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An insight into the mind of Antonio

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Brooke Showalter

on 30 April 2014

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Transcript of An insight into the mind of Antonio

An Insight Into the Mind and Body of Antonio
Throughout observing Antonio, I have noticed that there is really no specific friend base meaning that he plays with different children everyday. Each day at recess he stands and waits for someone to either come up to him or waits until he sees someone playing something that he would like. Antonio looks lost almost at recess. He usually "tries" playing with several different students but they usually ignore him and Antonio will move to the next one he sees.
Research Continued
From our class text, McDevitt and Ormrod write several ideas to take into consideration. First they write how elementary school students usually play in large groups and play games with rules already established (575). This is usually not the case for Antonio, he likes to play more one-on-one. They also bring up an interesting point about how culture can influence peers. Since he has an Hispanic background, this could be why he plays differently (577). Lastly, they also write about how there is a group called neglected children. These are explained as children who simply do not know how to go about making friends (578).
While watching Antonio play and work with others throughout class. I have personally noticed that he does not pick friends of gender specificity. I have noticed that he usually picks students who either need someone to play with or someone that is close to him at the time. I am not sure at this point if this is according to his age or his personality.
McDevitt and Ormrod write, "once children begin elementary school, about 30 percent of their social interactions are with peers" (574). Through my observations I see much more interactions with peers throughout the day.
Child Development and Education
mentions "young people are attracted to particular groups that allow them to explore certain parts of themselves" (571). The book mentions that children of this age usually do not choose children to play with of the same gender. Most other children in 1st grade at Wilson choose friends who are of the same gender, Anontio is different. Antonio seems to choose children of different genders. This text also states that it is not atypical for students to have cross-gender friends (581).
Our text states that children's personalities can change according to different situations (444). It is hard to pick up on specific cues for ADHD but I do now know after last Monday that he is being tested for ADHD. Antonio sets no standards for himself as a 1st grade student which is something the text says he should. The text then also states that children his age are usually aware of how good or poorly they are doing in school, again opposite from Antonio.
While observing Antonio, I have noticed it is very hard for him to sit still during a lesson. On top of this he seems to let his mind wander during the lesson not knowing answers when Mrs. Moran calls on him. He usually just guesses and hopes that he is right. Antonio is always behind on assignments and always takes his time on anything that he is doing. These pictures are from a math lesson and were taken less than a minute apart.
Does Antonio play with several of the same students or does his friend base change everyday?

Does Antonio show signs of a child with ADHD and if so how does this affect him emotionally and with school?
Is my case study child's friend base considered gender specific or does his friends and thier gender have to do with his age?
Mile stones for child development states that a child at Antonio's age should "demonstrate increasing ability to form and maintain secure relationships with others". It also mentions that children at his age should interact and develop friendships with one or more students (3). With my research, it seems as if he is trying to do these things.
Milestones for Child Development states that children should be able to handle established routines and procedures. This is not the case for Antonio. He never looks as if he knows what he is doing or what to expect.
(2008). Milestones of learning development.
Richmond, VA:
McDeitt, T. M., & Ormrod, J. E. (2013). Child
develoment and education. (5th ed.). Upper Sadle River, NJ: Pearson.
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