This case study offers a rich description of a childs overall development allowing us to see the fullness of who the

child is. This study was conducted in a natural setting rather than in a laboratory or other controlled environment. A natural setting allows for an ecological interpretation that depends on the context and a comprehension of the system of which the child is an active participant (Bronfenbrenner, 1 ! ". #t goes beyond statistics and norm$referenced data and provides an integrated picture that is often lost when one loo%s only at test scores or performance on single pro&ects. # had an opportunity to observe children in a school setting, specifically identifying one student to watch carefully for the indicators discussed in child development. As # became a part of the setting, and thus part of the childs life, # have impacted the data through direct and indirect influence on the childs behavior. 'een awareness of how # may be influencing a childs behavior through the attention that # gave him helped to avoid the encouragement of inappropriate dependence on the part of the child. By being sensitive to the child # have been able to learn about the child without disruption to the childs life in the early childhood program. # have documented the development of this child to the best possible extent. The information # found in this case study will help me to be a better teacher by giving me an understanding of how development can vary and how to recogni(e typical or atypical behaviors in children. # chose my case study child, Brian, with the help of my cooperating teacher on the first day of practicum. )e decided on a student who we thought may benefit from individuali(ed attention the most. Methods # observed my cooperating teachers 'indergarten class once a wee%, every )ednesday from *+,, am until -+1. pm. # observed Brian for seventeen wee%s, for a

total of seventeen days. # observed Brian mostly by watching how he interacted with his peers, completed or did not complete his wor%, and his engagement in the overall school environment. )ithin three wee%s of being in the classroom, my cooperating teacher gave me copious amounts of responsibilities, ma%ing my presence as a respected adult apparent to the students as well as the other teachers. These responsibilities allowed me to wor% closely with all of the students, especially Brian. # not only gave him attention in the classroom but also during lunch time. # sat with him every day at the table and tried my best to converse with him, specifically about his home life. /ata has been collected through numerous observational tools, namely+ artifacts, chec%lists, rating scales, narratives, literacy assessment, and time samples. # also too% photographs of 0ee doing various things in the classroom to supplement my written documentation. All of these tools have covered aspects of Brians physical, emotional, social, and cognitive health. /espite the allotted time of seventeen short days, # used multiple observational tools allows for a more complete picture of my child. )hen conducting a case study the importance of the childs environment is crucial and influential. 1y practicum too% place at an older elementary school with a veteran cooperating teacher who has been at the same school for ten years. This specific school has an 200 program and is also a title one school (because there is a large percent of students receiving free or reduced$price lunch" in which my case study benefits from. Another characteristic of this elementary school is the )32 program in which a select few students are ta%en out of the class every other wee% and are bussed to a church for bible school. There is a middle school and a high school on the same property as the elementary school resulting in a direct transfer of the students from one school to the next

as they progress through the grade levels. The outside of the school is welcoming with a spirited banner hanging in the entrance and an all$glass constructed office as to have light forever shining through the first room you wal% into when entering the building. The rooms are neatly labeled and the floor colorfully tiled that ma%es getting around the school easy and constructive. The friendly &anitors and cleaning ladies always ma%e sure that the school is free of miscellaneous trash and filth. 2very hallway is decorated with students exceptional wor% adding a fun$vibe to bare walls. The faculty and staff are extremely helpful and approachable ma%ing as%ing 4uestions easy and forthcoming. As a visitor wal%ing into this building, there is always a smile waiting to greet you which creates an exceptionally positive environment. The principal of this school is continually available, popping in and out of classrooms, chec%ing on the students, and is present at every meeting. )hen he enters any classroom the %ids are delighted to see him and without fail, always run to give him a hug. 5e begins and ends the day with a positive and energetic greeting6farewell to the entire school. The environment of my practicum classroom is similar in the positive aspect. At least two times a wee% an older student, second or third grade, enters the class to read a story of their choice aloud to the 'indergarteners. 2very other wee% there is a program that allows for a students father to spend a day in the classroom, adding another authority figure to the mix. The dads rotate through each class in their childs grade and get to spend time with the students peers and teachers. A reading specialist comes in on )ednesdays to aid the lower reading group during literacy stations. As the higher group leaves to see their regular reading specialist, this woman meets with the lower group in the classroom. This enables her to focus on a select few students in their comfortable

environment for some speciali(ed attention. The class is extremely small, with a total of fourteen students, providing a close$%nit environment. The best way to describe the classroom set$up is to provide a map of the classroom, shown below+ #7823T 95A3T As you enter the classroom you first come to the class bathroom on your left along with the cubbies and coat rac% for the children. This allows for them to put their things away and begin getting ready for class right away. #n the center of the room there are tables in which the children are strategically intermingled according to their learning level. The teachers des% is in the corner, away from distractions. The class meeting space is centered in front of the white board and is closed off by a boo% case filled with picture boo%s on the current sub&ect. There is a whole section of the room devoted to reading, as there is a reading table, reading area, and multiple boo% cases. This area is put away from the cubbies and the sin%s as to ensure a 4uiet and relaxing reading environment. This area includes the literacy stations that the %ids do wee%ly. #n the bac% of the room there is a dramatic play area where most students play :house; and dress up, along with the computer since that is also a noisy area to have center time. The art center is placed right by the sin% so that as soon as the children are done painting, they can wash their hands and the brushes. <verall the classroom is organi(ed in an academically constructive way that is conducive to movement and noise level. A lot of the classroom is focused in small groups and centers. The children wor% well together and are simultaneously improving their social s%ills. The environment is controlled through the classroom rules posted on the wall and the always attentive teacher. They are also given a lot of freedom and responsibility, as my practicum teacher believes that independence

forces the students to do their own wor%, and assigns them classroom &obs every wee%. Beginning on 1ondays, the classroom &obs are switched so that every student gets a chance to do every &ob. =olders are my practicum teachers way of communicating daily with the parents about her students wor% and behavior. 9lassroom &obs include line leader, line caboose, chair stac%er, pencil sharpener, and table leader. /uring the morning message there also are two classroom helpers chosen to run the attendance down to the office and chec% the weather for the day. All of the students get along well with the occasional bic%ering of typical five year old children (". Data and Interpretations Child & Family System Brians microsystem is not a typical five year olds microsystem. 5e has multiple homes with his time split between his mother and father and his grandparents. 1y cooperating teacher and # have inferred this to probably be a negative experience for Brian in that this parenting techni4ue seems confusing. 8unday through )ednesday is spent at his grandparents house and the rest of the wee% is spent at his parents house. )hen Brian was growing up his grandparents had gotten custody of him for reasons un%nown and spent most of his childhood with them. As the grandparents got older, they decided they could not ta%e care of him anymore and gave him bac% to his mother and father. A few months later they too% his parents to court and filed for &oint custody of Brian. This %ind of unstable home life can be detrimental to a childs development in all areas. This shuffling of homes is noted in his file and prove to be factual information that is %nown and watched closely by guidance counselors. Brian has two younger siblings, one boy and one girl, both to our %nowledge are infants. 5is parents are also only slightly

educated in that the notes they would send bac% would be grammatically incorrect, include maybe three words, and full of spelling errors. =or example, :front porch; was spelled :front poor;. A close member of Brians family that he tal%s about fre4uently is :<l 3ufus;, his dog, who sleeps outside. This family system may or may not have had hindering effects in this childs development. Physical and Motor Development Brian, in comparison to his peers appears to be an average si(e, standing at >, inches tall and weighing around >? pounds. This height$weight ratio is deemed typical for a five year old male (http+66www.livestrong.com6article6?-1!-*$height$weight$ guidelines$for$children6". 5e has blonde hair and blue eyes with 9aucasian s%in. @hysically, 0ee is almost on grade level for development. 5owever, he is not usually on tas% and its hard to get and %eep his attention. #f youre loo%ing solely at physical development, though, hes right on the cusp of full development. Brian struggles with both fine and gross motor s%ills. 9haracteristics that he has in regards to motor s%ills after a physical development chec%list observation (4uoted from @5A8#9A0 )'85T" are as follows. Brian coordinates body parts (&umping and s%ipping", running smoothly without falling most of the time and has been seen s%ipping and &umping outside during recess. 5e moves smoothly running with ease and occasionally will fall &umping off of the &ungle gum. Brian can wal% bac%wards and complete controlled turns. Brian is on grade level with this gross motor s%ill, as at his age, children become much more in control of their bodies and begin to understand how to best use their bodies to accomplish a tas% (0ightfoot, 9ole, B 9ole, ?,, ". Brian uses the glue correctly and easily as he uses flue to put together pictures to beginning word

sounds. 5e does not ma%e a mess and en&oys cutting and gluing and even puts the cap bac% on the glue stic% correctly. 5e pulls the caps off of mar%ers and puts them firmly bac% on after using them and exclaims :Aou have to ma%e it clic%C; referring to putting the cap on tightly. This excitement about physical s%ills and abilities is characteristic of %indergarteners, as is ta%ing pleasure in being able to correctly carry out particular s%ills (0ightfoot, 9ole, B 9ole, ?,, D Brede%amp B 9opple, ?,, ." 5e uses hand$eye coordination to perform a variety of tas%s by pointing to the words on the page while reading small boo%s and also successfully played t$ball with the cooperating teachers younger son. 5e explores drawing and painting materials fre4uently, showing his love to paint during center time. 5e also often colors pictures at the drawing station if the bloc% station is already occupied (his favorite". Brian uses indoor and outdoor gross motor e4uipment safely and appropriately. # have not observed a time when he mistreated any playground e4uipment and he always cleans up at the bloc% station. 5e can handle small ob&ects with growing s%ill by stringing large bead bloc%s on a string without dropping them. Brian engages in complex movements, climbing, throwing and catching, as shown by his continual use of the mon%ey bars on the playground and his participation in recreational t$ball. 5e ac%nowledges and supports childrens natural tendencies to move and be active throughout the day when he exclaims :)e have @.2. todayC; during the morning message. Brian follows the program safety rules as the @.2. teacher has informed me of and recogni(es common signs of danger. Brian once exclaimed :watch outC 5e is going to catch on fireC; during our fire safety read$aloud. 5e also drew his fire escape plan of his house and can tell me the dangers and effects of fire. Brian uses good hand washing s%ills and does not seem to have a problem using one pump of soap or

reaching the towel dispenser. 5e does ta%e some time to wash his hands and is almost always last coming out of the bathroom before lunch. 5e also practices necessary emergency drills, %nowing exactly what to do in case of a fire drillD he is 4uiet, wal%s swiftly outside with the rest of his class, and follows further direction. Although this seems to be a mastery of motor s%ills, he lac%s characteristics in both fine and gross motor s%ills. 5e cannot ta%e care of personal needsD cannot tie his own shoes, button up &ac%ets, has a hard time opening and closing his bac%pac%, and cannot open food wrappers. Brian cannot cut accuratelyD he does not cut on the solid blac% line and fre4uently cuts into the ob&ect, sometimes cutting it in half. 5e also cannot use pencils and scissors correctly. There has been progress in the way he holds his pencil through using a rubber band pencil corrector. 1y cooperating teacher puts a rubber band around two of his fingers to %eep the pencil in the correct place. 5e also told me that he did not %now how to hold the scissors and has been seen to hold them with his thumb and pointer finger. 5e does not have a basic grasp of right and left without confusing them. /uring a painting activity # told everybody to hold their right hand up and he was confused to which hand that was. # did the same for the left hand and again he could not determine which one was left. Brian cannot %eep his hands to himselfD this is a fre4uent problem when lining up as a class to go anywhere. 5e is constantly touching other classmates. 5e also does not use strength and control when performing tas%s. Brian holds his pencil very light and sometimes # cannot tell if he wrote his name or not. This has improved drastically from the first day of school. As for his control, he becomes distracted easily forgetting what exactly he is supposed to be doing. 5e also ruff houses after school with the other boys in the class but does not control the way his body moves, potentially

endangering the safety of others. As proven before, he has not fully developed coordination, balance, and spatial awarenessD # have caught him stumbling a few times, li%e a normal five year old but also has not developed a sense of personal space (always touching his classmates in line". #n &ust two months, Brians motor s%ills have grown considerably, providing evidence that he is gradually improving (Brede%amp B 9opple, ?,, ". There are a few physical attributes that have caught my attention as a %ind of red flag. <ne is his inability to sit still and constant movement around his chair. <n the reading carpet there is an E of tape for him to sit on to %eep him in one spot. 5e always has his foot on his chair, is standing up, laying on the table, etc. 1y cooperating teacher believes he has an extreme case of A/5/ which is hard to tell6diagnose at this age. Also, while doing any %ind of wor% or thin%ing he stic%s his tongue out of the side of his mouth. 1aybe he will grow out of this habit but # can tell that he is at least trying to concentrate when he does this. 2very picture # have ta%en of him shows his tongue stic%ing out. 5e does this before doing almost anything and gets sores on the sides of his mouth. 5e is always spaced out, loo%ing around, not focusing, and # believe he truly cannot control this issue. Another distinguishing feature is his eating habits. 5e will eat his snac%, which usually consists of a brea%fast Trix bar or 3eeses @uffs and chocolate mil% or 9apri 8un. )hen it is time for lunch however, he will not eat anything. 5e seems content at lunch conversing with his classmates but will not touch his food. # sat with him at lunch every day and as%ed him to eat his food, telling him how good it tasted but he never would budge. #n the mornings when he had to ma%e his lunch choice he would randomly choose a column to put his name in. <nce # started in the classroom and

noticed this, # read him the choices before he pic%ed and as%ed which one he would eat. This seemed to wor% until he got bac% into the trend of abstaining from all food in the cafeteria. <ne day a hot dog was served at lunch. 5e had told me that he li%ed hot dogs so # assumed that meant he would eat that day. # sat with him and as%ed him why he was not eating. 5e said that he did not li%e it. # had to ta%e the bun off and cut his hot dog up before he would ta%e a bite. 5e ended up eating the whole thingC # figured out that his parents must cut his food for him at home into small pieces (atypical for this age". # then proceeded to cut up his lunch for him after this, and he finally would eatC The only things he would eat include+ pi((a, chic%en fingers, mac and cheese, and hot dogs$ all unhealthy. # then wondered, whyF # thin% that Brians parents either give him only &un% food to eat at home (as demonstrated by the snac%s diluted with heavy amounts of sugar" or have somehow attached a negative stigma to healthy foods. The way that Brians parents handle eating health has influenced his opinion and habits. The fact that Brian doesnt %now the benefits of healthy food may mean that his mom does not put a positive emphasis on eating healthy at home at all. Emotional and Social Development Between ages two and six children ma!e strides in the emotional a"ilities that collectively researchers re#er to as emotional competence$ %B&r!e '(()* +heir emotional &nderstanding, the a"ility to interpret predict and in#l&ence other-s emotional reaction improves* .hen meas&ring emotional and social development I have meas&red areas o# sel#,esteem sel#,reg&lation temperament degree o# sel#,&nderstanding and sel#,concept empathy sympathy social pro"lem solving and morality* /t age #ive typical emotional and social

development incl&de "&t are not limited to0 "ecoming "etter at social pro"lem solving has ac1&ired many morally releveant r&les and "ehaviors gender, stereotyped "elie#s and "ehavior and pre#erence #or same,sex playmates contin&e to strengthen and the child &nderstands gender constancy%)* .hen assessing Brian on the emergence o# sel#,esteem one m&st #irst de#ine sel#,esteem* Sel#,esteem is the 2&dgments we ma!e a"o&t o&r own worth and the #eelings associated with those 2&dgments %B&r!e '(()* Brian has several sel#, 2&dgments, #or example a"o&t learning things well in school ma!ing #riends and treating others !indly* .hen st&dying these sel#,2&dgments I have noticed a lac! o# sel#,esteem in Brian* Brian does not do well in school #or his parents had never enrolled him in preschool* 3e co&ld not write his name &ntil the third or #orth wee! into the school,year* 3e str&ggles with co&nting as well* +his lac! o# achievement I can tell is #r&strating #or him "eca&se he constantly stic!s o&t his tong&e when he act&ally is doing wor!* +he other hal# o# the time he does not #oc&s listen or #ollow directions* +his has a negative impact on his emotional development "eca&se his sel#,esteem is "eing lowered since he cannot !eep &p with the rest o# his classmates academically* +his #r&stration was demonstrated when he #elt inade1&ate d&ring P/4S testing* 3e did not !now which two pict&res rhymed and co&ld not comprehend the directions #rom the teacher li!e the other st&dents* 3e then proceeded to "rea! down and start crying "eca&se he #elt too press&red* 3e was exc&sed #rom the test and was tested at a later date* In regards to ma!ing #riends Brian plays with the same child d&ring center time at the "loc! station every day* +hey sit next to each other at their ta"le and play on the playgro&nd together every

day at recess* +he other child is also "ehind developmentally sharing commonalities with Brian* +his may "e the reason why they are always paired together "y choice %they can relate to one another)* I also have meas&red his sel#,esteem level thro&gh his a"ility to treat others !indly* Brian is constantly to&ching his classmates in line d&ring center time and on the playgro&nd* +here has "een no report o# hitting or harm#&l to&ching "&t he simply cannot !eep his hands to himsel# which is something to !eep an eye on #or the #&t&re* 3e does not yell at people "&t does tattle #re1&ently* +attling is not a !ind gest&re "&t it does promote a lower sel#,esteem* /t times Brian seems very pro&d o# himsel# and his a"ilities* /#ter learning to write his name witho&t assistance my cooperating teacher gave him an extensive amo&nt o# praise #or this was a h&ge milestone in his literacy improvement* 3e was grinning #orm ear to ear and o"vio&sly very pro&d o# himsel#* +his demonstrates that he was pro&d o# his accomplishments and has high sel#,esteem* Brian does not always #eel this way tho&gh* 3e #re1&ently has to move his lady "&g to the lower level o# the #lower #or acting &p* +his chart represents good "ehavior and when accomplished each st&dents gets a stic!er at the end o# the day* Brian has the least amo&nt o# stic!ers o# all the st&dents in his class* I can tell this a##ects him "eca&se he pointed this inconsistency in stic!er recognition to me* It seems that when his teacher is pleased with him Brian #eels good a"o&t himsel# and when his teacher is displeased he has low sel#,esteem %Brede!amp & Copple 5667)* Brian is "eginning to practice sel#,reg&lation* Sel#,reg&lation is the a"ility to control the expression o# emotion %B&r!e '(7)* Brian ver"ali8es a variety o# strategies #or ad2&sting his emotional aro&sal to a more com#orta"le level* For

example he !nows he can "l&nt emotions "y covering his ears to "loc! o&t the so&nd o# the #ire alarm tal!s to himsel# d&ring center time at the dramatic play station and changes his goals when he decides he does not want to play anyway a#ter "eing excl&ded #rom a game* Brian often calls out during class and, as a result, is often sent to his seat to put his head down while the rest of the class continues with the lesson. This happens especially during read$alouds. /uring the reading of the Three Billy Goats Gruff, Brian behaved this way. After multiple outbursts, the teacher sent him bac% to his seat and told him to put his head down because he had called out too much. Brian seems to blurt things out most when he finds things interesting. After my cooperating teacher response with :please hold your comments until #m finsiehd; he still struggles with this control. Brian %nows he is brea%ing the rules, clearly showing him internali(ing them. .ith more practice #rom these strategies Brian will "e a"le to control any emotional o&t"&rsts and gain e##ort#&l control* Brian &ses e##ort#&l control when he claims that he li!es his l&nch #ood when in reality he does not and ignores its existence* Brian-s temperament a##ects the development o# his emotional sel#, reg&lation %B&r!e '(7)* .ith the way Brian has grown &p in "ro!en homes this negative emotion has ca&sed him to act more anxio&s and #ear#&l and to react angrily or aggressively when #r&strated* +his negative temperament is hindering his sel#,reg&lation process and ca&ses him to throw #its occasionally* /#ter "eing as!ed to complete his reading wor! d&ring center time Brian sh&t down and sat in the corner #or a solid seven min&tes "y himsel# crying showing a complete "rea! down in his emotional development. 0i%e many 'indergarteners, Brian has not mastered self$

regulation and must receive constant reminders to achieve it (Brede%amp B 9opple, ?,, ". In regards to Brian-s sel#,&nderstanding and sel#,concept he has not made any !ind o# transition from the GmeG stage to the GusG stage, becoming aware of the needs and interests of his classmate, which is typical for five year olds (". After some of his classmates came bac% from )32 with stic%ers, he complained that he didnt receive one and exclaimed :thats not fairC; 5e also wrestles around in line after being told to stop. 5e %nows the class is waiting for him to stop misbehaving so that they could leave for lunch but still continues to goof off disregarding his classmates yearning to leave. 5e is not yet able to use words to communicate his needs and feelings, as shown through his 4uieted discontent with lunch (". A characteristic of self$concept that Brian does have is the use of the word no to help define himself within the group setting (". 5e does this when my cooperating teacher &o%ingly tells him shes going to :ta%e him home with her;. 5e always giggles and exclaims :noC # already have a home;. /nother emotional capacity that Brian is improving in is empathy and sympathy* +hese actions "ene#it another person witho&t any expected reward #or the sel# %B&r!e '9:)* Brian #o&nd a colored pict&re on the #loor and exclaimed who-s is this;<$ .hen no"ody answered he as!ed again alo&d again and still no one responded* 3e then wal!ed &p to me as!ed me the same 1&estion "&t added I have to give it "ac! to them what i# they are missing it;<$ Brian displayed empathy in this act o# !indness* +emperament plays a role in whether empathy prompts sympathetic prosocial "ehavior or a personally distressed sel#,#oc&sed response %B&r!e '9:)* In contrast to this gain in emotional development I witnessed Brian

leave a peer on the playgro&nd who was crying witho&t consoling him* / child was h&rt next to the slide and as I wal!ed over Brian nonchalantly exclaims =h he-s o!ay$ "e#ore darting o##* Brian is well$li%ed by his peers and has female and male friends in his class. Brian follows the social characteristic of strong gender$identification and gender$ segregation for %indergartenersD it is clear he thin%s that girls play with girls while boys play with boys (Brede%amp B 9opple, ?,, D 0ightfoot, 9ole, B 9ole, ?,, ". This gender identification has influenced Brians choice in friends, which are typically male, fostering the rigid gender roles society has placed. <ne day Brian said aloud that he was going to play tag. # as%ed :# want to play tagC; and he responded by saying :girls cant play tag, boys play tag, boys are faster;. This shows Brians separation in gender roles already. <n the contrary, once during center time Brian started play at the :house station;. 5is normal playmate loo%ed at him with 4uestion and said :)hy are you playing with a baby doll, thats for girls; and Brian immediately 4uit. This was the only time # witnessed Brian at any other station other than the bloc% station. #t is unclear how children obtain their gender identities, but it is clear that Brian already associates with gender stereotypes. Cognitive Development )hen performing the cognitive assessment, # found that Brian is under$developed for a 'indergartener. <ver a do(en cognitive s%ills were tested and rated, with more than half of those scoring less than average. Brian cannot count ten or more ob&ects. )hen as%ed to do this he answered :1, ?, -, *, 1H, I; 5e can recogni(e numbers but does not understand what a number is or the se4uence in which they go in. 5e tries to solve

problems from a single point of view, if any view at all. )hen it comes to problem solving his immediate reaction is :# dont %now how;. After, he shuts down until one on one instruction is given to him. 5e cannot follow three$part commands and rarely can follow one$part commands. Brian re4uires individual assistance when completing almost every assignment. 5e cannot stay focused long enough to listen to directions all of the way through. )hen given instructions multiple and constant attention he can complete the activity. Brian does not use five to six word sentences or spea% clearly enough that most people are able to understand what is being said. #t is often hard to understand what he says because he uses a %ind of country slang. 5e does not pronounce words clearly or correctly. =or example, :puter; means computer, :errybody; is everybody and :no your aint; means no your not. Brian does not understand cause and effect relationship. /uring one of our cause and effect painting wor%shops he did not understand the mixing of colors to ma%e different colors. # as%ed him what happened when the two colors were mixed what happened, and he said he didnt %now. 5e does understand though that if he has to move his ladybug on the behavior chart that he is not going to get a stic%er for the day, but also does not seem to care that much. 5e also cannot sort familiar ob&ects into organi(ed categories. /uring our word sorts he has to as% what the picture is and # have to help him sound out the word before he %nows where to put it. After %nowing the word he can match it with the picture. 5e cannot tell about an event in se4uenced order, even after the story was &ust read to him. /uring @A08 testing he did not perform well in se4uencing and only completed half of the wor%sheet correct on se4uencing during math time. 3efer to the appendices for an example of incorrect se4uencing of the story of the Three Little Pigs. Brian can however correctly name four colors and actually every color

in the crayon box. 5e engages in a lot of fantasy play. /uring center time his favorite activity is ma%ing a race trac% and houses out of bloc%s. 5e always as%s me or other classmates to &oin in his fantasy racing. At the house station he also has been observed playing house with the baby doll (refer to appendices for formal observation of this". 5e truly en&oys this type of play and is always smiling. An impressive cognitive s%ill that Brian has, is his better understanding of the concept of time. 5e understands the basic classroom routine and always %nows when it is time to go to specials and power$up at the end of the day. 5e as%s daily :Are we going toI(@.2.6music6art, etc" nowF; Aou can tell that he is truly intrigued by the essence of time by the way he continually as%s what comes next. 5e also has the ability to distinguish appearance from reality. Brian loves to tal% about 8piderman and other superheroes. 5e %nows these people are not real and can distinguish most fiction and non$fiction. Also when we learned about fairy tales, he tal%ed about them as being :fa%e;. The largest problem Brian has is his inability to focus and sit still, hindering him from hearing any sort of direction or completing almost any assignment without individual instruction. /uring instruction Brian li%ed to do his own thing rather than paying attention to the tas% at hand or listening to his teacher. At Brians age, students should be able to focus on the tas% at hand and be able to ignore off$topic information (Brede%amp B 9opple, ?,, ". The other students exemplify this type of behavior in the classroom. 1y cooperating teacher seems to thin% that this is a medical issue rather than a developmental flaw. Brian is constantly &umping in and out of his seat. 5e pushes his chair bac% and sits on the very edge to be as far away from the talble as possible. /uring literacy stations he stairs out the window at the playground and wiggles around the whole

time rather than listening to his group and participating. These distractions are proving to be negatively effecting Brians cognitive and academic growth. Although Brians cognitive development is slow, he has moved from the sensorimotor to @iagets preoperational stage, which is characteri(ed by an increase in representational or symbolic activity (Bur%e, -1*". Brian has developed the s%ills to ma%e$believe play and participates in sociodramatic play. 5e pretends with less realistic toys, for example when he turns bloc%s into a train factory or uses a plate as a stove burner. At first, ma%e believe is directed toward the self but Brian directs these actions towards ob&ects, when he feeds the classroom baby doll and puts it into :bed; (". Brian also combines schemes with his peers to create and coordinate several roles in an elaborate plot (see the time sample observation in the appendices". Another characteristic of the preoperational stage that Brian falls under is the failure to distinguish the symbolic viewpoints of other from ones own, or egocentrism (Bur%e, -?1". Brian thin%s that his viewpoint is also everybody elses. This was shown to be true when it was clear he did not reali(e that :puter; did not mean :computer;. )hen nobody understood what he was saying, he then reali(ed others did not thin% the same way. Brian has also demonstrated multiple instances of the inability to conserve characteri(ed by centration. At a class party, Brian loo%ed at his classmates glass and his glass and noticed that the other student :had more; &uice in his cup. #n reality, they were two different cups, Brians being a little bit smaller than his peers. Brian failed to notice the si(e of the cups and focused on the height of the water instead showing his understanding as centered. # specifically tested this s%ill with four pieces of chal% laid out on the table close together and underneath the chal% three pens spaced out longer than the chal%. # as%ed Brian+ which had more, the

chal% or pensF 5e answered :there are more pens;, which was untrue, showing his inability to conserve. Brian is also unable to reverse thought. At the end of the day before buses were called # played :8imon says; with my students. 2very student mirrored me, so in an attempt to tric% them, # raised my left hand and said :8imon says raise your right hand;. 2very student raised their left hand as to copy me. Brian could not reverse my action to see that my left and right differed from his. Another example of this is that he cannot count bac%wards from ten with the class. At the beginning of every day, as a class, we count the days that we have been in school. 5e can count up to sixty with the class but when we count bac%wards from ten, he goes silent. Brian is not able to reverse counting forwards to counting bac%wards at all. Cognitive Development Although Brians cognitive development is slow, he has moved from the sensorimotor to @iagets preoperational stage, which is characteri(ed by an increase in representational or symbolic activity (Bur%e, -1*". Brian has developed the s%ills to ma%e$believe play and participates in sociodramatic play. 5e pretends with less realistic toys, for example when he turns bloc%s into a train factory or uses a plate as a stove burner. At first, ma%e believe is directed toward the self but Brian directs these actions towards ob&ects, when he feeds the classroom baby doll and puts it into :bed; (". Brian also combines schemes with his peers to create and coordinate several roles in an elaborate plot (see the time sample observation in the appendices". Another characteristic of the preoperational stage that Brian falls under is the failure to distinguish the symbolic viewpoints of other from ones own, or egocentrism (Bur%e, -?1". Brian thin%s that his

viewpoint is also everybody elses. This was shown to be true when it was clear he did not reali(e that :puter; did not mean :computer;. )hen nobody understood what he was saying, he then reali(ed others did not thin% the same way. Brian has also demonstrated multiple instances of the inability to conserve characteri(ed by centration. At a class party, Brian loo%ed at his classmates glass and his glass and noticed that the other student :had more; &uice in his cup. #n reality, they were two different cups, Brians being a little bit smaller than his peers. Brian failed to notice the si(e of the cups and focused on the height of the water instead showing his understanding as centered. # specifically tested this s%ill with four pieces of chal% laid out on the table close together and underneath the chal% three pens spaced out longer than the chal%. # as%ed Brian+ which had more, the chal% or pensF 5e answered :there are more pens;, which was untrue, showing his inability to conserve. Brian is also unable to reverse thought. At the end of the day before buses were called # played :8imon says; with my students. 2very student mirrored me, so in an attempt to tric% them, # raised my left hand and said :8imon says raise your right hand;. 2very student raised their left hand as to copy me. Brian could not reverse my action to see that my left and right differed from his. Another example of this is that he cannot count bac%wards from ten with the class. At the beginning of every day, as a class, we count the days that we have been in school. 5e can count up to sixty with the class but when we count bac%wards from ten, he goes silent. Brian is not able to reverse counting forwards to counting bac%wards at all. The largest problem Brian has is his inability to focus and sit still, hindering him from hearing any sort of direction or completing almost any assignment without

individual instruction. /uring instruction Brian li%ed to do his own thing rather than paying attention to the tas% at hand or listening to his teacher. At Brians age, students should be able to focus on the tas% at hand and be able to ignore off$topic information (Brede%amp B 9opple, ?,, ". The other students exemplify this type of behavior in the classroom. 1y cooperating teacher seems to thin% that this is a medical issue rather than a developmental flaw. Brian is constantly &umping in and out of his seat. 5e pushes his chair bac% and sits on the very edge to be as far away from the talble as possible. /uring literacy stations he stairs out the window at the playground and wiggles around the whole time rather than listening to his group and participating. These distractions are proving to be negatively effecting Brians cognitive and academic growth. Brian has minimal to no problem$solving s%ills. 5e does not try things on his own or even as% 4uestions of any of his peers. )hen given a tas%, Brian immediately responds with :# dont %now how; before attempting anything. <ne instance, Brian was as%ed to color his picture, and responded with :# dont %now how;. )e %new this was false because Brian had colored pictures during center time a mere forty minutes before. This automatic dismissal of assignments is detrimental to Brians growth in %nowledge. 1y cooperating teacher normally responds with :you never %now until you try; to promote some sort of interest in attempting. :<ne of the most important changes is their developing ability to tolerate frustration;. (http+66www.scholastic.com6teachers6article6problem$solving$action". Brian has clearly not developed this ability shown by his automatic ac4uittal. /evelopmentally, %indergartners are much more li%ely to be able to withstand a period of frustration as they confront and wor% though a difficult problem

(http+66www.scholastic.com6teachers6article6problem$solving$action". /uring @A08 testing, Brian did not understand what it meant to match the two pictures that rhymed. #nstead of as%ing the teacher to clarify the directions he threw a fit and interrupted the entire class. 5e cried and banged his head against his table before he was dismissed from the class for the remainder of the testing process. This %ind of reaction never ta%es place when the assignment deals with play, only when academic tas%s are to be completed. At this time in development, %indergarteners will ta%e time to observe and identify the problem, try out a few solutions, and draw a conclusion (http+66www.scholastic.com6teachers6article6problem$solving$action". #t is clear that Brian does not do these steps when a problem arises. This deficiency ma%es sense in that %indergarteners new$found ability to wor% through frustration springs comes from their increased attention span and self$esteem, both in which Brian does not possess. Between his attention problems and self$esteem issues, it is no wonder why his problem solving s%ills are lac%ing. Also, learning to thin% abstractly is an essential part of developing problem$solving s%ills (webiste". Brians initial shut down of assignments leaves no room to thin% abstractly, or thin% at all even preventing him from being able to imagine and thin% through a problem and its solution with less hands$on experience. 8trong language s%ills are essential to abstract thin%ing $ and Brian does not have strong language s%ills, as shown by the literacy assessments. 5e is not able to explain his thin%ing or expand on his ideas leaving it impossible to even start brainstorming. 5e has not began to grasp large$scale issues, even ones affecting him directly. This ma%es it almost impossible for him to form opinions. Another characterisitic of problem solving is

global thin%ing. 8ince he has not transitioned from egocentric thin%ing and behavior, Brian does not have an increased awareness of other peopleJs problems. 4/>?@/?E DEAE4=PME>+ )hen assessing literacy, the way the classroom handles literacy is of great importance. The physical set$up of the tables in the classroom is the lower$level reading group and higher$level reading group are mixed within tables. The two lowest readers, Brian and another peer, are at a table with one of the highest readers in the class. This is to ensure not one table being :the smart table; and allow for students to learn from each other. Also, students that need the most instruction and help are sat closer to the teachers des%, Brian is the closest. The reading carpet and class library shelf is placed on the opposite wall of the toys and play areas as to %eep the level of noise at a minimum when reading. #t is placed in the front of the room, to the left of the teachers des% and under the whiteboard. A tape player is next to the reading carpet so that the children can read boo%s on tape as well (see appendices for examples of an assignment from a boo% on tape".3egarding literacy on the walls of the classroom, the teacher has put numbers under the cloc%, the days of the wee% on front board, a butterfly board with the life cycle pictured and explained (to tie in with the current science topic", the months and birthdays on posters on the side wall, shape posters and color posters also on the side wall, and the alphabet is located on the bac% wall next to the manner words such as :please, than% you, #m sorry;. These resources have seemed to help Brian attempt some assignments as # have seen him reference the number line under the cloc% and the alphabet on the wall. The results of a @A08 4uic% chec% show that Brian has improved dramatically in learning his lettersD he went from ? letters recogni(ed to sixteen in a two month span.

The children are grouped into two separate groups, the fun fish and the cra(y cats. The fun fish are the higher level readers while the cra(y cats are the lower level readers, in which Brian resides. 2ach group is divided into two even groups of children. )hen it is time for reading, one group leaves to go with the reading specialist, and the second stays for literacy stations. After about half an hour the groups switch. 2ach child goes through all three of the literacy stations every day. At one station, students use a computer to play a game on a disc that the teacher sets up for the day, which is Brians favorite station. This program focuses on letters and beginning phonemes in which he has gained %nowledge shown from the @A08 4uic% chec%. A second station is the tape player station where the student can listen to the boo% and flip through the pages while the story is being told (see appendices for an example of this type of assignment". The third station is the discussion station where the teacher leads the children a discussion about the phonemes and letters being taught. At this table there are about four to five children matching beginning phonemes with pictures of recogni(able ob&ects. Brian tends to be the less focused at this station. A lot of the time # catch him staring out the window at the playground or wiggling around in his seat despite the individual attention he is getting. <ne lesson had the students writing down the letters :c;, :l;, and :n; on dotted$ lined white boards. Brian refused to participate and spent this time drawing and erasing lines on the white board. <n )ednesday, <ctober ?Hth # too% Brian to perform a literacy assessment. # tested concepts such as rhyme, spelling, word list reading, and leveled reading. Kpon completing this assessment, # find that this child is still in the emergent reader stage. The first assessment tested his %nowledge of rhyme. # showed Brian the sheet with rhyming

words and covered everything but the line we were wor%ing with at the time. # had him find the two words6pictures that rhymed. Brian completed all four of the eight correctly, prompting me to move on to the next exam. 5e smiled and did not seem to be in distress or 4uestion about the rhyming pair he chose. The second s%ill assessed was spelling. # began by modeling the word :map.; # wrote said the word :map; aloud and wrote it down on a piece of paper to demonstrate what he was to do. As instructed, # did not elongate the sounds for the words tested. # folded the testing paper bac% so that only the blan%s showed. # read the first word aloud and Brian blan%ly stared at me and said :# dont %now how;. 5e seemed get %ind of frustrated about since he did not %now how to spell :rug; or :pet;. #nstead of moving forward # bac%trac%ed and tested his %nowledge of the parts of the story. # as%ed him to identify the title page, title, the beginning of a sentence, and the cover of the boo%. 5e did this with ease, scoring a perfect score. Because Brian cannot get past the rhyming assessment, concepts to test were limited. 5e scored the worst out of the class on @A08, recogni(ing two letters and three letter sounds out of the alphabet proving Brian as a definite emergent reader. 2mergent reader characteristics include but are not limited to+ uses initial consonants, attempts to point to words as he reads and can answer simple 4uestions about the parts of a boo% and story mapping, and uses picture clues to gain meaning. 5e ma%es a lot of grammar errors when spea%ing, and does not have a growing interest and %nowledge in reading. To further instruct and create an appropriate literacy diet for Brian, more assessments should be made but below are some suggestions from the information gathered. #nstructional goals should include success in reading and automatic word recognition in regards to fluency. #n word study, words should be sorted not &ust by

picture but by alliteration (beginning sounds", rhyme (short vowel families", and short vowels outside of rhyme. )hen dealing with comprehension, Brian should try and predict using vocabulary and a multitude of cues, not &ust pictures. This may be a bit of a reach for Brian but with continued practice and instruction # thin% this will further his comprehension immensely. 3epeated reading of familiar text (boo%s that have been read before", choral and echo reading of controlled vocabulary text, taped reading, word ban% sight words, sorting by vowel spelling outside of rime, concept sorts with word ban% words, predicting text, and retelling stories are all things that Brian could do to enhance his literacy s%ills. After assessing Brians literacy with the literacy rating scale, # have concluded the following. #n regards to interest in boo%s, Brian only has interest if it is adult$initiated. 5e is wiggly and shows no attention when listening to read$alouds. 5is other peers seem to at least have interest in the pictures but # have seen Brian completely aloof. 5e does not treat boo%s with respect, he handles them roughly and has been recorded multiple times accidentally ripping pages in the picture boo%s on the boo% shelves. As stated before, his concept of a boo% format is good, demonstrating a front to bac% concept, loo%ing at pages left to right. As shown in an artifact in the appendices, Brian can retell a story in se4uence from pictures. 5is se4uencing of the Three Little Pigs had only one correction that needed to be made. #n regards to print in the environment, Brian fre4uently as%s :)hats that sayF; showing some curiosity in surrounding words. This is the only interest Brian has in reading6writing for he has told me that he :hates literacy stations;. As soon as Brian learned to write his name, he recogni(es the letters in his name in other wordsD he exclaims with excitement :5eyC Thats in my nameC; )hen doing word study during

literacy time, every letter that we tal% about that is in his name he comments on. The way Brian holds a pencil is a very high hold fostering less control when writing. At the beginning of my practicum experience Brian would write very lightly, but has now ad&usted his grip so that his writing is dar%er and more controlled. )hen communicating through writing, Brian only communicates through drawing. 5e does not even attempt to write what the picture is showing, not even with one letter. 5is fall writing prompt only included a picture, no letters. The students were told to try and write what their drawing was about but he made no attempt. As stated before, Brian started the year not being able to write his name, moved on to scribbling his name while exclaiming :thats my name;, and finally to a full completion of his name with minor corrections intermittently. )hen studying Brians receptive language, he seems to be right on target. :9hildren in this age range en&oy stories and can answer simple 4uestions about them;(". # have as%ed Brian a series of 4uestions, starting from :)hat %ind of house do you live inF to 4uestions about his family. 5e is able to answer every 4uestion but does not go into detail about any. 5e hears and understands nearly everything that is said to him at home or at school li%e a typical %indergartener (". This was demonstrated when he started tal%ing about his parents &ob and money stresses they were having. # assumed his parents had a fight about money issues and he had overheard this conversation, bringing it bac% to school. #n regards to expressive speech, Brian does not spea% clearly or fluently, in an easy$to$ listen$to voice li%e developmentally sound %indergarteners.(" 5owever, he can construct long and detailed sentencesD Gwe went to the (oo but we had to come home early because my grandmom wasnJt feeling wellG. 5is (oo story was long and involved stic%ing to the topic (". Lust li%e most %indergarteners, Brian has trouble pronouncing the letters GrG, GvG

and GthG. Because of his thic% country accent, Brian does not always communicate easily with adults and with other children. /ssessment o# Child-s Development @hysical /evelopment 8trengths 8i(e$ normal growth 9oordinates body parts$ wal%s and moves smoothly Kses pencil and scissors correctly Areas of 9oncern @rogress <bserved 7utrition =ine motor s%ills $ /oes not eat $5andwriting anything except a $cutting and snac% made of pure gluing accurately sugar $word sorting Ta%ing care of Mross motor personal needs$ s%ills$ increased cannot open his balance and snac%s or button his physical activity coat without in @2 but still assistance needs improvement Attention$ cannot sit still in his seat and therefore cannot focus 0ow self$esteem 8elf$regulation $tattles $0earning how to $no focus behave at school $does not achieve N puts away his high grades bac%pac%6coat $rarely receives a $understands the stic%er on the chart class rules and for good behavior schedule $cannot %eep up with $8tays on his :E the rest of his during reading classmates time 8elf$regulation 2mpathy and $9alls out in class sympathy often $ towards his $unable to control classmates is emotions improving problem$solving $ worried about $/ependency on the what is fair teacher to do his Mender wor% #dentification $Tells on his peers $ Associates with $effortful control gender$ 8ocio$emotional stereotypes,

2motional6 8ocial /evelopment

8elf$ concept$ still in the :me; stage $uses the word no to to help
define himself within the group setting

@eer interaction $variety of friends, one :best friend; $always has someone to play with

competence $9an express feelings to teachers and peers when upset or happy 9ognitive /evelopment 1a%e believe6soci odramatic play problem solving abilities $does not attempt assignments $always as%s for help even when he %nows what to do $does not %now or understand the problem solving process $dependency on the teacher Abstract thin%ing $has none yet due to his lac% of language s%ills, communication, and problem solving ability =ocus $always in and out of his chair $wiggles on the carpet during reading time hindering his cognitive growth $cannot %eep focused enough to even listen6interpret isntructions 9entration $pens6mar%ers example $cup example 3eversibility $simon says $can count to H, forwards but cannot count bac%wards from 1, $doesnt understand different perspectives

especially at play time @lays typically with males

$ preopoerational stage $turns bloc% station into train station or race trac% $plays house at the sociodramatic play station $elaborate plots with other peers

9oncept of time $Always as%s what comes next $%nows what time lunch is $%nows when it is close to the end of the day $%nows and follows the class schedule @roblem solving $will as% 4uestions but sometimes he already %nows the answers to these 4uestions $does understand there is a difference between right and wrong

0anguage /evelopment

<ral language $blurts out answers to 4uestions aloud $can spea% in sentences 3ecogni(es the letters of his name in other words

8e4uencing $Three little pigs se4uencing example $cannot tell stories in order 3eading $0owest reader in the class but is improvingC $cannot comprehend the words and ideas he is reading and cannot follow written instructions <ral language $hard to understand form thic% accent $does not express feelings always $many grammatical errors when spea%ing, example+ :puter; for computer

Oocabulary #ncrease in sight words from none to a few (because of no pre$school" )riting $learned to write his name $@A08 4uic%chec%s+ ? to 1- letter sounds, ? to 1H letter recognition 3eading $1ade improvements from reading nothing to at lest recogni(ing letters $uses pictures to read stories 9oncept of rhyme $could not rhyme any words with first @A08 test but has improved with 4uic%chec%s

Concl&sion <verall Brian is an underdeveloped %indergartner. #n most respects he is behind the learning curve and has some catching up to do. )ith this being said, he had no pre$ school or learning oppurtunities to learn these s%ills before he entered elementary school and is absorbing information at a rapid rate. @hysically, Brian is average for his height and weight. 5e has below average gross and fine motor s%ills. <vertime his handwriting, cutting and gluing, as well as word sorting has improved dramatically. Brians nutrition and diet need to be watched more closely since he tends to not eat his lunch unless it is cut up into small pieces. 5e cannot yet button his clothes or open his snac% but is

practicing this s%ill. 5e physically cannot sit still in class hindering all forms of development. This distraction needs to become under control to improve his overall development. 2motionally, Brian is still in the :me; stage and has not moved onto the :us; stage, worried only about his self$concept. 5e has friends in the class but tends to hang around one in particular. 5e has low self$esteem characteri(ed by his tendency to tattle, not focus, his disappointment of his own behavior and lac% in academics. Brian still is practicing his level of self$regulation in that he still often calls out in class without raising his hand or being called on. 5e is learning how to behave at school through his understanding and following of the class rules and schedule. 5e shows empathy and sympathy towards his classmates when something seems unfair or if somebody needs help. Brian has identified his gender by playing with :masculine; toys with primarily male peers. #n regards to Brians cognitive development, he shows many areas of difficulty. 9ognitively, he is able to engage in sociodramatic play with extensive plots and multiple characters. 5e is currently in the preoperational stage, where he should be. Brian struggles especially with his inability to problem solve. 5e does not attempt assignments, always as%s for help even when he %nows what to do, and is very dependent on the teacher. Brians inability to sit still affects him cognitively in that he cannot focus long enough to hear the instructions given by the teacher to complete assignments. Brian does however %now the concept of time and %nows there is a difference between right and wrong. =inally, in regards to language development, Brian can recogni(e letters of his name in other words and has improved greatly on his @A08 4uic% chec%s in letter recognition. 5e has an issue in se4uencing and reading, although this is improving over time also. Brians abilities are characteristic of children his age in some ways, but does

fluctuate more so to the underdeveloped side of things. This is to be expected, as all children develop at different paces. Implications 1. #f you had the opportunity, what areas would you want to explore further and how might you do itF # would further want to explore Brians family and home bac%ground. # did not pursue this topic with him since it seemed to be somewhat of a tough sub&ect. # feel this situation may be responsible for some of Brians underdevelopment and # would li%e to %now details about it. #f # had the opportunity, # would be present for a conference with the parents to see them as well as learn how they react to their childs development. # am curious to %now if they are at all concerned about Brians abilities or are even interested in their childs education. # want to %now about what they feed him at home and as% how we can get Brian to eat at school or possibly to pac% a lunch for him. # would not offer advice but &ust observe the conversation between my cooperating teacher and his parents6grandparents. ?. #f this were your classroom, what specific plans would you ma%e for this childs continued growthF (relate to items in 9$H" -. /escribe what you consider to be the single most meaningful experience of the whole case study processF 5ow has this child and this assignment influenced your beliefs about children and your own ability to gain information and interpret childrens behaviorF