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CHILD CASE STUDY

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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

This child case study helps support Vygotsky's theory of cognitive development. Vygotsky's thery says that children learn from what is around them, and interactions with the outside world. He believes that children and adolescents advance when they work in their Zone of Proximal Development (ZPD for short). The ZPD can only be reached with the help of an adult, or someone who has a cognitive level. This theory is supported through our child study. For instance, before the child had outside support, she had a limited set of skills, and as we came in with the intervention, the child followed the examples and was able to reach a higher level of dexterity. The original alphabet written by the child was disorganized and proportionally off balance, none of the letters were the same size. After we gave her guidance, she was able to write all of her letters relatively neat.
Piaget
through practice. "Practice makes perfect!" ;)
Piaget also developed a series of stages to track cognitive development. Our child is in the second stage of development called pre-operational stage. Our child is beginning to express her knowledge through writing and is pretty egocentric at this point. She also expresses her imagination verbally.
Stages of Cognitive Development.
Sensorimotor stage (Infancy). In this period (which has 6 stages), intelligence is demonstrated through motor activity without the use of symbols. Knowledge of the world is limited (but developing) because its based on physical interactions / experiences. Children acquire object permanence at about 7 months of age (memory). Physical development (mobility) allows the child to begin developing new intellectual abilities. Some symbollic (language) abilities are developed at the end of this stage.
Pre-operational stage (Toddler and Early Childhood). In this period (which has two substages), intelligence is demonstrated through the use of symbols, language use matures, and memory and imagination are developed, but thinking is done in a nonlogical, nonreversable manner. Egocentric thinking predominates
Concrete operational stage (Elementary and early adolescence). In this stage (characterized by 7 types of conservation: number, length, liquid, mass, weight, area, volume), intelligence is demonstarted through logical and systematic manipulation of symbols related to concrete objects. Operational thinking develops (mental actions that are reversible). Egocentric thought diminishes.
Formal operational stage (Adolescence and adulthood). In this stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts. Early in the period there is a return to egocentric thought. Only 35% of high school graduates in industrialized countries obtain formal operations; many people do not think formally during adulthood.
BIRTH ORDER
Alfred Adler's Birth Order Theory
Adler developed a theory that a person's personality can be based of what order in their family they were born. Our child was a first born, and after analyzing her character traits, there is a lot of overlapping between her personality and Adler's description of first born children.

COGNITIVE THEORIES
Vygotsky
This child case study helps support Vygotsky's theory of cognitive development. Vygotsky's thery says that children learn from what is around them, and interactions with the outside world. He believes that children and adolescents advance when they work in their Zone of Proximal Development (ZPD for short). The ZPD can only be reached with the help of an adult, or someone who has a cognitive level. This theory is supported through our child study. For instance, before the child had outside support, she had a limited set of skills, and as we came in with the intervention, the child followed the examples and was able to reach a higher level of dexterity. The original alphabet written by the child was disorganized and proportionally off balance, none of the letters were the same size. After we gave her guidance, she was able to write all of her letters relatively neat.
Piaget
Not only that, but according to Piaget's cognitive developmental theory, children acquire knowledge gradually through empirical experiences. This is shown and proven to be true because when our child, Shirley Temple, had had more practice writing her alphabet, she was able to do it much better. Thus, showing that her knowledge was acquired empirically and through practice. "Practice makes perfect!" ;)
BIRTH ORDER
Alfred Adler's Birth Order Theory
Adler developed a theory that a person's personality can be based of what order in their family they were born. Our child was a first born, and after analyzing her character traits, there is a lot of overlapping between her personality and Adler's description of first born children.
First Born – They are often given responsibility for younger siblings and may take on the role of a surrogate parent. Through this role they accept their position of leadership and the power that comes with it. Firstborns may become overachievers in order to set the example for younger siblings and meet the expectations of parents. They are also known to be authoritarian (or bossy according to their siblings). A great positive trait is that they can be very responsible and helpful.
Shirley Temple tends to take a lot of control and asserts herself, but she can be helpful and is eager to learn and achieve.

This child case study helps support Vygotsky's theory of cognitive development. Vygotsky's thery says that children learn from what is around them, and interactions with the outside world. He believes that children and adolescents advance when they work in their Zone of Proximal Development (ZPD for short). The ZPD can only be reached with the help of an adult, or someone who has a cognitive level. This theory is supported through our child study. For instance, before the child had outside support, she had a limited set of skills, and as we came in with the intervention, the child followed the examples and was able to reach a higher level of dexterity. The original alphabet written by the child was disorganized and proportionally off balance, none of the letters were the same size. After we gave her guidance, she was able to write all of her letters relatively neat.
Not only that, but according to Piaget's cognitive developmental theory, children acquire knowledge gradually through empirical experiences. This is shown and proven to be true because when our child, Shirley Temple, had had more practice writing her alphabet, she was able to do it much better. Thus, showing that her knowledge was acquired empirically and through practice. "Practice makes perfect!" ;)

of dexterity. The original alphabet written by the child was disorganized and proportionally off balance, none of the letters were the same size. After we gave her guidance, she was able to write all of her letters relatively neat.

This child case study helps support Vygotsky's theory of cognitive development. Vygotsky's thery says that children learn from what is around them, and interactions with the outside world. He believes that children and adolescents advance when they work in their Zone of Proximal Development (ZPD for short). The ZPD can only be reached with the help of an adult, or someone who has a cognitive level. This theory is supported through our child study. For instance, before the child had outside support, she had a limited set of skills, and as we came in with the intervention, the child followed the examples and was able to reach a higher level of dexterity.

Example of Running Record Method:
Time: Observation Comments:
9:00 L. tells teacher “I didn’t have time for lunch.” She ignores or doesn’t hear him.
He gets a drink from the fountain and moves over to talk to some boys just
entering.
9:04 L. is painting at the easel—first with his left hand, then with his right, then with His dominant
both at one time. He stops to watch children at the art table. Tells hand isn’t seen yet . Teacher, “I’m done,” when she walks by.
9:09 L. is sponge-painting at the art table. He stops to watch children moving by table. He does a lot of
He takes his painting to the windowsill to dry. watching other
children
• Use the “Running Record” observation information to assist in completing the Child Study Form. Be sure to attach the “running records” observation sheets with the assignment.
Name_
EXAMPLE Child Study Form
Code NAME OF CHILD:
(do not included last name for confidentiality purposes) (age in years & months)_
Observation site:_ Dates of observation:___
PHYSICAL DEVELOPMENT
1.Describe the gross motor abilities of the child. Do you think this is average for a boy or girl this age (compare to age norms and/or to other children the child’s age. Use information from the text and from the website.
2.Describe the fine motor abilities using the same resources & criteria as above.
3.Describe other physical development such as toileting, handedness, health/illness, nutritional information, height/weight, gender differences in motor skills. Refer to the text and website for support information.
4. Describe multiple influences (nature/nurture) which could impact physical development
COGNITIVE DEVELOPMENT
1.Give examples of behaviors you saw the child do which illustrate examples of preoperational thought.
2. Give examples of Vygotsky’s theory in action.
3, Discuss the child’s language abilities. Attempt to include communication skills, vocabulary, over-generalization.
4. Describe multiple influences (nature/nurture) which could impact cognitive development.
SOCIAL BEHAVIOR AND PERSONALITY (EMOTIONAL)
1.) Discuss three of the following examples of behavior that you observed:
Social play, self esteem, adult-child relationships, peer friendships, gender identity, self control (moral development)
2.) Describe multiple influences (nature/nurture) which could impact social/emotional development

Example of Running Record Method:
Time: Observation Comments:
9:00 L. tells teacher “I didn’t have time for lunch.” She ignores or doesn’t hear him.
He gets a drink from the fountain and moves over to talk to some boys just
entering.
9:04 L. is painting at the easel—first with his left hand, then with his right, then with His dominant
both at one time. He stops to watch children at the art table. Tells hand isn’t seen yet . Teacher, “I’m done,” when she walks by.
9:09 L. is sponge-painting at the art table. He stops to watch children moving by table. He does a lot of
He takes his painting to the windowsill to dry. watching other
children
• Use the “Running Record” observation information to assist in completing the Child Study Form. Be sure to attach the “running records” observation sheets with the assignment.
Name_
EXAMPLE Child Study Form
Code NAME OF CHILD:
(do not included last name for confidentiality purposes) (age in years & months)_
Observation site:_ Dates of observation:___
PHYSICAL DEVELOPMENT
1.Describe the gross motor abilities of the child. Do you think this is average for a boy or girl this age (compare to age norms and/or to other children the child’s age. Use information from the text and from the website.
2.Describe the fine motor abilities using the same resources & criteria as above.
3.Describe other physical development such as toileting, handedness, health/illness, nutritional information, height/weight, gender differences in motor skills. Refer to the text and website for support information.
4. Describe multiple influences (nature/nurture) which could impact physical development
COGNITIVE DEVELOPMENT
1.Give examples of behaviors you saw the child do which illustrate examples of preoperational thought.
2. Give examples of Vygotsky’s theory in action.
3, Discuss the child’s language abilities. Attempt to include communication skills, vocabulary, over-generalization.
4. Describe multiple influences (nature/nurture) which could impact cognitive development.
SOCIAL BEHAVIOR AND PERSONALITY (EMOTIONAL)
1.) Discuss three of the following examples of behavior that you observed:
Social play, self esteem, adult-child relationships, peer friendships, gender identity, self control (moral development)
2.) Describe multiple influences (nature/nurture) which could impact social/emotional development

Conclusion
We decided to work with Shirley because she was eager to learn as we were eager to teach. We chose the literacy category to evaluate the child. We made a plan and conducted several tests for the child to see her reading, writing, and visual skills. These experiments included matching, story sequence cards, and writing. After conducting these tests, we concluded that the child was proficient in all of the five-year-old expectations. In order to improve her, we decided to help her with her handwriting skills by making stencils. Her current literacy level is past five-years-old and the next step would be to use the expectations of a six-year old.