Maricar H.

Ramos

BSED 1 – ENGLISH

CASE STUDY OF CHILD

INTRODUCTION

Children continue to grow and to change in amazing ways as they move from toddlerhood to

school-age. During the preoperational stage, between ages 2 to 6 years, young children continue

to grow taller as their bodies take on more adult proportions. They gain the ability to run and to

climb stairs independently, as well as to cut with scissors and to grip a writing tool. Cognitively,

young children learn how to think symbolically, which leads to make-believe play, and their

Language explodes and matures. Emotionally, children learn how to express their own feelings

and to feel reflective empathy, socially, they begin to cultivate relationship with peers as well as

deepen family relationships. Morally, they begin to understand “ right” versus “wrong,” and to

understand they have the choice about which way to go. Understand what it means to be male or

female.

Beyond just understanding how young children are growing and developing during these

early years, parents also need practical, Everyday knowledge on how to care for their children

and how to meet their needs.

In this case stud, we are trying to learn how one child experiences the world--- what do

things look, and feel like for them, trying to see things from the child’s perspective. Our basic

task is learning how to observe and think about children and about their experience of school and

the world outside school. This includes being reflective about us an observer and discussing our

thoughts and observations with others. Hopefully the careful Study of one child will help us

develop our capacity to discern and appreciate the abilities

PHYSICAL DEVELOPMENT

Anicka is now 4 years old and her drawing shows that she is making positive physical,

cognitive, and socio-emotional development. Physically, Anicka has demonstrated through her

drawings that she is strong enough to hold and control the drawing pencil. According to Arce

and Ferguson (2013), drawing, just like writing, requires physical energy for one to hold and

control the drawing pencil. The drawing that was done by anicka clearly shows that she has the

physical strength to control the pencil. At 4 years old, such physical strength is expected of him.

The drawing is relatively good given her age. It is important to note that Anicka is often not

enthusiastic when it comes to physical assignments. She is slightly slower compared with her

other colleagues when it comes to physical exercise. The mother blames this weakness on

attitude other than physical problems. According to the mother, this problem can be addressed if

Anicka can change her attitude towards physical activities.

COGNITIVE DEVELOPMENT

Cognitive development is another domain in which Anicka has registered impressive growth.

In the dialogue between the preschool director and her mother, it is clear that she is an intelligent

girl. The two are in agreement that she is very fast in grasping new information. Each day that

she learns a new concept, she is eager to share it with her mother. It is a clear demonstration that

she can retain new information and that is why she can share it with her mother. At school, the

teacher also admits that Anicka is an above-average student when it comes to learning, especially

on issues that are of interest to her. In the report given by the mother, it is clear that Anicka has a

special interest in new topics.

SOCIO-EMOTIONAL DEVELOPMENT
 Socio-emotional development is one area that will need to be addressed to help Anicka develop

self-esteem and to be in good terms with her colleagues at school. Anicka is very comfortable

around people that she knows. However, she gets very uncomfortable around strangers. She is

also shy when it comes to handling tasks in groups and this is affecting her socially, physically,

and academically. In fact, the fact that Anicka is physically inactive compared with other

students is believed to be caused by her problem interacting with other students. According to a

report by Pod more and Luff (2012), when a child is unable to develop positive social relations

with colleagues, then it may be difficult for it to develop both physically and emotionally

because it will avoid the company of other colleagues. Emotionally, Anicka seems not to be

having any major problems. She is able to control her emotions both at home and in school. At

times she gets upset when things do not go as she expected, but she is also quick to resolve these

issues as soon as they arise. When she is happy, she expresses it through laughter and smiles.

REFLECTION

Through the observations, assessments, and evaluations of this particular student, I have

gained new perspectives on strategies that aided in discovering new resources to utilize to

instruct literacy, specifically for students with reading impairments. An extremely important

aspect of teaching literacy, specifically with students with reading impairments, is

acknowledging the connection between reading comprehension and speech development.

According to Torreno (2011), this is a common need of students with speech impairments, as

“some students with severe speech impairments will have deficits with the analytical skills

required to read and write.” In order to best meet the needs of these students, educators should

incorporate individual instruction to focus on the deficits this population of students display

(Torreno, 2011). Through the process of evaluating the child, I realized that these components
areessential to guide him through his academic career. By having his educators implement more

individualized, differentiated coursework, his educators will have the opportunity to target more

of his specific needs that are in relation to his speech impairment. In order to best target his

needs, other strategies can be implemented as well. For instance, Torreno (2011), offers more

insight on the strategies that can be incorporated into instruction. In order to promote accurate

fluency, educators are encouraged to model correct language and productions of sound. By

modeling the correct characteristics, students will receive more exposure to practice these skills

in other contexts. By conducting the assessment and then evaluating the results of the child, it

truly opened my eyes to the many important components that go into instructing a student.

However, I have come to the realization that in the realm of education, every student acquires

and applies information different from their peers. This can be applied to educators as well – our

teaching