Preschool Case Studies

On November 13, 2014 at Grossmont College’s Child Development Center, I observed Konnor who was born on March 11, 2011. At the center, there are roughly around 15 children between the ages of three and five; there is one adult for every six or so kids. The preschool center’s indoor environment is safely secured with a locked gate that separates the outside door which leads to the younger children centers and parking lot with the hallway to the learning and play area. There are two separate rooms, but they both have screen doors that lead to the same play area outside. The room on the left, which Konnor is placed in, was smaller

“I know”, talkative, and energetic are three words that describe my five year old nephew, Landon. First, let me tell you a little bit about him and his family! Landon is an only child that lives in a development with a lot of other children. His mother, Jessica, travels for work and is gone most weekends and some week days too. Kyle, his father, is a car salesman and works long days. Landon is often dropped off at daycare by one of his parents and then taken care of after kindergarten by a babysitter. At home he also has three dogs and is very interested in playing baseball.

She rarely or hardly starts disputes with other children, throws temper tantrums, or seeks revenge when feeling picked on. She also performed within the normal range in the Impulsive-Hyperactive subscale. She rarely or hardly calls out unexpectedly, interrupts, or finds it hard to play quietly. She scored within the normal to borderline range in the Antisocial Conduct subscale. She rarely or hardly ever steals, acts dangerously before considering consequences, or destroys the possessions of

Shady Grove Preschool services a range of children including infants, toddlers, and preschoolers. Therefore, opening a discussion to questions on child development could be diverse. Induvial parents will be experiencing a range of issues about their specific child’s developmental concerns. Furthermore, parenting styles will be diverse due to cultural, ethnic backgrounds and income levels.

Intellectual Development (0-3 Years) Beginning to realise others are separate beings from themselves, imitates others and tries out ways of behaving in play, becoming more confident but still needs adult reassurance

Her fine motor skills are typical for her age group. For example, when she was drawing with chalk on the cement. She uses her left hand more frequent than her right hand. She also knows how to pick up a fork and feed herself. From what I observe she is still working on these two fine motor skills. Her Gross motor skills are developing typically for her age group. For example, she knows how to go up and down the stairs without holding on to the railings. Another example in, my observation, of gross motor skills is when she was at Chic-Fil-A she was able to climb up the stairs, slide down the slide, run, jump, and walk on tippy toes. From what I observe she is still developing in these areas of her gross motor skills. Some motor activities she enjoys is throwing balls, riding a bike, coloring, and dancing. Her eating habits seem to be good according to her mother. Her favorite snack are grapes. At this time the child does not have no feeling or opinion about her physical

She is a quiet and friendly member of our class but is frequently shy and guarded. As a result, Charlee has made a few close friends who she usually talks to and plays with. Charlee now enjoys working with peers in a small group and is able to share and cooperate, often thoughtfully listening to others. She enjoys any activities that involve creativity and imagination. She is a hands on learner and is an enthusiastic participant in play. Charlee’s fine motor skills are developing and she is able to use scissors to cut in a straight line, although she does rush through activities she has minimal interest in, sometimes causing a messy result. Charlee has made a fantastic start to kindergarten and I look forward to seeing her focus and independence grow in the coming semester. To assist Charlee’s learning at home, I suggest encouraging Charlee to 'have a go' at new

From the short observation I did at Starpoint School it seems that Alexandria (name changed for privacy reasons) is developing at the same rate as her classmates, give or take a few activities or tasks. This whole classroom of twelve students whom are between six and eight years of age are typically developing alongside other groups of children I have come into contact with around the same age groups. Alexandria’s motor skills seem to be what one would consider normal for her age. When playing outside, she was running and jumping all around the play sets and throwing balls towards other classmates in a game that most of the children were engaged in. When throwing the ball, she was, for the most part, accurate on the technique of throwing a

I will provide activities with gross and fine motor development skills such as games, and sports, these activities teach children skills like taking turns and coordination, following rules, and developing a good judgment and strategies for success.

For fine motor skill I had him draw a plus sign, circle and a square. . I was also able to observe the use of his non-dominant in coordination with the dominant hand. I had my child roll dough into small balls. In addition I had the child string beads into a pipe cleaner. Fine motor skills

Her eating habit is normal and she doesn’t forget to eat her lunch and dinner.

B also was able to run around the classroom, and sling both of his arms up and down. B was able to do a lot in the classroom because he was independent and just kind of did his own thing. However, B did not say much in this video except when he said “ahhh” when he runs up the ramp and starts clinging the blue block and green ball together to make a loud noise. B was a great boy and was having fun playing with T1 because she was giving him attention and handing him things. B also really liked when T1 came over to him and started tickling him because B was just laughing so hard on the stairs. B showed a lot of physical/motor development for just being 18 months old. He was able to grasp things with two hands, run around the classroom, etc. “In figure 5.22, Acting on the environment plays a major role in perceptual differentiation” (Berks, pg. 197). This quote goes along great because B was playing on a ramp that has a sloping

We have a little one in Kinder who qualifies for support in the general ed classroom. I need Katie to work 1-1 with this kiddo until we can get a grip on his behavioral needs.

At Apple Creek Preschool, our half day preschool programs for two, three and four year olds and pre-kindergarten classes are divided into AM and PM sessions. Enroll your child in whatever class is convenient for you. Each program has a curriculum designed with its age group in mind. Apple Creek Private Preschool is the only National Association for the Education of Young Children (NAEYC) accredited school in Frisco.

Constanza shows good motor skills; she is beginning to move confidently, freely and with pleasure in a range of ways. She enjoys dancing during Music class, safely negotiating space, showing good coordination and rhythm. She enjoys physical exercise and has demonstrated an appropriate level of skill in balance, she is agile and physically confident. Constanza likes to ride the tricycle and with a little more strength on her legs she will accomplish it. Constanza participates positively in our sensory activities, engages with play dough using different tools, cookie cutters, rollers and plastic knifes and scissors. She paints, holding the brushes with a primitive grip, she frequently uses a tripod grip when a thinner brush is in her hand. She