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Case Study For Child Development

This presi is to discribe my childs development through the corce of this class.

Elsie Christie

on 3 December 2012

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Transcript of Case Study For Child Development

Case Study Camden's Point Physical Development The Pre-operational Stage Play and Make Believe
Moral Development Reference to Lab 1 All About Camden He is small in stature compared to his peers He has large green eyes and large ears He has short brown hair that sticks up on his round head His birthday is June 27, 2007 Today he is 5 years, 2 months and 23 days old His father is the basketball coach at the University and his mother is a doctor Reference to Lab 7 Conclusion During Rainy Day Recess, Camden had to follow dancing instructions given by a DVD instructor. This involved jumping, walking backwards, bending down, box stepping to rhythm, and moving back and forth. Camden can hop at an average height just like his peers. He can alternate between both of his feet, although the video did not ask him to close his eyes. When Camden walks backwards, he is flat footed and takes moderate steps for his size.
During share time, when the children were passing around objects, Camden would catch them with both hands cupped together. Because of the weather, we could not go outside and I could not observe Camden using a jump rope or roller skates.
Based on what I have observed so far, Camden likes to mimic the movements of his friends. Depending on who he is sitting by, he can be active or calm. Morning Nursery Rhymes is a time for all the children to dance and sing. Camden likes to stay in on spot and bounce in place. He does not get into dramatic choreography like his peers. Lab 1 Reference Large Motor Skills I remember watching Camden one day during PE class. Ironically, they were working with jump ropes. I watched as Camden tried to jump rope from one end of the gym to the other. He had no problem getting the rope over his head but missed his opportunities to jump over it. I watched some of his peers to make comparisons. It seemed that some of them were struggling with the task but most of them were picking it up quickly. Cameron continued to struggle with jump rope until PE was over. Remembering Overall Observation
• Camden is of average physical development
• He can hop, jump, sing, walk backward, and follow movement instructions
• He needs to work on jumping rope Fine Motor Skills September 21, 2012

8:24 am

Morning Activities

While writing his numbers, Camden often writes a “5” for a “2” and writes his 7’s backwards. We had to take extra time to practice. From what I have observed, Camden need more individual attention with writing letters and numbers. September 21, 2012

8:38 am

Morning Activities

When cutting out his apple trees, Camden did not cut on the trees black outline. Instead, he cut a perimeter of white around each tree. This need for space might have something to do with his own need for personal space. Lab 2 reference Camden’s figures do not have a distinct shape or distinct features
He seems to cut around the lines of shapes rather than on the line. Observations during Art Class Overall Observation Camden is behind in his fine motor skills
He sometimes writes numbers backwards or writes letters that are not supposed to be their
Camden cuts around objects instead of practicing line cutting
He does not make distinguishable features when drawing people and rarely uses a variety of color Cognitive Behavior Language Development Drawing Lab 3 Reference Interactions with playmates : Camden likes to keep mainly to himself but enjoys doing activities with his friends. During art, he happily giggled with his peers, demonstrating that he is a passive child. Piaget Testing Please reference the PowerPoint on the flash drive provided Today on the playground, 5 or 6 boys (including Camden) were playing superheroes and fighting the crime of the playground. When Asking Camden what he was doing, he stated “I am Batman”. Lab 5 Reference Camden is a very quiet person who has a large personal space and likes to keep to himself.
When taking notes for Lab 6, I noticed that i could barely hear what Camden was saying and that he only said about 4 words at a time
When interviewing Camden for an assignment, I had to push him for answers. It is not that he was embarrassed or didn't want to answer, Camden just does not like to talk on command.
He normally answers in short sentences when asked a question.
Camden mimics his peers and what they are doing. If he wants to be included in the class conversation, he will sing with the other kids or laugh with them. Examples of my findings September 21, 2012
8:48 am
Morning Announcements
Camden echoed the teacher’s instructions and was attentive to what she had to say. Art Class 10/23
Shape Robots and their Shape Pets
1.Even though his robot and his pet looked like a bunch of random shapes to me, to Camden his robot made perfect sense. A square represented the dog’s face while a triangle represented the dog’s stomach.
2.When asked what a stack of rectangles was, Camden responded “Oh, that’s a projector.”
3.Camden cut a large square almost in half to make pants for his robot. His imagination is clearly out of the box. Creativity Lab Overall Observation Camden usually plays by himself, mimics others and how they play
Camden typically chooses one color to work with when drawing or doing projects
Camden's artwork does not mimic those of his peers; facial features are not defined and shapes are stacked on top of each other
Camden needs to work on his language development
Camden does not formulate his own conversations
Camden needs to work on formulating longer explanations and enhancing vocabulary Camden
Socio-Emotional Development

Social Context of Development Stages of Play Temperament Socio-emotional skills Attachment Erikson conflict Overall Observation Personality Development Level of Morality Reasoning and Ethics Developing belief systems Analysis of classroom and schooling experience Documentation of curriculum and instruction. Camden development fit with the curriculum, classroom and school experience Types of Play
Non-Social Activity (Onlooker play)- Children watching others play but not yet joining in themselves
Camden tends to not join into play unless he is invited. One of his friends asked, “Would you like to play superhero’s with us,” when he saw him standing by himself at recess .
Parallel Play- children play adjacent to each other, but do not try to influence one another's behavior. They play alone and are interested in what other children are doing.
During art class, Camden likes to observe what his peers are doing and mimic their behavior. While they were making shape robots, Camden put down his friend and watched Jaden cut out his shapes and place them into a reasonable layout. Once he was done watching, Camden began to cut out shapes for his project again.
Associative Play- A disorganized play that involves playing together in groups or in pairs.
When the children first entered the playground, they all ran around after each other. It seemed like they might have been playing an organized game of football with a plastic ball, but a closer observation just told me that the objective was to tackle and run from each other Camden was involved in this game.
Cooperative Play- Most advanced type of interaction, Children playing together in an organized way.
Today on the playground, 5 or 6 boys (including Camden) were playing superheroes and fighting the crime of the playground. When Asking Camden what he was doing, he stated “I am Batman” Reference to Lab 5 Camden does not seem to show any attachment issues when it comes to being left alone. In the mornings, when parents are dropping off their children, Camden joins everyone on the carpet without fussing. When someone comes in to work with the children, Camden keeps his distance and tries not to get too attached. Camden likes to keep to himself most of the time. Even on "Friends Day", when all the kids brought stuffed animals to class, Camden did not carry his around like the other children. September 19, 2012
8:31 am
Morning Announcements

Camden was on the carpet during morning announcements and was being pushed around by a peer. Camden told his friend very nicely to stop. Camden deals with conflicts by avoiding confrontation or confronting his friends in a polite manner. Lab 2 Reference September 21, 20128:45 am Nursery Rhyme Dance Along Camden happily joined his peers in dancing and singing to nursery rhymes on the carpet September 21, 20128:50 am Morning Announcements Camden reads “The Itsy Bitsy Spider,” aloud with the rest of the class. Camden is pretty even tempered. Not a lot of things bother him and he keeps to himself. He does not get involved in fights with others and tries to avoid conflicts if he can help it. • My child pays attention to the teachers when they are giving instructions
• Camden isolates himself from the other children
• He seems to have a large personal space
• Camden only smiles when the other children are laughing and seems to mimic his peers emotions Is the child engaging in positive social interactions with peers and teachers? How does your child negotiate conflicts?
• Camden either ignores a conflict or tells his friend to STOP Is the child socially competent? Attentive?
•My child enjoys doing his morning activities
•Camden normally keeps his head down and does his own work
•He does not normally start conversations with his peer. However, if one of his peers talks to him, he responds with a smile
•I have noticed that my child does not have a lot of friends
•The other students are very polite to Camden when speaking to him Is your child popular? Reference to Lab 2
•“About Me” papers on the wall describing the children and their favorite things
•Hermit crabs
• Fish tank
•4 tables, all different colors for station activities
•Nursery rhymes on the wall
•A refrigerator to keep sacked lunches in
•A reading station and book shelve (organized by subject and store in tubs)
•A computer in the far corner
•A smart board in front of the carpet for interactive learning
• Cubbies for papers, artwork, and take home notes
•Toys, a doll house, dress up clothes
•Lots of color and patterns around the room
•A lot of different plants Physical Setting •The room environments seems to be very cozy as well as providing kindergartens with the tools they need to learn School Schedule 7:40-7:50 Arrival
7:50- 8:20 Stations
8:20-8:45 Morning Meeting
8:45-9:05 Shared Reading
9:05-9:45 Small Groups
9:45-9:55 Snack
9:55-10:15 Recess
10:15- 10:50 Message of the Day
10:50-10:55 Getting ready for lunch
10:55-11:25 Lunch
11:25-11:45 Recess
11:45-12:00 Surprise and Share
12:00-12:30 Art
12:30-1:00 Spanish
1:00-1:30 Math
1:30-1:40 Snack
1:40-2:10 Science/ Social Studies
2:00-2:45 Work time
2:45-2:55 Cleanup/ Story
3:00 Dismissal Children and Diversity •There appears to be no children of African ethnicity
•I have observed 3 children who show physical traits of an oriental background
•Most of the class seems to be causation At the time of observation, i observed 20 children
11 of them were boys and 9 of them were girls My overall reaction to kindergarteners: they are very loud, always have something to say, and are always asking questions Lab 1 Reference •The teacher seems to understand how to keep her class' attention as well as providing her students with activities to keep them busy.
•I like the idea of parent involvement with their children in the morning. It gives them a chance to be a part of their child’s education This morning, students came in with their parents, grabbed a bag of puzzle pieces, and began to do puzzles that concentrated on letters. Some kids didn’t have parents who would stay with them this morning so they either joined an existing group or found a partner. Student helpers began to get stations ready while the kids were doing their puzzles. When they were dismissed, the children were told to go to stations. Parents were encouraged to follow their child to their station. Each station had kindergarteners practicing letters in a different way. The first group created a book, in which each page the children had to write facts about themselves. Another group had to mold play dough onto laminated letters. The third group scooped letters out of a bucket and separated them into capital and lower case letters. There was only one station that was not focused on letters. The forth group members were given numbers and asked to draw the number of spiders on the card onto their spider web. After stations, the students gathered on the carpet to sing along to nursery rhymes. This was the opportunity for parents to say goodbye and head off to work. Once nursery rhymes were done, students discussed what the month, day, and year was. The class chose a line leader, student helper, and weather man for the day. Example This is just one example of how Mrs. Farlow started everyday in Kindergarten. Every day, parents stayed with their kids for morning activities. It was amazing to me how involved parents were in their children's education. It was clear to me that the teacher though parent involvement was a positive thing for the classroom. 10/26 Today, the teacher has asked a bee keeper to come talk to the students about bees. The class had been covering this topic for about a week in the classroom. The kids seemed really engaged with his presentation and paid close attention to what he had to say. It wasn't until later that i found out that the bee keeper was the father of one the students. This is another example of how both parents and teacher are working together to teach in the classroom. Creative Planning
10/23 Right now, a child named Victor has just arrived from china to learn in the kindergarten classroom. During show and tell, Victor was told to take the bag home and bring back things that represented his country. He brought back character symbols from the China Olympic Games. The kids were so interested in what he brought and asked him all sorts of questions about where he came from. The teacher brought a globe to show the kids where china was. The children in Mrs. Farlow's class have learned many different things this year. From what I have observed, some of them include...
Identifying Upper and Lowercase letters
Learning to correctly right every letter in the alphabet
Echoing the teaches instructions as well as nursery rhymes, games, and songs
Counting into the double digits
Cutting out shapes with safety scissors and how to use glue bottles
Participating in Music, PE, and Art Class
How to walk through the hall quietly
How to respect other students and what they need to say Camden has done an amazing job this year at listening to the teacher, following instructions, and respecting his classmates. He is a very independent worker and likes to not be bothered during morning activities.
When it comes to the curriculum, Camden has excelled at some areas and needs to improve on others . At first, it took Camden a long time to perfect the "A" in his name. He never got frustrated and always tried his hardest. As I observed him more, I began to notice that he was having problems writing other letters.
I remember the teacher asking him to copy down "Horace Mann" on the front of his activity book. When I looked down to see how he was doing, I saw him writing a string of letters. When I reminded him that the class had moved on to the next activity, Camden replied , "But I'm not done with the word," and proceeded to write a string of B's, P's , and D's.
Camden has also had trouble with his "2's" and "5's". He sometimes confuses these, writing them backwards. Although I think that this is common for his age, I believe that it is still something the teacher should bring to the parents attention. It would be nice for Camden to have help with his numbers during math.
When doing Lab 10 with Camden, he identified lower and upper case letters correctly as well as colors, shapes, occupational roles, and the "Physical Development Domain." The areas he struggled in were roman numerals and how to associate coins with value. This are again math related problems that should be brought to the attention on Camden's parents. Camden is a very laid back student who likes to work alone in his own personal space. He rarely gets into conflicts with other students . He is an observer; he likes to mimic what his peers do and how they are feeling. I believe that Camden has a positive relationship with his peers and Purpose: Initiative vs. Guilt
Initiative adds to autonomy the quality of undertaking, planning and attacking a task for the sake of just being active and on the move. The child is learning to master the world around them, learning basic skills and principles of physics. Things fall down, not up. Round things roll. They learn how to zip and tie, count and speak with ease. At this stage, the child wants to begin and complete their own actions for a purpose. Guilt is a confusing new emotion. They may feel guilty over things that logically should not cause guilt. They may feel guilt when this initiative does not produce desired results -Erikson's stages of psychosocial development
Wikipedia Example- Camden's conservative answer to the second part of Piaget test was a initiative understanding. Even though I moved the coins in the first row farther apart, he used the counting technique to indicate that the number of coins did not change.
Example- Camden like to be independent in his work. he does not like to work on project with others. I have never seen him ask an adult for help when he needed it. This is both a good and bad trait for him to acquire. A. Where does the sun go at night?
Behind the mountains, have seen them go there before. Evidence Authority
E. Why do you have fingers?
So u can pick stuff up.
F. Why do you cry?
Cause your sad.
Can you think of any other reasons?
When you’re mad. B. Why is the sky blue?
I don't know.
C. Why do dogs bark?
To say hello
D. Why do you eat breakfast in the morning instead of at night?
Because … I don’t know G. Why is your (mom or dad) taller than you?
Because he’s older than me Evidence Camden is a very quiet person. He likes to mimics his peers behavior and emotions. He does not like to be singled out in class or called on at random. He is a very happy little boy who is always trying to look at things positively. Level 2: Interpersonal accord and conformity Since Camden's behavior effects his peers, he is conforming to society and becoming a part of the community by mimicking what he sees. Camden is a very intelligent student and hard worker. He tries hard in everything he does, even if he has to try again. He has a large about of respect for his teacher and peers. He enjoys listening to what others have to say and singing with his class during their time on the carpet. His imagination is very unique and beyond my grasp. As an artist, I respect that about Camden.

My personality style is very loud and open while Camden's is quiet and reserved. Camden has taught me to respect all personality types and to pay attention to those who do not like being in the spot light. As a future teacher, I need to keep this in mind when observing my students. I have enjoyed working with Camden this year and will take with me all he has taught me. By Elizabeth Christie
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