CASE STUDY

Lisa Reid 2013

Table of contents

1.0

Introduction 1.1 1.2 Background Method

2.0

Analysis 2.1 2.2 2.3 2.4 Physical Development Social and Emotional Development Language Development Cognitive Development

3.0

Recommendations 3.1 Physical Development 3.1.1 3.1.2 3.1.2 3.1.4 3.2 Activity Resources Needed Educators Role How it supports development

Language Development 3.2.1 3.2.2 3.2.3 3.2.4 Activity Resources Needed Educators Role How it supports development

3.3

Social/Emotional Development 3.3.1 3.3.2 3.3.2 3.3.4 Activity Resources Needed Educators Role How it supports development

3.4

Cognitive Development 3.4.1 3.4.2 3.4.2 3.4.4 Activity Resources Needed Educators Role How it supports development

4.0 5.0

Conclusion References

Appendix A Appendix B

1.0

Introduction

The purpose of this report is to analyse and interpret the development of Lily and to provide recommendations to help further develop Lilys development. This assessment was conducted over a two week period during February and March 2013. Lilys background has been provided and this will assist in the appropriate recommendations being made for her.

1.1

Background

Lily is three years and four months of age. She lives with both parents who are teachers and has a baby brother. Lily attends a Prekindergarten program for two half days each week. She enjoys role-playing, dancing and stories.

1.2

Method

The data for this assessment was collected in a variety of ways. Written observations were made and photographs taken for observations one through four. Observation five had the audio recorded and observation six was videoed. This is called anecdotal records. This is a much better choice than running records as they are time consuming and require the educator to be focused on the one child for the duration. This is an effective way of gathering data for a case study as the educator is then able to refer back whilst writing the report (Jackman, 2005). 2.0 Analysis

2.1

Physical Development

The gross motor skills of Lily appear to be asynchronous. In observation 4 (appendix 1) the child demonstrates her balancing skills (4a) by walking up a plank with her arms outstretched for balance. This is typical of the characteristics of a three year olds physical development (Landy & Burridge, 2009). Lilys ability to run, hop, jump and climb (4b) around obstacles are advanced for her age (Landy & Burridge, 2009) and the fact that assistance was required to proceed across the monkey bars (4h), shows that the physical development and confidence is still being developed (Lindon, 2012).

In observation one Lily demonstrates that she is in the first of four stages(Tseng, 1998) of developing her pencil grip (1j). As the majority of children only develop a mature grip at the approximate age of four (Tseng, 1998), Lily is showing that she is synchronous in this part of her development. As well as Lily being in the first stage of a pencil grip other fine motor skills are developing well. Good wrist extension (Kearns, 2010) is shown when the pencil is

being guided to form the letters (1j) and also when Lily is drawing (1a). The ability to use scissors (2a) to cut show that good bilateral skills (Kearns, 2010) are being developed. Vygotsky believes that a child will always play above their level of development. He calls this the Zone of Proximal Development [ZPD] (Docket & Fleer, 2003). This is supported in observation four when Lily attempts to cross the monkey bars but requires help.

Lily shows that she is meeting the developmental milestones (Community Child Care Cooperative Ltd [CCCCLtd], 2012) relating to Outcome three of the Early Years Learning Framework (EYLF). Children have a strong sense of wellbeing Children take increasing responsibility for their own health and physical wellbeing (Australian Government Department of Education, 2009). The meeting of these milestones is demonstrated by Lily actively participating (DEEWR, 2009) in physical activity as seen in observation four as she shows that she has spatial awareness (Australian Government Department of Education, 2009) and is able to negotiate her way around the obstacle course. This outcome is also being met as Lily shows that she is able to use a range of tools (1j, 1a) while developing her fine motor skills (DEEWR, 2009). 2.2 Social and Emotional Development

Lilys social and emotional development are asynchronous with her age (Kearns, 2010). This is demonstrated throughout the observations that were made. In observation five Lily models socio-dramatic play. Sociodramatic play is demonstrated when Lily is acting out a scene with her friend by role playing, using make believe, social interaction and verbalisation (Trawick-Smith, 2007). This also assists with the development of creativity, language and intelligence (Trawick-Smith, 2007).

Lily is slightly advanced in the developmental stages of play (Jackman, 2005). Lily shows this throughout observations five and six and also in observation two (3f) when she demonstrates co-operative and dramatic play. Lily shows that she is asynchronous here as co-operative play is usually seen in children four years and older (Jackman, 2005).

The emotional development of Lily is age appropriate (Kearns, 2010). In observation five there is evidence of a developing friendship which shows that her egocentrism is declining (Kearns, 2010). Well-developed social skills are what allow her to play alongside her friend and model co-operative play (Jackman, 2005). During observation five, Lily demonstrates (5j) that she is able to use an emotional mask (Vialle, Lysaght, & Verenikina, 2008) by pretending that she is hurt.

Lilys social and emotional development supports the psychosocial development theories developed by Erik Erikson. This theory is divided into eight stages and Lilys development associates with the third stage, initiative versus guilt (Marsh, 2008). This is shown during all observations in her eagerness to be a part of a range of different activities (Marsh, 2008). This is typical for Lilys age as she experiments with socio-dramatic play and her developing skills (Kearns, 2010).

Throughout the case study documentation, Lily shows that she is meeting outcome one (CCCCLtd, 2012) of the (EYLF). This outcome is Children have a strong sense of identity (DEEWR, 2009). The strand that relates to her social development is Children learn to interact in relation to others with care, empathy and respect (DEEWR, 2009). She

demonstrates that she meets this outcome in observations five and six by interacting and playing with others.

2.3

Language Development

Lilys language skills appear to be well developed for her age (Neaum, 2010). This is shown during observations five and six with the complex conversations that she has taken part in. Her language skills are advanced enough that she is able to ask for help (4g) when required and her well-developed receptive language skills (Kearns, 2010) allows her to follow and understand instructions (6m). After listening to the audio from observations five and six it was noted that Lilys phonological development (Vialle et al., 2008) is still in progress. Lily is on track to be synchronous with her phonological development by the time she starts school (Vialle et al., 2008). It is also apparent that Lilys grammatical development is typical to her age (Vialle et al., 2008). This is apparent (5l, 6n) in the conversations she had in observations five and six. Throughout this study Lily has demonstrated that she is becoming proficient in the four language components, phonology, morphology and syntax, semantics and pragmatics (Vialle et al., 2008).

Lily has modelled private speech (1e, 3d, 4d, 4j) throughout the observations.

Private

speech is part of the theory of Vygotsky. This theorist believed that children guided their own behaviour and learning by using this technique (Marsh, 2008). Lily has demonstrated this in observations one, three and four as she talks out loud while practices what she already knows.

Jean Piaget suggests that children progress through four stages during their cognitive development (Jackman, 2005). Lily appears to be in the second of these stages, the preoperational stage. This is demonstrated in observation five (6j) where she uses

symbolism to name the drinks and also in observation six where Lily and her friend participate in a scene of pretend play (Jackman, 2005). The language development of Lily meets the EYLF outcome five, Children are effective communicators (CCCCLtd, 2012). The strands that are appropriate for Lily are Children interact verbally and non-verbally with others for a range of purposes and Children express ideas and make meaning using a range of media (DEEWR, 2009). The links to these strands are demonstrated in observations five and six when Lily is interacting with her friend and educator and in observations one, two and three where Lily uses a range of materials and objects in her play.

2.4

Cognitive Development

Lily has shown that she possesses early literacy skills (1c, 3e, 4i) (Kearns, 2010). The readiness to learn to read and write has been demonstrated in observations one and three (Kearns, 2010). Lily is able to make the connections between colours and spoken and written symbols (1b, 1j, 3e, 4e) and shows an interest which supports this readiness (Kearns, 2010). Although literacy skills do need to be taught, Lily is showing that she is ready to learn (Kearns, 2010). By looking at observation six (6h, 6i) it is clear that Lilys memory is developing. demonstrates this by repeating a conversation she has heard her parents have. She Her

metacognition seems to be well developed, this is shown by her ability to recall information (Vialle et al., 2008).

Observation six (6f) makes it apparent that Lily is at the preoperational stage of cognitive development (Kearns, 2010). The reasoning skills of a pre-schooler are described as

transductive reasoning by Piaget, who believes that they do not have the logic reasoning skills that adults do (Kearns, 2010). Conservation is demonstrated in observation six (6f) where Lily thinks all the drinks are different sizes because they are in different size cups, but in fact the same amount of liquid is in each.

Jerome Bruner based his theories on three stages. Lily is in the final stage, the symbolic stage which allows her to learn through the use of symbols which include logic, mathematics and language (Marsh, 2008). Lily demonstrates this in observation one as she sings as she

draws (1d). This is also shown in the third observation (3c) by Lily reading the letters and assigning an object to each of them. Lils cognitive development shows that she is meeting outcome five of the EYLF. Children are effective communicators (DEEWR, 2009). The strand that is appropriate is Children us information and communication technologies to access information, investigate ideas and represent their thinking (DEEWR, 2009). This is demonstrated in observation one as she sings as she draws (1f). together. Observation four also demonstrates how she meets this milestone as she counts each rung of the monkey bars as she swings across (4k). This shows that she is able to connect words and symbols

3.0

Recommendations 3.1 Physical

This recommendation is suggested for Lily to work on her fine motor skills. 3.1.1 Description of Activity

Using plastic tweezers between the thumb and forefinger, pick up small coloured blocks and sort them into containers (Baltimore County Public Schools, 2013). 3.1.2 Resources

The resources that are needed for this activity are plastic tweezers, twenty small coloured blocks one centimetre in size in four different colours and four small containers. 3.1.3 Educators Role The educators role in this experience is to explain and demonstrate what the activity is and to ensure that the correct grip is being used when picking up the blocks with the tweezers. 3.1.3 How it supports development

This activity will assist in developing hand and finger co-ordination which is essential in developing a mature pencil grip (Kearns, 2010). 3.2 Language

This activity has been developed for Lily to work on her language skills. 3.2.1 Description of Activity

The educator lays out three card with pictures. Two are rhyming one is not. Lily will be asked which two pictures are rhyming. An example of this would be a picture of a cat, a mat and a mouse. 3.2.2 Resources

The resources that are needed for this activity are a selection of picture cards that have rhyming pictures on them (McCandlish, 2006).

3.2.3

Educators Role

The educators role in this activity is to lay out the cards, assist Lily with recognising the pictures if she is unsure and to help her understand the pronunciation of the words. 3.2.4 How it supports development

This activity will help to establish a foundation for good literacy skills (Kearns, 2010).

3.3

Emotional/Social

This recommendation has been made to give Lily the opportunity to work further on her social skills. 3.3.1 Description of Activity

This activity is for Lily and another student to put together a large floor puzzle. 3.3.2 Resources

The only resources that are needed for this activity are a floor puzzle and a large clear spance on the floor that they can work on. 3.3.3 Educators Role The educators role in this activity is limited. They are there to answer questions if asked, give guidance if needed and to facilitate sharing and working together. 3.3.4 How it support development This activity will help develop Lilys social skills. By working with other students she will learn about co-operation, collaboration, problem solving and will learn about tolerance when working with others (Kearns, 2010) 3.4 Cognitive

This recommendation is for Lily to further develop her cognitive skills. 3.4.1 Description of Activity

This activity involves mixing paint colour and talking about what happens to the educator (Kearns, 2010). 3.4.2 Resourced Needed

The resources that are need for this activity are paint in the four primary colour, red, green, yellow and blue, large paint brushes, paper for painting, plastic plates for mixing colours and water in a cup for rinsing brushes. 3.4.3 Educators Role The educators role in this activity is to explain what it is about and to guide the child to get started if needed. The educator will ask questions such as: What colour is this? What happens if you mix these two colours? What colour do you have now?. 3.4.4 How it supports development This activity will help develop Lilys transductive reasoning skills by helping her to learn about cause and effect (Kearns, 2010).

3.0

Conclusion

Lilys development will be further enhanced by being part of a quality early education learning program. A quality program will take into consideration Lilys age and her current development to ensure that she is learning and progressing as much as possible. At Lilys age, a program that is designed for her will be play based as this is an essential part of a childs learning and development (Curtin, 2013). There is a large choice of curriculum models to choose from and it is important to choose one that matches Lilys culture and the values and ideals of her family (Jackman, 2005).

5.0

Reference list

Australian Government Department of Education, Employment and Workplace Relations [DEEWR]. (2009). Belonging, being and becoming: The early years learning framework for Australia. ACT: Author. Baltimore County Public Schools. (2013). Fine motor activities for 3-4 years olds. Retrieved from http://teachers.bcps.org/teachers_elem/sschlenger/finemotorfor3-4yearolds.html CCCCLtd. (2012). Community Child Care Co-operative Ltd [CCCCLtd]. (2012). Early years learning framework practice based resources developmental milestones. Retrieved from http://foi.deewr.gov.au/node/29734 DEEWR. (2009). Docket, S., & Fleer, M. (2003). Play and pedagogy in early childhood: Bending the rules. Victoria, Australia: Cengage Learning. Jackman, H. L. (2005). Early education curriculum: A child's conection to the world (3rd ed.). NY: Thomas Delmar Learning. Kearns, K. (2010). Birth to big school. NSW, Australia: Pearson Australia. Landy, J., & Burridge, K. (2009). Kids with zip. Melbourne, Victoria: Pearson Australia. Lindon, J. (2012). What does it mean to be three? : A practical guide to child development in the Early Years Foundation Stage. Luton: Andrews UK. Retrieved from http://CURTIN.eblib.com.au/patron/FullRecord.aspx?p=977649 Marsh. (2008). Theories of social, emotional and moral development. Retrieved from https://lms.curtin.edu.au/courses/1/312827-Vice-Chancello472094074/content/_2671965_1/embedded/Marsh%20Ch%203.pdf McCandlish, S. (2006). Phonological awareness activities for the classroom. Retrieved from http://www.decd.sa.gov.au/northernadelaide/files/links/Phonological_Awareness_Bo.pdf Neaum, S. (2010). Child Development for Early Childhood Studies. London: SAGE Publications. Retrieved from http://CURTIN.eblib.com.au/patron/FullRecord.aspx?p=680116 Trawick-Smith, J. W. (2007). Early childhood development: A multicultural development. Columbus, Ohio: Pearson/Merrill Prentice Hall. Tseng, M. H. (1998). Development of pencil grip position in preschool children. The Occupational Therapy Journal of Research, 18(4), 207-226. Vialle et al. (2008). Vialle, W., Lysaght, P., & Verenikina, I. (2008). Handbook on child development (2nd ed.). South Melbourne, VIC, Australia: Cengage Learning.