Pre-K Child Development Case Study - PowerPoint Presentation

Slide1

Pre-K Child Development Case Study

By Megan

Zwerk

TTE 303: The Young ChildSlide2

Physical Development

Strengths:

Child 4 is

able to slide down the fireman’s pole that is part of our playground

climber.

Child 4 has

also begun swinging

on the bar that is also part of the playground

climber.

I have also seen development

by using a pencil or crayon when drawing or

writing.

She has also been using

a hole-puncher on scraps of paper that helped in the enhancement of her fine motor

skills.

Areas for Future Growth:

Child 4 could

focus on developing

the skills for beading

small beads onto a

string.

Another aspect she c

ould

focus on enhancing is shoe

tying.

Child 4 can also focus on improving

her endurance when

running.Slide3

Physical Development

Continued

School Activities:

In order to assist in her growth I would suggest that at school,

Child 4 practices

stringing a variety of items onto

string.

I

would like her to focus on practicing shoe tying using practice cardboard shoes.

To

help her focus on her growth in endurance, Child 4 would benefit from obstacles courses or organized sports that include running. Those suggestions of activities could greatly help her areas of growth.

Home Activities

In order to assist in her growth I would suggest that at home, Child 4 also practices stringing a variety of items onto string.

Having

the child’s chore job be that Child 4 is in charge of tying all the family members’ shoes before they leave the house, would

help

her growth continue.

To

help

Child 4 focus

on her growth in endurance, not only would signing Child 4 up for an organized sport benefit her but also having the entire family participate in a regular walk/jog as a family.Slide4

Social Development

Strengths:

Child 4 has shown in her social development strength through attachment to the adults in her life other than her parents, myself in

particular.

I have also observed that Child 4 has created strong friendships between herself and her

classmates.

I have also observed that Child 4 shows strength in conversations with her friends that continue to make those friendships

stronger.

She has exhibited

cooperative play when playing house with her

classmates.

Areas for Future Growth:

An important area of growth that

she can

focus on is needing improvement in resolving conflicts without needing adult

assistance.

Child 4 can

easily become embarrassed or flustered and because of that she will not finish her thought while in larger group

settings.Slide5

Social Development

Continued

School Activities:

I

would like

Child 4 to

focus on this improvement at school by practicing talking more during large group time.

Also

I would like a class discussion to occur to discuss how students can resolve conflicts on their own between one another without requiring adult assistance in a resolution

.

Home Activities:

In order to help Child 4 focus on strengthening her social development skills involving speaking in a large group, I would like Child 4’s family to encourage Child 4 to speak at family gatherings in front of people she is familiar with.

Also

the family could focus on improving her social skills in resolving conflict with adult assistance by having a family discussion about how the children can resolve conflicts that could occur between one another

.Slide6

Language Development

Strengths:

Child 4 shows

strong grammar in her speaking and sentence

structure.

She has also shown development

by enhancing her expressive

language.

Child 4 is

able to carry on conversation successfully with not only her classmates but with adults as

well.

Child 4 has also shown strong language development in her use of advanced vocabulary.

Areas for Future Growth

Child 4 occasionally

substitutes phonemes onto words when

speaking.

Child

4 could focus on

is

how her pragmatics drastically changes depending on who she is speaking

with.Slide7

Language Development

School Activities:

To be able to strengthen her areas for growth I would suggest that at school Child 4 practices saying certain words more proficiently.

Once

Child 4 is reading, she could also practice strengthening this skill on her own.

Also

Child 4

can

focus on acknowledging when her pragmatics changes when talking to people and try for more consistent

pragmatics.

Home Activities:

Child

4 could practice saying certain words more proficiently. In particularly, words that she has been heard substituting phonemes to.

I

would also want Child 4 to focus on acknowledging when her pragmatics changes when talking to people and try for more consistent pragmatics especially when she is speaking to members of her family. Slide8

Emotional Development:

Strengths:

She states her feelings during class

time.

Child 4 has

exhibited

that she challenges herself in a situation that she has previously experienced a different emotion

.

I have observed that Child 4 has a very easy temperament when out on the playground or doing anything not in a

building.

Child 4

has

a strong sense of self and identity.

Areas for Future Growth:

I have observed that Child 4 can focus on overcoming her occasional fear and anxiety during certain situations.

The

other area of growth that Child 4 can focus on improving is how her temperament is in the class and when in her home

.Slide9

Emotional Development

Continued

School Activities:

I would suggest that a conversation within the class occurs before any situation that could possibly induce Child 4’s fear and anxiety. Talking about what is expected to happen would help ease those feelings and better prepare her for what may or may not happen.

For

the temperament area of growth, I suggest that teachers find books that have a main character whose temperament also changes drastically like Child 4’s. Seeing someone else who is similar to her would possibly help Child 4 with realizing that she could grow in that area.

Home Activities:

These home activities are the same as the school activities, I feel that they can be easily done between both home and school. I would suggest that a conversation within the family occurs before any situation that could possibly induce Child 4’s fear and anxiety.

For

the temperament area of growth, I suggest that teachers find books that have a main character whose temperament also changes drastically like Child 4’s

.Slide10

Cognitive Development

Strengths:

When facing a problem or dilemma on her own, Child 4 has shown skills in which she actively solves them on her own

.

Child 4 has

become a master of private speech.

Child

4 also actively scaffolds her own learning in order to accomplish a task.

Child 4 has also shown cognitive strength in her attention and memory to academic knowledge

.

Areas for Future Growth:

Child 4 could focus on improving is that she is easily distracted in large groups

.

Also an area for growth for Child 4 is that she can be egocentric at times whether it has something to do with a problem or just doing something by herself.Slide11

Cognitive Development

Continued

School Activities:

I would like Child 4 to be able to experience a large group gathering area that has a lower amount of distractions than the one she is experiencing

now.

For

focusing on her egocentrism, I believe that finding books that have main characters with egocentrism would be most beneficial to Child 4

.

Home Activities:

I

believe that bridging those activities between home and school would really maximize the benefit for Child 4. I would like Child 4 to be able to experience a gathering area that has a lower amount of distractions, wherever the family gathers in the home together would be

best.

And

again for focusing on her egocentrism, I believe that finding books that have main characters with egocentrism would be most beneficial to Child 4

.Slide12

Learning Story:

Reaching

Higher

It is time for our class to be outside. We are all out on the playground, as I’m walking around I see that Child 4 is trying to reach the taller of the two bars that are connected to the climber. As I stand back a ways to observe her, she begins to push & pick up armfuls of wood chips in the direction of the base of the higher bar. She then makes a pile of the woodchips. She checks every so often to see if the pile is tall enough. Eventually she reaches the correct height that will help her reach the bar. She is very excited and looks at me while swinging from the bar. I can see on her face that she is proud of herself and of her accomplishment. After she has accomplished her task, I show her the pictures that I took of her problem solving while I was observing. “Hey that’s me!” she exclaims. “I saw what you did there, pushing the woodchips.” I say to her. “Yeah I needed to reach the higher bar so I needed a step up. The woodchips poked my arms a little but they worked,” she says with a grin on her face. “I think that was a great idea to push the woodchips into a step!” I reply. She says to me, “maybe next year I’ll be tall enough to reach that bar and not need the woodchips.” I then say, “I really think that you could grow this summer and you could reach the higher bar next year!” Later that week, on the day that mom picked up. I showed the pictures I took and told her the story. Mom was very surprised that Child 4 thought of making a step out of the woodchips. She said, “Wow I didn’t know she could do that. Or would think to do that. That’s really cool. Thank you for showing me!” during this interaction between me & mom, Child 4 stood next to us, beaming with a huge smile on her face.

What it means- I believe that this Learning Story means that not only was Child 4 strengthening her physical development skills but also in her cognitive development skills. She was also scaffolding her own learning. Her reasoning & problem solving skills had quite a workout with this Learning Story but they came our stronger in the end.

Opportunities and

Possibilities- I

would like to continue to challenge Child 4’s reasoning & problem solving skills by giving her more situations that she could work through on her own. The possibility of making an obstacle course where there are obstacle that children have to problem solve in order to pass it would be ideal and most beneficial

.Slide13

Learning Story:

2

nd

Time is the

Charm

For my Creative Arts class, I created a unit plan around an art medium. I chose dance/movement as my art medium for my unit. The two lessons were scarf dancing & shadow dancing. The first time we did the scarf dancing lesson during morning group time, Child 4 was very shy and would not participate unless I was doing it with her and right next to her. I couldn’t stay with her the entire time as I needed to change music and just continue moving around, interacting with the other students. Whenever I was not by her side, Child 4 showed signs of fear & anxiety. I’m not sure as to why she felt this way. Typically, she is very active in class and also I know that her family is very much into Disney, so she was familiar with the music being played.

The

second time that the class was going to the scarf dancing lesson, Child 4 told me beforehand that she wasn’t going to be shy and that she was going to jump around with her scarf. I told her that I was happy that she wasn’t going to be shy and that she would dance around. I felt that her making that decision on her own was very mature of her and showed that she has a strong sense of self & identity. And this time, during the lesson she did indeed jump around more and really participated in the lesson. She seemed to be very happy and proud of herself for overcoming her fears. After the lesson, the class went to go outside. I instead asked Child 4 to stay and talk to me for a bit before going outside. I said to her, “I’m very proud of you for not being shy this time that we did scarf dancing.” She replies “

Yeah

I overcame my fears today. I don’t know why I was scared before but I really like doing the dancing today!” That same day, I showed her dad as he was the one who picked up that day. He patted Child 4 on the back when I told him about her overcoming her fears and he said “why did you act shy before? You aren’t shy. You know that. And you love to dance at home.” Child 4 giggled and said “But dad I don’t dance with a scarf at home. I just dance on my own.” Dad laughed at her statement and said “well maybe you should start dancing with a scarf at home.”

What it means-

Our class has talked about overcoming fears before due to a fire drill that was going to occur. Many children showed a lot of fear & anxiety when we told them about the loud noise that would happen, to not be scared of it and to look for one of us teachers. Child 4 was one of those children. During the fire drill, Child 4 immediately looked for & found me on the playground. While walking to the field, she and I talked about her being brave and overcoming her fears. I believe that because of this discussion that her and I have had in the past about the fire drill and being brave, helped Child 4 overcome the fear she experienced during the scarf dancing lesson.

Opportunities and Possibilities-

I will continue using the same language with Child 4 and encourage her to overcome her ears and be brave. I will also talk with her parents about using this language at home too. This will instill in Child 4 that she is capable of doing anything she wants to. And using that language will remind her that she is the only person that is holding herself back from doing something

.