Courtney Sims

11/10/2017
EED255

Case Study

I. Subject
a. A.D.
b. 3 years 11 months
c. White
d. Male

II. Information Source

The information was gathered by a variety of different
tools. We have a checklist that we assess the children with a
few times a year. The preschool portfolio also has a checklist
with several sections to observe the child. Parent teacher
conferences are held at the end of October. The other teacher
and I had a conference with A.D.s parents on October 26th. We
also observe the child when we do activities and groups. The
portfolio has many pieces of evidence to show what we have
observed.

III. Background Information

A.D. is an only child. He has his Nana dropping him off
and picking him up most of the days he comes to school.
His Nana has just adopted A.D.s Aunts that are 10 and
14. The family is close. A.D.s parents split up for a
couple of months in the beginning of school. We observed
that A.D. was acting differently trying to understand
those emotions. A.D. is right one of the taller children
in our class. Our class is mixed with 3 and 4-year olds.
He is a typically developing almost 4-year-old and can do
some things that 4-year olds do. A.D. is in school on
time and every day. He comes in smiling and observes the
routine of washing hands and sitting on his shape for
 morning group song. A.D. can respond to reasoning like a
typical developing 4-year-old. He asks many questions
like; Who, What, When, Where, How.

IV. Developmental Performance

A.D. enjoys playing in the block center and math center.
He is eager to build railroads and play with the cars in the
bock center. A.D. plays with the magnets in the math center at
least once a day. When a spot opens in either of those areas,
he is ready to put his nametag on the palm tree and play I
that center. When the class is doing a project or something in
a small group, he is willing to come over and participate. I
have observed him on our carpet several times playing with the
dollhouse and the flannel board.
A.D. has few limitations. He has not determined what hand
is his dominate hand yet. He often switches hands when we are
painting or writing. He favors the right hand when he is doing
gross motor or eating. Another limitation A.D. has is that he
does not like to be redirected. If he knows that he is not
doing what he is supposed to do, and the teacher says
something, he shuts down. However, it takes him a short time
to come back and talk about it with the teachers.
A.D. has a wonderful temperament. He is happy when he
walks into class and is ready to start the day. He has great
executive function. When he cannot control himself, and do
something that he knows he is not supposed to do, he goes to our
clip chart and moves his clip down. He also goes into the cozy
corner if he needs to have a minute away from the class. We know
that it means the teacher needs to go have a small talk with him
and get him back to his classmates to play.

V. Conclusion and Recommendations

A.D. is a joy to have in the class. He is happy and brings
laughter in our room. Parents can help A.D. by sitting with him
and doing the homework that we provide each week. Keep
encouraging his fine motor skills! He is ready to write. He can
shut down sometimes. A.D. responds well when we leave him alone
until he is ready to talk with us. He understands reasoning and
consequences. We can tell if he has had an off night, so keeping
the routine for him is a great way to stable his mood for the
next day. Reading to A.D. is great for his imagination and he
likes to sit and listen. The other teacher and I love having him
as a part of our class!