A Case Study : Johnny

In the intriguing novel, Johnny Tremain by Esther Forbes a protagonist 16 year old Johnny, a young silversmith, worked on Hancock's Wharf in revolutionary era Boston. On Hancock's Wharf Johnny awoke to “rocky islands gulls woke … the first dead fish, first bits of garbage … the hens awake, scratching and chuckling”. Johnny was kicked out of his trade by a tragic accident, when Dove, another silversmith apprentice gave him a cracked crucible, and he burned his hand. Promptly after, his hand healed incorrectly and he was soon out on the streets of Boston looking for work.

N.E is a ten-year-old boy who attends 4th grade at North Bergen Elementary School. N.E is a very intelligent and creative boy that needs extra help to achieve his academic and social skills. He has little motivation for school achievement, with problems in independent reading, math and classroom behavior. He demonstrates a poor approach in working in a group, usually instead of working on assigned task, he talks to somebody when it is prohibited, playing with his hands or objects, making noises, calling out and looking around. The student gets easily frustrated and cries when he realizes he is having problems with his schoolwork, especially, in the subject of mathematics.

The Child Study data I have gathered comes from the observation I have completed at Mission Bell Elementary School. Mission Bell Elementary School is a local school in Riverside. In the P.M preschool class there are 24 students, one teacher, and one assistant. The child I decided to observe is names Zoe. Zoe is 4 years and 10 months old. I immediately was drawn to Zoe because she had such a big personality, was very social, and smart. I am glad that I choose to observe Zoe because she was able to make my observation process smooth and easy. While observing her I had to pay close attention to her biosocial development, motor skills, cognitive skills, communication skills,

This assignment is intended to provide evidence of a candidate’s knowledge and understanding of children and young people’s development birth to 19 years. By completing all tasks within the assignment, the candidate will provide evidence that meets the Learning Outcomes and assessment criteria for Unit 022, Understand Child and Young Person Development.

Children’s development may not follow the expected pattern due to a range of personal and external factors. This could be due to disability, long-term illness, life-threatening illness, environment, friends, family, etc.

Unit 10: Understand Child and Young Person Development There are a range of factors which affect a child’s development. Each area of development will be affected by their background and health. It is therefore important to be aware of these to know how much encouragement and support each pupil may need to allow them to develop as far as possible.

Children in families with lower incomes at or below the poverty line have been connected with poor cognitive and social development in early childhood. The studies that I chose to use evaluate the cognitive and social development during early childhood using various surveys, evaluations, and observations completed by or with the children, parents, and teachers. Development of any kind is dependent on the interplay of nature and nurture, or genetics and environment. These studies draw from a child’s environment during the earliest years of development, specifically birth, pre-school, and early elementary school. The studies propose living in an impoverished environment as opposed to an environment above the poverty line imposes certain

Education-based intervention and prevention play a crucial role in influencing young children from at-risk communities. Many researchers have concluded that early interventions improve the child’s academic performance, behaviours and learning abilities in the short and long term (McMahon, Washburn, Felix, Yakin & Childrey, 2000). Based on developmental and social theories, the child’s experiences in the earlier years have great impact on their future achievement. In turn, the foundation of a child’s academic success is formed at a very young age, before they enter the school system (Ansari & Gershoff, 2015). Intervention strategies that target young children, have a greater impact for future development since they provide them with guidance,

Jaylen resides with his father and his sister. He was described to have a speech disability and is receiving therapy at school, but is very active and knows his ABC’s. Also, described as a little weird, loner, smart, relaxed, seems to be

The child’s family and community must be involved in this program if there are improvements to be made. Each program is different and is reflective of local community goals, and objectives. The second goal is to increase social competence in children of low income families. Where the term social competence is the child’s everyday effectiveness in dealing with the environment and later life responsibilities. This includes cognitive and intellectual development, physical and mental health, nutritional needs and other factors (Washington & Oyemade, 1987, p.

Currently, I am student teaching at Alfred E. Zampella PS #27 School in the district of Jersey City. The school is located in a busy city, next to John F. Kennedy St. which is especially busy in the morning and during rush hour. This results in several late students on a day to day basis. On the other hand, this school is also highly accessible and as a little over a thousand students. The school has grade levels from kindergarten to 8th grade, and has a mix of general, special, and inclusion education classrooms. Typically, families that enroll their students into this school are of lower-middle socio-economic class, and tend to be majority Hispanic, Indian, and African American, with few Caucasians and Asians. This school provides a variety of special programs for their ESL students and special need students. Students may be offered speech language pathology, occupational therapy, physical therapy, ESL programs, reading recovery, and counseling.

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

My client, whom I will call “Jay,” is an eight-year-old, African-American boy, who was referred to our agency by his mother who wanted him to get “any services he could get for free.” He has some emotional and behavioral deficiencies, and does not handle stress well. He has frequent outbursts in class, and reacts without thinking. He needs to work on his interaction skills, and develop strategies that will help him use his words instead of physical reactions when he is frustrated. Because his trigger is frustration, he needs to learn to respond in a positive manner to his peers and teachers. Also, “Jay” needs to learn how to think and act independently.

Johnny Obrien aged 79 years, presented to the Emergency Department after a fall at the RSL, resulting in a laceration on his left elbow which required 3 stitches. He lives by himself with no family close by, and has a history of hypertension and alcohol addiction. Clinical reasoning is a cyclic process, where cues are collected and their data processed to come to a conclusion of the patient situation so that appropriate interventions can be implemented and evaluated through reflective practices which allows for further learning (Levett-Jones 2013). Applying these clinical reasoning skills in practice is important as it has a positive impact on patient outcomes, resulting in less adverse effects due to the detection of patient deterioration throughout this process to ensure safe and effective care (Levett-Jones 2010).Subjective data is information from the patient’s point of view, including their feelings, perceptions and concerns, whereas objective data is information that is observable or measurable (Delmar Cengage Learning 2015).

Even though some may believe that disadvantaged students may get socially abused in a preschool type program, the social development of the disadvantaged child can be one of the most influential effects that these programs can have on the student. Any one person can tell from experience that children who have any type of disadvantage tend to be either secluded from the rest of society or to be more antisocial and isolated. In a study called the Ypsilanti Perry Preschool