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Julie Pierce
TLS 303
Dr. Sonya Gaches
Preschool Case Study Child Development
Benchmark Assignment
Introduction
Over the past year, I have been student teaching and observing in a PACE
classroom in the TUSD school district. During this time, I was assigned one case study
child. I observed her actions in the classroom and completed family engagements in an
effort to know her better. These experiences helped me understand how a child’s home
life and daily interactions help shape who they are; it also helped me create a classroom
environment that was beneficial to her growth. Overall, the time spent working with this
child was exciting and helped me develop an understanding of how to be a better
teacher.
Child and Family Background
My case study child is ML. She was born in Tucson, Arizona. ML is five years old
and the youngest member of her six-person family. Her immediate family members
include her mother, her father, her 16-year-old brother, her 13-year-old brother, and her
7-year-old sister. ML is able to see most of her extended family often because they also
live in Tucson, Arizona. (Field Notes) This has allowed for her to be close with all
members of the family, which is evident through her daily journals and the verbal stories
she shares in the classroom. She shares stories about interactions she had with her
family members outside of school. (Journal Writing, Family Journal)
ML was born around the time that her family was participating in many Danza
Azteca ceremonies. Her parents had big hopes and dreams for her to become a “strong
Chicana Guerra”. They were hopeful that ML would be recognized as a blessed child in
the world. As ML’s mother laid eyes on her for the first time, she dedicated ML to “Senor
San Miguel, the Arc Angel, God’s strongest warrior who pushed evil out of heaven.”
(Story of Name) It is evident that ML’s parents have high hopes for ML and the life that
she is going to live.
Her father drops ML off each morning between 8:30 AM and 8:45 AM. Her
mother picks her up at the end of the day around 12:30 PM. This routine is the same
every day. ML’s mother and I are usually able to chat about a variety of topics when she
is picking up ML; I speak with her father in the mornings briefly. (April 13-22 Family)
The family has consistently expressed an appreciation for the arts. The family
participates in dance and music festivals regularly, creates and sells artwork and plays
instruments. The dance and music festivals are usually something that all members of
the family attend; ML has just recently begun to show interest in participating at these
festivals. (Field Notes, Family Engagement on 2-12) ML’s mother creates many pieces
of art and sells them at different events around the city. ML’s older brothers have started
to create artwork to sell at these events. ML is a child who shows a heavy interest in art
related engagements in the classroom. She is always willing to take a chance with her
artwork and enjoys showing off her creations to others in the classroom. The
connections between ML’s interests in art are heavily influenced by the importance her
mother places on art in the home. ML’s mother has mentioned that she considers the
arts to be just as important as the ‘core’ subjects that are taught in schools. She feels
that the arts allow people to express their emotions and true feelings, which is
important. It is evident that ML has picked up on these thoughts and uses her art as a
way of expression. (Field Notes)
ML will be attending BASIS for her elementary school years. All three of her
siblings attend BASIS currently. ML’s mother believes that this school is a great fit for
her children but is going to actively ensure that ML is happy at the school. She loves the
Reggio philosophy that is in place at the school ML currently attends and is hopeful that
her daughter will be encouraged to be curious and explore in her future schooling
settings. (Field Notes)
Physical Development
ML’s physical development has been fascinating to observe over the past school
year. While her fine motor skills have always been strong, I notice immense growth in
her gross motor skills.
ML is capable of writing the entire alphabet in capital letters. When I first came
into the classroom she was beginning to write her full name. She uses a dynamic tripod
grasp when she is writing with a pencil, pen, marker or crayon. (April 13-22 Dynamic
Tripod, Writing) She has continued to work on her writing skills and is now capable of
writing short sentences. In the daily journals, students usually draw a picture and
verbally tell a story, which an adult writes down on the page. However, ML has started
to write in her own journal, simply getting spelling help from an adult in the classroom.
(Writing Sample) There were moments of frustration when ML did not believe she could
form the letters correctly however she always pushed through and was able to complete
the writing.
ML also showed how refined her fine motor skills were when I implemented my
cultural story box invitation into the classroom. She was able to manipulate the chapati
dough with ease. She squeezed, rolled, pinched and flattened the dough. She had
drawn a picture of a cat and was using the dough to recreate her drawing. She was
successful in her recreation, because of her fine motor skills. (Chapati Cats)
The gross motor skills are where I have seen the most growth in ML’s physical
development. I have noticed that ML has good self-control when it comes to sitting for
long periods of time. She is able to sit crisscross with her hands in her lap for the
entirety of the time we are on the carpet, usually no more than fifteen to twenty minutes.
She is also able to sit in her chair at the table, without fidgeting, for long periods of time.
(Anecdotal Notes) On the field trip to the DeGrazia Museum, ML was sitting on the floor
drawing a picture. I noticed that she had her feet tucked behind her and she was sitting
on her knees. She was hunched over the paper and supported her body weight with her
left hand as she drew her picture with her right hand. (Anecdotal Notes DeGrazia Field
Trip)
Another area that I have been able to observe ML’s gross motor skills is outdoors
on the playground. The class has tricycles that are used during outdoor playtime. ML
was always able to ride the tricycle but she moved slower than other children. There is
also a small ramp on one area of the playground. ML would always stop at the top of
the ramp and walk next to the tricycle. One morning, I noticed that ML stayed on her
tricycle and kept her feet off of the pedals as she made her way down the ramp. Her
feet were dragging along the ground causing the tricycle to move at a slower pace down
the ramp. Towards the end of the year, she was able to ride the tricycle with her feet on
the pedals down the ramp. While this may have been a mental fear she was able to use
her full body in order to control the speed of the tricycle. (Tricycle)
Another outdoor activity that shows ML’s physical development is the monkey
bars. She is able to grasp the monkey bar and hold on for a while. However, she was
unable to let go of the bar and grasp the next one. She fell to the ground as soon as she
let go of the first bar. (Monkey Bars)
Strengths in Physical Development
At five years old, ML has strong gross and fine motor skills. She continues to
develop her motor skills everyday in and out of the classroom. She is able to grasp and
manipulate a variety of materials; this showcases the strength in her fingers and hands.
This continues to be beneficial as it allows her to write words and draw meaningful
pictures.
In regards to her gross motor skills, she has control over her full body motions.
She has learned what her body is capable of and uses her muscles to follow through
with the actions she is thinking about performing. Now that she has made the
connection that she controls her entire body she has shown her willingness to take risks
physically.
Areas of Growth in Physical Development
ML has strong fine motor skills, but they can always be improved. She will
become more confident in her abilities as she continues to practice. Through more fine
motor manipulation, ML will perfect her abilities that require her fine motor skills.
ML struggles with some activities that require muscle involvement from all areas
of the body. This is evident through her tricycle riding and monkey bar grasps. It would
be beneficial for ML to continue engaging with these activities in order to allow these
muscles to grow and become used to these actions. As ML engages with more activities
that require her full bodies’ attention, her gross motor skills will continue to develop.
Home Based Activities in Physical Development
ML would benefit from continuing to use manipulatives in the home as she
creates artwork. Her family is very art-inclined so the materials would be readily
available. Encouraging ML to experiment with new materials and apply them to her
artwork would allow her fine motor skills to become more developed.
ML could practice riding a bicycle or tricycle at home to become more familiar
with the action and different environments. This would help her gross motor skills
develop on the full body level.
School Based Activities in Physical Development
The use of a variety of manipulatives would be beneficial for ML to refine her fine
motor skills in the classroom. New experiences with manipulatives would allow ML to
grow because it requires her to understand how the newly introduced manipulatives
work, and which fine motor skills need to be used.
In order to help ML develop her gross motor skills I would suggest implementing
more full body games into the classroom. I have noticed her growth when we have been
outdoors the most. I think a game involving a ball or a community-building relay on the
playground would be most beneficial for her. These are both new experiences so they
would be something she was not bored with.
Cognitive Development
ML showcases her cognitive capabilities on a regular basis in the classroom. She
understands symbolism, shows evidence of reasoning and problem solving, uses her
memory and attention to detail, is creative and imaginative, as well as many other
intelligences.
One instance that showcases a variety of cognitive thinking was a free choice
activity that ML engaged with in the classroom. A new manipulative had become very
popular in the class on this day. ML was playing with the new manipulative when she
noticed a booklet with a picture of a crown. She made the decision that she was going
to recreate this crown. However, she was puzzled about how to begin making the crown
and what pieces she needed to use. She used the manual to look at the picture of the
crown, figure out how many pieces she needed, and understand how all these pieces fit
together. This one interaction shows ML’s ability to acknowledge symbolism reason and
problem solve, pay attention to detail, and be creative! (April 13-22 Crown)
Another instance that suggests how highly developed ML’s cognitive abilities are
occurred during another free choice exploration. In class, we have foam boards with
pegs that ML uses often. One day in class, she put pegs on one side of the board and
set it on the table. She then began moving the pegs to the opposite side of the foam
board. She was testing balance and generating understanding about how the pegs
supported the foam board. (2.22 Classroom Free Choice) ML was showing curiosity and
the willingness to learn through play. This was a creative exploration that required
executive functioning and high-level thinking.
Additionally, ML used her memory in class when a guest speaker from the
DeGrazia museum came into classroom. The guest speaker had been asking questions
about what certain objects were called. ML processed these questions and was able to
identify the objects from memory. She stated that the objects were things she had seen
or been told about by family members in the past. One of the objects was an old cactus
and the other was a deer dancer. (Class on 3-30) Her ability to process questions,
remember, and articulate responses is another indication of her cognitive thinking skills
in action.
Strengths in Cognitive Development
ML is able to use her cognitive thinking skills in a variety of ways each day. Her
willingness to approach a new task and generate understanding is something that
shows her desire to learn. She takes risks and is okay with making mistakes. She is
eager to approach new situations and find ways to create understanding for herself.
Areas of Growth in Cognitive Development
ML is not always confident in her capabilities. She depends on others to confirm
that her actions are correct or going to lead to the correct answers. As she continues to
develop her cognitive skills she will be able to understand that mistakes are a vital part
of learning. More experience with activities that require cognitive thinking will allow ML
to develop her skills.
Home Based Activities in Cognitive Development
ML’s family is focused on art. The idea of being creative and allowing ML to
explore new materials in something that I think would be very beneficial for her. She
would be forced to take chances and think about how one action would affect the next.
Her cognitive thinking skills would be challenged in a way that she truly enjoys; her
family would also be able to engage in this type of activity with ML.
School Based Activities in Cognitive Development
ML is a child who enjoys creating things whether it is using art or using
manipulatives. Introducing manipulatives that encourage creations to be made is
something that could be beneficial for ML. I also think ML would enjoy using challenging
puzzles in the classroom. It is something that she engages with rarely in the classroom
and I think this is because the puzzles we have are very simple. ML enjoys being
challenged and would thrive on the feeling that comes form accomplished a tough task,
which require her cognitive thinking skills.
Language Development
ML has a wonderful understanding of language. She is able to communicate her
thoughts and ideas in ways that make sense to her audience. Her speech and grammar
is rarely incorrect. I feel that this comes from the language rich environment she has
been surrounded by her entire life.
ML shows her pragmatic knowledge in her daily verbalizations within the
classroom. She can respond to others’ comments or questions and add relevant
information to the conversations. “That is an old cactus, my dad had them by his work.
He works on cars”. (Class on 3-30) While the question was focused on the old cactus,
ML was able to verbalize how she knew what the object was. In addition, she made an
extra comment, about what kind of work her dad did, that applied to the conversation.
Another piece of this sentence that sticks out to me is her grammar. ML uses two
different tenses, past and present, in this statement. This could be a grammatical error
but it also could be correct, depending on current circumstances surround her dad’s
work. If the old cactus pieces are no longer near her father’s workplace, she used the
correct tenses. If they are still there, she made a mistake with her tenses of the word
“had”; it should have been “has”. It also could be a case where her father’s job location
has changed, therefore making her grammar correct.
ML was able to make assumptions and then reflect on those assumptions. This
was evidenced through a paint mixing activity done in class. Prior to mixing red and blue
paint she said, “I think it’s going to be purple”. Once the paints were mixed, revealing a
purple color, she exclaimed, “It’s purple! It’s purple!” (Pictures of Class Time)
Strengths in Language Development
ML is expressive in her language; she can convey her thoughts and emotions
through verbal language. Her thoughts and ideas make sense to her audience
members. She knows how to make connections throughout her speech. Being in a
language rich environment throughout her childhood has been beneficial to her
language development. She has been surrounded by language, and encouraged to use
language, her entire life.
Areas of Growth in Language Development
While I am not sure if ML made a grammatical error using two different tenses, it
is a common mistake by young children. Ensuring that the words she says aloud are the
words she means is something that would help her understand language more fully.
Additionally, ML could expand her vocabulary in and out of the classroom. This would
allow for her to tell more stories and explain situations in a more lively way.
Home Based Activities in Language Development
Language can be expanded in a variety of different ways. In the home, ML can
engage with storytelling and reading books. Her family is often on the move and
engaging with the community. Encouraging ML to share stories from these experiences
will allow her to develop her language abilities even more.
School Based Activities in Language Development
In this classroom, ML could continue to share stories verbally. This could be
done through sharing time in the classroom. Additionally, ML can be introduced to new
vocabulary through new areas of study being introduced in the classroom. This will
encourage her to speak about what she is engaging with and generate understanding,
through language, about these new topics.
Emotional Development
ML is a child who is attempts to maintain a positive demeanor in the classroom at
all times. I have no data showing ML being mad or sad while in the classroom. ML has a
strong sense of self-identity. She knows her interests and the things that bring her joy.
She has a happy attitude in the classroom and interacts with her peers in a positive way
each day.
This speaks volumes about the emotional development that ML has.
ML is capable of expressing love and showing empathy towards her family and
friends. She knows that these people are important to her and that their feelings can
have an effect on her own feelings. (Journal Writing)
The only times I have observed ML being fearful or anxious is when she is
attempting to complete tasks that she was not physically ready for. This includes her
fear of riding the tricycle down the ramp and grasping the second bar of the monkey
bars. (Tricycle, Monkey Bars)
One other emotion that I have become more aware of as I have reflected on the
data I have collected on ML is her confidence. There are times when ML seems unsure
of her ability to complete a task and looks to others for support. As she completes these
challenging tasks she is filled with joy. (Crown)
Strengths in Emotional Development
ML is capable of expressing her emotions in a positive way. She knows the types
of things that bring her joy and seeks those interactions out regularly. Due to her high
emotional development, ML is able to express how others make her feel. This is
something that will help her as she develops the skill of perspective taking.
Areas of Growth in Emotional Development
I am unsure if ML is unable to express negative emotions or simply does not
know how to yet. I am sure that there have been times when ML was mad, frustrated, or
sad but it was never shown to me in the classroom. This could be something that ML
needs help with understanding. She needs support with knowing that these emotions
are good to have and should be expressed when they are felt.
Home Based Activities in Emotional Development
ML’s family could encourage her to share her feelings about the day once she
gets home from school. The family could also share stories about their days and include
the negative emotions that were felt throughout the day. This would bring the family
closer together and allow them to know more about each other’s daily lives. It would
also show ML that positive and negative emotions are normal.
School Based Activities in Emotional Development
Incorporating community activities that encourage children to share their feelings
would be beneficial for ML. This would allow her to know how her peers are feeling on a
regular basis and become more comfortable with sharing her emotions as well.
Another way the topic of emotions could be learned about in the classroom is
through read-alouds that show characters feeling a wide range of emotions. This could
also help ML develop perspective-taking skills.
Social Development
ML is a child who is very comfortable in social situations. She is involved with
many different parts of the community, which has led to her comfort in social settings.
She shares stories about family outings and the people she interacts with during them.
(Field Notes)
ML is a child who is able to interact with all of her classmates. While she has a
few friends in the class that she appears to spend more time with she never neglects
any child. She is always willing to include every child in her play experiences and works
to make sure all of her peers are happy. This shows that she respects her peers and
wants them to respect her. She is capable of sharing with her peers and is helpful when
it comes to group situations with her peers. (Field Notes)
Strengths in Social Development
ML is capable of being a friend to others. She knows how to respond to people in
order to help them be happy. She is respectful and is desires to be respected by others.
Ml understands that her actions affect how others view and respond to her, this
knowledge has led her to interact with her peers in positive ways.
Areas of Growth in Social Development
ML could always be pushed outside of her comfort zone. She is capable of
making new friends and generating a larger social circle. She tends to stick with her
preferred friends, when they are at school. Encouraging her to create stronger
friendships with other children in the class could improve her social development.
Home Based Activities in Social Development
ML should continue to attend social events in the community with her family.
These events allow ML to engage with new people and put her social skills to work. She
is able to act appropriately in various settings and make sense of her actions in these
new surroundings.
School Based Activities in Social Development
ML should be encouraged to spend time with all of her peers regularly.
Community building activities that encourage children to spend time with new groups of
friends could be beneficial in the development of ML’s social skills.
Conclusion
Over the past year, my time with ML has taught me so much more than I ever
could have imagined. I realize how important it is to know who a child is in and out of
the classroom setting. The times I have spent with ML and her family has allowed me to
see her overall development and adjust my teaching in order to best fit her needs. I am
hopeful that this experience will encourage me to reach out to future students and make
the same type of commitment to their learning needs.