Case Study: LaTresha Cox

I.

Subject
a. Name: B. M.
b. Age: 3 years, 6 months
c. Race, ancestry: Mixed Caucasian/African American
d. Gender: Female

II.
Information Source
The purpose of this study is to examine B. M. growth and progress midway
through her third year in early education. To complete this case study I used
a three year old developmental checklist. Other sources of information
include naturalistic observations and anecdotal notes. Conversations with
parents are also noted and referenced in relation to B. M. background
information.
Information obtained though sources was analyzed and organized into
developmental domains. The information is then cross-referenced with The
Arizona Early Learning Standards. We aim to determine if B. M. is falling
between the norms of developmental milestones. The Arizona Learning
Standards are also used to suggest future planning and appropriate activities
that targeted specific domains that need strengthening.
III.
Background Information
a. B. M. is a three year old in a family of four. She has one other
sibling and is the older of the two. B. M. has a sister who is seven
months old. Both of her parents work outside of the home. She
attends an early education day program five days a week. She is
there between the hours of 9:00 a.m. and 5:30 p.m. Her family is
middle class and her parents both work for corporations.
b. Her appearance each day is very neat and clean. It is great that
B. M. is potty trained and can self-feed using utensils. B. M.
appears healthy. She is rarely sick. She eats well and is open to
try foods. B. M. says, Look teacher I try my broccoli. She is the
typical size in relation to others. Her fine motor skills are normal.
B. M. is capable of using her right hand to grasp writing utensils
using the correct form and form lines and circles. B. M. gross
motor skills seem typical as well. She is able to climb steps and
descend. She can also throw, catch, and kick a ball.
c. Describe the childs attendance and participation patterns

B. M. attends he early education program each day. She is rarely

absent. When she arrives for the day she is eager to play
outdoors. B. M. actively participates in circle time and join in in
singing and dancing activities. When it is free choice time B. M.
usually opts to complete the daily project designed to meet
learning objectives. She also explores various interest centers
and frequents the dramatic play center.
d. B. M. appears to be typically developing in all areas of
development. She is communicating well with others. B. M.
speaks in clear complete sentences with six words or more. B. M.
says, My daddy bought me two new shoes. She is able to
answer questions and asks them often herself. When reviewing
the story If You Give a Pig a Pancake B. M. was asked at the end
of the story why did she think the girl had her head on the table.
B. M. replied, Because the little piggy make her tired.
IV.

Developmental Performance
a. The childs key areas of interest lie in the dramatic play area and
the art center. She has been observed on many occasions opting
to play in the dramatic play area. She explores roles such as
daughter, mother, and doctor. She has been observed tending to
baby dolls and pretending to cook and serve food. B. M. has also
been observed opting to engage in curriculum based art projects.
She displayed her mathematical abilities while constructing a
spider. She could be heard counting aloud up to eight. B. M. also
explores free form art. She uses her right hand to paste and
grasp writing utensils. She uses correct grip and grasp
techniques and can create lines and shapes to form pictures and
some letters of the alphabet.
b. B. M. is developing typically well overall. One limitation may be
B. M. ability to express her emotions. When having conflict with
peers B. M. says, Childs name is being mean. When asked why
B. M. is having trouble explaining how she feels. B. M. is working
on developing vocabulary used to convey feelings. She is also
developing the use of descriptive words.
c. Her overall personality is delightful. She is always happy and
smiling. B. M. is a kind and polite young girl. She most often
remembers to use manners when speaking and interacting. Her
temperament allows her to be secure in herself and abilities. She
is easy going and independent. B. M. is observed arriving for

class cheerful. She said goodbyes to mom and baby sister with
playful kisses. B. M. share and care for others in the class. She
was observed asking a friend which baby doll she would like to
play with as they began play in the dramatic play center.
V.

Conclusion and Recommendation\

a. Based on my own interactions with B. M. and information
gathered through observation and assessment I believe that she
is typically developing. There are no sign of developmental delay
or disability. She is very independent and eager to explore. B. M.
needs opportunities to play and create on her own. Is aware of
her abilities and is not hesitant to ask for help. She is strong in
the language department and has excellent critical thinking
skills. She know some shapes and all colors. She has alphabet
awareness and number awareness. B. M. can rote count to
twenty and identify several letters of the alphabet. She is well on
her way to the preschool classroom.
b. In order to meet B. M. developmental need in the classroom we
will be working on her social and emotional skills. She will be
placed in more social situations with other class mates. She will
be allowed to engage in dramatic paly and will be introduced to
new social roles. B. M. will be encouraged to work out instances
of conflict between herself and peer without assistance. It is
recommended that B. M. get exposure to book and storytelling.
She should be allowed to explore new vocabulary and ask
questions.
c. A few suggested activities that you can do as a family that may
promote growth in B. M. in the future include games like Guess
Who or Clue. This will all you the family to model inquiry skills for
her. I also suggest that you engage in pretend play with B. M.
weather indoors or out. You can play ting such as house, school,
doctors office, business, grocery store, post office, or whatever
her little heart desires. This will help her to satisfy her curiosities
and build upon her social skills. I suggest that you encourage B.
M. to be descriptive and describe how she is feeling or how
things make her feel. Another activity suggested for her is
creative art. Supply her with art materials such as paper, paints,
watercolors, craft sticks, paste, crayons, and markers and allow
her to create.