Case Study Analysis and Interpertation of Running Record

Topics: Developmental psychology, Sociology, Child development Pages: 7 (2581 words) Published: April 30, 2011
Part (A) Case Study - Analysis and Interpretation of Running Record The most important point to consider in analyzing Jane’s case is the developmental stage she is in as well as the environmental factors which could be influencing some of her unusual traits, according to behavioral theories of child development (Pinder, 2008). She presents a rare case asynchronous development. After carefully studying and analyzing Jane’s case, the developmental domains that are displayed include; •The physical domain

The cognitive and creative domains
The social domain and
The language domain

Judging from her asynchronous development traits, it is certain that Jane has for some time during her past undergone a not very conducive environment which has made her somewhat docile and withdrawn, unable to adjust to her immediate environment with relative ease contrary to expectations from a girl child of five years. This can be explained using Jean Piaget’s stage theory of cognitive development whereby he suggests that children think differently from adults. Jane’s has been affected by the influence of her caregiver because they can not think the same way (Rice et al, 2006). The fact that she has to be prodded by child B to join in the play and even after agreeing to play, she displays signs of disorientation is a pointer to an uneventful past which has contributed to her asynchronous development traits which can be blamed mostly on the caregiver(s) she may have had. According to the social development theory by Bowbly, the caregiver Jane has had could be the cause for her social behavior (Rice et al, 2006). This is a case of asynchronous development as Jane clearly can not with children her age (Vialle et al 2008).

Jane seems lonely in her group with which she is supposed to be comfortable. This is not until child B prevails upon her to join in the play does she liven up and join her in making cakes. She feels intimidated by the play group. She not confident and would prefer to play alone. Child B gives her the “clearance” to play, something she does hesitatingly for fear of the unknown as children her age are supposed to enjoy their play together as they try out new things in the process of play and development. Jane’s delayed development traits are caused mainly by her inability to mix well with her peers with which she can learn new things as they try out new discoveries. Children aged five mostly learn things through group play and these learning experiences leave a lasting impression on them as they are in the motor development stage. What is stored in the brain shapes the future of the child as they are encoded in the long-term memory and can not be erased.

Jane displays both delayed and advanced developmental traits. The source of her lack of connection with the play group can be traced to this trait as it is evident that her caregiver has had a great influence on her. Research on child development has identified that children who display such character traits are dominated upon by their caregivers and tend to sometimes behave much older than they actually are (Rice et al, 2006).

Jane shows some traits of delayed development. This is due to the fact that she derives pleasure in creating strange language as she converses with child B. They both get into a conversation concerning their play and eventually Jane familiarizes herself with the play tools, picks some play tools and starts to play on her own (Rice et al, 2006). She displays signs of unsociability as she isolates herself from the rest of her colleagues who are playing a distance away. These are signs of poor social development as she is unable to make herself fit into their group and play with them. It is also a result of delayed development as by the age of five, she should be able to mix freely with other children and engage in their play activities. Her level of social development is not at the level of a child who is five years of age as she is...

References: Berk, L, (2008). Infants, children and adolescents. 6th Edition. Pearson Education, Boston.
Hendrick, H. L & Weissman, P, (2006). The whole child: Developmental education for the early years. 8ht Edition. Pearson, Columbus.
Pinder, C.C. (2008) Work Motivation in Organizational Behavior. 2nd Edition. Psychology Press, New York.
Rice, J et al (2006). Guidelines for best practice in early childhood education within a 0-8 years context. WAPPA, WA.
Vialle, W et al (2008). Handbook on Child Development. 2nd Edition. Social Science Press, N S W.
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