child study case

Topics: Jean Piaget, Fine motor skill, Plays Pages: 7 (2724 words) Published: March 25, 2014


Child Case Study
Montgomery College- Child Care Center

Quyen Doan
Professor Jeanie Ho
ED 120
Spring 2014

Section I
NAEYC Standard 3b: Using observation, Documentation, and Assessment Tools A Brief Introduction to the Child:
This case study is on a young girl named Jacqueline. She was observed in a classroom at the Early Learning Center. She is 4 years old. She is the only child, and lives with her father and grandmother. Throughout the paper, it compares Jacqueline’s development to what develop mentalist say is normal. The paper is focused primarily on cognitive, physical, and social developments. The paper gives examples of how Jacqueline is successfully developing normal for her age. 1. Methods of Data Collection

In order to record all incidents and events in which would ultimately reflex different developmental aspects of Jacqueline, included cognitive, physical, emotional/social, and language developments; I used the narrative method in the process of observing Jacqueline at school’s environment. This method requires me to record nearly everything which Jacqueline involves in. To carry out this method, I used a pencil and a blank of paper to write down all details of what happened that relates to Jacqueline. To ensure the accuracy and void the bias during observation, there are certain observation guidelines that I need to follow. First, observing objectively which means that while gathering data I only recorded the facts about what I saw and what I heard without adding my opinions or comments into the incident. By that way the data I collected were the actual incidents and later I could compare them to theories learned in class. Secondly, another guideline during observation is being unobtrusive; it means that I must have no interaction with the kids. My role there was to observe Jacqueline, neither to play nor to talk with her. Finally, all data collected must be kept confidentiality. I am not allowed to share the real name of the child as well as all information about her with outsiders of the study. 2. The Child’s Expression of Feelings

Jacqueline often expresses her feeling through her facial expressions and her words. These characteristics of Jacqueline are showed through many activities in class. In the playing time Ms. Claudia was teaching the whole class how to make play dough with flour and non-artificial food color. Jacqueline seemed very happy and so excited when she got a chance to approach to new thing. She showed her excitement and curiosity through her questions for Ms. Claudia. For example, after Ms. Claudia announced, “We are going to make play dough today!” Jacqueline opened her eyes widely and raised her hand straight up, “So, what color of play dough we will make is, Ms. Claudia?” Ms. Claudia smiled at Jacqueline and answered “The yellow one, honey!” Jacqueline again opened her eyes widely and answered back with a high tone of voice “That is my favorite color, but I have never seen the yellow play dough before!” Ms. Claudia continued “It is interesting Jacqueline, so today you will make it and even more you will play with it.” Jacqueline turned to her classmates, raised her eyebrows and said, “That is so cool! We will learn how to make yellow play dough today. That is my favorite color.” She apparently knows how to state her concern in complete questions and even more she does not hesitate to comment on the current incident. Besides that, Jacqueline constantly shows her excitement through her body movement, her tone of voice, and facial expressions; such as raising her hand straight up, opening eyes widely, and raising her eyebrows when conversing with her friends. Through them I can see her interest in the lesson of making play dough and her feeling of it at the same time. 3. The Child’s Ability to obtain which He Needs/Wants

While observing Jacqueline, especially in all class’...
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