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The Young Child

Birth – Age 8. Julia Dickson. May, 2015. “Dawn”. Throughout the 2014-2015 school year I have had the opportunity to learn along side my case study student, Dawn. Dawn is joyful and charismatic girl who is enthusiastic about learning. .

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The Young Child

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The Young ChildBirth – Age 8

Julia Dickson

May, 2015Slide2


Throughout the 2014-2015 school year I have had the opportunity to learn along side my case study student, Dawn. Dawn is joyful and charismatic girl who is enthusiastic about learning. Slide3

Physical Development


Foot Coordination

: Dawn has demonstrated her strength using foot coordination. She is able to stop a play and control its momentum (Anecdotal note)

Fine Motor

: Dawn well developed fine motor skills as she spends most of her time at school manipulating a range of writing tools (Photo documentation)Slide4

Future growth and Supporting Activities

To encourage Dawn’s foot control development we will use interest areas such as soccer.

Dawn’s teaching team will encourage her to walk with the soccer ball and then kick it to a partnerSlide5

Future growth and Supporting Activities

To support Dawn and her passion for creating arts I would like to continue to provide opportunities for fine motor development

To develop her fine motor skills Dawn’s teaching team will incorporate more opportunities to use tweezersSlide6

Home-Based Activities

Dawn’s family can encourage these skills by teaching Dawn dance movements that follow a specific foot pattern, such as a left, left right movement.

At home Dawn’s parents can allow her to use chopsticks as an eating utensil Slide7

Cognitive Development


Writing and Pre Reading:

Dawn is constantly writing and sounding out letter sounds to build her words (Photo documentation)

Interactions Involving Scaffolding:

Dawn is a leader and respected by her peers. Dawn coaches her friends with encouragement and clarification. (Anecdotal)


Dawn sees the world in a unique and beautiful way (Work example)Slide8

Future Growth and Supporting Activities

Dawn can continue to improve on her writing and pre reading skills

In the classroom Dawn’s teaching team can ask her to write the question of the day

To encourage a scaffolding opportunity, Dawn can share her question with the class, reading it and explaining the letter sounds she heard. Slide9

Home-Based Activities

Dawn’s writing can be encouraged by journal, which is a literacy practiced used by her family members.

Dawn and her mother could write “scripts” then act out their play.Slide10

Language Development



: Dawn speaks clearly so she is understood (Anecdotal note)

Phonic Awareness

: Dawn often groups letters together by alliteration (Anecdotal note)

Reading Stories

: Dawn frequently asked to be read to. She can identify author, illustrator and setting(Anecdotal note)

Oral Language

: Dawn is able to converse in dialogue where there is reciprocal turn taking

(Anecdotal) Slide11

Future Growth and Supporting Activities

Dawn continues to experiment with her voice register and tempo.

In the classroom, Dawn can record different voices for an audio bookSlide12

Future Growth and Supporting Activities

Dawn is continuing to develop her metalinguistic knowledge.

To support


area I would have

Dawn create a version of her


game to keep in the classroom. Dawn can help the teachers come up with a list of rhyming words and words that have alliteration. Slide13

Home-Based Activities

Dawn’s family can encourage her to bring her dolls “to life” by experimenting with different tones for her different characters.

Dawn’s family can keep an on-going list of rhyming and alliteration words they see around their community. Slide14

Emotional Development



: Dawn is able to express herself when communicating with adults.

Family Identity

: Dawn has shown a lot of excitement about the upcoming arrival of her half brother. She recognizes his arrival makes her a big sister.

Showing Kindness to Others

: Dawn is very compassionate. When peers are hurt or showing distress Dawn will ask what they need. Slide15

Future Growth and Supporting Activities

Dawn is still figuring out her role as a big sister.

Her teachers can have her prepare a “Welcome to the World” book for her baby brother.Slide16

Future Growth and Supporting Activities

Dawn is continuing to progress seeing things from a different


Dawn’s teachers can incorporate puppets to help demonstrate perspective taking. Slide17

Home-Based Activities

Family reading together Dawn’s family can discuss the character’s in the story and their perspectives and how it affects others.

I would encourage Dawn’s family to read books about family and the arrival of new siblings, i.e. Pecan Pie Baby by Jacqueline WoodsonSlide18

Social Development


Being a Play Participant

: Dawn is able to effectively communicate her feelings and often takes control of social groups to implement her creative play.

Problem Solving

: Dawn takes time to express her feelings as well as listens to the opinions of those around her. Slide19

Social Development

Strengths cont.


: Dawn tends to play with the girls in our classroom but will engage with all of her peers including those in other preschool classrooms. Slide20

Future Growth and Supporting Activities

Dawn is continuing to develop conflict resolution skills.


Dawn has responded to the steps for problem solving Dawn’s teachers can share with the class steps for coming to compromise.

The steps can include taking a calming breath, letting the friend share their perspective and then letting the other friend has the chance to do the same. Slide21

Future Growth and Supporting Activities

Dawn is learning how to work as a team member.


teaching team can support

this team

like perspective by incorporating cooperative learning activities.


example, giving each student in the dramatic play kitchen a job, i.e. table setter, dishwasher, cook, waitress, where each role is important and they need to work together to “open a restaurant”. Slide22

Home-Based Activities

At home Dawn’s family can demonstrate compromise or cooperation skills by role playing and talking through scenarios where a compromise must be reached.


mother may also try


where she and Dawn can read books on compromise like

I Always, Always, Get My Way

by Thad



The Day No One Played Together A Story About Compromise




. Slide23

Dawn’s HouseA Learning Story

Julia Dickson Slide24

Before lunch Dawn and her peers spend an hour outside. On Thursday April 30


, as we walked out of the classroom for our outside time Dawn and her peer Te


ran over to the building blocks and foam rollers.

Dawn turned to Ted and invited her to create something. “Hey


make a house?” Dawn asked Ted. Dawn began placing two rectangles about two feet a part for the base of the their house. She told Ted, “We will have to have two long pieces because they are stronger.” Slide25

Dawn added a triangle for the roof. Ted was the first to cross through the threshold.

Dawn noticed Ted was able to walk through the door with only a few inches to spare.

“I am taller than you! I do not think I will fit. I will probably knock it over! We have to add one more to make it taller!”

Ted held up the roof as Dawn stacked a squares op top of the two rectangle pieces. Slide26



!”, Dawn giggled, “that still looks shorter than me! Maybe I should be a kitty and crawl through.”

With her shoulders back, standing tall and looking straight forward Dawn attempted to gracefully to walk through their “house”. Slide27

Dawn was almost through their doorway as the top of her ponytail hit the roof. Both Dawn and Ted burst into laughter as their house fell to the ground.

“Ah man! I told you Ted, I was too tall and the house was too small.”Slide28

“Lets add two more piece and we can make it a kitty house!” Dawn proclaimed.

“If we take these down they can lay flat for our walls cause the kitties don’t need to it be that tall.”

Dawn began manipulated the building’s shapes to form a smaller scale home. Slide29

Dawn called over other peers to act as kitties with she and Ted.

“We need to keep the triangle as the roof”

Dawn encouraged and instructed Ted as she put the final touches on their home. Slide30

Student’s Voice


is a response from Dawn after reviewing her Learning Story.

Dawn: “Oh my goodness! That was when me and Ted made a castle.”

Julia: “Well how did you do that?”

Dawn: “We got one then we got a square. Then again, we got one and then we got a square. Then we got this.

Julia: “What is that?”

“It was the top of the castle, it is a triangle. We were trying to get in it but then I smashed because I am really tall. We were both coming in. We built another, it is the same but smaller. It was a little castle for kitties.” Slide31

Parent’s Voice

“Dawn, I am so proud of the way you used your imagination. It looks like you and you and Ted had so much fun! I bet you were very happy kitties in your home. It is great that you were able to compare your height to the height of your house. When did you get to be so tall!? Slide32

What it means..

Dawn, you worked collaboratively with Ted using a variety of shapes to construct a house. As you were building you identified different shapes, like the rectangles, squares and triangles. You placed the rectangles at the base because you recognized that your home need support at the bottom in order to build up. You compared your height to the height of your house. You predicted that because the house and you were similar in height, you might knock your building over! As you predicted, you did knock the house over but you used your imagination to create some thing new. You manipulated the pieces of your house to build the smaller scale house, perfect for kitties! Slide33

Extended her interests..

Dawn, you have inspired me to incorporate tangrams into our classroom. Tangrams are an ancient Chinese puzzle.

There are seven tangram pieces; 2 large right triangles, 1 medium right triangle, 2 small right triangles, 1 square and 1 parallelogram. I believe incorporating tangrams will help us develop your ability to recognize shapes, understand spatial relationships and encourage your creative way of forming pictures and patterns using a variety of shapes. Slide34

Potions and Solubility a Learning Story by Dawn and TedSlide35

On Tuesday March 10th I observed Dawn skip over to the science center. She watched as her friend Ted experimented with materials placed out on the table. Slide36

After taking a moment to observe Dawn asked for permission to join in the play. “Ted can I help you?” Upon sitting down Dawn reminded her friend not to mix the spoon use for stirring water with the corn starch. Dawn held her friend’s arm to steady her as she poured the first material in the water.Slide37

Dawn and Ted continued to mix different materials to see which were soluble. Dawn noticed that the corn starch dissolved into the water “Yup its soluble.”Slide38

Ted and Dawn decided to put all the materials in one cup. “We are mixing them all to see if they dissolve!”, declared Ted, “Yeah and to see if it feels good!” Dawn included. After the mixing was complete Dawn proclaimed, “Yep, that feels good! We’re scientists! It looks like a potion”Slide39

What it means:Dawn: You worked with Ted to test solubility. You thought like a scientists by making observations and predictions. You and Ted worked together so you each could have a turn testing solubility. After you made your observations you came to the conclusion that what dissolved in the water was soluble.

Opportunities to extend learning:


enjoys and excels with hands on learning. She was all smiles as she made tangible observations that strengthened her understanding of solubility. She worked side by side with her peer knowing when

to take control and

when to follow her friend’s lead.

Moving forward, we will continue to provide


that develop content knowledge while still being open ended for exploration. We will also work to promote peer scaffolding as Dawn and Ted worked together to test and understand solubility.