Emily Joan Farrar

Case Study
Brittani Tyson
ECE1414
Instructor: Jemal Larkins
2 April 214
Emily Joan Farrar
Emily Farrar !as "orn a normal# and $ealt$y "irt$ June %# 2&'S$e is (our years olds' Emily $as
$a)el "ro!n eyes# and s$oulder len*t$ "lack $air' S$e is appro+imately 4% inc$es and !ei*$s 4%
pounds' Emily is t$e second c$ild o( t$ree c$ildren' S$e $as an older sister named Lauren !$o ,
years old# and youn*er "rot$er is named Terry !$o is 1% mont$s' At sc$ool Emily is some!$at
s$y at (irst and takes a little time to !arm up to $er teac$ers and classmates' -ery soon a(ter
Emily is ready to start $er day and s$e is ea*er to learn and play' .Emi/ as I a((ectionately call
$er is a 0ery ener*etic# compassionate# and lo0in* indi0idual' S$e is al!ays !illin* to $elp $er
teac$ers and (riends# and s$e is also 0ery sensiti0e to ot$er c$ildren1s need' I $a0e c$osen to
o"ser0e Emily# "ecause I10e !atc$ed $er pro*ress as an adora"le "a"y *irl# to a "ri*$t soon to "e
2inder*arten' I10e $ad t$e pleasure o( kno!in* and !orkin* !it$ Emily1s mot$er and "rie(ly
!orkin* !it$ $er little "rot$er in t$e in(ant classroom'
2risten 3Emily1s mot$er4 $as al!ays 0ery pleasant and supporti0e and "ecause o( t$is I (elt
Emily !ould make a per(ect student to e0aluate' Emily $as spent t$ree years !it$ me (rom t$e
in(ant room# toddler room# and presc$ool room so s$e is com(orta"le around me' Emily li0es
"ot$ $er mot$er 2risten Farrar# (at$er: 5aul Farrar# sister: Lauren Farrar# "rot$er: Terry Farrar'
5aul Farrar is co6o!ner o( (amily operated steel company as !ell as t$e IT Coordinator' 2risten
Farrar $as $ad se0eral years in administration at an Early C$ild$ood Center' T$e Farrar1s are
Caucasian and !ould "e considered upper middle class' T$ere are no kno!n (amily pro"lems#
crisis# or concerns to disclose' Emily lost $er *rand(at$er 1 7 a*o and talks a"out $im o(ten' 8e
!as lo0in*ly kno!n as .9a69a/ to Emily and likes to ask :uestions a"out $im in 8ea0en'
2risten $ad a standard natural "irt$ !it$ Emily# and s$e !as a (ull term $ealt$y "a"y' As o(
;o0em"er 21< Emily $ad "een dia*nosed !it$ Type 1 =ia"etes' Emily did *o to speec$ and a
lan*ua*e play*roup (or se0eral mont$s# "ut is no! speakin* at a normal le0el (or $er a*e *roup'
Emily attends Little Lam"s =aycare Center !$ere s$e $as "een since s$e !as ten !eeks old'
Little Lam"s is an Early C$ild$ood 5ro*ram# !$ere t$eir p$ilosop$y is to create a $ome a!ay
(rom $ome en0ironment' At Little Lam"s c$ildren are pro0ided !it$ $i*$ :uality care# !it$ a
C$ristian settin*' T$e in(ant and toddler room ratio in eac$ class is 4:1' T$e presc$ool ratio is
1:1' T$e a*e ran*e in t$e in(ant room "e*ins at si+ !eeks to 1> mont$s' T$e toddler room is 1>
mont$s to a"out 2 7 to < years old' And t$e presc$ool room is < years old to early (i0es' 5arents
$a0e al!ays "een true ad0ocates (or t$e pro*ram'
Physical
Emily is a 0ery acti0e c$ild t$at lo0es to run and s$o! $er o(( $er *ymnastic mo0es' ?ne o( $er
(a0orite t$in*s to do !$en s$e is in t$e 8ospitality room is @ump as $i*$ as s$e can o(( o( t$e "i*
so(t (oam "locks' Emily demonstrates $er nonlocomotor skills !$en s$e is pretendin* to dri0e in
t$e Tyke Toy Cars' S$e mo0es $er arms and le*s to steer t$e car in t$e direction s$e !ould like to
*o' ?ne o( Emily1s (a0orite t$in*s to do in presc$ool is to dress up like a princess and dance to
=isney 5rincess Ausic' S$e also demonstrates $er locomotor skills !$en s$e clim"s up and
do!n t$e play structure and s!in* (rom t$e "ars' S$e can also mo0e and dance in se:uence !$en
!e play t$e 8appy Birt$day son* "y t$e Beatles'
Social-Emotional
Emily is 0ery independent at sc$ool and is 0ery capa"le o( takin* care o( $er o!n needs' S$e
*oes to t$e restroom "y $ersel(# and s$e also takes ot$er classmates to "e a $elper to $er teac$ers'
S$e is 0ery e+pressi0e and really *ood at pro"lem6 sol0in* already' B$en t$ere is a disa*reement
!it$ Emily and $er (riends# Emily is usually t$e one t$at (i*ures out a !ay t$at all t$eir ideas can
!ork to*et$er' Emily can sel( ser0e $ersel(# clean $er area at t$e ta"le# and stack $er c$air "ack
in ro! !it$ t$e ot$er c$airs' S$e can also put on $er o!n s$oes# )ip $er @acket# and $elp ot$er
(riends !$en asked or needed' Emily lo0es to play !it$ $er (riends# and alt$ou*$ sometimes
t$ere are disa*reements "et!een t$em s$e still s$o!s e+cellent colla"orati0e play# and $andle
con(lict and resolution pretty !ell (or a t$ree year old' B$en asked :uestions durin* circle time
Emily can reiterate t$e story and is capa"le to ans!er :uestions t$at !ere asked'
Cognitive
Emily en@oys playin* dress up and $a0in* picnic parties in t$e kitc$en area' S$e likes to *et
di((erent si)ed plates (or t$e di((erent type o( (oods to *o on' S$e also uses di((erent si)ed cups
(or our "e0era*es' S$e tells t$at only certain t$in*s can "e put on small plates "ecause t$ere is
not enou*$ room' Emily kno!s my (a0orite color is purple so !$en s$e !ears or sees1 t$in*s
purple s$e tells me .As' Brittani Look 5urple your (a0orite color/' B$en its circle Emily Ccan
say !$at1s t$e !$ole sc$edule "y lookin* at t$e pictures on our sc$edule "oard !$ic$ means t$at
s$e can remem"er and also looks (or!ard to our daily acti0ities'
Language
?n Bednesday1s !e $a0e "i"le study t$e Bi"le study teac$er As' Jessica reads and *i0es a
interacti0e story a"out "i"le e0ents t$at !e learn a"out t$at day' Emily is 0ery attenti0e durin*
"i"le study time and really *ets into t$e story' S$e also en@oys ans!erin* :uestions a"out t$e
story and usually $as $er $and up !$en story time is o0er' At t$e end o( Bi"le Study Class
c$ildren are allo!ed and encoura*ed to e+press !$at t$ey are t$ank(ul (or or a t$ank you Dod'
Emily is al!ays 0ery ent$usiastic a"out t$is part o( class "ecause s$e is a"le to s$are stories
a"out $er (amily' Emily takes pleasure in dra!in* and colorin* pictures# especially any pictures
t$at $a0e princesses in t$em'
Approach to Learning
Little Lam"s is not a 8i*$ Scope center# "ut !e do take di((erent lessons and learnin* tec$ni:ues
(rom a (e! di((erent learnin* perspecti0es' ?ne day Emily and anot$er c$ild !ere playin* in t$e
$ospitality room to*et$er' At (irst t$e c$ild !as Emily1s pet kitten' T$en s$e decided s$e !anted
to play anot$er *ame' Emily still !anted t$e c$ild to play kittens !it$ $er' S$e came o0er to me
and said .As' Brittani I still !ant $er to play !it$ me/' Ay response !as .talk to $er a"out it
and see !$at s$e says/' At (irst s$e !as sad "ecause t$e c$ild decided to play somet$in* else# "ut
t$en s$e !ent o0er and talked to t$e c$ild and t$e ot$er c$ildren a"out all o( t$em playin*
to*et$er'
Creative
Emily is a 0ery ima*inati0e c$ild' S$e en@oys $a0in* pretend picnics and (airy "alls' 8er interest
includes dressin* up and reenactin* t$e Fro)en mo0ie' B$en s$e sin*s t$e Fro)en son*s (rom t$e
mo0ie s$e also does t$e !ords and sounds (rom t$e mo0ie' S$e also likes to include t$e (oam
"locks and mats at playtime as $er castle and (orest' T$is s$o!s t$at Emily is capa"le o( usin*
$er ima*ination and creati0e play'
Conclusion
B$ile I10e $ad t$e pleasure o( o"ser0in* Emily# I10e noticed $o! muc$ s$e $as *ro!n not only
as a student# "ut as an indi0idual' S$e is *ro!in* !it$ $er lan*ua*e de0elopment and e+cellin* in
$er p$ysical and emotional *ro!t$' S$e $as s$o!n tremendous impro0ement !it$ $er social and
independent a"ilities' S$e is e+cellent at pro"lem sol0in* !it$ (riends and s$e al!ays stri0es to
"e nice to all o(( t$e c$ildren in $er class' As (ar as $er "ein* independent Emily can do many
t$in*s like dressin* $ersel(# "ucklin* $er s$oes# makin* $er "ed at nap time# and usin* t$e
restroom !it$ no $elp (rom teac$ers' S$e can e0en *i0e $er o!n sel( $er insulin s$ot and c$eck
$er su*ar intake !it$out t$e $elp o( an adult' Creati0e 5lay is Emily1s (a0orite area o(
de0elopment' S$e en@oys playin* princesses and reenactin* princess mo0ies !it$ $er (riends'
Recommendations
T$ere are many !ays t$at Emily can en$ance $er de0elopmental sta*es' B$ile runnin* around
t$e play*round may not al!ays "e a (irst c$oice (or Emi# utili)in* t$e (oam "locks so s$e can
@ump and (lip o(( o( t$en !ould "e used' S$e lo0es to tum"le and play and s$o! o(( $er mo0es
t$at s$e learned (rom $er *ymnastic class' Al!ays !$en puttin* on t$e =isney 5rincess C= and
dancin* around is a *reat !ay to *et Emily up and mo0in* around# "ecause s$e lo0es to dance to
t$e son*s' B$en "uildin* Emily1s co*niti0e skills I !ould su**est to (ocus on t$in*s s$e like
suc$ as dress up' 9ou could sort and count t$e princesses "y color and si)e and compare !$at
one $as t$at anot$er one does not' As (ar as $er social and emotional skills *o I !ould only
su**est t$at you utili)e $er $elp(ul $ands' 8a0e $er $elp ot$er c$ildren t$at may need $elp
cleanin*# or puttin* on t$eir coats# or cleanin* t$eir area' Emily !ould "e a *reat role model (or
youn*er a*ed presc$oolers "ecause o( $er $elp(ulness and $er (riendly persona' Alt$ou*$ I !ill
"e sad to see Emily lea0e (or 2inder*arten I kno! t$at s$e !ill e+cel and "lossom in $er *arden
o( kno!led*e' 8er kinder*arten teac$er !ill "e 0ery lucky to $a0e Emily# "ecause s$e is kind#
intelli*ent# and $umorous' I !ould truly like to *i0e a special t$ank you to 2risten Farrar (or
*i0in* me t$e opportunity to o"ser0e and study Emily' Also t$ank you (or *i0in* me all t$e
in(ormation t$at !as re:uired (or t$is assi*nment and lettin* me p$oto*rap$ Emily' T$ank you to
t$e presc$ool teac$ers and As' Colleen (or allo!in* me to o"ser0e Emily in $er classroom and
not only teac$in* me ne! tec$ni:ues on $o! to study a c$ild# "ut *i0in* me tools to really *et to
kno! and understand my students as indi0iduals' T$ank you to As' Anne (or allo!in* me t$e
opportunity to study t$ese !onder(ul c$ildren# and (or sayin* yes' 9ou didn1t e0en $esitate !$en
I asked i( it !as alri*$t to o"ser0e in t$e center and you !ere 0ery kind and supporti0e' T$ank
youE