Standard 3
Observing, Documenting, and Assessing to Support Young Children and Families
Case Study on L W
Rational 3: I did a case study on a child in the GSRP classroom and I based my assessment of this child’s progress, on my core notes and the High scope curriculum. My findings were strictly on the positive attributes of the child and his abilities at school and in his home environment. His case study is as follows:
I have chosen to do my case study on L W; was born on May 22, 2008. L is at typical development for a four-year-old male, from a middle-class home. L lives with his Mom and Dad:
D and J. L is the middle child; L is the older brother at eleven years old.
E is the younger brother at two years old. L attends the Great Start Readiness Programs: half day, through the school year, provided through oxford schools.
L has moved two times in the last three years. In the past J worked for General Motors. J was then a independent contractor for two years. J is currently employed at a wonderful new company. D was a business owner of two major stores until she decided to go back to work at a high level Law office. L parents may work long hours, but in my opinion they are incredible parents. Every day you can tell they give one hundred and ten percent to their child’s well-being. J and D provide a stable, loving and very supportive environment to raise their children. L parents are educated individuals with degrees.
L has typical cognitive skills. L is able to recall a day’s events, organize his thoughts or materials.
L uses his problem solving skills wisely and efficiently to understand the problem at hand. L is always
will to participate in most projects and tasks. L is able to stay on task and follow
directions with little or no assistance. L has a sufficient understanding of spatial awareness and opposites. L is able to name all colors and shapes by January of 2013. L is able to count to 59 missing 60 and continuing on to 90. L is able to sequence events that transpire in a sequence of 3, 4, 5 scenes.
L is very creative in his social and emotional play. L can be very engaging with the group or he can play by himself. His self-identity and sense of competence is very strong part of his character. L has developed his own style of
community and is very comfortable in his classroom and around his classmates. L has typical empathy towards other
children and their issues. L can be a great sharer and he has respectable self-control.
L is very good about asking to play in a group and inviting others to
join. Moral Development is still a work in progress which is as it should be for a child of
four.
L gross motor skills are typical of a four year old. L can skip, hop on one foot
or two, walk across the balance beam. L balances without a problem on either foot.
L is a great basketball player, he loves to make baskets. L can kick a soccer ball while running, he throws a baseball quite well for his age over or underhand both are easily catchable. L has typical fine motor skills for a preschooler he can cut, paste and organize. L is very creative with play-doh and other creative material.
L can: dress him, zip his coat, do the snaps on his jeans, and tie his shoes.
L is an easy child to have a conversation with, his vocabulary is very extensive, he uses 6 to 8 worded sentences.
His enunciation of each word has improved greatly since December. L is a willing participates in all
songs, telling stories and or playing games. L has a great memory for simple story’s
and or songs. L is able to follow through with 2 to 3 directions given at one time.
L is also able to identify all 26 letters and 24 out of 26 sounds. L is able to picture read a book with
wonderful comprehension of what the book is implying. L is able to write his full name address and phone
independently.
In conclusion L’s parents and his school have spent quality time reading and supporting his
academic areas. L is a super inquisitive and intelligent child, who shows above average understanding of most
concepts concerning: mathematical reasoning skills, deductive reasoning, and critical thinking. I want to take
this moment to say thank you to L’s parents J and D, G.S.R.P. program Director Melanie Ganiz and the Director of Oxford Early Learning Center, Washea Jackson for giving me this opportunity to view and participate in L’s developmental curriculum this year.
Observing, Documenting, and Assessing to Support Young Children and Families
Case Study on L W
Rational 3: I did a case study on a child in the GSRP classroom and I based my assessment of this child’s progress, on my core notes and the High scope curriculum. My findings were strictly on the positive attributes of the child and his abilities at school and in his home environment. His case study is as follows:
I have chosen to do my case study on L W; was born on May 22, 2008. L is at typical development for a four-year-old male, from a middle-class home. L lives with his Mom and Dad:
D and J. L is the middle child; L is the older brother at eleven years old.
E is the younger brother at two years old. L attends the Great Start Readiness Programs: half day, through the school year, provided through oxford schools.
L has moved two times in the last three years. In the past J worked for General Motors. J was then a independent contractor for two years. J is currently employed at a wonderful new company. D was a business owner of two major stores until she decided to go back to work at a high level Law office. L parents may work long hours, but in my opinion they are incredible parents. Every day you can tell they give one hundred and ten percent to their child’s well-being. J and D provide a stable, loving and very supportive environment to raise their children. L parents are educated individuals with degrees.
L has typical cognitive skills. L is able to recall a day’s events, organize his thoughts or materials.
L uses his problem solving skills wisely and efficiently to understand the problem at hand. L is always
will to participate in most projects and tasks. L is able to stay on task and follow
directions with little or no assistance. L has a sufficient understanding of spatial awareness and opposites. L is able to name all colors and shapes by January of 2013. L is able to count to 59 missing 60 and continuing on to 90. L is able to sequence events that transpire in a sequence of 3, 4, 5 scenes.
L is very creative in his social and emotional play. L can be very engaging with the group or he can play by himself. His self-identity and sense of competence is very strong part of his character. L has developed his own style of
community and is very comfortable in his classroom and around his classmates. L has typical empathy towards other
children and their issues. L can be a great sharer and he has respectable self-control.
L is very good about asking to play in a group and inviting others to
join. Moral Development is still a work in progress which is as it should be for a child of
four.
L gross motor skills are typical of a four year old. L can skip, hop on one foot
or two, walk across the balance beam. L balances without a problem on either foot.
L is a great basketball player, he loves to make baskets. L can kick a soccer ball while running, he throws a baseball quite well for his age over or underhand both are easily catchable. L has typical fine motor skills for a preschooler he can cut, paste and organize. L is very creative with play-doh and other creative material.
L can: dress him, zip his coat, do the snaps on his jeans, and tie his shoes.
L is an easy child to have a conversation with, his vocabulary is very extensive, he uses 6 to 8 worded sentences.
His enunciation of each word has improved greatly since December. L is a willing participates in all
songs, telling stories and or playing games. L has a great memory for simple story’s
and or songs. L is able to follow through with 2 to 3 directions given at one time.
L is also able to identify all 26 letters and 24 out of 26 sounds. L is able to picture read a book with
wonderful comprehension of what the book is implying. L is able to write his full name address and phone
independently.
In conclusion L’s parents and his school have spent quality time reading and supporting his
academic areas. L is a super inquisitive and intelligent child, who shows above average understanding of most
concepts concerning: mathematical reasoning skills, deductive reasoning, and critical thinking. I want to take
this moment to say thank you to L’s parents J and D, G.S.R.P. program Director Melanie Ganiz and the Director of Oxford Early Learning Center, Washea Jackson for giving me this opportunity to view and participate in L’s developmental curriculum this year.