PRE-K CHILD DEVELOPMENT

CASE STUDY

Courtney CookTTE 303May 6, 2013

CASE STUDY CHILD: EVAN

Age 4 Valley View Early Learning

Center

PHYSICAL DEVELOPMENT

Gross Motor Skills: Running outside with brother (4/22) Stomping in puddle in mud kitchen (4/22)

Fine Motor Skills: Took off shoes by himself and was able to

undo velcro (4/22) Tripod pencil grasp but holds pencil close to

the tip (4/08)

PHYSICAL DEVELOPMENT: HOME AND SCHOOL ACTIVITIES

Home-Based Activities Writing with chalk on sidewalk to improve

grasp Drawing with crayons to improve grasp After mastering velcro shoes, begin learning

to tie shoes with laces

School-Based Activities Writing in journal to improve grasp Practicing jumping in obstacle course Skipping around classroom during movement

activities

COGNITIVE DEVELOPMENT

Chose to draw rainbows at writing table during morning free choice (4/19-4/23)

He has mastered seriation because he draws rainbows in correct color pattern (4/19-4/23)

Demonstrated private speech when he was narrating to himself while drawing rainbows (4/8)

Used materials setup on writing table (scented markers) to draw rainbows (4/22)

Did not follow project art teacher created and instead drew rainbows (4/12)

COGNITIVE DEVELOPMENT: HOME AND SCHOOL ACTIVITIES

Home-Based Activities Explore new places around the community Family game night Nature walk and draw observations

School-Based Activities Introduce Evan to block area in classroom Collage materials Painting with a few colors

LANGUAGE DEVELOPMENT

Told his brother, “I don’t like you!” (4/22) He is able to make complete sentences Used correct grammar Formed contraction correctly Used words to express his emotions

Yelled “Ah!” and uses loud volume usually when speaking (4/8) Needs to improve prosodic features of language He usually speaks in a loud volume and does not

change tone

LANGUAGE DEVELOPMENT: HOME AND SCHOOL ACTIVITIES

Home-Based Activities Puppet show with family Fingerplays and songs that incorporate

different voices or volumes (“Two Little Blackbirds”)

School-Based Activities Volume chart and acting out animals that

represent different sound volumes Storytelling by acting out a book

EMOTIONAL DEVELOPMENT

Told brother, “Go away!” while running away from him on playground (4/21)

Said to his brother, “I don’t like you” (4/22) Evan follows brother around playground

(4/21) Told teacher he felt sick after leaving brother

(4/19 & 4/22) Tried to gag himself after becoming upset

because he had to leave his brother (4/09) Kicked his brother (4/08)

EMOTIONAL DEVELOPMENT: HOME AND SCHOOL ACTIVITIES

Home-Based Activities Books about emotions (The Feelings Books by

Todd Parr) and imitating facial expressions of characters

Singing songs about emotions (“Too Grumpy”) Play dates with other children

School-Based Activities Feelings chart with photographs of his facial

expressions Role play different emotions as a class Teacher can scaffold his interactions with other

children by giving him language to use

SOCIAL DEVELOPMENT

Has Sensory Processing Disorder (4/22) Usually draws rainbows or writes on

whiteboards by himself during free play (4/23)

Spends more time speaking to teachers than other children (January-April)

Plays with his brother but they frequently argue (4/21)

Expressed his emotions to brother by saying, “I don’t like you” (4/22) and “Go away!” (4/21)

SOCIAL DEVELOPMENT: HOME AND SCHOOL ACTIVITIES

Home-Based Activities Play dates with other children Enroll Evan in extracurricular activities (art

class, gymnastics, soccer, building class)

School-Based Activities Encourage him to play in dramatic play area Small group or partner work during circle

lessons