EDUC  312  Early  Childhood  Methods  II:  Primary  Grades  

Child  Study  Presentation  
 
Child’s  Name:  J.P.    
 
 
 
 
Teacher:  Karen  Rydant  
 
Age:  8    
Grade:  Second  
Exceptional  Learning  Need:  Speech&Language  
 
Description  of  Student’s  Strengths,  Interests,  &  Personality:  
Students  Strengths:  J.P.  has  many  strengths.  He  actively  participates  in  all  specials  
like  gym,  art,  library,  social  skills,  and  music.  He  is  a  really  good  friend  and  often  
asks  if  he  can  sit  at  the  ‘friendship’  table.  J.P.  often  makes  other  students  laugh,  so  he  
has  a  good  sense  of  humor.  When  he  is  on  task  he  is  able  to  complete  the  assigned  
work  that  the  teacher  gave  him.  He  has  been  building  his  strength  in  reading  alone  
as  well.    
 
Interests:  J.P.’s  interests  consist  of  building  with  tools,  baseball,  soccer,  reading  Dr.  
Seuss  books,  Legos,  cars/trucks,  friends,  playing  on  the  playground,  listening  to  
stories,  and  art.  
 
Personality:  J.P.  has  a  very  good  sense  of  humor.  He  likes  to  make  others  laugh  and  
feel  good  about  themselves.  Sometimes  he  can  be  a  little  sarcastic  and  students  tend  
to  take  it  the  wrong  way.  He  is  also  quite  the  ‘jokester’.  He  plays  a  lot  of  jokes  on  his  
friends  and  he  tries  to  be  funny  by  copying  the  teacher.  However,  he  can  also  be  
very  serious  at  times.  When  he  is  focused  or  doing  something  he  thoroughly  enjoys,  
he  tends  to  really  get  into  it.    
 
Family  History:  
J.P.  has  two  older  brothers  in  the  school,  one  in  5th  grade  and  the  other  in  8th  grade.  
Both  of  his  parents  are  split  and  have  a  new  partner.  He  lives  with  both  of  his  
parent’s  part  time.  The  parents  do  not  get  along  so  they  ask  to  have  their  
conferences  separate.  The  father  is  thinking  of  moving  to  South  Carolina  with  the  
boys  next  year  so  the  school  is  not  sure  if  J.P.  will  be  returning  to  go  into  the  3rd  
grade.  
 
Medical  History:  
Unknown.  
 
Educational  History:  
J.P.  has  been  attending  this  school  since  Kindergarten.  He  has  an  IEP  for  speech  and  
language.  He  cannot  pronounce  his  “r’s”  correctly.  
 
Student’s  Developmental  Profile:  
 
Physical:  
J.P.  has  always  been  strong  in  this  area  of  development.  He  is  a  very  active  boy  and  
exceeds  in  large  muscle  development  and  coordination.  J.P.  enjoys  being  outside  and  

participating  in  P.E.  class  where  he  can  let  out  a  lot  of  his  energy.  Outside  he  runs  
around  a  lot,  goes  on  the  climbers,  plays  tag,  participates  in  soccer,  and  shoots  
around  a  basketball.  J.P.  still  is  developing  in  small  muscle  development  and  
coordination.  He  likes  to  color,  play  with  fidget  toys,  paint,  hammer  nails,  and  plant  
seeds.  The  one  thing  J.P.  needs  to  work  on  is  his  handle  on  a  pencil.  He  can  write  
legibly,  but  his  writing  can  be  a  lot  neater  if  he  held  the  pencil  correctly.  J.P.  seems  to  
be  in  good  health.  He  receives  snack  and  lunch  from  the  school  and  they  provide  a  
great  meal  for  the  students.  He  is  always  prepared  to  go  outside  with  the  proper  
clothing  depending  on  the  weather.  J.P.  is  almost  right  on  track  in  this  area  of  
development.  The  assessment  strategies  utilized  for  this  area  of  development  were  
taking  brief  notes,  observation,  and  work  samples.  Observation  helped  me  the  most  
in  this  area  of  development  because  it  allowed  me  to  see  what  areas  J.P.  was  
excelling  in  and  what  areas  he  needs  to  work  on.  
 
Social/Emotional:  
J.P.  has  made  a  lot  of  progress  in  this  domain.  He  can  work  both  by  himself  and  with  
other  children.  I  have  watched  J.P.  read  a  book,  complete  a  worksheet,  view  things  at  
the  discovery  table,  and  play  outside  alone  and  with  others  in  a  positive  manner.  He  
also  imitates  actions  of  familiar  people.  I  notice  him  doing  this  particularly  when  the  
class  is  working  on  something.  He  likes  to  see  what  the  teacher  is  doing  and  mimic  
what  the  teacher  does.  J.P.  is  constantly  exploring  people,  places,  and  things  inside  
and  outside  the  classroom.  He  is  always  interested  in  new  things  and  asking  
questions  about  them.  J.P.  displays  a  desire  to  help  others.  For  example,  one  of  his  
friends  was  hurt  at  recess  and  he  sprinted  over  to  a  teacher  for  help.  Another  
example  is  in  the  classroom  if  we  are  working  on  something  and  one  of  his  
classmates  does  not  understand  he  tries  to  help  them  the  best  he  can.  Assessment  
strategies  used  to  document  this  domain  are  brief  notes  and  observation.  When  I  
observe  something  that  a  child  does  that  is  inspiring,  I  like  to  write  it  down  so  that  I  
can  remember  it  for  later.  
 
Cognitive/Approaches  to  Learning:  
J.P.  is  still  developing  in  this  domain.  He  enjoys  reading,  board  games,  computer  
games,  and  different  activities.  He  is  interested  in  nature,  simple  science  
experiments,  collecting  and  sorting,  and  learning  about  the  value  of  coins.  He  is  not  
too  fond  of  printing  activities,  math  worksheets,  creating  a  finished  product  from  his  
work,  or  staying  on  task.  As  of  now  he  is  still  at  a  1st  grade  math  level.  He  also  has  
less  spelling  words  than  the  other  kids  in  the  class  so  he  can  focus  on  fewer  words.  
He  understands  a  lot  of  the  concepts  being  taught  in  class  but  he  just  needs  constant  
reminders  to  stay  on  track.  He  needs  a  lot  of  help  reading  too.  He  needs  assistance  
reading  the  morning  message  and  writing  a  response.  He  has  trouble  sounding  out  
words.  However,  since  I  have  been  at  the  school  I  have  seen  improvement  in  his  
speech  and  language  development.  The  assessment  strategies  utilized  were  taking  
brief  notes,  observation,  and  work  samples.  The  work  samples  really  helped  me  see  
what  J.P.  needed  more  assistance  with.  
Language  and  Literacy:  

J.P.  is  still  developing  in  this  domain.  He  has  a  speech  and  language  impediment  so  
he  cannot  pronounce  his  “r’s”  correctly.  During  work  periods  he  asks  a  lot  of  
questions  about  what  he  is  supposed  to  be  doing.  He  recently  has  started  to  read  Dr.  
Seuss  books  by  himself  during  D.E.A.R.  time.  He  is  very  proud  of  himself  for  doing  
this.  During  reading  groups  he  works  with  a  smaller  group  in  another  room  so  he  
can  concentrate  and  learn  the  material.  During  Spanish  and  afternoon  literacy  he  
leaves  the  classroom  for  speech  and  language  help.  J.P.  is  very  interested  in  new  
people  in  the  classroom.  My  first  day  in  the  class  he  said,  “Who  are  you  and  why  are  
you  here?”  He  likes  to  know  who  everyone  is  and  why  he  or  she  is  in  the  class.  J.P.  
has  also  become  very  vocal  with  other  students.  He  is  beginning  to  use  his  words  in  
a  nice  manner  to  tell  them  how  he  feels.  For  example,  I  heard  him  on  the  playground  
saying  to  his  friend,  “Please  stop  I  do  not  like  that”.  J.P.  also  participates  in  our  
morning  sharing.  He  likes  to  ask  questions,  share,  and  comment  on  a  lot  of  things  
during  that  time.  Some  assessment  strategies  utilized  for  this  domain  would  be  to  
spend  one-­‐on-­‐one  time  with  each  child  and  take  notes  on  their  progress.  This  
domain  acquires  a  teacher  to  really  spend  time  with  a  child  and  listen  to  what  they  
are  asking  or  saying.  Spending  time  with  a  child  allows  the  teacher  to  ask  the  
student  questions  and  really  listen  to  their  speech.  Another  assessment  strategy  
would  be  work  samples.  Work  samples  will  help  to  see  how  the  student  is  
progressing  in  writing  and  how  they  understand  the  material.    
 
Creative/Aesthetic:  
J.P.  is  still  developing  in  this  domain.  He  is  a  very  curious  student;  he  constantly  
explores  different  materials,  point’s  different  objects  out,  and  asks  questions.  He  
demonstrates  an  interest  in  listening,  vocalizing,  and  moving.  J.P.  is  a  little  shy  when  
it  comes  to  singing  and  dancing.  I  observed  him  in  music  and  it  almost  looks  like  he  
gets  embarrassed  to  sing.  There  was  a  dance  that  each  grade  did  in  the  gym  and  
while  the  class  was  practicing  J.P.  wouldn’t  really  try  to  learn  the  moves.  I  think  that  
once  he  gains  confidence  in  himself  then  he  will  want  to  participate  in  music  and  
dancing.  J.P.  really  enjoys  art  class.  He  likes  to  decorate,  paint,  draw,  color,  etc.  When  
he  finishes  a  project  in  art  he  likes  to  show  every  teacher  to  gain  recognition  of  his  
piece.  Assessment  strategies  utilized  for  this  domain  would  be  brief  notes,  
observation,  and  work  samples.  These  are  effective  because  it  allows  the  teacher  to  
capture  the  moment  of  the  child  interacting  with  others.  
 
Characteristics  of  Student’s  Academic  Strengths/Ways  of  being  “smart”:  
The  student  shows  academic  strength  in  subjects  that  involve  hands  on  learning.  J.P.  
was  really  interested  in  learning  about  simple  machines,  money,  and  plants.  All  of  
these  topics  allowed  him  to  physically  touch  and  work  with  real  life  things.  He  had  a  
lot  of  previous  knowledge  about  all  of  these  topics.  J.P.  can  be  strong  in  every  subject  
and  show  interest  towards  it  if  he  put  his  mind  to  it.  Teachers  can  help  him  stay  
motivated  in  a  lesson  by  having  something  for  him  to  visualize  and  touch  to  help  
him  learn.    
 
 
Characteristics  of  Student’s  Learning  Needs/Exceptionalities:  

In  math,  J.P.  needs  a  lot  of  help  with  directions.  He  sometimes  gets  pulled  out  for  
math  so  he  can  have  a  better  understanding  of  what  is  being  taught.  He  understands  
a  lot  of  the  concepts  but  just  needs  constant  reminders  to  stay  on  track.  J.P.’s  
prediction  skills  are  not  that  strong,  some  of  his  predictions  were  not  realistic.  He  is  
still  working  at  a  first  grade  math  level.  In  literacy,    J.P.  needs  a  lot  of  help  reading.  
He  needs  assistance  reading  the  morning  message  and  writing  a  response.  He  has  
trouble  sounding  out  words  because  he  has  a  speech  impediment.  He  leaves  the  
classroom  for  speech,  language,  and  reading  help.  He  is  in  a  smaller  reading  group  
so  he  can  receive  a  lot  of  attention  and  it  allows  him  to  concentrate  and  learn  the  
material.    
 
Goals  for  the  Student:  
Physical:  Some  goals  that  I  want  to  set  for  J.P.  are  that  he  try  and  keep  his  body  
under  more  control.  At  times  he  gets  going  and  doesn’t  know  when  to  stop  and  take  
a  deep  breath.  I  feel  like  once  he  gets  his  body  under  control  he  will  be  able  to  
complete  a  lot  more  work.  A  fine  motor  goal  for  J.P.  would  be  to  begin  to  hold  his  
pencil  correctly.  When  he  does  this,  his  writing  will  be  more  legible  and  he  will  have  
more  confidence  in  writing  activities.    
 
Social/Emotional:  Some  goals  that  I  suggest  for  J.P.  for  this  area  of  development  are  
that  he  continues  to  share,  take  turns,  and  work  cooperatively  with  other  children.  
One  thing  he  can  work  on  is  trying  to  only  say  positive  things  to  other  students.  
Sometimes  he  says  things  that  can  hurt  other  children’s  feelings  and  this  causes  him  
to  go  to  time  to  think.  He  also  sometimes  talks  back  to  teachers  so  I  would  suggest  
that  he  thinks  about  what  he  is  about  to  say  and  make  sure  it  is  something  nice  or  
appropriate.  The  last  goal  I  have  for  him  is  that  he  will  be  able  to  initiate  activities  
on  his  own.  For  example,  when  he  finishes  an  activity  he  will  automatically  know  he  
can  work  on  unfinished  work,  read  a  book,  or  look  at  the  discovery  table  instead  of  
just  walking  around  interrupting  other  students.  
 
Cognitive/Approaches  to  Learning:  A  goal  that  I  have  for  J.P.  in  this  domain  is  that  
he  will  continue  to  work  hard  and  stay  on  task.  If  he  does  this  then  an  even  bigger  
goal  would  be  to  have  him  learning  at  grade  level.  He  can  complete  this  goal  by  
having  one-­‐on-­‐one  help,  hands  on  activities,  activities  relating  to  real  life,  and  music  
in  the  background.  He  can  also  complete  this  goal  by  continuing  to  read,  write,  do  
math  problems,  solve  problems,  etc.  
 
Language  and  Literacy:  A  goal  for  J.P.    In  this  domain  is  to  be  able  to  read  alone  and  
with  others  with  less  help  than  he  is  getting.  He  can  complete  this  by  continuing  to  
read  and  learn  different  words.  Another  goal  would  be  for  him  to  start  pronouncing  
some  words  correctly.  If  he  keeps  practicing  his  r’s  he  will  eventually  get  it.  A  
different  goal  for  J.P.  would  be  for  him  to  vocalize  to  his  friends.  If  he  doesn’t  like  
something  he  needs  to  vocalize  to  them  why  he  doesn’t  like  what  they  are  doing.  He  
does  this  now,  but  I  sometimes  see  that  he  uses  negative  words  or  body  language  
towards  them  if  he  doesn’t  like  something.    
 

Creative/Aesthetic:  A  goal  for  J.P.  in  this  domain  would  be  for  him  to  become  more  
creative  in  his  work.  He  likes  to  take  shortcuts  with  a  lot  of  things  and  not  really  put  
any  creative  work  into  it.  Another  goal  for  J.P.  would  be  to  express  himself  more  in  
music.  He  seems  to  shy  away  from  a  lot  of  the  things  they  do  in  there  and  I  think  he  
has  a  lot  of  potential  in  music.    
 
Recommendations  for  the  Student:  
Some  recommendations/modifications  that  I  have  for  J.P.  would  be  to  always  have  
him  in  a  smaller  group  if  the  class  is  doing  group  work.  This  will  allow  him  to  focus  
on  the  task  at  hand  not  other  group  members.  He  also  works  best  with  a  teacher  
one-­‐on-­‐one  so  that  they  can  prompt  him  to  finish  his  work  and  explain  things  to  
him.  J.P.  also  likes  to  work  with  music  on  in  the  background.  This  helps  him  focus  on  
what  he  is  doing  with  some  soothing  background  noise.  Another  recommendation  
that  I  have  is  that  teachers  correct  him  when  he  mispronounces  a  word.  This  allows  
him  to  process  that  he  said  it  wrong  and  allows  him  to  fix  the  problem.  The  last  
modification  I  have  is  when  a  story  is  being  told  or  a  recording  is  being  played  that  a  
teacher  gently  rubs  his  back.  When  a  teacher  rubs  his  back  it  allows  him  to  focus  on  
what  he  is  supposed  to  be  listening  to  and  tunes  everything  else  out.    
 
Additional  Comments:  
J.P.  tries  to  be  funny  at  times  but  it  is  important  that  teacher’s  tell  him  what  is  right  
and  what  is  wrong.  For  example,  when  we  walk  to  specials  in  the  hall  he  likes  to  
makes  noises  or  tap  other  students.  I  have  to  tell  him  that  that  is  not  appropriate  
and  we  will  not  go  to  the  special  if  he  cannot  walk  in  the  hall  correctly.  Once  a  
teacher  is  stern  with  him  he  understands  that  that  was  not  the  time  or  the  place  to  
do  that  action.