Child Case Study 1. Why did you select this child for your case study?
We are interested in Shirley Temple because she's eager to learn and is very good with listening to directions and finishing tasks. We are intrigued with how children's minds develop; their cognitive. logical, and language skills. Important factors about the class setting include a large classroom population, many teachers and students coming in and out of the classroom. Shirley Temple is extremely bright, articulate, and at times even manipulative/acutely socially aware. She knows how to take advantage of the situation and the weaknesses of those around her, but she does not necessarily use those against them. Developmental theories that we plan to include: Birth order theory, Piaget's theory, etc. 2. How did you learn about the child’s family?
We interviewed Shirley Temple's teacher on her family life, siblings, and relationship with each member of the family. 3. What did you learn about the child’s family and community and how did you learn it?
We discovered that Temple has a younger brother that is 2 1/2 years old, and lives together with both parents. They spend all their time together after Shirley and her brother get home from daycare and on the weekends. Daily dinners consist of the whole family around the table. 4. What informal and formal observation, documentation, and assessment strategies and tools did you use in order to better understand the child’s development and learning needs? To better understand the child's needs, we used a series of activities.
Activity 1: Visual literacy
Play matching games with different colored socks
Child identifies identical items
Child names at least 5 colors
Activity 2: Writing
Child recognizes Alphabet
Child recognizes name written for her
Child prints random letters
Child prints name
Activity 3: Reading
Child knows how to read book correctly: right-side-up, left to right, top to bottom
Child verbally describes pictures
Activity 4: Story sequence
Child organizes story cards in correct sequence
Child dictates simple story from begging, middle, to end.
Sequence Story Cards
Matching Cards
5. What did you learn about the child’s developmental and learning needs?
Evaluation
Date: 5/18/11
Time: 10:00 am
Describe Childs actions:
Matching Game-
Dictates "I know these match"
Red, orange, black, grey, pink, yellow, blue, turquoise, brown.
Story Sequence Cards-
says: "the old woman wants a gingerbread man, she takes the bread and puts it in the toaster, the the gingerbread runs away.
Writing-
Writes her name and then the alphabet
Book-
Opens book
'Describe HOW the child is doing it
Matching game-
Takes one by one according to what matches, smiles after, sticks out tongue, wiggles around and says colors clearly.
Story Sequence Cards-
Says with vigor.
Writing-
Writing concentrated making sounds with mouth, proud of self. Leaning over writing, holding pencil with thumbs over index, letters getting increasingly larger.
Book- Flips pages rapidly. identifies objects in story, opens cover abruptly.
Alphabet written by child
The child was able to complete most of the tasks with plenty of ease. They were able to match all of the socks and named all of the colors on the socks. She was also able to put the story cards in the correct order and she could dictate the story clearly and in the right order. She was also able to write her name with no assistance and she could write the alphabet out. She could possibly improve her writing skills because the shapes of her letters and the sizes should be more constant. 6. What are two immediate developmental goals that make sense for this child?
We made stencils for the child to trace in order to improve the shape of the letter and to keep the letters at a consistent size. If we had more time with this child we could conduct more trials based on the expectations of a six-year-old child. We could further help her with her handwriting and we could also help her to learn to read. Some tools that could help this child would include stencils or mazes to help her develop the fine motor skills needed to improve her writing.
Teaching her to improve her alphabet handwriting: 10:05 am - 10:12 am (no more than 7 minutes)
Describing her actions
How she does it:
"Do you remember the alphabet?"
*nods head*
Writing out all the uppercase letters (tracing over the worksheet)
-Traces with frown/determined facial expression and writes relatively quickly
- does not write with correct steps for some particular letters
Gets faster and faster but still stays within same range of neatness/messiness
Writing out lower case
gets distracted easily
moves paper around often
A bit restless
Does everything silently and rushes a bit
- Looks frequently at the other kids playing games across the room
- relatively neat for a 5 year old
Timeline:
Interview students in child lab about emmeline’s personality
Find out her strenghths, & weaknesses in this field
Interview students in child lab + teachers
Find out family size, time they eat dinner (how frequent family dinners have all members of the family)
Find out about and evaluate classroom setting + environment
Create data table and create series of experiments to determine the childs proficiency in literacy
Evaluate child and determine level of literacy
Start working with her + goals to improve her skills
Determine what level she is at after interventions have been made
WELCOME:
Taylor Barnhill and Michelle Duan Final ExamChild Case Study
1. Why did you select this child for your case study?
We are interested in Shirley Temple because she's eager to learn and is very good with listening to directions and finishing tasks. We are intrigued with how children's minds develop; their cognitive. logical, and language skills. Important factors about the class setting include a large classroom population, many teachers and students coming in and out of the classroom. Shirley Temple is extremely bright, articulate, and at times even manipulative/acutely socially aware. She knows how to take advantage of the situation and the weaknesses of those around her, but she does not necessarily use those against them. Developmental theories that we plan to include: Birth order theory, Piaget's theory, etc.
2. How did you learn about the child’s family?
We interviewed Shirley Temple's teacher on her family life, siblings, and relationship with each member of the family.
3. What did you learn about the child’s family and community and how did you learn it?
We discovered that Temple has a younger brother that is 2 1/2 years old, and lives together with both parents. They spend all their time together after Shirley and her brother get home from daycare and on the weekends. Daily dinners consist of the whole family around the table.
4. What informal and formal observation, documentation, and assessment strategies and tools did you use in order to better understand the child’s development and learning needs?
To better understand the child's needs, we used a series of activities.
Activity 1: Visual literacy
Activity 2: Writing
Activity 3: Reading
Activity 4: Story sequence
5. What did you learn about the child’s developmental and learning needs?
Evaluation
Matching Game-
Dictates "I know these match"
Red, orange, black, grey, pink, yellow, blue, turquoise, brown.
Story Sequence Cards-
says: "the old woman wants a gingerbread man, she takes the bread and puts it in the toaster, the the gingerbread runs away.
Writing-
Writes her name and then the alphabet
Book-
Opens book
Matching game-
Takes one by one according to what matches, smiles after, sticks out tongue, wiggles around and says colors clearly.
Story Sequence Cards-
Says with vigor.
Writing-
Writing concentrated making sounds with mouth, proud of self. Leaning over writing, holding pencil with thumbs over index, letters getting increasingly larger.
Book- Flips pages rapidly. identifies objects in story, opens cover abruptly.
The child was able to complete most of the tasks with plenty of ease. They were able to match all of the socks and named all of the colors on the socks. She was also able to put the story cards in the correct order and she could dictate the story clearly and in the right order. She was also able to write her name with no assistance and she could write the alphabet out. She could possibly improve her writing skills because the shapes of her letters and the sizes should be more constant.
6. What are two immediate developmental goals that make sense for this child?
We made stencils for the child to trace in order to improve the shape of the letter and to keep the letters at a consistent size. If we had more time with this child we could conduct more trials based on the expectations of a six-year-old child. We could further help her with her handwriting and we could also help her to learn to read. Some tools that could help this child would include stencils or mazes to help her develop the fine motor skills needed to improve her writing.
Teaching her to improve her alphabet handwriting: 10:05 am - 10:12 am (no more than 7 minutes)
*nods head*
Writing out all the uppercase letters (tracing over the worksheet)
- does not write with correct steps for some particular letters
Gets faster and faster but still stays within same range of neatness/messiness
gets distracted easily
moves paper around often
Does everything silently and rushes a bit
- Looks frequently at the other kids playing games across the room
- relatively neat for a 5 year old
Timeline:
CHECKLIST:
Skills to look for-