This case study is on a young girl named Jacqueline. She was observed in a classroom at the Early Learning Center. She is 4 years old. She is the only child, and lives with her father and grandmother. Throughout the paper, it compares Jacqueline’s development to what develop mentalist say is normal. The paper is focused primarily on cognitive, physical, and social developments. The paper gives examples of how Jacqueline is successfully developing normal for her age. 1. Methods of Data Collection
In order to record all incidents and events in which would ultimately reflex different developmental aspects of Jacqueline, included cognitive, physical, emotional/social, and language developments; I used the narrative method in the process of observing Jacqueline at school’s environment. This method requires me to record nearly everything which Jacqueline involves in. To carry out this method, I used a pencil and a blank of paper to write down all details of what happened that relates to Jacqueline. To ensure the accuracy and void the bias during observation, there are certain observation guidelines that I need to follow.
First, observing objectively which means that while gathering data I only recorded the facts about what I saw and what I heard without adding my opinions or comments into the incident. By that way the data I collected were the actual incidents and later I could compare them to theories learned in class. Secondly, another guideline during observation is being unobtrusive; it means that I must have no interaction with the kids. My role there was to observe Jacqueline, neither to play nor to talk with her. Finally, all data collected must be kept confidentiality.
The Term Paper on Observe & Record Aspects Of The Development Of Child Or Young Person
Starts to kick legs, with movement gradually becoming smoother Starts to wave arms about Being to hold objects when placed in hand, for example an appropriate size/shaped rattle Grasp reflex diminishes as hands and eye co-ordination to develop Enjoys finger play such as simple finger rhymes Becomes more alert when awake Learns to roll from side on to back See best at distance of 25cm then ...
I am not allowed to share the real name of the child as well as all information about her with outsiders of the study. 2. The Child’s Expression of Feelings Jacqueline often expresses her feeling through her facial expressions and her words. These characteristics of Jacqueline are showed through many activities in class. In the playing time Ms. Claudia was teaching the whole class how to make play dough with flour and non-artificial food color. Jacqueline seemed very happy and so excited when she got a chance to approach to new thing. She showed her excitement and curiosity through her questions for Ms. Claudia. For example, after Ms.
Claudia announced, “We are going to make play dough today! ” Jacqueline opened her eyes widely and raised her hand straight up, “So, what color of play dough we will make is, Ms. Claudia? ” Ms. Claudia smiled at Jacqueline and answered “The yellow one, honey! ” Jacqueline again opened her eyes widely and answered back with a high tone of voice “That is my favorite color, but I have never seen the yellow play dough before! ” Ms. Claudia continued “It is interesting Jacqueline, so today you will make it and even more you will play with it. ” Jacqueline turned to her classmates, raised her eyebrows and said, “That is so cool!
We will learn how to make yellow play dough today. That is my favorite color. ” She apparently knows how to state her concern in complete questions and even more she does not hesitate to comment on the current incident. Besides that, Jacqueline constantly shows her excitement through her body movement, her tone of voice, and facial expressions; such as raising her hand straight up, opening eyes widely, and raising her eyebrows when conversing with her friends. Through them I can see her interest in the lesson of making play dough and her feeling of it at the same time. 3. The Child’s Ability to obtain which He Needs/Wants
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While observing Jacqueline, especially in all class’ activities, I remarkably recorded and collected all incidents in which the ability to obtain what she wants expressed. In another occasion, after finishing with making play dough, it was the time for the kids to play with it. There were some of them chose to play cooking with that while some chose to make different kinds of shapes with it, such as star, circle, square, triangle, and so forth. Jacqueline played cooking game with play dough. She put a small amount of play dough into a toy pot and said, “I will cook dinner today for all of you.
” Her friend, Isabella turned to her and asked, “What are you cooking? ” Jacqueline leaned her face on her hand, looked at Isabella, she said, “Hum…I think I will cook chicken noodle soup for dinner. ” While Jacqueline was playing with her cooking game, Ms. Claudia was helping Isabella and the other kids to make different shapes with play dough. Suddenly, Jacqueline turned to Ms. Claudia and asked, “Ms. Claudia, may you help me to make a circle with that? ” Ms. Claudia answered, “I thought you are cooking noodles so what do you need a circle for, honey?
” Jacqueline pointed one finger on her head and circled her hair with her fingertip, and she said, “I think I change my mind. I will not cook noodles any more, but I will make pizza for dinner instead. So I need a small and thin circle. May you make it for me, Ms. Claudia? ” Ms. Claudia shook her head and kept molding the play dough, “Of course, Jacqueline. It sounds great so I will make for you a nice circle that you can make a yummy pizza for us. ” In the anecdote above, Jacqueline shows that she knows how to run a conversation. She fluently shows her ability with verbal skill.
She addresses what she wants precisely and in a polite way. She knows when she can ask and when she should reply to her teacher. During the interaction with Ms. Claudia, I can see that Jacqueline also develops her reasoning skill by giving the explanation about why she changes her mind to end up with another decision in cooking game. 4. The Child’s Ability to Resolve Conflicts In a playing time, I had a chance to record Jacqueline’s ability to resolve conflict she had with her classmate. It was interesting to watch a young 4-year-old girl who was trying to get her stuff back from her friend.
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When playing with play dough, Jacqueline asked her teacher to make a circle play dough shape for her. After Ms. Claudia made a flatted circle play dough for Jacqueline, she placed it next to Jacqueline. Her classmate, Christopher from the other far side of the table walked to Jacqueline’s side. He stopped at Jacqueline seat, looked around once then he grabbed her flat round circle and walked away. Jacqueline lifted her head up and spook out with a loud tone of voice “No. That is my circle, you cannot take it. ” Christopher did not look back and kept walking to his seat. Jacqueline ran to Ms.
Claudia. She stood by Ms. Claudia and said with a tear in her eyes “Christopher took my circle play dough. I need it for my pizza. Can you tell him to give it back for me? ” Ms. Claudia tapped her head, she bowed to Jacqueline and comforted her “It will be fine, Jacqueline. He does not know that it is yours. So I will tell him and he definitely give it back to you. ” After Christopher gave her back with her circle play dough, Jacqueline turned back with what she was doing. From that whenever a classmate came to her place, she said ahead “Do not take any thing away from my kitchen.
I am cooking dinner. I cannot finish without any of them. ” After a while, Christopher again proceeded toward Jacqueline’s place. Now Jacqueline turned to Christopher before he had an act, she said, “What do you need, Christopher? Just do not take my circle and my other stuff. If you want, you can ask Ms. Claudia. She will make any kind of shape that you like. ” Christopher replied, “Oh, ok! I need something round like your circle one. I will ask Ms. Claudia to make me one! ” then he turned a round and walked away. I am very impressed by the way in that Jacqueline copes with her problem.
Instead of losing temper and getting irritated, Jacqueline is pretty calm to insist with Christopher that stuff is belonging to her. Although Christopher still walked away with her stuff and does not have any reaction back to her words, Jacqueline does not even yell or get mad. But she looks for another help and she knows exactly who can help her with that problem. That is Ms. Claudia. The way in that Jacqueline approaches to Ms. Claudia proves that Jacqueline acknowledges who is holding the authority in class and definitely can get her stuff back from Christopher. 5. The Child’s Health and Physical Growth
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Perhaps the most famous explorer was Christopher Columbus. Born in Genoa, Italy, in 1451 to a weaver, young Columbus first went to sea at the age of fourteen. As a young man, he settled in Portugal and married a woman of noble background. After his wife's death in 1485, Columbus and his young son, moved to Spain. He theorized that since the earth was a sphere, a ship could eventually reach the Far ...
Jacqueline is an active child for being four years old. Jacqueline is average for her physical development. Jacqueline is physically fit, and enjoys playing with others when allowed to do so. Since she is being observed at The Early Learning Center, questions were not directed toward her parents, but instead toward her teacher. Jacqueline is average for her height and her weight. According to a growth and weight chart, the average height for a 4-year-old girl is 37 inches. Jacqueline is 38 inches in height, and she weighs 36 pounds (Growth and Weight Chart, 2009).
She is growing more each
Day, but she is average for her age during the pre- k years. Overall, according to develop mentalists Jacqueline is in the average range for a 4-year-old girl. In all aspects her physical growth is normal. She does everything that a 4 year old would do. She is a very active child, and enjoys playing. 6. The Childs’s Gross and Fine Motor Development During observation time, I see that Jacqueline is a child who normally obtains gross and fine motor development of her age. To a 4 year old kid, Jacqueline can well use the high range of legs and arms movements to run, climb, jump, and pull when playing with her friends.
In an occasion, it was the time that Ms. Claudia let all the kids play on their own. Jacqueline and her friends- Isabella, Sophia, Christopher, and Andrew decided to play hide and seek game. In this game there was a kid played as a seeker and the rest would find the safe places to hide. When the seeker went to look for the others, if he/she saw someone, he/she must have caught that one and say that one’s name out loud. Jacqueline played as the seeker. She pulled a chair out and placed it right in the middle of the room. Then she climbed up and stood on the chair.
Next Jacqueline closed her eyes and counted from 1 to 20 meanwhile her friends spread out to go hiding. When she finished counting, she asked, “Is everybody ready? I’ll go to find you now! ” Then Jacqueline jumped off the chair and landed on the ground with both feet. She paused for a while to identify where she would go to seek for her friends first. While going to look for the other friends who were hiding from her, Jacqueline heard a noise from the corner of the classroom. She ran toward that corner and started searching. Suddenly, Jacqueline saw the pony tail of Isabella and said out loud, “I see you now Isabella!
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There are many people in this world who hold great reputations. There are far fewer people who posess great character. A reputation is built in just moments, and reflects what you do in front of people. Character, on the other hand, is built over years, and is reflected in what is unseen by others. Of all of my friends, one exemplifies great character more than any of the others. His name is ...
” Isabella was hiding behind the bookshelves. Jacqueline walked toward Isabella but Isabella ran away from her. Jacqueline fastened her steps from walking to running in order to catch Isabella. Jacqueline speeded up as she advanced closer to Isabella. Once she was right behind Isabella, Jacqueline reached her hand toward Isabella to grasp Isabella’s shirt. By that way, Jacqueline stopped Isabella from running away and she said, “I catch you now Isabella. ” In these two anecdotes, I see that Jacqueline is well developing her gross motor skills.
It is showed in her ability to well balancing on the chair, to control her pace while running, and she can add force on her hand movement by pulling the chair and grasping her friend’s shirt to stop them. In another activity, it was the drafting time of the class. Ms. Claudia had the kids draw their favorite animal. Jacqueline grasped few of crayons and markers and brought them back to her table. Jacqueline used her left hand to hold the paper still while the right hand held a crayon to draw. She concentrated to her drawing; she drew with one crayon at a time and used the most of colors she got from the beginning.
After a while, Jacqueline raised her painting up and turned to Ms. Claudia, she asked, “Ms. Claudia, can you guess what is it? ” Ms. Claudia replied, “Is it a bird? ” Jacqueline laughed out loud and said, “Yes, this is a bird and it is my favorite animal in the world! ” Ms. Claudia added, “Very good job honey! It is such a beautiful bird! ” We can see that Jacqueline also well develops her fine motor skills along with her gross motor skills. She well performed her ability in controlling her fingers to hold the paper as well as hold crayon while drawing and ultimately she could draw a painting of a bird and received a compliment from Ms.
Claudia. 7. Application of Piaget’s Theory of Cognitive Development While observing Jacqueline, I collected two incidents, according to them and Piaget’s theory; I can identify the stage in which Jacqueline in currently engaged. In first incident, Jacqueline was working on her painting, her friend; Isabella walked toward her then stopped by Jacqueline’s table. After staring at Jacqueline’s painting for a while, Isabella said to Jacqueline, “I need yellow for my cat. It looks like you are done with the yellow crayon so can I have it now?
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Ferdinand and Isabella used the Inquisition to eliminate opposition in Spain. Their thoughts were that by eliminating the Jews, Muslims, and New Christians in Spain they would gain unity, wealth, and power. They wanted to make a Christian and only a Christian Spain. Since Ferdinand and Isabella were married they strived to make Spain a whole. With Ferdinand ruling Aragon and Isabella ruling ...
” As she said, Isabella reached to grasp the yellow crayon right in front of Jacqueline. Jacqueline pulled the crayon, which were already in Isabella’s hand and said, “No, it is mine. You need to look for your own! ” Now, Ms. Claudia intervened, “Jacqueline, we do not have enough crayons for everyone, so you need to take turn and share. ” Jacqueline turned her face away Isabella and replied, “No, but I got it first. I’m not done with it yet. ” In different incident, it was the snack time; Ms. Claudia let the kids have crackers and grape juice.
Each of the kid was free to pick out one among paper bowls and cups to contain the crackers. Jacqueline chose a paper cup. After Ms. Claudia handed the crackers for everyone, Jacqueline approached to Ms. Claudia and said as she looked at Isabella’s bowl, “Ms. Claudia, why Isabella has more crackers then I have? ” Ms. Claudia tapped Jacqueline’s head and answered, “No, it is not like that, honey. Let count how many crackers in your cup and in Isabella’s are, ok? ” Then they counted together, “1, 2, 3, 4, 5,… ” And Ms. Claudia continued, “Now we can see that you and Isabella have the same amount of crackers.
It is because you have your crackers in a cup so make it looks like you have less crackers than Isabella does. ” According to the Piaget’s Theory of Cognitive Development, it is obvious that Jacqueline is engaging at the Preoperational stage (2-7 years).
There are two characteristics which are features of Preoperational stage that help me to identify Jacqueline is in this stage. First, the egocentric thinking that I see in Jacqueline. The egocentric thinking reflects that Jacqueline has difficult to understand why she has to share stuff and take turn with her friends.
Although after Ms. Claudia explained to her, it seemed hard for Jacqueline to accept and follow that rule. Second, in the anecdote number 6, I can see another limitation of Jacqueline in logically reasoning, and it is normal of her age. At the age of 4, it is hard for Jacqueline to recognize the volume of an object at different aspects. She cannot tell the amount of crackers she has which is equal to Isabella’s due to the difference in containers’ characteristic. Therefore, Jacqueline is showing normal signs cognitively of a 4-year-old child.
