AREAS OF DEVELOPMENT
Each Happy Smiles child is regularly assessed in the following areas of development.

 Many parents have asked for additional information on a weekly basis. Each grouping and sub-groupings are outlined and examples have been offered to better explain exactly where progress is being made. If you have any questions,please do not hesitate to call.

LANGUAGE
The ability to understand and use words for the purpose of communication.

COMMUNICATION
The Child's ability to comprehend and utilize words for the purpose of receiving and relating information.

Can restate instruction
The ability to comprehend the usefulness of words in relating information to others. Basically, can the child remember what I have asked them to do.
Can instruct peers
The ability to explain, or at least relate, to peers what needs to be done in order to accomplish the task or a stage necessary for task completion.
Encourages others
Exhibits positive verbal and non-verbal behavior meant to encourage their peers toward successful completion of the task.

VISUAL
The ability to use the eyes as a positive tool toward effective communication for task completion.
Eyes on Happy
Ability to discern and focus on the person giving instruction.
Eye contact with peers
Exhibits the ability to utilize the eyes as part of effective communication.
Focus on task example
Exhibits the ability to visually follow the example of the task from initiation to completion.

ADAPTIVE
The ability to adapt to the situation and its environment in a positive and purposeful manner.

EMOTIONAL
The feelings associated with and elicited by the environmental and situational circumstance as they relate to the task.
Empathy
The ability to comprehend (to an age appropriate ability) the feelings of peers.
Emotional Follow
The ability to comprehend and exhibit emotionally appropriate responses to task transitions. An example involves the ability to sit and listen to instructions then calmly transition to groups formed to accomplish the task, maintaining focus while completing the task and rejoining the circle once the task has been completed. These are the transitional episodes, and accomplishment of this area of development involves effectively navigating these changes with appropriate emotional responses.
Emotional Regulation
The ability to redirect one's own emotional responses from a less desirable to a more desirable response. An example involves the ability to redirect from giggling and looking elsewhere to calmness and focusing on task.
TASK
A function to be performed for the purpose of goal achievement.
Multiple Tasking
The ability to successfully initiate, maintain, and accomplish several concepts of a task at one time.
Task Comprehension - The ability to understand what the task is and how to accomplish it.
Task Transition
The ability to effectively move from one task to the other. An example involves the completion of the first task then rejoining circle for instructions for the next level in the task.

PSYCHOLOGICAL
The workings of the mind that relate to thought and emotion.

COGNITIVE
The act of thought as it relates to outcome.
Attention Span
Length of time focus can be maintained.
Concentration
The ability to which you can make your focus useful. Focusing is staring at the puzzle, concentration is solving the puzzle in your head.
Problem Solving
The outcome of concentration

PERSONAL-SOCIAL
The use of emotions and behavior as it relates to need.
Positive Peer Interaction
The ability and desire to verbalize and act toward a peer in a positive manner.
Social Skills Use
The use of appropriate behavior in interactions with peers.
Leadership
Exhibits the ability to encourage and instruct peers in an effort to move the group forward toward completion of a task.

PHYSICAL
The use of the body to perform for the purpose of accomplishing tasks.

MOTOR SKILLS
The ability to combine fine and gross muscle groupings toward the completion of a movement involved in the overall task completion.
Muscle Coordination
The ability to sequentially move and arrange the body in the best possible way to accomplish a task.
Balance - The ability to work a task and complete its goal with appropriate levels of balance.
Hand/Eye Coordination
The ability to utilize your hand and eyes as one in a uniform fashion.

BEHAVIOR
The visible outcome of thought and emotion.

Attentiveness
The mindfulness concerning the behavioral interaction necessary to accomplish the task.

Team Cooperation
The ability to work with team members to accomplish a task.

Listening Skills
The ability to focus upon what the team members are saying as well as what Happy may be instructing at the same time.

As the child’s mind and emotions are shaped the developmental integrities that form the dimensions of their social, intellectual, and emotional areas are growing as well.  These areas in turn comprise the fortitude of the moral elements that fuel the Child’s integrity.  The elements from these areas Happy refers to as integrities.