De la Cruz _ Assignment 1: A Child Case

Please share any experience you had with regards to dealing with a child whom you find to be a
challenge to deal with and how did you deal with the case.

Cite a child development theory or theories that may explain the child's behavior.

ANSWER:

One of our organization's programs serves children with disabilities (CWDs) aged 0 to 14 by
offering them physical, occupational, and special education therapy. These kids have a variety of
disabilities, including learning disabilities, intellectual disabilities, speech delays, autism,
attention-deficit/hyperactivity disorder (ADHD), and many more.

When our CWDs were first admitted to our Stimulation and Therapeutic Activity Center with
diagnoses of Attention-Deficit/Hyperactivity Disorder (ADHD), Speech Delay, Learning
Disability, we noticed that they were impulsive, unable to socialize, wanting to be in their own
world, and unable to work independently. Nonetheless, these CWDs were able to adapt and show
progress when they received consistent intervention over time, were exposed to the community,
and were integrated into formal education. Additionally, we teach their parents how to conduct
their own do-it-yourself home treatment sessions with their kids.

In this case that we encountered with the development of our CWDs, I considered the
sociocultural theory of Vygotsky applied here the most. Two important ideas are scaffolding and
the zone of proximal development (ZPD):
Zone of Proximal Development (ZPD): This describes the range of actions that CWDs can do
with assistance from adults who are more experienced than them (like parents, services roviders,
instructors, or classmates). By offering suitable challenges along with assistance, determining a
child's ZPD can help guide intervention efforts for children with ADHD, learning difficulties,
and speech delay.

Scaffolding: Scaffolding is the process of giving CWDs organized assistance to enable them to
complete things inside their zone of perception. This could be giving verbal indications and
reminders, visual help, or work breakdowns into doable steps.

Vygotsky's theory underscores the importance of social interaction, supportive environments, and
guided learning experiences for children with developmental challenges. Through consistent
intervention, exposure to diverse environments, and parental involvement using scaffolding
techniques, children with ADHD, speech delay, and learning disabilities can progress and adapt,
ultimately expanding their capabilities within their Zone of Proximal Development. This
approach highlights the dynamic interplay between social interactions and cognitive
development as advocated by Vygotsky.