Rodriguez 1

Child Case Study

Francisco Rodriguez

4/8/17

EED 255 14767

Glendale Community College

Judy R. Carpenter

Case Study:
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Francisco Rodriguez

I. Subject
a. Name: D.C
b. Age: 5 years
c. Race: Hispanic
d. Gender: Male

II. Information Source

Describe the method or tool you used to gather information about

the subject and any additional sources you used (interviews,

observations, informal conversations with parents, checklists, state

or national milestone resources)

I used a total of 4 methods to gather information from the child for

this case study. The methods I used consist of a developmental

checklist 4-5 years, observations, and informal conversations with

the lead teacher and the childs mother. The observations were

done in natural settings and I used anecdotal notes to keep records

of what I saw. I also used activities that covered strands in the

NAEYC early learning standards.

III. Background Information

a.
D.C is a 5-year-old child that lives with both parents and two

older sisters. He spends much of time with his mother because

she is a stay at home mom meanwhile the father is at work. He

receives roughly 4 hours of time to socialize with other children

and adults while he is at school. In the morning, he is often quiet

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and stays by his moms side. She stays for a portion of breakfast

before leaving. This often leads to him getting teary eyed or

asking her to stay a little longer. Besides this transition he is

engaged, and participates in all the activities and routines. He

engages in play and conversation with teachers, and other

children.
b.
Compared to other children in the classroom D.C is average

height. He is 5 years old, healthy and demonstrates knowledge in

different areas of development such as language, math, fine, and

gross motor activities. He has demonstrated the ability to write

words and letters successfully as well as being able to count,

identify numbers, and sustain conversations with peers.

c.
The child has only missed 1 day out of all the times I have had a

chance attend class. He participates in activities, routines, and

large and small group. He engages in activities by raising his

hand asking questions and participating in songs, and dances. He

listens to directions and rules and smiles and laughs during some

activities.
d.
According to NAEYC standards and Developmental Checklist birth

to 5 he demonstrates skills and actions that are on par with his

age group. When I presented the child with lessons in math and

science he showed understanding, in the topic and could

complete the activity. On one day, he used knowledge learned at

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home to answer questions on the parts that make up a flower. He

can count the days in the month and answer the day of the

week. D.C met all the milestones in the checklist and completed

different activities by following directions and grasping concepts.

IV. Developmental Performance

a.
From sustaining conversations with the child, I found out that he

likes monster trucks, Spiderman, and soccer. He would often

wear Spiderman gear and told me that it was his favorite

superhero. Some of his interest included going to the block area

and the dramatic play area. While in the block area he would

attempt to build racetracks for cars as well as buildings. In

dramatic play he pretended to be a chef and would prepare foods

and serve them to other children that were playing in the area.
b.
Some areas of limitation that I noticed in the child fall under

gross motor and fine motor development. He was not able to

catch objects, for example balls regardless of size or texture. He

would close his eyes and completely miss the object or on other

occasions it would go through his hands. Another limitation I

observed occurred during practice writing letters in his journal. At

times, he would hold the pencil with his fist affecting the way he

wrote the letters.

c.
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The child is shy and quiet at times and I observed that this was

mostly in the morning. As soon as his mom would leave he would

start talking more and would play with other children. The same

thing allies to his relationship with adults. After breakfast, he

would interact more with adults and talk about his interests and

experiences. I did not see the child get angry and when he did

not like something he tended to use words to let other children

know how he felt. On one occasion, they were waiting in line to

go outside and another child kept touching his hair. D.C turned

around and asked the child that he did not like that and to stop.

During activities he would ask questions and attempt to answer

questions.

V. Conclusion and Recommendations

a.
Based on the child being able to complete the milestones in the

developmental checklist I would say the child is in an appropriate

level of development according to his age. He understands

mathematical concepts such as patterns, counting, and

recognition of shapes. He can write, read, and pronounce words. I

also observed that he can recount parts of a story after the

teacher has read the book. There were only 2 red flags that I

observed but he could show that he could correct them.

b.
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I feel the classroom needs more exposure to technology because

the current computer that is in the classroom is broken. I think

through the use of technology D.C can demonstrate his skills in

language and math as well as venturing away from the usual

areas he goes too. I would also include more outdoor games or

actives for him to work on the gross motor skills like running,

jumping, and the one he struggles with most catching. There is

Velcro tennis balls with mitts that can help D.C improve in that

area but they dont always bring out the materials. I would also

suggest that they do more journal work so D.C can focus on how

he holds his pencil.

c.
I dont have many suggestions because the mom spends a lot of

time with the child and from conversations I had she practices

areas of development at home. This shows because D.C can

answer questions and complete activites that require those skills.

The one thing I would suggest is for the mother to continue to

work on separating from the child in the morning routine. That is

one of the few times when the child was not willing to participate

or engage with the teacher and students.