Subject Selection for Observations and Comprehensive Case Study

Subject Selection for Observations and Comprehensive Case Study

Case Study: Jeremiah Wilson

• Gender: Male
• Ethnicity: African American
• Age: 7 Months
• Grade: Infant and Toddler Classroom

Overview

Jeremiah had an uncomplicated birth history. He was born into a two-parent home. His father is a military Captain who is frequently deployed, and he resides in the home with his mother and newborn sibling. His mother is employed outside of the home as a business executive. Jeremiah is enrolled in an early childhood program. He enjoys playing with toys, but seldomly interacts with other children. He enjoys looking at his reflection in the mirror.

Home Life

Jeremiah was born on a military base hospital located on an international airbase. When he was 5 months old his parents returned to the United States and his father stayed on active duty. Jeremiah attends a military childcare program where he is enrolled in the infant classroom with like-age peers.

Developmental Details

Jeremiah enjoys being close to the lead teacher in the infant classroom and cries when she cannot attend to his immediate needs. He is beginning to crawl and can sit up without assistance. He enjoys playing peek-a-boo with his caregivers. However, because of the limited time he can spend with his father due to his busy work schedule on the military base, Jeremiah often cries when his father picks him up at the end of the day. Jeremiah is exhibiting stranger anxiety. Jeremiah does show he recognizes his mother and will cry during drop-off and reaches for her when she places him in his playgroup. Jeremiah enjoys looking at his reflection in the mirror and can babble in response to his caregiver saying his name.

School Life

Jeremiah is able to show preference for his favorite musical toy in the classroom and sometimes cries when another child has the toy. He is fascinated by his own reflection and oftentimes will play near the mirrored wall in the classroom.

Ms. Robin has been Jeremiah’s teacher since he entered the Military Child Care Center. As part of the continuity of care program, Ms. Robin stays with the same group of children. She observes Jeremiah gets upset when he must share toys or finds a toy that another child has and tries to take it from them. He is often seen near another child named Bobby and he will try to take toys and attempt to pull toys out of his hand. Ms. Robin informed the assistant teacher that she must keep a close eye on Jeremiah so he does not get agitated when there is a toy he cannot acquire. Ms. Robin is working on developing ways to work with Jeremiah and his family to think about other activities that would interest him.

Behaviors & Domains

Gross & Fine Motor Skills

Jeremiah can sit up on his own and is able to crawl across the room to reach for toys that are out of reach. He struggles with transferring objects from one hand to another. He does find comfort in placing toys in his mouth when he is tired.

Evolving Communication

Jeremiah can communicate through sounds, gestures, and facial expressions. He is able to repeat some sounds heard during play. He can also put together a chain of sounds, such as “ba-ba-ba†or “da-da.â€

Social Emotional

Jeremiah is aware of familiar people. However, he does prefer when his aunt picks him up from childcare as he spends the majority of his time with her. He loves looking at his reflection in the mirror. He does laugh, but not often when excited. During playtime, he often plays by himself or finds a toy to entertain himself.

Cognitive

Jeremiah puts things in his mouth to explore them. He can push up with straighter arms when on his tummy. He can also lean on one hand to support himself when sitting without support. He crawls around the room to explore his space, but rarely interact with other children.

• Age: 4 Years
• Grade: Pre-Kindergarten

Home Life

Jeremiah’s parents are married and middle class. His father is a marine who is currently deployed overseas. He has one sister who is two years old. The family is Christian (Baptist). Jeremiah and his sister are cared for by an aunt outside of his school hours. His Mom works long hours and finds it difficult to help Jeremiah with his work. Jeremiah’s aunt cares for several children so she expects him to take care of his own needs. They live in an urban setting in a relatively safe neighborhood where a lot of the children play out on the street.

Developmental Details

Jeremiah is a very athletic and active child. Jeremiah is a kind and thoughtful little boy though he can become somewhat aggressive when agitated. He does not mean to hurt anyone, but his level of physical activity can get out of control and his judgment becomes affected. Jeremiah has been looked at by a pediatrician and a neurologist due to his restlessness and his difficulty attending to tasks and directions. The doctors agree that there is a suspicion of ADD/ADHD but feel that it is too early for a diagnosis. They have encouraged his mom and teacher to provide him with structure, exercise, and a safe place to “blow off steam†when he begins to spin out of control.

School Life

Jeremiah is a bright little boy, but his schoolwork suffers from his inability to stay on task. He does not yet have an IEP, so it is suggested that prior to the transition to kindergarten Jeremiah meet with the Developmental Team within the school district to assess social emotional development and cognition, and plan on the development of supports in the classroom setting.

Ms. Rebecca enjoys working with the Wilson family. She is particularly fond of Jeremiah because of his vivid imagination and love of superheroes. Ms. Rebecca has observed Jeremiah getting agitated during a typical day, however only at times where he is required to sit in the same spot for too long. Ms. Rebecca believes in taking observational notes to determine when and under what circumstances Jeremiah gets upset and has off-task behaviors. Ms. Rebecca notes, â€œJeremiah can sit at the carpet during circle time for 7-8 minutes without being redirected. He seems to be bored after 10 or more minutes. It is possible that he could find that standing or having a fidget toy in his hands would be a possible solution. During math time he is easily districted when we use typical counting beads or other small manipulatives. However, one day the assistant brought in small action figures for Jeremiah to count with and he stayed on task throughout the activity.†Ms. Rebecca shares the entire observation with the developmental team before the transition to kindergarten meeting to offer additional ways to support Jeremiah.

Behaviors & Domains

Gross & Fine Motor Skills

Jeremiah appears awkward and clumsy, dropping, spilling, or knocking things over. He Grasps his pencil awkwardly, resulting in poor handwriting. He chooses to avoid writing / drawing tasks. He demonstrates poor ability to color or write \”within the lines\”.

Communication (Language and Reading Development)

Jeremiah sometimes uses vague, imprecise language and has a limited vocabulary. Jeremiah often mispronounces simple words used during play and class time. During rhyming activities delivered in Storytime, he is challenged by finding words that rhyme. He is unable to sing a song or say a poem from memory. He does enjoy making up his own stories when he interacts with a limited number of his peers. He is able to say his first and last name. However, he has a poor retention of new vocabulary.

Social Emotional

Jeremiah seldom enjoys doing new things. He tends to find joy in playing with the same toys and being in the same dramatic play areas. He often cannot tell what is real and what is make believe. He has trouble knowing how to share/express feelings. While he plays in the same dramatic play areas, he is very creative with make believe play. His teacher feels she must be observant when Jeremiah is getting frustrated as he has difficulty with self-control when frustrated. This is a challenge and he sometimes struggles to cooperate with other children. In his infant toddler years, he liked to play in solitude. However, now he enjoys playing alongside some of his peers.

Attention

Jeremiah has difficulty sustaining attention in school or play activities. He is frequently forgetful in daily/routine activities. He struggles to learn new games or master puzzles due to the amount of attention it takes to complete those tasks.

Math

Jeremiah performs above average in mathematical computations. He enjoys activities where he can use math manipulatives, such as blocks, beads, and sorting items. He can put objects into similar categories. He is exceptional in the areas of making comparisons, estimation and following mathematical rules. It would be beneficial to find activities such as these when he transitions to kindergarten as a way to enhance his on-task behaviors and focus, in areas where he struggles to retain focus and attention.

• Age: 8 Years
• Grade: 3rd

Home Life

Jeremiah’s father is on another deployment overseas. Now that he’s older, his mother expects him to pitch in more with household responsibilities and looking after his little sister. Jeremiah now goes to an after-school program at the YMCA.

Developmental Details

Jeremiah is still very athletic and active. Even though he’s very active, he’s eating more foods that are bad for him and putting on weight. Jeremiah has been diagnosed with a mild case of ADHD. The after-school program at the Y provides the structure and exercise that he needs to help him deal with his hyperactivity. Jeremiah is still kind and thoughtful, but his hyperactivity causes him to have trouble staying on task, completing the chores his mother has assigned him, or taking care of his sister. He sometimes gets frustrated at the expectations she places on him. He is missing his father’s influence, and is passively rebellious, leaving his tasks unfinished and appearing lazy and forgetful.

School Life

Jeremiah’s schoolwork is still suffering; his grades have slipped since his father was deployed again. Jeremiah now has an IEP and has been enrolled in some remedial programs to help him with his math, science, and reading skills.

Mr. Keith has been a bright spot in the life of Jeremiah. Jeremiah has shown he enjoys being in Mr. Keith’s classroom, as he is an African American male. Mr. Keith has observed Jeremiah making strides in his reading abilities since the start of the school year and encourages his caregivers to purchase comic books as a reward and a way to increase his reading abilities. Mr. Keith also is aware of some of the triggers that cause Jeremiah stress, such as being bored with a task and struggling to be understood by his peers. Mr. Keith observes that Jeremiah can excel in his language arts, mathematical computation, and science when tasks are framed around something that intrigues him. Mr. Keith meets with Jeremiah’s caregivers at the student led conferences so Jeremiah can show off the areas he excels in school. Jeremiah developed a presentation with comic book pictures to share his progress in his schoolwork. Mr. Keith was proud to see Jeremiah show an interest in sharing this with his caregivers.

Behaviors & Domains

Gross & Fine Motor Skills

Jeremiah is a very active third grade boy. He enjoys sports and playing outside. He is agile and has good hand eye coordination. His handwriting has improved significantly since entering elementary school.

Communication (Language and Reading Development)

Jeremiah has a large vocabulary for his age. He uses proper grammar when speaking in class or with his peers. He shows an interest in reading comic books and stories about superheroes. While he enjoys reading, he does tend to read slower when asked to read aloud. He does not enjoy reading aloud and presents some off-task behaviors during reading. During reading time in class, the teacher must ask numerous times for Jeremiah to come back to the larger group for instruction. He has some difficulty in making differentiation between words that are similar such as beard/bread. He is challenged in spelling, as he is inconsistent in understanding words that appear in other places in the same document. He uses writing organizers when asked to write his own stories and has shown great progress in this area of written language.

Social Emotional

Jeremiah is a sweet boy who is eager to help peers when asked. His mother reports that he sometimes assists around the house but manages to make messes when not supervised. He does enjoy spending time with his younger sister. He is very caring towards her. He often struggles with knowing how to share and express feelings. When asked to expand on his thoughts, he struggles to share helpful details within a conversation with adults. Jeremiah often gets frustrated when others do not understand what he is trying to communicate, thus leading to challenges in managing his emotions. His teacher, Mr. Cavette, has asked him to take time to develop some of his strengths, however he finds this task to be challenging and refuses to follow through in setting goals. During his interactions with peers at the YMCA, Jeremiah is a leader, and can maintain a positive social status within his peer group. The troubles arise when the boys roughhouse and Jeremiah does not realize his own strength during such play.

Attention

Jeremiah struggles to pay close attention to details or makes careless mistakes in schoolwork and this causes him some frustration. He has significant difficulty sustaining attention in work tasks or play activities. During a regular school day, he does not follow through on instructions and fails to finish schoolwork. He continues to struggle with keeping his assignments in order. While reading and sports interest him, he avoids other tasks that do not engage his interest. He is reluctant to engage in tasks that require sustained mental effort such as homework and organizing work tasks. It is a challenge to keep Jeremiah’s attention when he is not interested in a task. He often loses his assignments and later does not complete missing work.

Math

Jeremiah has shown some struggles in math. He frequently has poor alignment of numbers resulting in computation errors. He is challenged in making estimations and overall mathematical computations. During previous classroom quizzes, Jeremiah scored below average in his understanding of comparisons (e.g., less than, greater than). He is struggling with at grade level multiplication tables, formulas, and basic rules of mathematics. Mr. Cavette has addressed this within his IEP and Jeremiah spends his morning out of class time with a math specialist.

 

 

 

Instructions

For this assignment, choose the child to follow and provide an explanation for your choice, along with ideas for applying theories of development. Include the following:

Introduction

• Provide a brief introduction in which you explain why you chose that particular child.

Developmental Influences

• Identify potential prenatal, infant, or toddler events that may have impacted the child\\\’s overall development to date.

Child Development Theories

• Discuss the applicability of at least two child development theories to the identified characteristics of a child.

In your work, be sure to also:

• Use scholarly research to support your ideas.
• Apply scholarly and professional communication skills consistent with expectations of the intended purpose.

"You need a similar assignment done from scratch? Our qualified writers will help you with a guaranteed AI-free & plagiarism-free A+ quality paper, Confidentiality, Timely delivery & Livechat/phone Support.

Discount Code: CIPD30

WHATSAPP CHAT: +1 (781) 253-4162

Click ORDER NOW..