Case Study Final

Running Head: Case Study
8110 words
Developmental Overview: A Case Study Focusing on the Developmental

Progressions in Early Childhood
Meghan Mastroianni
Seton Hill University
**Name of child has been changed in order to abide by HIPPA laws**
Case Study
2
Cognitive
Social
Emotional
Visit 1 (January 31, 2013 1:00-2:00 pm)

In this section describe thought processes, perceptual abilities, attention,
organization, problem solving, decision making and language mastery:
Nicole demonstrated her ability to problem solve multiple times. Mrs. Hallam
read the class a story about monkeys because the theme for today was the letter
M. Nicole paid very close attention to Mrs. Hallam as she was reading and sat
right in front of her on the floor. She was one of the first children to raise her
hand when Mrs. Hallam asked, What is this food that starts with M? She
answered with, Muffins! Also, while Mrs. Hallam was going over the
weather, calendar and helpers with the students, Nicole was about to identify
the written numbers with the numbers being said out loud. Since it was the last
day of January, Mrs. Hallam led the students as they counted all thirty-one days
in January. Nicole participated very well. When Mrs. Hallam asked the students
if they knew what month came next, no one was able to answer. She told them
February and continued to ask if anyone knew what holiday associated with
hearts and love was coming up. Nicole yelled out, Valentines Day! This
showed that she pays attention well and that her thought process and problem
solving to put things together is good for her age because the majority of
children were unable to answer the questions or was too shy.
In this section describe how the child interacts with others, the types of play,
handling conflict and understanding of rules and directions:
Students were assigned by Mrs. Hallam to decorate the letter M. When told to
do so, they were split up into three different tables and Nicole was at a table
with three other children. She was very active as she interacted with the other
kids, while still doing her own task. She waited until instructed to start
decorating and followed directions very well: she first put her name on the back
of the M and then continued to use paper money and sticker coins to decorate
the letter. As Mrs. Hallam repeated multiple times, Nicole then repeated to me,
We only use a little bit of glue. She waited her turn for the glue and stickers
to be passed around the table. During their free time, Nicole appeared to take
part in both constructive and associative play. She immediately ran to grab a big
puzzle of body parts and asked me to do it with her. She also asked one of the
other girls, Kate, to play with the puzzle with us. The puzzle contained about
thirty large pieces and I was very impressed at how quickly she was able to
complete it. She seemed very comfortable interacting with other children and
myself.
In this section describe the childs ability to control when and how emotions are
initiated and sustained including but not limited to pride, guilt, shame and
embarrassment:
With this being my first visit for Nicole specifically, I noticed that she seemed
to act a little bit shy around me at first, which was not surprising. While all of
the other kids had to be warned to quiet down during free time, she kept quiet
the entire time. She liked to play with other kids, but didnt seem to talk and
interact with them as much as some did. She was playing with another girl, and
while the other little girl was talking to me, Nicole seemed to keep to herself,
and did not have much to say. She seemed shy, but as the day went on, she
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began to open up and realize that I was there to have fun and learn like the rest
of them were.
Physical
Other
Cognitive
Social
In this section describe the development of gross and fine motor skills
particularly in context of risk taking and exploration:
Nicole displayed very good fine motor skills when using the glue to decorate
the letter M. She was very careful and focused as to not put too much glue on
the coins and bills. She was able to control the bottle of glue with her smaller
hands and was able to recognize when she had enough, by quickly tipping the
bottle back over, while some kids were getting glue all over the desk and their
hands.
In this section describe how the interaction of social, emotional, physical and
cognitive development manifest in the general experiences in their day to day
world:
With almost all of the activities, cognitive skills are combined with physical,
social and/or emotional skills. While decorating the letter M, the kids used both
cognitive and physical skills to perform the directions the teacher had asked.
They had to listen to know what to do and then use their ability to handle glue
and decorations to put their own, unique letter together. I noticed too that
Nicole tends to do things independently rather than interacting with some
friends. This may be because her social skills are not fully developed yet,
leading to why her emotions towards the other children may come across as shy
and uninterested.
Visit 2 (February 5, 2013 12:30-1:30 pm)
Today I played with Nicole during free time with magnetic building tubes and
balls. There were green, red, blue and yellow balls and tubes, and at first, she
began to start connecting both shapes into long chains. I asked her if she could
count how many shapes were in her chain and without any assistance, she began
to count out loud all of the twenty-one shapes. She counted every block and was
able to pick out when one tube was longer than another, so she would not count
it twice. Then, I used just the balls to make shapes for her. I first used six balls,
and she immediately yelled out, That looks like a Christmas tree! I asked her
what shape and she said, triangle. I was most impressed when I made four
balls into a square and she said, Thats a square, but when I turn my head its a
diamond. Lastly, we used the tubes and the balls to spell out her name. She
was very conscious of how to create the A-V-A with the shapes.
When all of the kids first began to arrive at school for the day, I watched them
all interact with each other as they each walked in, put their book bag in their
own cubby, wash their hands and finally go and play until everyone arrived.
Nicole was about the fifth student to arrive and she ran in with her jacket still
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Emotional
Physical
Other
buttoned and came straight up to me to ask if I could help her with the buttons,
not afraid at all. As soon as she was ready, she went onto the floor and began
building a puzzle with two other boys. Even though the boys were being more
aggressive than she was, she was still helping with the puzzle just very quietly,
not saying much. From watching, I observed that the two boys are probably
better friends with each other than Nicole is, which is why she may have felt
shy. However, during story time, and other activities with the whole class
together, she was always one of the first ones to raise her hand with an answer
when the teacher asked.
embarrassment:
I noticed today that Nicole gets very happy with praise and acknowledgement.
At one point, Mrs. Wallace asked the class as a whole what holiday was coming
up this month. Nicole raised her hand quickly, waited to be called on and
answered with, Valentines Day. After she knew that she got the answer right,
she looked at me with a very satisfied grin on her face. Nicole also showed a lot
of enthusiasm when she came into class and saw her name on the board as the
weather helper for the day. When she was called upon to report the weather, she
got up showing pride, and went on to pick out the appropriate image
descriptions of the weather outside. She seemed very happy that the attention
was on her.
Mrs. Wallace played the Shoo Fly song while all of the kids stood on each of
their individual pieces of colored tape (red for boys, yellow for girls). The song
involved jumping, wiggling, swimming, tiptoeing and crawling motions. These
were all examples of gross motor skills that the kids demonstrated. Nicole was
one of the first kids to start each new action, demonstrating she knew this song
very well. She was easily able to associate the word in the song with the action
she had to perform. I also noticed that while story-time was going on, she was
very fidgety. She kept moving her legs and arms while the story was being read
and changing her position on the floor, not being able to sit still.
world:
Cognitive and physical skills were combined today during the Shoo Fly song
previously talked about. The song made the children combine thought
processes with physical movements. Without being able to hear and know
what they actions meant in the song, the children would not have been able to
demonstrate the actions as well as they did. Another thing I noticed about
Nicole today is that she likes to tell me when some of the other kids are doing
things wrong. One specific instance was when another child didnt turn over his
picture when he came into class. He was so rushed to play with his friends that
he forgot to do all of the things Mrs. Hallam instructs them to do when they first
arrive. Nicole noticed that he was there and his picture wasnt flipped over like
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it should have been. This might show that Nicole likes being in charge and likes
acting as an authoritative figure. I do not think she says anything with the
intention to get her friends in trouble; she just likes the praise and knowing that
shes right.
Cognitive
Social
Emotional

While the nutrition teachers were here today, they split the class into small
groups of about five kids to a group. This made it better for me when focusing
on Nicole and enabled her to interact more with the teachers. The first group
she was in, the teacher taught them about eating healthy so you will not get
sick. She showed the kids pictures of foods and asked which ones have protein
(after telling them what protein was). Nicole raised her hand when she flashed
the picture of an egg and said, Chicken lay eggs and chickens are animals.
The teacher told them animals are protein. This showed that Nicole was able to
use problem solving and put multiple concepts together to come up with the
answer. They also had to make the animal sound for whatever animal picture
the teacher showed. Nicole was able to do this very well, usually being one of
the loudest expressing the barking, quaking, or oinking. Nicole and I also
completed a large puzzle of two girls, with arrows and words that indicated
their body parts. She was able to tell me the body part when I pointed to the
word, even though she could not read it. She realized that she was able to look
at where the arrow pointed from the word to recognize the body part. She even
began showing me her head, arm, foot, leg and hand on her own body.
I noticed more today that Nicole likes playing alone rather than in a group.
When she first got into school for the day, she ran straight for her favorite
puzzle and wanted me to complete it with her. She had no interest in asking if
anyone else wanted to play with us. She has no problem talking with others or
asking questions though. She was not afraid to come and ask me for help when
she couldnt unbutton her jacket. She also wasnt shy about asking Mrs. Hallam
if she could use the bathroom instead of just excusing herself. Socially, I can
tell that in certain situations she may seem shy, however, she may just like
having some alone time sometimes instead of always being bombarded with
other kids playing with her same toys.
embarrassment:
Nicole loves raising her hand and answering questions. Even though she may
not always have the right answer, you can see her face light up when she gets
the attention from Mrs. Hallam and is called on. I feel that she may not even
think if her answer makes sense before she just blurts our whatever may be on
her mind. She has pride when she answers the question right. A lot of times,
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she will get an innocent smirk on her face when others, including myself and
Mrs. Hallam, laugh because what she said was funny.
Physical
Other
Cognitive
Today nutrition students came in to play games and teach the children some
information about staying healthy and eating nutritious snacks. The one game
involved throwing a beanbag into a garbage can, only if you answered the
question correctly. Nicole got the question right and after the teacher showed
the children how to throw the beanbag (underhand, softly into the can), she
immediately went up made it in. The teacher demonstrated guided
participation by showing the children first how to throw the beanbag so they
could then copy the task. I then asked her to see how far she could stand back
and still make it in. She took a step back and made the shot again. Taking about
two more steps back, she made it again! However, the last shot she did not
make. She showed big steps in risk taking by moving farther and farther back,
not knowing if she would make the next shot. She also showed very good depth
perception and realized that as she moved farther back, she would need to
throw the beanbag harder and use more force. Nicole struggled a little bit when
they were assigned to make a bracelet by stringing together hard pasta noodles.
She was given five noodles and was not able to put them on the string on her
own. I let her try for a minute, until she showed frustration and then I helped
her complete her bracelet.
world:
Today, I saw a lot from Nicole that showed her combining both cognitive and
physical development skills. Sometimes it would take her a minute, but when
she realized the thought process, she was able to perform the action, and do it
very effectively. One example would be throwing the beanbag into the can. She
stood in front of the can for some time, contemplating how hard she needed to
throw the bag so that it would reach the cam.
Today, I noticed problem solving from Nicole when she was building a puzzle.
When all of the pieces were laid out, I asked her where she wanted to start. She
chose to find all of the pieces with letters on them that formed words on the top
of the puzzle. She figured this out on her own by looking at the picture that was
on the box. She said, This goes on top because it has words. Nicole also
wanted to color a picture during free time. I asked her if she would draw a
picture for me and she said she would draw me! So she made a circle, for the
head, and was able to connect the shape. She began to draw eyes, a nose,
mouth, eyebrows and ears. She was able to approximate where everything
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Social
Emotional
Physical
Other
would be on a face, but she tended to draw everything on top of each other,
making it looked squished in the middle of the face. She did draw the ears on
the front of the face instead of putting them on the side of the head. She also
made the stick-figure body very small and it none of the body parts were
proportional to each other or how they should be. After she was finished, I used
guided participation to help her make her picture look a little bit better. I first
drew a head, and then she drew one. She copied my every move and her picture
turned out great!
Nicole showed today how well she follows directions. Mrs. Gourley gave clear
directions on their craft. She told them to write their name on the back first and
then flip over the letter to decorate. When I sat down to help Nicole, I asked her
what she wanted to glue on first, but she sternly told me that she had to write
her name first because that is what the teacher said to do. She was listening and
comprehending exactly what Mrs. Gourley told them to do, even though I made
another suggestion. It also shows that she has respect for Mrs. Gourley as an
authoritative figure and teacher enough to take her words over mine.
embarrassment:
An assistant teacher came in today to teach a lesson about being kind. With her,
she brought a bumblebee hand puppet that she talked with and danced along to
the Bee Kind song. All of the kids loved the bee and it was interesting to see
all of the different emotions among their faces. Some kids would jump back
and put their hands up, when she brought the bee in front of them, showing that
they were scared and did not like the puppet. Other kids wanted to pet the bee
and stay up close by it, showing that they were interested and intrigued by it.
Nicole leaned back and asked me, Is he real? I could tell by her facial
expressions that he did not want anything to do with the bee puppet.
Today, Nicole got up to go to the bathroom on her own. She was able to turn on
the faucet, get her own soap and paper towel to dry off her hands. However,
when she came out, she asked for help with buttoning the top of her pants,
showing that her fine motor skills still need some improvement. This could be
why many school days she wears dresses, skirts and stretch pants, because she
may feel uncomfortable asking for help and would rather just be able to do
things on her own.
world:
Nicole was curious today and asked a lot of questions, both to the teacher and
me. She was worried about the weather outside because it was snowing badly
and I think she wanted to just be at home. She kept asking me when it would
stop, why isnt it sunny, etc. I observed that she might have been asking all of
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these questions because later in the day, she told me that she was going to her
aunts house with her family later. Therefore, she may have really wanted to go
and was concerned that if the weather was still bad, that she would not be able
to go see her aunt and cousins. She was curious about the bumblebee puppet
also, asking me many questions pertaining to that. Like many other children,
she seemed to have been somewhat afraid of the puppet and thought that it was
real.
Cognitive
Social
Emotional
Visit 5 (March 5, 2013 12:30-1:30 pm)

During playtime, Nicole first went for the puzzle, like she always does, only
this time it was a new, bunny puzzle for Easter. I helped her to complete it, and
she had very good recognition of where the pieces went in association with the
entire puzzle. After just completing the Easter basket portion she told me, We
need to move this down because it is at the bottom and we dont want it to hit
the table. She was very aware of her surroundings and how the puzzle fit into
them. Once the puzzle was complete, she took off the bunnys ears putting them
on her, pretending she was a bunny. She was hopping around the area making a
bunny noise. Later, when we were playing with fuzzy, bendable, pipe cleaners,
she once again began to portray different animals. She held the pipe cleaner up
to the back of her pants as a tail and began acting like a cat. Both of these
examples demonstrate Piagets preoperational period of development. Nicole
was using her imagination and was thinking magically using symbols
available to her.
Once again, I did not notice Nicole being very social throughout the day. Unless
a classmate came up asking her to play, she just did her own thing. I noticed
during playtime today that Nicole and a friend were playing with the same toys,
but not interacting with them. When one of them made and ice cream cone, the
other immediately had to make an ice cream cone too. They went back and
forth demonstrating the concept of parallel play; they were playing with the
same toys beside each other, but not with each other.
embarrassment:
When doing the Easter puzzle today for the first time, Nicole was very satisfied
and happy with herself for every piece she put in the puzzle and got right. She
wanted to make sure I was paying attention to her do so well, so I made sure I
showed her gratification. When free time was over, she got very upset because
she wanted to do the puzzle again. I ad to calm her down and tell her that there
is always next time and that she was lucky she got to finish the entire puzzle
once. Also, during story time, Mrs. Gourley read Strega Nona to the children.
Throughout the book, she asked the kids simple questions to see if they were
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Physical
Other
Cognitive
Social
following along. Nicole raised her hand every time, but was never called on. I
was proud that she didnt yell out her answer like some of the other kids, but
she did seem disappointed that the teacher was not recognizing her.
I saw Nicole use her fine and gross motor skills today when the students all
performed the Freeze Dance. During the song, the students were to listen to
Mrs. Gourley when she identified what part of the body they should be moving.
When the music stopped, they all had to freeze, and stop the motion they were
performing. Most of the motions were gross motor skills, such as moving your
head, arms and legs. However, at one point the students had to move their
fingers in a grab-like motion, which was putting to use fine motor skills.
world:
Today, Nicole seemed to talk and communicate with me more than she has.
This could be because she has seen me now for sometime and realizes that she
can trust me. Because she seemed more socially open, especially with me, her
emotions seemed to be more positive. Not that she is not happy all of the time,
but today she interacted with me more than she ever has before, so I was able to
pick out how she was really feeling, which made me feel good.
Visit 6 (March 12, 2013 12:30-1:30 pm)

Nicole answered some questions today that I was very impressed by. Mrs.
Hallam began class by reviewing all of the stories they had read over the past
week. There were a total of five books and she went through each of them,
asking the children the name of the book, which was the author and illustrator
and what the book was about. A mixture of everyone shouted much of the
answers out, but Nicole seemed to raise her hand and know the answer when no
one else did. She forgot a couple of the authors names, but through guided
participation, she was able to remember the name. Mrs. Hallam began sounding
the name out, and very soon after, Nicole recalled it.
Nicole talked to me a lot today about her sister, Izzy. She made a point to say
she is going to kindergarten soon, and how old she was. She was also telling me
that she is her big sister, but not by a lot. Nicole tended to call her my sister
the whole time, which could show the use of centration. This is the tendency to
focus on one aspect of a situation to the exclusion of all others. She seemed to
describe Izzy as her sister and not realize that she was also a daughter of her
parents.
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Emotional
Physical
Other
Cognitive
embarrassment:
I noticed today that Nicole was a little bit more sensitive than she was in the
past. Maybe it was because she did not nap, but she tended to be very distracted
and fidgety all day. She raised her hand once during story time and said, Mrs.
Gourley, Parker is being mean to me. Nicole seemed to show some pride when
Mrs. Gourley yelled at Parker and not her, and this was evident by the small
smirk on her face. She also was told by Mrs. Gourley that during bracelet time
she would have to sit and look at a book because she kept talking while the
teacher was talking and would not keep her hands to herself. It was apparent
that she was very embarrassed about getting called out from the teacher because
she became quiet and sat nicely the rest of the time. Nicole also showed that she
was a bit frightened from The Flight of the Bumblebee song. She whispered to
me that the music was scary, so for the rest of the song, she stayed close to me
for protection.
Since today was the twelfth of March, Mrs. Hallam asked the children what
exercise they wanted to perform twelve times. One of the boys said twelve
jumps. While many of the children were jumping obnoxiously around, Nicole
jumped quietly and stayed in the same position the whole time, completing all
twelve jumps. They did this three times; first they jumped normal twelve
jumps, then they did it fast, and lastly they did it slow. By the last time, Nicole
either seemed tired or did not want to participate anymore because she did not
complete the twelve jumps the last time.
world:
The students were waiting for the activity to be set up so they were allowed to
look at a book or puzzle for a couple of minutes. Nicole chose to read a book. I
asked her if she wanted me to read it to her, but she wanted to read on her own.
Nicole flipped through the pages of the book, One Fish, Two Fish, Red Fish,
Blue Fish. With each turn of the page, she continued to make up a story of her
own. She was talking the fish like they were alive and made up her own story to
the words and pictures that only she could follow. This demonstrates Piagets
preoperational thinking stage, which includes the use of language and
imagination using symbolic thought.
Visit 7 (March 14, 2013 12:30-1:45 pm)
Nicole showed organization skills when she wanted to play with the foam
blocks during playtime. She carefully picked out blue, red, purple, green and
yellow foam blocks and grouped them all into their correct color. After she did
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Social
Emotional
Physical
Other
that, she started building small houses with each specific color. Even though
they did not look much like houses at all, she was using her imagination to
create a story. This kept her attention for all of playtime; she did not even
acknowledge I was watching her because she was so intrigued. I even had to
tell her twice to clean up because she did not even notice Mrs. Hallam shut off
the lights indicating the end of playtime.
Nicole interacted with her friends a lot today, especially Kate. She told Kate,
Youre picture is beautiful. It was so sweet to hear that coming from her
because you could tell how good Kate felt to hear that about her own drawing.
It made me feel good watching them talk so nicely with each other. Nicole and
Kate talked the entire time they were each coloring their pictures. It was cute
seeing them interact and communicate with each other. Also, during circle time,
Nicole sat quietly even though the two boys sitting on each side of her were
talking while the teacher was talking and arguing with each other. Nicole could
have easily involved herself, but she chose not too.
embarrassment:
I noticed today that Nicole seemed to miss her mom more than usual. She
talked about her any chance she could, and drew multiple pictures for her. She
did not outwardly show that she missed her by crying or whining, but because
of the extensive talking she did about her, it was apparent to me that she could
not wait to get home to be with her again. She demonstrated strong feelings of
attachment for her mother. Attachment is the emotional bond formed with the
childs primary care giver, in this case, her mother. Her mother probably did a
very good job with her when she was younger which could by why Nicole
shows such strong feelings for her.
Today was the first day that Nicole used scissors. She wanted to draw a picture
during free time and used the scissors to cut her picture out. Compared to the
two other girls she was drawing with, they were able to cut on the lines they
drew, while Nicole could not. This could be because she has not had enough
practice with them yet, so her skill is underdeveloped. I noticed an example of
parallel play when Nicole began to draw Easter eggs after she saw Kate doing
so. I watched her look at Kates picture and then draw something very similar,
even though she was still drawing her own thing. After she was finished, she
said, Kate look I drew eggs too.
world:
I noticed the interaction of cognitive, emotional and social development in
Nicole when I read her a book. During free time, she asked me to read her a
story, and while all of the other kids were being fairly loud playing with
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different toys, and causing a distraction, she paid close attention to the book. It
was apparent that she comprehended what was going on because she laughed at
some parts and even made a couple comments, such as, Oh no! The bear is
going to see the wolf in her bed! She understood and was able to predict what
was going to happen next. She showed emotion too, whether it was her
laughing, smiling or even being scared, as she wanted to sit on my lap at one
point instead of next to me. She wanted that comfort
Cognitive
Social
Emotional
Physical
Visit 8 (March 19, 2013 12:30-1:45 pm)

The letter of the week this week was S. Nicole seemed to have a lot of fun
going around during play time and saying all of the words she could think of
that began with S. When she was coloring, she said to me, Im going to draw a
sun! And stars! And shoes! I could tell she was having a lot of fun saying
every S word she could think of. This also showed that she understood what
sounds S makes because she was able to find words that began with that
sound by looking for objects around the classroom.
Nicole asked me to play I Spy with her during playtime. We first got out the I
Spy book and were looking for certain things on the pages. She got bored with
that quickly so we played free-lance. She went first and said, I spy with my
little eye, something black. I thought for a long time, but in the back of my
mind figured that she had picked my jacket I was wearing. I guessed a couple
of other things around the classroom, and then guessed my jacket and she said,
Yeah! Youre so smart! She was totally blind to the fact that that was an
obvious choice,
embarrassment:
Again, Nicole showed high interest in drawing today. She wanted to draw
pictures for her mom. She would use a couple of colors, color a small portion of
the paper and then be done with that one. She would run it over to her locker
and say, I cant wait to give this to mommy. Nicole was showing that she had
extrinsic motivation to make these pictures for her mom because she knew her
mom would love them and she would be praised for making the pictures. The
motivation she had was coming from outside of her. That being said, she was
motivated not because she wanted to draw the pictures, but because she knew
the smile on her moms face would be so big when she gave her the pictures.
She showed a lot of pride in her drawings even though there was not much too
them.
I noticed today that Nicole and Kate were jumping around the classroom on one
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Other
Cognitive
Social
Emotional
foot when I first got there. They were jumping and laughing, but I noticed that
Kate was able to keep her balance much better than Nicole. Kate would switch
from her right to left foot and did not fall while Nicole had to put her other foot
down many times to prevent herself from falling. Jumping is considered a gross
motor skill and it is evident that Nicole needs some more practice with
balancing and using only one foot at a time.
world:
During one of the songs the children listened to, Nicole demonstrated that she
was able to combine both physical and cognitive behaviors. The use of songs in
a group setting allows children to demonstrate their ability to show these
interactions. Singing songs can aid memory and is a more fun way to go about
remembering important ideas. It allows students to grasp certain concepts and
then act them out by dancing. During the song, Nicole was able to perform the
actions by cognitively interpreting what the words were telling her to do.
Compared to the majority of the class, Nicole seemed to do this very well. It
may have been because she has paid attention during this song in the past and
the same song struck her memory to remember the motions.
Visit 9 (April 4, 2013 12:30-1:30 pm)
During the story today, the kids were all yelling out when they should have
been being quiet. One kid kept yelling, That bird looks like an umbrella,
which was the whole point of the story because it was called Umbrella Bird.
The children all seemed very excited probably because it was a perfect day
outside and they were wound up, and tired of being cooped up inside.
Today especially, I noticed that Nicole feels comfortable with me. During free
time, she picked out a Winnie the Pooh book that she wanted me to read to her.
She sat down right on my lap and wanted to sit there while I read. This showed
me that she felt secure around me and that I gave her comfort. I also noticed too
that when she chose which friend she wanted to play with, she only wanted to
play with Kate. Even though their were other friends playing by themselves that
she could have chose to play with, she continued to play by herself until Kate
was ready. I have noticed this a lot that Nicole feels much more comfortable
and relaxed when playing with other girls, more than boys. She has a sister a
year older than her, which could be why she feels more comfortable.
embarrassment:
After the class moved back over from Mrs. Gourley to Mrs. Hallams
classroom, I noticed another little girl sitting on the ground with tears in her
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Physical
Other
Cognitive
eyes. I went over to see if she was okay and she expressed to me that she
missed her mom. Her mom just had a baby the week before, so she may have
feelings of jealousy and want more attention from her mom than she was
getting during the last week. Once I was sitting with her for a couple of
minutes, Nicole came over and put her hand on her back saying, Its okay
Kate. Youll see your mommy soon. It was cute and so kind of Nicole to do
that.
Nicole wanted to build a house out of blocks for Snow White. I tried helping
her make the house but she did not like my suggestions very much. She would
move things I placed to a different location of how she imagined it to be. She
seemed to demonstrate her own theory of mind. I suggesting making the small
blocks the seven dwarfs, but she said, No, there are no dwarfs, theres
unicorns. She did not realize that we were both not thinking the same exact
thing.
world:
Overall, from all of my visits, I have noticed that Nicole displays a
temperamental trait of shyness. This is probably primarily due to genetics. I
have seen this with her interactions with other, mostly her classmates. She is
very comfortable playing and talking to other children she knows well, but gets
uncomfortable around others she does not spend much time with. I did not find
her being comfortable with me until the last couple of weeks I visited. I would
guarantee that she is also very close with her mom and sister at home, so when
they are not around, it is hard for her to open up to others at first. However, I
dont see her behavior detrimental at all, because eventually she does talk more
and open up, it just takes her longer than others.
Visit 10 (April 11, 2013 12:30-1:30 pm)
Today I noticed some problems with Nicoles speech more than I have before.
When we were playing house during free time, she told me that she was
going to make ba-sketti for dinner. I knew that she meant spaghetti, but I felt
the need to repeat it to her the correct way, and then allowed her to try and
repeat it back. She had a lot of difficulty with this and pronouncing the SPA
sound. This was the first time that I have noticed a problem with her words,
however, I have noticed sometimes that when Nicole is excited to tell a story,
she stutters a lot and tends to keep saying the same thing over and over again,
trying to get out what she wanted to say. When Mrs. Hallam asked about the
weather today, Nicole politely raised her hand and replied that it was cloudy
outside which means that it is a little bit cold and rainy. It was nice to see that
she could make these connections with the clouds. Mrs. Hallam then asked the
Case Study
15
Social
Emotional
Physical
class how a rainbow is made because they just focused on rainbows all last
week in class. Many of the children yelled out, Rainbows need rain and sun!
During free time, I played house with Nicole. She was the rabbit and I was the
pet cat. We used blocks to make our animals a house. I noticed that Nicole used
a lot of intrinsic motivation because she was inventing a story in her head by
talking the characters. She had a drive in her head that came from inside, and
only she knew what was happening in her own, made-up story. She assumed I
should have known what direction the story was going, even though she was in
total control. She was demonstrating a form of sociodramatic play, which is
pretend play in which a child acts of various roles and themes in stories they
create. Once again, I noticed that Nicole played very well with her friend Kate.
They always get along and I notice that they provide each other emotional
regulation, empathy and social understanding, without even knowing. We
learned that children play best with peers, usually of the same sex. I see this
every time I am at the CDC with Nicole and Kate. They understand each other
more than I understand them and are always there to help each other out if they
are upset.
embarrassment:
Some of the little boys started to make Power Ranger guns during free time
today, knowing that they are not allowed to have any gun or weapon in school.
The girls got upset, and Nicole said to the one boy, We dont make guns in
school, and proceeded to tell Mrs. Hallam. Nicole seemed proud of herself that
she was telling on the boys because they were doing something wrong. When
Mrs. Hallam confronted the boys, they said that they were not guns but that
they were telephones. They did not want to get in trouble and have to go and
read a book so they immediately began to obey the rules. I noticed cooperative
play with these boys. They were playing together, creating and elaborating a
joint activity. I also noticed excitement among the class after Mrs. Gourley was
done reading the story and the entire class began to clap. She read Vera Viapers
Valentine, because they were learning about the letter V this week. The book
had a happy ending and everyone started to clap because it made them happy.
Since today was April 11th, Mrs. Hallam told the class that they must do eleven
stomps. I noticed that while the boys stomped aggressively and hard, the girls
stood in place, stomping silently. Over the course of my visits, I have noticed
this to be the case many times: the boys being more aggressive with their
actions while the girls seemed somewhat timid. I have also noticed the same,
more aggressive behavior in boys with rough and tumble play. Rough and
tumble play occurs when children mimic aggression through wresting, hitting,
and chasing, with no intention at all, to harm.
Case Study
16
Other
world:
One interesting thing that I noticed about Nicole when we were playing house
was the story she was making up. She was voicing the characters and put them
through their daily routine of waking up, brushing their teeth, eating breakfast,
taking their three vitamins, going to school, going to swim class, coming home,
eating dinner, and lastly, relaxing before bed time. I think that she was going
through her own day and putting the animals through her routine because it is
something she is familiar with and does every day.

Case Study Final

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Running Head: Case Study

Developmental Overview: A Case Study Focusing on the Developmental

Name of child has been changed in order to abide by HIPPA laws

Visit 1 (January 31, 2013 1:00-2:00 pm)

Visit 3 (February 12, 2013 12:30-1:30 pm)

Visit 5 (March 5, 2013 12:30-1:30 pm)

Visit 6 (March 12, 2013 12:30-1:30 pm)

Visit 8 (March 19, 2013 12:30-1:45 pm)

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