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Northern Virginia Community College

Case Study

Makeez Qaderi
CHD 265
Ann-Marie Lanius
4/2/16

For this project I chose to do a Case Study on my six year old nephew Hamza. Although I
am his aunt I wanted to do this case study to further learn about me nephew. First, I will go over
the interview I had with my nephews mother and teacher. Second, I will discuss the three types
of observations I did, as well as my analysis on the observations. Third, I will discuss about three
lesson plans I have created. Lastly, I will reflect on the whole process of the Case Study.
I did an interview with Hamzas mother. She discussed that her pregnancy with Hamza
was normal and uneventful. The birthing process was normal through a vaginal delivery. He was
born at 4:30 pm at Inova Fairfax hospital. The mother had PCOS (Polycystic Ovary Syndrome).
Therefore, she had to take Metformin during the pregnancy. She took Metformin in order to
prevent gestational diabetes. The doctor told her not to gain more than thirty-five pounds during
the pregnancy. Her diet was to limit surgery sweets and eat more protein. As well as, have a
balanced diet of whole grains, fruits, and vegetables. While being pregnant with Hamza she did
go full term. Hamza was born thirty- eight weeks in the pregnancy. He was eight pounds two
ounces. Hamza was a very calm and peaceful infant. He was very open to being held by other
family members. As an infant, he would sleep in loud areas. As well as, sleeping through the
night at six months. He was a very curious baby. For example, when he would hear the phone
ring he would crawl towards the sound. Then he would look towards his parents and make a
surprised face and gasp. Hamza had a normal attachment to both parents. The mother breastfed
Hamza. However, as an infant, he didnt latch on. Thus, the mom pumped the breast milk for
four months. Afterward, Hamza was given formal until he was one year old. He followed a
schedule. He would eat every three to four hours, with six to eight ounces of milk at three
months of age. Also, at three months he would sleep three to four hours between feedings night.
After six months he slept through the night and they began to introduce solid foods. Some

significant milestones of Hamza are, at two months he was able to hold up his neck by himself.
He began to roll over at three months. Also, at three months he would imitate sounds his family
would make. As well as, saying stuff like da-da. At four months he discovered his body parts and
learned how to use his senses. Hamza would put his foot in his mouth, touch faces, and pull his
mom's hair. At four months, Hamza learned to stand up with assistance. At seven months Hamza
learned how to sit up from a laying down position. He began to crawl at eight months.
Furthermore, he began to take his first steps at 11 months.
Hamza is a kindergartener at a Montessori school. I went to his school and interviewed
his teacher. I asked Mrs. B What is Hamzas strengths? She said Hamza is very eager to learn
new things. He asks a lot of questions. Moreover, he is inquisitive about a variety of topics.
Hamza is very good at being a leader in the classroom. He also enjoys participating in classroom
discussions. As Mrs. B states Hamza is an intelligent child. Although he is in kindergarten,
his teacher gives him first-grade work. Even though he is a hard working student; sometimes he
has difficulty challenging himself to his capacity. Hamza's interests are writing, reading, science,
and geography. He has an interest in the game Mine Craft. At times, he talks about Mine Craft
with his friends in class. He also likes to build objects. Whether it be blocks or Legos he likes to
use those toys to build something. His least favorite subject is math. He also is not interested in
coloring. He would rather draw than color. I asked Mrs. B about Hamzas temperament in class.
She explained to me that he gets along well with his classmates. He is a patient and responsible
child. He tends to be a rule follower. When other children do not follow the rules he gets upset
and confused.

Observations

Creative Development

I asked him what are going to draw he said pizza


Steve.
First I have to make a V because pizzas are in the
shape of a V.
Then Im going to make his legs because its a pizza
that has legs.
He draws the crust and say then Im going to top it
off with that.
He points to the glasses and says Those are his little
glasses cause his cool.
He looks at the picture and says what else goes on a
pizza oh pepperoni?
Then he says I am going to put a pepperoni thats
not pork because I cant eat pork. I asked him what
kind of pepperoni it is going to be? He said it
going to be turkey pepperoni pizza.

Analysis
Through doing this observation I have learned that Hamza is really good at sounding out
and spelling words. Hamza also uses his previous experiences when he draws. Hamza was really
imaginative when drawing his pictures. I personally thought some of his comments are really

interesting and funny. For example, when he said what else goes on a pizza? Oh yeah,
pepperoni. I am going to put a pepperoni thats not pork because I cant eat pork. I asked him
what kind of pepperoni it is going to be? He said, it going to be turkey pepperoni pizza. The
fact that he connected what he was going to draw with his own family beliefs was really
interesting. He could have just drawn a pepperoni. However, he used his knowledge of his family
belief while drawing. I also noticed as Hamza was drawing he was telling me step by step
directions on how to draw. At six years old children are still learning to following directions.
Therefore, I thought it was interesting that he was able to give me directions on how to draw.
While doing this observation I have learned that Hamza really likes to do art. Whether it is
drawing, doing arts and crafts, or playing with play dough. Hamza is really engaged when doing
art activities. Since I know that Hamza has an interest in art activities; I am planning on doing a
playdough activity with him.
Cognitive Development

Child: Hamza

Age: 6

Observer: Makeez

Date Completed:

Part I: Checklist:

Cognitive
Milestone

Observation Usually
Date

Is able to recognize
and name colors and

Emerging

Not Yet

Not Observed

basic shapes.
Has knowledge of the

letters of the alphabet


and letter sounds
Is able to say their

name, address, and


phone number.
Uses 5 to 6 word in a

sentence.
Is able to understand

the difference between


what is not real and
what reality. (Fact or
faction.)
Is able to tell a story

while stating the


beginning, middle and
the end.
The child can follow

two or three step


directions without
confusion.
This child is able to

participate in an
activity, and finish it.
Is able to categorize
objects by size, shape,

or color.
The child has the

ability to count to 10
or 20
The child is able to

write the numbers 110.


The child is able to

name the days of the


week.
The child is able to

recognize the different


seasons.
The child is able to

explain their daily


routines.
The child has an
understanding of basic
reading concepts.
(Understands how to
turn pages in the book
correctly. As well as,
knowing that reading
words in a book goes
left to right)
Comments:

Hamza was able to say his name, and his moms number. He was not able to say his address. However, he knew
what street and city he lived on.

Analysis
After doing this observation I learned that Hamza was able to perform all of the
milestones. Hamza was able to tell me the county and neighborhood he lives in. However, his
cognitive skills on the knowledge of his exact address are still emerging. He was able to
understand the difference between what is not real and what reality is. (Fact or faction.) As well
as, follow two or three step directions without confusion. After doing this observation it gave me
clarity on what activity would be developmentally for him. Since I know that Hamzas cognitive
development is age appropriate, I have chosen to do a science activity. I will have Hamza do a
science experiment. The science experiment requires Hamza to follow step by step direction.
Since I observed that Hamza is able to follow three step directions without confusion, this
activity would be developmentally appropriate for him.

Language Development
Hamza was reading a book called How Do Dinosaurs Say I'm Mad? By Jane Yolen. He
read the title and the names of the author and illustrator. before he began to read the book I
asked him what do you think is the authors job? He said, The author is someone who writes
it. Then I asked, What is an illustrators job? He said, The one that colors. Then I asked him
what do you think this book is going to be about. He said, its about how do dinosaurs say Im
mad. He begins to read the book. When he got stuck reading a word like boast, he would
sound out the letters and continued to read. Before he read a page I asked him open-ended
question like what do you think is going on in this picture? Then he said, Hes throwing toys.
Before he turned to another paged I asked him what do you think is going to happen next? He
said, Hes going to do more bad things. After he finished reading the book I asked him to
summarize what the story was about. Hamza said, It was about dinosaurs doing bad things.
Then I did a rhyming game with him. I asked him to rhyme the words My, Sun, and Hat. H
would say Hat, bat, at, sat, and cat all have at. He asked me if he could rhyme the name of his
favorite ninja turtle character. I said sure! He said ok Raphael and Sahel rhyme. My friend's
name is Sahel. After we finished our rhyming game he told me about how hes learning
Mandarin in school. I asked him what words you know in Mandarin? He said danguisha
means to sit down. Our song in mandarin goes like this. He began to sing the song. I asked,
What does the song mean? He said we sing it when we have to sit down. It means sit. He
continued to tell me how to teach me other words in mandarin.
Analysis

Through this observation, I have learned that Hamza is really good at reading. From
doing this observation I personally think his language development is advanced for his age. I
think his language development is advanced, because among other things his reading fluency
was really good. He did not stop a lot to sound out a word. Also, he did not use his fingers while
reading. Moreover, when he did get stuck on a word he would sound it out. For example, while
he was read the book How Do Dinosaurs Say I'm Mad? By Jane Yolen. I noticed that he got
stuck on the boast. However, he sounded out each letter of the word and was able to pronounce
the word properly. I learned he was able to properly answer the questions I would ask him. I
asked him questions like "what is the job of the author and illustrator." I asked him to look at the
cover and guess what the story was going to be about. Moreover, before he read a page, I asked
him to tell me what he thinks is happening in the picture. For example, this is one of my
conversations with Hamza. I asked, him what do you think is going on in this picture? He said,
Hes throwing toys. Before he turned to another I asked him what do you think is going to
happen next? He said, Hes going to do more bad things. Since I have learned that Hamza is
really good at reading. I decided to do a picture walk as my language activity. I like to plan my
lessons based on the child interests. I am planning on picking a book that peaks his interest. As I
have previously stated I learned from the observation that his language development is advanced.
Therefore, I will try and find vocabulary words that will challenge and expand his vocabulary.

Lesson Plan Art Activity

Type of Lesson:

My lesson plan is going to be based upon the creative development. I will have
my six-year-old nephew do a visual art activity. The type of observation tool I used for
the creative development was work sample.

Theme/Idea: The Solar System

Standards Connection: Virginia Standards of Learning (SOL)


Visual Communication and Production
K.11 The student will use motor skills (e.g., pinching, pulling, squeezing, twisting,
pounding, rolling, folding, cutting, modeling, stamping) to create two-dimensional and threedimensional works of art.
K.7 The student will identify and use the following in works of art:
Colorred, blue, yellow, green, orange, violet, brown, black, white
3. Shapecircle, square, triangle, rectangle, oval

Lesson Objectives:
I will have the child do a solar system art activity with playdough. I will show the child a
picture of the solar system. I will ask the child to identify and name the plants of the solar
system. I would ask him which planet do we live on? Then I will ask the child to identify the
colors of the plants. I will also ask the child what shape are the plants. Then using the play dough
the child will have to make the plants of the solar system. When the child is making the

playdough planets he will have to cut, fold, and roll the playdough. This will help the child
practice their fine motor skills.

Procedure: Hands On Activity:


After the child has seen the picture of the solar system. As well as, name and identify the
plants. Then he will create his own version of the plants with playdough. The child will use a
rolling pin to flatten out the playdough. The children will also use some scissors to cut the
playdough. Then the child will use his hand to roll the playdough into a ball. Afterward, the child
will create the plant with different colors of the playdough. If the child does not have a color they
need to create the planet; then the child will mix the colors in order to make the color they want.

Materials/Resources: Different colored playdough, rolling pin, scissors and a plastic


knife.

Differentiated Instruction:
If the child is having trouble creating the planets I will assist him. I would show him a
picture of the solar system. In order to help him have a better image of what the solar system
looks like. If needed, I would have him work in a group with other students.

Lesson Plan Reflection

The purpose of this activity was to teach Hamza about the different colors of all the
plants. As well as, to teach him what shape are all the plants. Moreover, to work on his fine
motor skills while playing with the playdough. I asked Hamza questions like what are the colors
of the plants, what are the shapes of the planets, which planet do we live in, and which planet do
you think is the largest. I understood he got the purpose of the activity when he was making the
playdough planets. Also, when he was making the planets according to the colors in which we
have talked about. Moreover, another indication that he understood the assignment, was that he
made Jupiter and Saturn one of the biggest planets. Once he finished the activity I asked him
follow up questions about the activity.

Hamza using the rolling pin

Hamza making the planet Earth. He is putting the green


pieces of playdough on the blue playdough.

Hamza is folding the white and blue playdough together.

Hamza is rolling the playdough with his hands to make the

planets.

This is the finished playdough solar


system. The planets are in order.

Lesson Plan Science Activity


Type of Lesson:
The developmental domain of this lesson is cognitive development. The observation tool
I used for this domain is cognitive checklist. The child doing the activity is six years old.

Theme/Idea: Cause and effect

Standards Connection: Virginia Standards of Learning (SOL)

Scientific Investigation, Reasoning, and Logic


K.1
f) Observations and predictions are made for an unseen member in a sequence of objects;
h) Observations are recorded
j) Unusual or unexpected results in an activity are recognized; and

k) Objects are described both pictorially and verbally.

Lesson Objectives:

The purpose of the activity is to do a science experiment with soda, nerds, and balloons.
As well as having the child make predictions on which soda he think will react the most to the
nerds. The child also has to make predictions on what they think will happen when the nerds go
in the soda. After the experiment is done, I will discuss with the child which soda reacted the
most and the least with the nerds. If his prediction was different from the outcome of the
experiment. Then I will discuss with the child on why he thinks that happened. For example, if
the child guessed Coke would react to the nerds the most; then the experiment showed mountain
dew reacted the most. I will talk to the child on why he thinks Mountain Dew reacted the most
with nerd instead of Coke.

Procedure: Hands On Activity:

First, the child will put some nerds inside the balloon with the funnel. Then he will
carefully attach the balloon to the soda. The child will make a prediction on what will happen he
puts the nerd into the soda. He would also have to predict which soda reacting the most with the
nerds. Then the child will pour the nerds into the soda. The child will discuss the outcome of the
experiment both verbally and pictorially. The child will discuss which soda reacted the most with
the nerds. Moreover, he will discuss which soda blew up the biggest balloon. At the end of the
experiment, the child will draw what he observes from the end result of the experiment.

Materials/Resources:

The materials needed for this assignment are Coke, Sprite, Fanta, Mountain Dew,
balloons, funnel, nerds, paper, and crayons.

Differentiated Instruction:

My nephew does not need any adaptions for this activity. However, if I had another child
that would have needed adaptations. Then I would have him/her do the activity in a group setting
with other children. I will also give the child more one on one assistances.

This is Hamza pour the nerd into the balloon with the
funnel I made. We didnt have a funnel so I made a water bottle into a funnel.

This is Hamza squeezing the balloon in order to pour


all the nerds from the balloon into the sprite.

This is when Hamza was pouring the nerds into the


coke bottle.

This is the end result of the experiment.

This is Hamzas drawing of the end result of the


experiment.

Lesson Plan Reflection


The purpose of this science activity was to teach my nephew about scientific
investigation, reasoning, and logic. I wanted him to make an educated guess on what will happen
when nerds are put into different types of soda. I wanted him to be able to discuss the cause and
effect of putting nerds in the soda. I noticed that Hamza was really engaged and curious while
doing this activity. Before we started the activity he said: I am so excited I wonder whats going
to happen to the soda when we put the nerds in the soda. Before Hamza poured the nerd into the
soda, I asked him which soda do you think will react the most with the nerds? His educated
guess was "Sprite." I also asked him what do you think is going to happen when you pour the
nerd from the balloon into the soda? Hamza said, It will make the balloon explode. Once he
put the nerds into the soda I asked him what do you think is happening. He said, The nerd is
making the soda blow up the balloon. At the end of the experiment, I asked: him which soda

blew up the biggest. He said coke. I asked him why do you think coke blew up the biggest
balloon and not sprite? He said because it has caffeine and bad stuff in it. Its bad for you.
Sprite doesn't have caffeine." After doing the activity he told his aunt "Me and Khala (aunt)
Makeez did this fun experiment with nerds and sodas. I learned how nerds how would react to
soda. Overall, after doing this activity I learned that Hamza understood the concept of this
activity.

Lesson Plan Language Arts Activity


Type of Lesson:
The developmental domain of this lesson is language development. The type of lesson is
going to be language and literacy. The observation tool I used for this domain is an anecdotal
record. The child doing this activity is six years old.

Theme/Idea: Valentines Day

Standards Connection: VA Standards of Learning (SOL)


Reading

K.5 The student will understand how print is organized and read.

b) Identify the front cover, back cover, and title page of a book

K.8 The student will expand vocabulary.


a) Discuss meanings of words.

K.9 The student will demonstrate comprehension of fictional texts.


a) Identify what an author does and what an illustrator does.
c) Use pictures to make predictions.

Writing
K.11
b) Print his/her first and last names.

K. 12
d) Write left to right and top to bottom.
b) Draw pictures and/or use letters and phonetically spelled words to write about experiences.

Lesson Objectives:

I will be doing a picture walk with the child. I will be using the book Arthurs Valentine
illustrated and written by Marc Brown. First, I will show the book to the child. I would start out
the picture walk by saying now before we read the book we are going to look at some pictures.

Then I will ask him Can you tell me what the authors job is? Then I will ask him, Can you
tell me what the illustrators job is? Then I will continue to say take a look at the cover, what
do you think this books will be about? I have picked outs six words from the book that the child
is unfamiliar with. The six vocabulary word I have chosen are secret admirer, baby carriage,
marriage, fragile, attraction, and smudge. I will discuss the meaning of those words with the
child. From the pages of the six words, I will have the child tell me what they see in the picture.
I will ask the child question like what do you think is happening in this picture? What do you
think this word says? What do you think a secret admirer is? Then I will let the child say their
definition of a secret admirer. Once they have answered I will say maybe a secret admirer could
be someone who likes you and wants to be your friend? Someone who you do not know, because
they are keeping who they are a secret. After doing the picture walk, I will have the child create
his own valentines card.

Procedure: Hands On Activity:

Frist the child will be participating in the picture walk. He will discuss what he thinks the
words secret admirer, baby carriage, marriage, fragile, attraction, and smudge mean. Then he will
make a prediction of what is going in the pictures of the book. After the picture walk, the child
will create his own valentines card.

Materials/Resources:

Arthurs Valentine by Marc Brown, and image of a baby carriage, smudge, and something
that is fragile. Other materials are colored paper, crayons, and safety scissors.

Differentiated Instruction:

If the child is having trouble understanding the meaning of a word; I will show them an
image of the word. For example, for the words baby carriage, smudge, and fragile. I will have
images that represent those words. Furthermore, if the child is having trouble understand the
word smudge, I will have him write something on paper and rub on the ink on the paper.
Therefore, the child will have a better understanding of the definition of the word.

This is a picture of Hamza and I doing the Picture


walk.

This is a picture of Hamza and creating a

valentines card. Hamza is drawing a heart.

Hamza is cutting out the heart he drew.

Hamza is gluing the heart he made to his card.

Hamza is writing and drawing in the card.

Hamzas finished card for his mom

Lesson Plan Reflection

The purpose of the picture walk activity was to expand Hamzas vocabulary. I wanted to
do a picture walk with vocabulary words that he didnt know the meaning of. I used vocabulary
words such as secret admirer, baby carriage, marriage, fragile, attraction, and smudge. I asked
questions such as what is the job of an author. What is the job of an illustrator? Hamza
understood the jobs of both an author and illustrator. As well as where was the title, front and
back cover of the book. When doing the picture walk activity I had Hamza explain to me what he
saw happing in the pictures. He would say maybe buster is giving Arthur a valentines cause he
is over there trying to hide. Then Hamza and I would discuss the meaning of the words. When I
asked him "what does the word smudge mean?" He said, "Something thats googy." Then I said,
"You are kind of close." I showed him an image of something that has a smudge. After I showed
him the image, I said this is a picture of a smudge. Then I explained to him the meaning smudge.
I noticed he was still a bit confused, so I got a piece of paper and a pen. I told Hamza to scribble,

draw, or write on the paper. When he scribbled on the paper I asked him to rub his fingers on the
ink. Then I said "see that is a smudge. That is what happens when something gets smudged, it
looks like this." Then Hamza said I get it. Its actually happened to me before. Can try it again?"
I said "sure!" Once I did something hands on to show the meaning of smudge, Hamza
understood the definition better.

Case Study Reflection


I chose to do a case study on my nephew Hamza. Hamza is six years old. He is a
kindergartener at a Montessori school. I chose to do a case study on my nephew because I
thought it would be interesting; since I havent seen how he is academically. Even though I am
his aunt, I still do not know where he is developmentally. Nor do I know what are his strengths
and areas of improvement. I had to go through a process for this case study. Frist I interviewed
Hamzas mother. Then I was planning on interviewing Hamzas teacher next. However, due to
her busy schedule, I had to interview later on. Then I observed Hamza on language, creative, and
cognitive developmental domains. After I observed him I did three activities relating to the
developmental domains I have chosen.
As I have said previously, the developmental domain I chose were language
development, creative development, and cognitive development. I chose three different
observations for all three developmental areas. For language development, I chose to do an
anecdotal record. I had Hamza read the book How Do Dinosaurs Say I'm Mad? By Jane Yolen.
Before he read the book I asked him questions like what do you think is the authors job? He
said, The author is someone who writes it. While he was reading the book I would ask openended questions like what do you think is going on in this picture? He said, Hes throwing

toys. Before he turned to another paged I asked: what do you think is going to happen next?
He said Hes going to do more bad things. Once he finished reading the book I asked him to
summarize the story. Hamza said, It was about dinosaurs doing bad things. After reading the
book I had him do a rhyming game. I asked him to rhyme the words My, Sun, and Hat. He would
say hat, bat, at, sat, and cat all have at. After doing the observations I figured out what to do for
the activities. I learned from the language observation that Hamza has an interest in reading.
Also, I learned that Hamza is really good at reading. Thus, for the language development activity,
I chose to do a picture walk. I like to plan my lessons based on the child interests. Since he loves
to read and watch Arthur, I chose Arthurs Valentine by Marc Brown. While creating this lesson
plan I noticed that Hamza already understood the meaning of most of the vocabulary words in
the Arthur book. Therefore, it was hard to find words that Hamza was not familiar with. I chose
six vocabulary words. The vocabulary words were a secret admirer, baby carriage, marriage,
fragile, attraction, and smudge. I asked Hamza some questions like what do you think the
authors job is? What do you think the illustrators job is? What do you think this book is going
to be about? What do you see in this picture? I only turned to the pages with the vocabulary
words I chose. Before discussing the vocabulary word, I would ask him "what do you see in this
picture." Afterward, I asked, what does this word say? He said "baby" and sounded out
carriage. Then I asked him what do you think the word baby carriage means? I did this with all
of the other five words as well. After we finished with the picture walk I told him, Do you
remember when we read about Arthur making a valentines card for Sue Ellen? Why dont we
make our own valentines cards? He agreed and made a card for his mom.
The purpose of the language activity was to expand Hamzas vocabulary and to practice
writing. I think activity went really well. I would ask Hamza what he thought the word meant.

Then if he was having trouble I would help him. For example, I asked him what he thought the
word baby carriage meant he said: its about a baby. I would say "yes you are right it is about a
baby. What about the word carriage, what you think that means?" He was having trouble coming
up with an answer, so I showed him a picture of a baby carriage. Then I said, "now what do you
think baby carriage mean." Then he said, Oh it looks like a stroller. I said, "Yes what is in a
stroller?" He said a baby. Then I said yes, now what do you think a baby carriage is for?"
Hamza said, Its like a stroller, so its for babies. I said, "Yes a baby carriage is where people
put their babies." I learned that with some words such as smudge or baby carriage, Hamza
understood the meaning better when he saw a picture of it. Furthermore, he understood the word
smudge better when I had him draw on a piece of paper with a pen, then run his finger across the
paper.
The observation tool I used for the creative development was a work sample. Hamza
wanted to draw on his dry erase board his T.V. character named Pizza Steve. I asked him what
are you going to draw? He said Pizza Steve. While he was drawing the pictures he was giving
step by step instructions on how he was illustrating his drawing. First I have to make a V
because pizzas are in the shape of a V. Then Im going to make his legs because its a pizza that
has legs. I have noticed that Hamza like to do art activities. He would draw, color, paint, and use
playdough with his brother. After doing the works sample and talking to Hamza, I decide to do
an art activity with him drawing or playing with playdough. While creating the lesson plan I
thought about how I would do an art activity that would meet Hamzas interest and
developmental needs. Once I was writing my lesson plan I thought since Hamza like to play with
playdough and learn about space; then I will do a lesson plan on both aspects. I also thought
creating the planets with playdough would be a good exercise for his fine motor skills.

The purpose of this activity was to teach Hamza about the different colors of all the
planets. As well as, to teach him what shape are all the planets. Moreover, to work on his fine
motor skills while playing with the playdough. I would ask Hamza questions like what are the
colors of the planets, what are the shapes of planets, which planet do we live on, and which
planet do you think is the largest. At first, it was a little hard to do this activity with Hamza,
because his little brother S wanted to come and do the activity with Hamza. I gave him the
playdough we were not using. However, S would want to play with playdough Hamza was using
for the plants. Then I told him he can use it after Hamza is finished making the planets, but he
still wanted it. Overall, it was hard to do the activity with Hamza when his brother wanted to take
the playdough. After a while, Hamzas brother had to take a nap. Once I took him to take a nap,
then Hamza and I were able to do his activity. Afterward, the activity when smoothly. Times
Hamza needed my help when making the plants. However, after doing the activity I asked the
same question I asked in the beginning again. I asked, What are the colors of the planets, what
are the shapes of the planets, which planet do we live on, and which planet do you think is the
largest. Even though Hamza was able to answer some of the questions I asked in the beginning,
after doing the art activity he was able to tell me the answers to the question he had difficulty on
with more confidence. While doing this activity I learned about the different activities I could do
for the creative development. Before starting the case study or lesson plan the only activities I
thought about for creative development was drawing. However, while I was talking to the
Hamza, observing him, and thinking of other ways to create a creative development activity that
would meet his interest; I came up with a solar system playdough activity.
The observation tool I used for development was cognitive checklist. I had filled out
sixteen boxes with the cognitive developmental milestones of a kindergartener. I observed

whether Hamza was able to recognize and name colors and basic shapes. Furthermore, I
observed whether he was able to understand the difference between what is not real and what
reality is. (Fact or fiction), or if he was able to tell a story while stating the beginning, middle and
the end. Hamza was able to do everything the list expect recite his address. However, he was able
to say the county and neighborhood he and his family lived in.
After doing this cognitive checklist I understood where Hamza is at cognitively. After
doing this observation it gave me clarity on what activity would be developmentally for him. I
knew Hamza really liked science. Hamza would say that he wanted to become a scientist when
he grows up. Therefore, the activity I chose of the cognitive domain was a science experiment.
The activity was a science experiment with soda, nerds, and balloons. The purpose of this
activity was for Hamza to make predictions on which soda he think will react the most to the
nerds. As well as, what he would think would happen when we put in the nerds into the soda.
Before the experiment started I asked Hamza "what do you think is going to happen when you
pour the nerd from the balloon into the soda?" Hamza said, It will make the balloon explode. I
also asked him which soda do you think will react the most with the nerds? He said sprite.
Once he put the nerds into the soda I asked him what do you think is happening. He said, The
nerd is making the soda blow up the balloon. At the end of the experiment, I asked Hamza
which soda blew up the biggest balloon? He said coke. The end result of the activity was
good. Hamza figured out what happened when we put the nerd in the sodas. He also made a
prediction on which soda would react the most to the nerds. I referred back to his prediction of
sprite being the soda that reacted the most to the nerd. His answer made me think that he
understood the purpose of the activity. I asked him why do you think coke blew up the biggest
balloon and not sprite? He said because it has caffeine and bad stuff in it. Its bad for you.

Sprite doesnt have caffeine. After were finished doing the activity, he told his aunt about the
fun experiment he did with me. He said, I learned how nerds would react to soda. After
doing this activity with Hamza, I know now that doing a science experiment is good science
activity to do with him. I noticed that while we were doing the experiment he was so engaged in
what was happening.
What I have learned about Hamza while doing this case study is; he was really engaged
in all of the activities. In all the activities I did with him he was very curious and asked
questions. He is also was good at listing and following three step directions. For example, I had
Hamza follow three step direction for the cognitive checklist. I told him to please go into my
room, get a pencil from my jar, and then come back to the kitchen. He followed those directions
without questions or confusion. I also learned that Hamza is really good at reading. I found out
he reads at a first-grade level. From what I have observed, I personally think his literacy
development is advanced. Moreover, I found out through the work sample and the language
observation that he is really good at spelling, writing, and rhyming.
I really liked having to do three different observations for the three domains. In the past
when I would do observations I would mostly do a running record. I have not frequently done
other observations such as a checklist, anecdotal record, or work sample. While doing this
project I had a review on how to do checklist, anecdotal record, or work sample properly. I
personally enjoyed doing a work sample as an observation tool. After doing this project I will try
best to continue to use different observation tools, and not just running record. Through all the
CHD courses I have taken and doing this project; I have learned that observation is a very
important. Furthermore, doing observation is crucial when working with children. It is also a
vital aspect of being an early child professional. I have learned that it is important to do the

observations correctly. When using observations it can help the teacher learn about a childs
interest, areas of strength and improvement. Moreover, doing observations can also help teachers
understand where the child is at developmentally. As well as, how the child learns best. For
example, if I want to know the developmental level of a childs cognitive or physical
development; then I would use either a cognitive or physical checklist. The checklist will tell
what areas the child need help on. Additionally, NAEYC Standards for Early Childhood
Professional states that all early childhood professionals must be observing, documenting and
assessing. Similar to NAEYC I personally believe doing observations is key components in order
to be a great teacher. One of the things I have learned about myself while doing this project is
before I am creating a lesson plan I need to look at the developmental standards. Whether the
standards be VA Foundation Learning Blocks, VA Milestones, or VA Standards of Learning. I
always have to refer back to the standards for clarity before I begin making a lesson plan.
Whereas, I have noticed that other early childhood professionals create the lesson plan first, then
find the standards that are associated with their lesson plan. Since my nephew is six years old I
had to look at the VA Standards of Learning (SOL). For each activity, I had to look at the SOL in
order to properly form developmentally appropriate activities. I also look at some of the different
standards in order to get ideas on what type of activity I would want to do.
While doing this project I have learned that I have to write down my ideas before I
transfer it to the computer. For example, when I would think of a language arts activity to do
with Hamza; I looked at the English VA Standards of Learning and listed all of the possible
activities that me his interest. Then I would choose which one I would do with him.
In the beginning of doing this project, I noticed that it would be challenging. I felt that it
would be challenging because I have become used to creating lesson plans for a specific subject.

Moreover, when I would create lesson plans in my previous courses I did not have to do it with a
child. For example, in CHD 118 I had to make a language arts lesson plan. I did not have to
create the lesson plan towards a specific childs developmental needs or interest. I simply created
the lesson plan and presented it to my peers. However, doing this project was different. I had to
choose three developmental domains that would associate with three activities and three
observation tool. Moreover, unlike the previous lessons plans, I have created; I had to do the
three activities and observations on a child. Even though the child I was doing the case study on
was my nephew, I still found it a bit more difficult to create a lesson plan. As I have previously
stated this was my first time doing activities from the lesson plan I created for the child. Thus, I
was worried if I would the activities would plan out well. However, after the second activity, I
felt more confident in what I was doing with the child.
I believe I have grown a lot by completing this project. After completing the project
I have become more comfortable with doing different types of observation and associating them
with an activity. Before doing this project I used a running record most of the time for
observation. Moreover, when I observe the child I observe to see their behavior or where they are
at developmentally. Before doing this project I have not associated an observation tool with a
specific developmental domain for an activity. I have never done a case study before. By doing
this project I have learned how to create a proper case study. I have learned how to how to make
a lesson plan for a child, by associating three different developmental domains with three
different observation tools and activities. Overall, after doing this project I feel more
knowledgeable and experienced as an early childhood professional.