ECA
Associates


A Pre-Assessment Guide for Evaluating
The Social-Emotional Skills of African American Children
in
Head Start and Day Care Pre-School Programs

This guide is designed to be used by pre-school Program Directors in their developing curricula for their student population and for pre-school teacher s in the planning of yearly, monthly, weekly, and daily planning of activiti es that include a focus on the Socio-Emotional Skills [SESL] of African American children.

In addition, this guide can be used by parents in evaluating the socio-emotional skill levels of their child(ren) in preparation for planning more systematic an d more indepth educational activities and experiences in the child(ren)'s quest to achieve optimal positive human growth and development skills.

The responses for the child(ren) are basically yes, no, or sometimes. When you have serious doubts about whether the child(ren) understood the question after you've given it your "best shot," put no and cite the qualification on the NOTES page.

I. SELF-IMAGE CHECKLIST AND QUESTIONNAIRE [I know who I am]:
  1. Knows nationality
  2. Knows ethnic group
  3. Knows paternal ancestral group [race]
  4. Knows maternal ancestral group [race[
  5. Knows color of eyes
  6. Knows color of hair
  7. Knows color of skin
  8. Recognizes the shape of ancestral continent origins
  9. Recognizes the shape of country of origins
  10. Recognizes the shape of country of residence
  11. Is able to cope with social conflicts such as name calling or teasing
  12. Displays eye-to-eye contact when communicating with peers
  13. Displays eye-to-eye contact when communication with teacher(s)
  14. Displays eye-to-eye contact when communicating with significant other adult workers in the program
  15. Displays confidence when talking to peers
  16. Displays confidence when talking to the teacher(s)
  17. Displays confidence when talking to significant other adult workers in the program.
  18. Displays positive feeling about how they look at themselves [i.e. handsome or beautiful]
  19. Displays positive feelings about how they look at their peers
  20. Displays positive feelings about how they look at their teacher(s)
  21. Displays positive feelings about how they look at the significant other workers in the program
  22. Displays strong positive bonding when interacting with or describing the mother's feelings [relationships]
  23. Displays strong positive bonding when interacting with or describing the father's feelings [relationships]
  24. Displays strong positive bonding when interacting with or describing sibling's feelings [relationships]
  25. Displays positive feelings about how significant others [i.e. - grandparents, aunts, uncles, etc.] look at them [i.e. handsome, beautiful]
NOTES:
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Additional commentary on the previous questions:
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Pre-Assessment: Self Image
TOTALS
1 YES
2 SOMETIMES
3 NO

II. SELF-CONCEPT CHECKLIST AND QUESTIONNAIRE [I Am Somebody]:
  1. Knows first and last names
  2. Knows street address
  3. Knows city of residence
  4. Knows name of neighborhood or section
  5. Knows telephone number
  6. Knows father's name
  7. Knows mother's name
  8. Knows number of siblings in the family [household]
  9. Knows the names of siblings in the family [household]
  10. Recognizes own picture and/or self in mirror
  11. Recognizes own name in print
  12. Writes first name and/or last name
  13. Names right hand and left hand
  14. Draws self-portrait
  15. Names favorite kinds of activities
  16. Has favorite toy
  17. Has favorite color
  18. Recognizes the voice of mother speaking on an audio cassette
  19. Recognizes the voice of father speaking on an audio cassette
  20. Recognizes own voice speaking on an audio cassette
  21. Recognizes the voice of significant other on an audio cassette
  22. Recognizes picture of mother and/or father
  23. Recognizes picture of sibling(s)
  24. Recognizes picture of significant other(s)
  25. Has favorite food(s)
NOTES:
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Additional commentary on the previous questions:
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Pre-Assessment: Self-Concept
TOTALS
1 YES
2 SOMETIMES
3 NO

III. SELF-RESPECT CHECKLIST AND QUESTIONNAIRE [I will respect the rights of others and others will in turn respect my rights]:
  1. Uses the word please at the appropriate times
  2. Uses the words excuse me at the appropriate times
  3. Uses the word thank you at the appropriate times
  4. Treats others politely
  5. Treats others courteously
  6. Follows simple rules of games, to take turns and to cooperate
  7. Follows classroom and program rules and regulations
  8. Shows tolerance for others and their differences [particularisms]
  9. Displays responsible behaviors such as taking care of one's own possessions
  10. Displays responsible behaviors such as taking care of the possessions of peers
  11. Displays responsible behaviors such as taking care of the program's [center, school, etc.] materials and equipment
  12. Cooperates willingly during clean-up time
  13. Displays good listening skills
  14. Is able to share and cooperate with others in play situations
  15. Is able to express sorrow when actions or words have hurt a peer
  16. Is able to express sorrow when actions or words have hurt the teacher
  17. Is able to share the attention of others, including the teacher
  18. Show's empathy for another's feelings or situation
  19. Verbally expresses sympathy to others when they experience difficulties
  20. Derives much satisfaction in helping a peer complete a task
  21. Derives much satisfaction in helping the teacher complete a task
  22. Says "excuse me please" when interrupting the conversation of a peer
  23. Says "excuse me please" when interrupting the activity of a peer
  24. Says "excuse me please" when interrupting the activity of an adult
  25. Says "excuse me please" when interrupting the conversation of an adult
NOTES:
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Additional commentary on the previous questions:
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Pre-Assessment: Self-Respect
TOTALS
1 YES
2 SOMETIMES
3 NO

IV. SELF-ESTEEM CHECKLIST AND QUESTIONNAIRE [I feel good about myself]:

  1. Is able to relate positively to oneself
  2. Is able to relate to and work effectively with peers
  3. Is able to relate to and work effectively with teachers
  4. Displays a feeling of self-worth and dignity when interacting with peers
  5. Displays a feeling of self-worth and dignity when interacting with teachers
  6. Eagerly accepts and assumes responsibility
  7. Energetically approaches new assignments, experiences, and challenges
  8. Displays a wide range of feelings and emotions but the general attitude and feelings are focused on the positive
  9. Is proud of successes and accomplishments but does not have to use them in proving the self to peers
  10. Is proud of successes and accomplishments but does not have to use them in proving the self to teachers
  11. Accepts praise of appropriate behavior with appreciation and gratitude
  12. Accepts praise for accomplishments and successes with appreciation and gratitude
  13. Recognizes warm and loving approval from teachers as essential to one's own positive sense of self
  14. Recognizes warm and loving approval from mother and or father as essential to one's own positive sense of self
  15. Displays a positive sense of self, poise, and confidence and is pleasant and rewarding to be around
  16. Displays a tendency to make good decisions and is less influenced by peer pressure to the contrary
  17. Displays a heightened sense of understanding the difference between right and wrong actions and reactions
  18. Displays a heightened sense of understanding appropriate and inappropriate use of certain words or phrases
  19. Completes newly assigned developmentally appropriate tasks independently and with self confidence
  20. Displays a cheerful, happy, courteous, and positive attitude in working with peers
  21. Displays an innate need for positive attention whenever a completed task results in a feeling of satisfaction and accomplishment
  22. Recognizes how one's positive sense of self affects the relationships, actions, interactions, and play of peers.
  23. Displays a strong positive sense of affection [bonding] when interacting with mother [i.e. during pick-up time, drop-off time or visitation time]
  24. Displays a strong positive sense of affection [bonding] when interacting with father [i.e. during pick-up time, drop-off time or visitation time]
  25. Displays a strong positive sense of affection [bonding] when interacting with significant others [i.e. baby-sitter, bus driver, relative(s)] during pick-up time, drop-off time or visitation time
NOTES:
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Additional commentary on the previous questions:
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Pre-Assessment: Self-Esteem
TOTALS
1 YES
2 SOMETIMES
3 NO

INSTRUCTIONS FOR ASSESSING SESL

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