Case Study:

Susan Hargrave-Thomas
I. Subject
a. Name: R.G.
b. Age: 3
c. Race, ancestry: White
d. Gender: Female
II. Information Source
I used 2 sources to gather my information, the 3 year old checklist and the Arizona
Early Learning Standards the 3rd Edition, which is included in my daily lesson plans by
Standard, Concept and Indicator. I also talked with her Mother during drop off and pick
up in an informal matter, asking about her routines, interest and who she mostly
interacts with at home.
I also looked at R.G.s portfolio in which there are pictures and her art work. To see
how she has made progress in developmental areas. I watched her in action from
observing her in a distance so as not to interfere with her engaging in play. I have
adjusted lessons plans to help target the areas in language specific domains to
encourage developing her speech.

III.

Background Information
a. R.G. is a three year who lives with her mother, father and one brother.
She attends preschool two days a week on both Thursday and Friday for a
period of approximately 9 hours on each day. Her father works in a band,

her mother is massage therapist and her brother is two years senior. R.G. has
a positive relationship with her family, she seems to hold a strong desire to
be held and near her mother, as when they enter the room she is always
clinging to her. After her mother leaves she goes right to an activity and
engages herself appropriately.
b. R.G. is shorter than most of the females within the classroom. She seems
to have a broad understanding of activities, imagination and understands of
most of the concepts taught. R.G. is also very polite, displays empathy for
others, and will seek help when she needs it with ease. She will also try most
activities, while demonstrating patients to complete the task at hand and
seeks approval from a finished product. R.G. will work on an activity to
completion up to 20 minutes sometimes, she was just observed setting up a
dramatic play situation (going on a picnic) using a blanket and basket with
play food and the baby dolls .Describe childs physical characteristics (size in
relationship to others the same age, health, and abilities)
c. R. G. is in attendance regular on her designated days. She is always
excited to try new things and listens to the expectation of the activity. She
has demonstrated eagerness to print her letters and try to print her first
name. She has been doing letters with play dough, chalk and markers to
name a few ways.

d. After both assessment tools were completed, R. G. is typically developing.

She is given many opportunities to expand on her skills daily in the
classroom. She has demonstrated independence as she never needs the
reminder to flush the toilet and wash her hands. She also knows and doesnt
need a reminder to wash her hands after art, playing in the sensory table or
coming in from outside to name a few. When it is clean up time she gets to
cleaning right away.
IV. Developmental Performance
a. R. G. seems to have four areas of interest: one being the dramatic play,
second the art area, third the sensory table and the fourth writing center. In
dramatic play she has taken the baby dolls somewhere the park, grocery
shopping or sat and played with in the dramatic play area dressing up and
making dinner. She has also pretended to be on a plane while lining up
several of the classroom chairs or driving a bus many of her peers join in on
this. She also will use all the different types of paper to create a collage or
use a crayon, marker or colored pencil to draw a scene of some type. In the
sensory table she has demonstrated no tactile issues and will play and
explore with whatever is in there, also for a period of 20 minutes or more. R.
b. also seems to like to do letters or her name in many different styles. She
will match the letters using a letter card and a letter magnetic or a writing

tool, and washable markers, washable crayons.

c. R. G. limits her conversations with peers that are new or does not know
well. When confronted in play by conservation she will just shake her head
and pull away shyly. She will come and grab my hand and ask for me to stay
and be near to help with her words.
h. R. G. shows affection by standing near and adult or a friend. She will ask if
one of her friends are coming to school today and if not will ask if their
having a day home to play with their parent. When putting her name on the
door she will tell a peer or and adult that someone has not put their name
up. She will approach most activities with no hesitation and always
approaches it with a positive attitude. She will always include others in her
play but will not hold a sentence conversation, at times a look or one word.
With well-known friends she will use her words and tell them stop I not like
that, hey I play with that.
IV. Conclusion and Recommendations
a. R. G. does well with others, she is confident in her play. She will always
attempt an activity and will have a stick to it attitude to complete at her best.
She has a wonderful imagination at play and can make the most and best out
of most situations. She has a well-established mannerism by displaying
always using her polite words. R. G. has a good humor and always

approaches activities in a positive way. She has shown to be a leader in some

areas of play and loves to use her imagination, if it is in dramatic play,
building with blocks or playing outside. In one paragraph, write your own
appraisal of the child based on the information you have gathered and
presented
a. I have gone through some of the children interactive games on the
computer with sound in the language area to implement listening to the
words broken up by letter sounds. I also have made a few flannel board
rhymes to use during one of the two circle times. I also have made some
cards with the word and picture next to it to do in a small group. While doing
these few new activities she seems to talk a little more to her peers that she
has not known as well as the others. Make recommendations for meeting the
childs current developmental needs in the classroom.
b. I talked to her mom and told her some of the new items I had made and
how it was beginning to work. I suggested that they need to also help build
her language and confidence by reading books, making grocery list, and
talking interactively to more children that she does not know as well. I also
suggested enunciating the letter sounds clearly and distinctly when they
speak. I also suggested to always talk, about what youre doing any actions

or even while cleaning. Also maybe have some play dates with other children
from school or church.