to understand relational concepts of size (“That box is bigger than that box”) . | | | | Begins to understand that one item added to another makes"two," and that one item taken away or subtracted from "two"makes "one." | Mathematics | | | Begins to understand words representing physical relations or positions (e.g. , over, under, above, on, beside, next to, in front, behind, inside, outside, between, up, down, top, bottom, front, back, near, far, left, right) . | | --- | --- | --- | | | | Notices patterns in the environment (e.g. , day follows night, patterns in carpeting or clothing, etc.) . They also use the terms,"tomorrow," and "yesterday." | Culture/Language Studies | Fall | Spring | Goal | | --- | --- | --- | | | | Becomes familiar with customs, cultures and celebrations celebrated at home. | | | | Names things related to family’s culture (“menorah”,“Christmas tree”,“sari”) . | | | | Able to recall classroom rules. | | | | Goes to the correct location for familiar activity (goes to bathroom when caregiver says “It’s time for your bath”) . | | | | Plays with stuffed animals one day to play “veterinarian”and then to play“farmer”another day and understands they are representing human jobs

FAQs

How often is the child assessed during the school year?

Each child receives one assessment form per school year, with teachers completing fall and spring semester sections.

What happens to the assessment records after the family-teacher conference?

Families receive a copy at both the fall and spring conferences. The original is signed by the teacher and a parent or guardian and kept in the child’s school file.

What types of developmental goals are included in the assessment?

The form lists goals across areas such as cognitive and literacy, mathematics, culture and language studies, Spanish and Mandarin language and culture, and science including senses, inquiry, and nature discovery.

Sep 28, 2026

Uploaded by noah