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Child Case Study

ECD 203
April 27, 2015
Stacy Nims

Table of Contents
Milestone/Characteristic for Four Year Olds
Case Study
Component 1

Child and Setting Profile

Pictures with Captions

Component 2

Childs Development Characteristics

Anecdotal Records, Checklist, Work Samples
Pictures with Caption of Domain Activities

Component 3

Learning Outcomes

Component 4

Action Plan

Component 1---Child and Setting Profile

A. Describe Child

4 years and 1 month old

Speaks clearly using more complex sentences
Counts ten or more objects
Correctly names colors and shapes
Recognizes letters of the alphabet and letters in her name

Needs more opportunities and encouragement for socialization

and making friends
Needs to practice reading and writing

B. Describe the Classroom Setting

Room is small
Small centers
Not enough room for the children to play and explore
The classroom is located off the gym
The classroom is neat and orderly
Small kitchen center with a kitchen and toys
Small block area with different textured blocks
Reading area with a rug and books
Child size tables and chairs
Childrens cubbies are at childs level
Access to Outside

The children have to walk through the gym to access the


Access to Other Parts of School

The bathroom in connected to the classroom
The gym is located outside of the classroom
Special Classrooms
Computer Area is set up in the gym
C. Classroom Factors that May Influence Childs Development and
The teacher is very concerned with each childs development
The teacher takes time to give each child individual attention
There are only 12 children on the class roster but there were no
more than 10 present every day of my observations
The children respect the teacher and listen
The children seem to have a desire to learn
The classroom is too small
There is no direct access to outside
Classroom centers are not large enough
D. Pictures with Captions

S listening to the teacher read a


S using the mouse to select

object on the computer screen

S using her finger to point to objects

the computer screen

S praying

S getting on the orange



S bouncing around the gym on the

orange bouncy ball

S walking on the blocks in the


S walking from block to block


Picture of the circle time area,

front door that leads to the gym,
the childrens table and chairs


Picture of the childrens cubbies and block center

Component 2---Childs Developmental Characteristics

A. Strategies and Tools Used
Anecdotal Records

I used anecdotal records to record what S did during my

observations. The anecdotal records are beneficial because I
am able to review the notes and see what S did during each
observation. The anecdotal records will help me develop a
plan for S that will help her development.

Observation # 1 Anecdotal Records

S asked to pray that she "never gets hurt, sick, or sees bad
people or monsters (SE, L)
S bowed her head, folded her hands in her lap and repeated the
teachers prayer with the class (FM, L)
S stood up to say the pledge to the flag. S used her left hand to
cross her heart. The teacher told her that was the wrong hand
and she switched hands. (GM, FM, L)
When the teacher reviewed the month and days with the class S
knew the month was February and helped count the number of
days in February with the rest of the class (C)
When reviewing letters S yelled out the letter C (C, L)
When reviewing opposites S said the opposite of Queen is King
and the teacher said thats right S, S giggled (SE, L, C)
S sat quietly while the teacher reviewed numbers with the class
The teacher asked S to spell her name, say her birthday, and her
address. S spelled her name and said her birthday was February
21st, and she knew part of her address. The teacher said the
other part and S repeated after her. S giggled at the end. (C, L,
While reviewing shapes S pointed at the square. The teacher
asked her to find a square in the classroom. S said I find it
somewhere in here. She found a square block in the block area
and danced until the teacher called her back to the circle. S
clapped and danced her way back to the circle and then sat
beside me and watched me. (FM, GM, C, L)
The class sang Jesus Loves Me. S didnt sing the song but she did
the hand motions. (FM)
When I left S told me it was nice to meet you and I liked being
your friend (SE, L)
S ran into the gym with her class (GM)

Observation # 2 Anecdotal Records

I said hi to S when I came in the room. S said, Hey, how did you
know my name. I said, Because I was your friend last week. S

said, Your hair looks different then turned around for circle
S wanted to pray that she would be a grown up (SE, L)
S sat Indian style and repeated the teachers prayer with the
class (FM, L)
S stood up to say the pledge to the flag. S knew to use her right
hand to cross her heart. (C, GM, FM, L)
S jumped around after the pledge and the teacher asked her to
behave even though she had a friend visiting her (GM, C, SE)
S sat down in her spot in the circle (GM)
S knew all the shapes and called them out as the teacher pointed
to them (L, C)
S found different shapes around the room (GM, C)
Teacher was reviewing the Bible lesson from the day before and
S said, the people on the boat were scared, peace stop and the
storm went away (C, L)
S said when we see God Ill be a little shy and giggled (C, L)
S sang Jesus walked upon the water with the Teacher and the
rest of the class (C, L)
While reviewing letters N-W, S yelled S for me (C, L)
S knew the beginning sounds of letters (C)
S knew her low numbers, 14, and 20 (C)
S spelled her name (C, L)
S knew her birthday (C, L)
S knew the beginning of her address and repeated the second
part after her teacher (C, L)
S kept looking at me and smiling (SE)
S used a little fishing pole to catch to catch letters in the circle
game (FM)
S caught the letters O, S, K, T, and D (FM)
S thought the T was a Y (C, L)
S knew what all the other letters were and knew the beginning
sounds (C, L)
S said Tyler for T (L)
S helped clean up the game (FM)
It was gym time, I said, bye and S said bye, be careful (SE,L)

Observation # 3 Anecdotal Records

S stated it wont move, what do I do? (L)

Teacher was giving instruction and guiding S (L)
S used the mouse to click on the sparkly letters (FM)
The teacher asked S what do you think you have to do now? (L)
S said, click the arrow thats sparkly (C)
S asked to play a new game (L)
S used the mouse to find the upper case letters and sparkly
letters (FM, C)
S had to find the letters S, and B hidden in the flowers on the
screen by using the mouse to click each one (FM, C)
S had to use the mouse to drag the upper case letters off the
flower (FM, C)
S moved the mouse to click on the arrow to go to the next page
(FM, C)
S identified her letters and was able to use the mouse with only a
little assistances from the teacher (FM, C)
S yelled yay and danced cause she got the back pack bear at
the end of the game for getting so many correct (L, SE)
S asked the teacher if she was proud of her and the teacher said
you know I am and hugged her (L, SE)
S asked to play another game on the computer but the teacher
told her computer time was over for the day (L)
I told S I had to leave and she held the door for me and told me
good bye (L, SE)
S returned back to her class (GM)

Observation # 4 Anecdotal Records

S swung on the swings (GM)

S pumped her feet in and out to swing herself (GM, C)
S talked with her friend on the swing beside her (L)
I asked S why her other friend was crying and she said thats
because S took her swing (L, SE)
S watcher her friend crying while she was swinging (SE, C)
S asked me to push her on the swing (L)
S laughed and asked me to push her higher (SE, L)
S said, I am almost flying (L, SE)
S said, I wondered when you were coming, I missed you (L, SE)
S said, Do you know who is picking me up? (SE, L)
I said, Who, and she said, My daddy (SE, L)
S said, Hes taking me for ice cream (SE, L)
S said, I will bring you some (SE, L)
I said, It will probably melt and she said, Yeah (SE, L)
S let her friend who was crying use her swing (SE)
S crossed her arms and stuck out her bottom lip (SE)
Ss other friend then let her use her swing (SE)
S began to swing and laugh again (SE)
I told S I had to go and she said, Nooooo (SE, L)
I told S I would be back next week and she said, But I want you
to stay today (SE, L)
S asked me to push her one more time (SE, L)
S said, Bye (L)

Observation # 5 Anecdotal Records

S said hi (L)
S told me I looked different because my hair was straight (L)
S walked across blocks (GM)
S told me she was going to her grandmas house this weekend
S played the mail lady while jumping on an orange bouncy ball
(L, GM)
S said Special Delivery (L)
S kicked a balls across the gym
S helped pick up her friends bracelet charms after it dropped and
broke (FM, L, SE)
S was quiet and played by herself (SE)
S showed me her bracelet on her arm and told me her brother
gave it to her (L, SE)
S ran around the gym with a friend (GM, SE)
S helped clean up and put the balls in the plastic tubs (GM, FM)


I used a checklist to keep a record of the physical growth and

motor development that I observed during each observation.
The checklist is helpful because it breaks down the childs
developmental growth in detail.

Developmental Checklist

4 Year Olds

Physical Growth/Motor Development
Uses scissors
Dresses/undresses without assistance
Walks stairs alone, alternating feet
Self-reliant in bathroom
Kicks ball
Throws ball
Bounces ball

Not Observed

Catches ball
Developing eye-hand coordination

Social/Personal Development
Plays and interacts with others
Dramatic play is close to reality, detailed
Shows interest in gender differences
Tries new things
Participates/functions well in group activities
Works and plays well with others
Uses table manners
Respects property of others
Able to resolve minor conflicts
Accepts authority










Cognitive/Language Development
Interested in letters and sounds
Good listener
Follows directions
Makes decisions or choices
Sees the connection between effort and accomplishment
Can complete a task without distractions
Works independently, will ask for help
Strives to get things right
Likes to learn




Emotional Development/Feelings
Feels secure away from familiar surroundings
Accepts mistakes
Expresses individual thoughts and feelings
Separates easily from parents
Develops self-confidence
Greater ability to control anger/fear




Work Samples

Ss animal drawing

Ss hand painting

B. Childs Development Description

S has developed appropriately for a 4 year old. Her fine and gross
motor skills are on target according to where a 4 year old should be

developmentally. S is a very active child. She uses her gross motor

skills to run, kick the balls, and swing on the playground.

S using her fine motors skills

to use

computer mouse

S using her gross motors skills

on the

to walk

S seems to be above average for a 4 year old in the cognitive area.
She knows her numbers, colors, and shapes. She know the sounds
letters make and can recognize other letters and shapes around the
room. She knows her address, phone number, and name. She is also
able to spell her complete name. S is also able to use a computer and
use her thinking skills to play learning games. S has developed
appropriately in the language area. She is expressive with her
vocabulary and loves to talk to adults.

S using her cognitive skills to

figure out how to play the game
and to know what objects to
select. S is also using her
language skills to ask
teacher questions about the
computer lesson.

S is behind in the social/emotional domain. She has trouble socializing
with her classmates. She plays with other children for brief periods of
time and then goes right back to playing alone. S needs more
opportunities to play and to make friends.

S posing for a picture with a classmate that

was playing with

S playing by herself

Component 3---Learning Outcomes

Outcome #1:
The child will be able to make friends and learn how to interact with her
Learning Standards:
SE-4K-4.1 Display emerging social skills of trying to take turns and talk with
others during play.
SE-K-4.1 Play cooperatively with one or more children.
SE-4K-4.2 Develop friendship with one or two preferred children.
SE-K-4.3 Demonstrate ability to join a group activity or game.
Explanation for outcome #1:
From my observations and the information I gathered from my anecdotal
notes, and checklist I noticed that S only played with 2 or 3 fiends for a brief
time. S mostly played by herself and not with friends. She played alone and
talked to herself. After observing her and talking to her teacher, I found out
that S likes to play the victim role and has made the statement that no one
wants to be her friend.

Component 4---Action Plan

Setting Description
Whole Group

Small Group
(2-3 Children)

Small Group
(One on One)

Strategy Description


Milling to Music
1. Ask a question to the
whole class. (What is
your favorite color,
favorite food, favorite
game, etc.)
2. Play music. As the
music plays, students
walk / dance around the
3. Stop music. When the
music stops, students
find a partner, and
discuss the answer to
the questions you
4. Repeat.
Obstacle Course for
Friends - Create an
obstacle course for the
children to go through in
groups of 2 or 3 friends.
You could have a double
balance beam where
they need to hold hands
as they walk on, crawl
under a table together,
hop into a hula hoop
together, etc.

The children are

learning how to follow
directions. This activity
makes the children talk
to new classmates they
may have not talked to
before. This will allow
the children to get to
know their classmates
and hopefully they will
make new friends.

The children will make

friendship bracelets for
each other. The children
will use their friends
favorite colors and a
letter of both of their
first names.

I hope the children will

become friends and get
to know each by asking

The children will use

their gross and fine
motor skills while
learning to work with
new friends to help
each other through the
obstacle course.


I will read the book How

to Be a Friend By: Laurie
Krasny Brown. Next we
will gather around the
table and make
friendship salad.

I hope the children will

learn that every child
has a part in making
the classroom a great
place. I hope the child
will make new friends
and learn how to
interact with their

Outcome # 2:
The child will be able to recognize her name and practice writing it.
Learning Standards:
ELA-4K-4.6 Understands that each person in the class has a first and last
ELA-4K-4.7 Begin to understand the relationship between oral language and
written language.
ELA-4k-4.9 Makes some upper case letters without regard to proportion or
ELA-4K-5.1 Combines some letters with pretend writing.

Explanation for outcome #2:

From my observations and the information I gathered from my anecdotal
notes, and checklist I noticed that S is able to say her complete name,
address, phone number, and recognizes her letters and numbers. I decided

to create a plan that will challenge her to write her name and to be able to
recognize it.

Component 4---Action Plan

Setting Description
Whole Group

Small Group
(2-3 children)

Small Group
(1-2 children)

Strategy Description
We will use a word
chart during circle time
for Who Stole the
Cookies from the
Cookie Jar. I will have a
picture of each child
and a word strip with
each childs name to
insert on the chart to
represent each child
stealing the cookie
from the cookie jar.
Initial letter name
activity. The children
will decorate the first
letter of their name. We
will make word strips
(ex: T is for Tyler). The
children will also
practice writing the first
letter of their name.
Rainbow Salt Tray.
Cut the paper to fit and
cover the base of the
tray in order of the
colors of a rainbow.
Place sticky tape over
the joins of the paper
to avoid the salt
moving underneath the
colored paper. Cover
the paper lightly with
salt. Provide the
children with a name

The children will start
to associate their
classmates faces with
their names on the
name card.

The children will listen

as I read their strip and
they will begin to
understand and make
the connection
between words spoken
and written words.

This activity will build

on the childrens fine
motor skills and allow
them to practice
making their upper and
lower case letters.

strip with their name.

Have the children make
letters in the salt with
their fingers.
Center Time

Stock the center with

childrens books, blank
cards, word strips,
different types of
writing utensils, labels,
and pictures of signs.
The children will copy,
scribble, and trace

The children will

recognize that print has
meaning and be able to
combine letters for
pretend writing.