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Kuno Beller’s development table

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Introduction

Below you will find step-by-step instructions for observing and evaluating a child using Kuno Beller’s development table. With this observation tool, it is not so much a matter of individual, targeted observations. Rather, many everyday observations and experiences flow into it. In this practice example, only one survey of development profile and the items was conducted. Nevertheless, a survey should normally take place twice, with a difference of a few weeks, in order to better detect changes and developments. At the end follows the transfer from the observation to the planning of the offer.

Survey protocol

First, of course, you must fill out the survey protocol. For this you need the items of the respective development areas according to Kuno Beller. In principle, you go through all the phases, but it is best to start just below the specified age. Here it always depends on the experience in the assessment of the children. You work down the phases until the first one is completely fulfilled. This forms the basis. Then work your way up, phase by phase, until only individual items in the phases are reached. This forms the ceiling.

The average is calculated from does (always 1.0), does partially (always 0.5) and does not (0, but is counted when dividing). Divided by the number of items. The don’t know factor is not taken into account in the calculation. Attention: Kuno Beller is about what a child does and not what it can do!

Development profile

After you have completely filled out and calculated the survey protocol, the second step is to transfer it as a graphic. Always orientate yourself on the left, because the phases are drawn here. On the right side the respective phase progression is marked! Do not confuse this.

The average age is calculated by dividing the average values of the respective development areas by the number, i.e. 8.

Profile analysis for the development of experience offers

According to Kuno Beller, you have to combine different strengths and weaknesses for an offer. We have already established these through the phases and items.

The following graphic illustrates this:

Evaluation of the development profile

After collecting and evaluating the various items, the following picture can be seen: The developmental age of X. is 9.14 on average.

Above developmental age are environmental awareness (10.75), language & literacy (10.62), cognition (10.37), and gross motor skills (9.59). This is also where X’s individual strengths can be seen. This is because the Language & Literacy domain ranges between 9 (just below developmental age) and 13. The Cognition and Gross Motor Skills domains also range between phases 8 and 12, with the average Cognition score slightly more pronounced than the average Gross Motor Skills score at just under 1.5 phases of average above developmental age, compared to 0.5 phase above developmental age.

Below developmental age are Body Awareness & Care (7.46), Social Emotional Development (8.13), Play Activity with (7.41), and Fine Motor Skills with (8.78). From this, X’s individual weaknesses can also be identified. The play activity area moves between phases 5 and 10. social-emotional development ranges between stages 4 and 12, which is a very wide range. In the area of personal hygiene and body awareness, the phase range is also between phase 5 and 11. Here, the average value of 7.46 is below the development age. Fine motor skills are between stages 6 and 12, with a mean score (8.78) close to the developmental age (9.14).

X. Developmental age according to this assessment is on average (9.14) far below the age norm (15). A major developmental phase is currently taking place in the area of gross motor skills.

Developmentally appropriate range of experiences

On the Profile Analysis sheet for developing experiential offerings, meaningful linkages could be identified for X., allowing for at least two different offerings.

First offer

The first offer for X. that takes into account her individual competencies would be an exercise offer. Here, the following items link together:

Items with individual weaknesses

  • Game 6-5, 6-6, 7-1, 10-3
  • SEE 5-5, 7-5, 10-3, 11-5
  • KP 7-1

Items with individual strengths

  • UB 10-3
  • GM 6-4, 8-3, 10-1, 12-5

Second offer

The second possible offer for X., which takes into account her individual competencies would be a picture book viewing. Here, the following items link together:

Items with individual weaknesses

  • SEE 8-6

Items with individual strengths

  • SPR 11-7, 12-5
  • KOG 10-6, 12-4
  • UB 11-1

Here, X.’s individual weakness of speaking about simple emotions (SEE 8-6) could be strengthened by strengths in articulation and argumentative language (SPR 11-7/12-5) using an appropriate picture book. X.’s strength in critically examining statements (COG 12-4) could also be strengthened through a dialogic presentation. Since X. can already connect summer and winter with typical characteristics (UB 11-1), a picture book that deals with autumn, which is now appropriate for the season, and at the same time deals with emotions and feelings such as anticipation, excitement, anger, and disappointment would be ideal. Here, for example, the book “Fly, little dragon!” would be suitable.

In this offer, the first motivational principle, namely connecting individual strengths and weaknesses and creating a new learning context for X., would be taken into account.

X. would be intrinsically motivated in this offer. Likewise, the second motivational principle would also be taken into account, because the planned experience offer includes only behaviors and activities that X. already does or shows. This avoids failure and builds trust in pedagogical skills. Professionals and the environment strengthened.

Transfer of the evaluation into an offer

Now that we have received all the necessary information, the next step is to plan the appropriate offer. In this case, I decided to offer movement in the form of a movement building site. The written elaboration for the practice visit can be found here: Elaboration movement building site

Sources

  • S. Beller: Kuno Beller’s Development Table 0-9, 10th completely revised and expanded edition.

Suggested Citation

Goetz, S. (2022). Kuno Beller’s Development Table: Observing and Evaluating in the Daycare Center. ISSN: 2748-2979. Accessed 10/21/2022. Available at: https://krippenzeit.de/kuno-bellers-entwicklungstabelle/

Sebastian Götz

Sebastian berichtet hier auf Krippenzeit über die frühkindliche Bildung in den Kitas und dem professionellen Management. Von der Geburt an bis zum dritten Lebensjahr... und weit darüber hinaus! 🙂

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