Mendoza week 5 child study

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Modesto Junior College *

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101

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Psychology

Date

Dec 6, 2023

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docx

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Uploaded by CorporalStraw4227

Child study Sandra Mendoza University of Massachusetts Global ECED 398-Intentional Reflection teacher Hawani Negussie October 6, 2023

Initial Description 2 The child is a girl who is 4 years old. The child’s name is Emily. The child first came to the preschool classroom at 3 years old, the child has been in a preschool classroom for a year now. When the child first attended the preschool classroom, she only spoke Spanish. The child’s both parents are Hispanic and so is the child. The child dad works at a restaurant as a cook and mom works at a beauty saloon cutting hair. The child is the youngest she has two older brothers of ages seven and nine years old. The child parents are in their late thirties of age. The child has been at our center since the toddler classroom since she was one years old and now has been one year in the preschool classroom. In those two years the child has become proficient in English, and in the classroom the child rarely speaks in her home language which is Spanish. Parents mentioned they like to travel to near by towns to explore and take the children out. The child always shares about their travels over the weekend in the classroom with other peers. The child is always aware of her peers in the classroom and tends to show carness towards her peers. The child socializes very good with peers and has never yelled or pushed any of the other students. Mom mentioned the child tends to be really active at home, but in the classroom the child is very calm and is always following our daily schedule and rules. The child always attends to circle time by participating in reading aloud, the child engages in daily activities and is able to write her name. I chose this child because she reminds me of myself when I was in preschool, I only spoke Spanish and both of my parents only spoke Spanish as well another reason was because I had a quick connection and communication with the child and parents. Methods

Initial Description 2 When the child began in the preschool classroom, I was given her education file so I have been observing the child for about a year. Being able to observe the child has given me the opportunity to see the child growth through out this time. I’ve been able to take anecdotal notes and write in the file the observations. Since I’m in the child’s class I have the opportunity to observe her during circle time, in the writing area and, outdoor area and also in the dramatic area. The child gets along with all peers and avoids conflicts with peers and tends to avoid how to solve a problem when they escalate the child gives up her chair or toy when another peer wants to take it away the child gives it up before making the other child mad or sad. I got together with the mom to come up with a plan for the child. Mom tends to agree about what I have observed from the child in the classroom and agrees that when other children come over to play with her, she tends to do the same. We put together a school readiness plan its what we use at our center we got to chose goals for the child for home and at the classroom. Another tool I used that allowed me to asses the child needs and support was with an ASQ-SE and ASQ assessment. These tools also helped me see the areas of the child’s strengths. When completing the ASQ’s assessment I was able to identify that the child did not require any further support. Physical Development Being able to observe the child and gather the anecdotal, I was able to identify that the child is advance in some areas of physical development and is age appropriate in others levels. I observed the child during activities and outdoor play and indoor play as well. A learning foundation in physical development, 2.2 Locomotor skills (60 months) “Run with longer stride length and each foot off the ground for a great length of time. Opposition of arms and legs is more consistent” (CDE,2010, p.47). While observing the child at outdoor play I was able to see

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Initial Description 2 how she played with her peers the game tag you’re it the child enjoyed herself running around trying to catch his peers. The child would run moving her arms up and down also using long strides and arm opposition, when the child would catch up to her peers, she would tag them and she was able to stop on her own. During outside play I gather the children and invited them to play the game red light green light, so that I would be able to observe the child how she ran, during the game I was able to observe the child being able to run faster than other peers. When completing the Ages & Stages Questionnaire for 60 months, I assess the child in gross motor skills. The child was able to stand on one foot for 7 seconds. I then asked the child to throw the football the child was able to left her arm and throw the ball, then it was my turn to throw the ball at the child she was able to catch the ball with both hands. The child was capable of tip toe for 11 feet, but was unsuccessful to hop with both feet she was able to hop on one foot but not both. Social and Emotional Development After observing Emily in this domain, I was able to observe her being friendly to peers and getting along during free play. When a child wanted the puzzle, the child had the child responded in a calm voice that she was almost done with the puzzle and when she was done with it, she would give it to him. The child had great problem-solving skills. In California Learning Foundation for Social Emotional Development 5.1 Initiative in learning, “Take greater initiative in making new discoveries, identifying new solutions, and persisting in trying to figure things out” (CDE,2010, pg.10). The child was able to solve the problem without seeking any help from adults.

Initial Description 2 When assessing Emily in Social emotional for 60 months, she was at age-appropriate level. This assessment was a great tool for me to see that Emily was a great peer to others and easy to get along with in the classroom. Emily always smiles and gets along great with teachers and always shows patients and always ready to solve a problem or issue. During a large group circle time the child took the time to talk about feeling when the teacher was reading a book of feelings the child expressed caring feelings to peers. Language and Literacy Development When observing Emily in Language and Literacy Development I was really amazed on how good her communication is with peers and staff in the classroom. During Circle time she was always ready to share and answer questions related to what the teacher was sharing or reading. When the teacher was reading a book of the “Three little Pigs” Emily rapidly raised her hand and shared “teacher the woof is going to blow at the pig’s houses and there going to fall”. In the California Language and Literacy Foundation for 60 months, 1.1 Language use of conventions, “Use language to communicate with others in both familiar and unfamiliar social situations for a variety of basic and advanced purposes, including reasoning, predicting, problem solving and seeking new information” (CDE, 2010, p.56). Emily does well when communicating her beliefs and what’s to come next. When assessing Emily in communication she scored an average level for her age. The child is able to communicate five words or more in a sentence. A great example is when we were outdoor playing the game duck, duck goose Emily was able to use grammar also present and past tense, for example Emily explain how yesterday Sunday at the park she was playing duck, duck goose with her cousins Emily was able to express her grammar and have a conversation.

Initial Description 2 Visual and Preforming Arts When observing Emily in Visual and Performing arts, I was able to observe her gathering materials such as paper, color tape, scissors. Emily did a colorful collage with the materials she had gather. California Visual and Performing Arts Foundations, 2.4 Develop skills in Visual Art for 60 months, “Use paper and other materials to make two- and three-dimensional assembled work” (CDE,2010, p.8). Emily was able to do all steps to create a three dimensional art work with no assistance of adult. When assessing Emily in Ages & Stages Questionnaire in fine motor skills, she was ranked at a high score. Emily was able to trace straight lines with a pencil and marker. Emily was also able to cut paper using scissors with both hands and cut out a variety of different shapes. Mathematics During my observation with Emily in mathematic I was able to observer her counting blocks as she would stack them also, she would separate them in colors and would count them in small groups for example she would say “I have 3 red blocks and 5 green blocks”. I also observed her in the dramatic play area where she was counting how many pairs of shoes there was and she sorted them by color. When getting ready to go play outside teachers count children, Emily repeated after teacher there are 17 children going to play outside. California Mathematic learning foundation, 1.0 Number Sense, “Children begin to understand numbers and quantities in their everyday environment” (CDE, 2010, p.148) Emily was able to count her blocks and was able to put them in group numbers and count the children going outside to play.

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Initial Description 2 When assessing the child in Ages & Stages Questionnaire in problem solving the child was able to recognize numbers for example 1, 2, 3. During table activity teacher put out a counting game using flash cards Emily was able to identify three numbers when the teacher was mixing the number cards around. Reflections Recommendation 1 In physical activities Emily is very well advanced, though she does need help to improve in certain skills. Emily did have difficulty hopping with two feet an activity that can be implemented for Emily during outdoor play could be sack race using sacks so Emily can practice hopping with two feet. This activity game can also improve Emily leg strength. Another activity that can be implemented during outdoor play for Emily could be the game Hopscotch Emily will have the opportunity to jumped with both feet and also count numbers as she jumps. Another activity that can be implemented for Emily would be practice balancing on the balance bar out in the playground this will help Emily coordinate her body and develop physical skills. Recommendation 2 After reviewing my analysis in the Learning Foundation for Reading and Literacy I was able to observe Emily having difficulty identifying some letters in the alphabet she is able to identify some letters of her name but not all of them. An activity that can be implemented for Emily could be using flash cards when play the game bingo Emily will have the opportunity to learn letters and improve her skills. Another activity that can help Emily would be during circle time the song of ABC following along with the book Chicka, Chicka, Boom, boom this book has all

Initial Description 2 the letters in the alphabet needed for Emily to be able to improve her skills. Another activity that can help improve Emily would be puzzles that have ABC letters this can help Emily connect and sound the letters. Recommendation 3 When finishing my analysis and after reviewing the Learning foundation for social and development Emily needs support in being able to comfort herself when parents are leaving her at preschool. Activities need to be implemented to help Emily and support her in this situation. An activity that can be implemented can be during circle time the book of Feelings can be read to help Emily understand the different feelings all children will have the opportunity to talk about there feelings of the day. Another great activity is using a feelings chart Emily will have the opportunity to pick a feeling face and explain to her peers how she is feeling this emotion chart will help Emily identify her feelings and describe them. Another activity can be during circle time the book “GOODBYE, HELLO” by Aliki this book can help implement and ease the transition of arrival for Emily. Reflection What I have learned about collecting data about children’s progress 1a. I’m able understand children needs and characteristics. What I have learned about analyzing data 1b. I’ve learned that’s it’s important to look at all aspects which includes observations, pictures, videos, all the data will help when determining which level, a child is.

Initial Description 2 What I have learned about making data-based decisions to guide children’s learning How I have grown in NAEYC Standard 1, in each of the three key elements 1c. Being able to use developmental knowledge and create supportive and challenging learning environments for children. .

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3 References  https://www.4-c.org/families/developmental-screening/asq-developmental-screening/ Preschool Learning Foundation, volume 1. Preschool Learning Foundation, Volume 1- Child Development (CA Dept of Education). (n.d.). Retrieved March 5, 2023, from https://www.cde.ca.gov/sp/cd/re/psfoundationsvol 1intro.asp

Mendoza week 5 child study

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