Case Study

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Stephen F Austin State University *

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1311

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English

Date

Apr 3, 2024

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docx

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Uploaded by CommodorePenguinPerson655

Language Development 1. How does the child relate to an experience using short sentences? The child relates to an experience with short term sentences by pointing toward the air when an airplane is flying by and using the word “plane”. When asked where the plane was the child then looks up in the sky and at the end of the video she pointed up towards the sky again. 2. Is the child able to name eight or more pictures in a book? What pictures does the child properly name? No the child was not able to name eight or more pictures in the book. The child was able to name seven pictures in the book. The pictures correctly named was the lion, baby, bear, wolf, frog (I heard the word frog), alligator, and a dolphin (even though it was a killer whale the teacher still acknowledged as a dolphin). 3. Who is able to give their whole name, who is not? The child who was able to give their whole name was Charles Becket Mackey. The child named Rowan was not able to give his full name. 4. Does the child show an understanding of words with the appropriate behavior? Explain what the child is/is not doing. Video 1- Otis does show an understanding of words with the appropriate behavior because when the teacher asked him to go pick up the baby and pointed towards the baby he went to pick it up, she then asked him to bring the baby to her and he followed her directions bringing the baby to her and handing it to her. Video 2- The child in video two did not show an understanding of words with appropriate behavior, because when ask what shape was shown on the card as the teacher held up the card in front of her, she could not answer correctly. Then when asked to place the shape next to the same shape, laid out on the table she would randomly place the cards, and they were not placed with the correct shape. Cognitive Development 1. What colors does the child identify? When you answer this question list out each color. Do not say the child can name all the colors except xyz. Becket is able to identify the color white, and place it on the correct color on the chart. He is able to identify the color pink, and place it correctly on the chart. He is able to identify the color green, and place it correctly on the chart. He is able to identify the color yellow, and place it correctly on

the chart. He is able to identify the color blue, and place it correctly on the chart. He is able to identify the color orange, and place it correctly on the chart. He is able to identify the color red, and place that correctly on the chart. He is able to identify the color purple, and place it correctly on the chart. He is able to identify the color gray, and place it correctly on the chart. Beckett was able to identify the color, black and place it correctly on the chart. The one color he wasn’t able to correctly identify was the color brown however, he placed that color correctly on the chart. 2. What shapes can the child match? What shapes can the child identify? Video 1- The child can match the circle, the heart, the crescent moon, the diamond, the bell, the oval, and the square The child cannot identify any shapes he calls them all “pink” because of the color. . Video 2- The child can identify the circle and places it correctly to the matching one on the table. She can’t identify the oval but places it correctly on the matching one. The child can’t identify the square she calls it a “triangle” but she places it correctly to the match square. She can’t identify the diamond she calls it a “circle” but she places it correctly on the diamond shape. She can’t identify the rectangle she calls it a “circle” but she places it correctly on the matching rectangle. She identifies the triangle correctly and places it correctly on the matching shape. She cannot identify the bell correctly she calls it a “slide” but she places it correctly on the matching shape. She identifies the heart correctly and places it correctly on the matching shape. She identifies the star correctly and places it on the correct matching shape. she identifies the crescent moon as a moon and places it on the correct matching shape. 3. How many objects can the child count? For touch counting you need to look at how many the child actually touches while counting. Rowan can count up to seven objects that he touches, however he would skip a few blocks so the number he ended up with was the incorrect number of how many actual blocks was laid down. Each block Rowan touched. He counted correctly though. Physical Development 1. Can the child place the pegs in the board? Which hand does the child use? How many pegs can the child place in the board? Yes the child can place the pegs in the peg board. During the duration of the video he switches between his right and left hands to hold, position, and push the pegs down into the beg board. Towards the end of the video his left hand seems to be his dominant hand. Hudson is able to place 19 pegs into the peg board alternating with his left and right hands. His right hand still seems to be his dominant hand at the end of the video.

2. Are the children able to use the pedals on the tricycle alternately? Compare how Sasha (green jacket) starts differently than Kyle (gray jacket). Yes all three children are able to use the pedals on the tricycle alternately. Kyle sits in his seat and begins to push the petals down, left and right while Sasha stands up and put all his weight down on one pedal to get a steady pace going, and then pushes both petals on the tricycle alternately. Sasha also uses his feet for a push off for a faster pace. 3. How many blocks is the child able to stack? Which hand is the child consistently using? Hudson is able to stack nine blocks successfully without the tower falling over however when he placed the 10th one that is when the towers knocked over. The hand Hudson is consistently using this, his left hand to place the blocks, one on top of the other. 4. Explain how the children are holding the marker/crayon in each video. Can the child draw a circle (this is a yes/no, make a complete sentence)? Video 1- In this video, the teacher demonstrates how to draw a circle the child grabs the crayon by the top of the crayon, and holds it between three fingers, and mocks the circular motion to draw a circle. No the child cannot draw a circle, because the child drew what is considered a scribble circle. For the child circle to considered an accurate circle it would have a starting point, and then go to the left then meet the starting point again. Video 2- in this video, the teacher demonstrates how to draw a circle. The child grabs the crayon and places, his thumb on the backside and his front four fingers on the front side and then proceeds to draw scribbles. This child cannot draw a circle Social-Emotional Development 1. Explain what type of play (think Parten's Stages of Play) is seen in each video and give a brief description (3-5 sentences minimum) of what is happening in each video. Video 1- The type of play in the first video is parallel play. Both of the children are playing next to each other in the sandbox however, besides looking at one another, they are not acknowledging that each other are there. They are both playing their own kind of game individually in the sandbox. It doesn’t seem to bother either one of

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