Child Observation 2

Justin is a 14-year-old left-handed male who lives with his mother, Charlene, and his Father, Joseph. Justin attends North School in the rural area of Morrow County, Ohio. Justin was refereed to this agency by his school due to his behaviors in the classroom. When Justin was asked why he thought he was at the agency he said “My teachers do not like me and yell at me a lot.” Charlene notes that Justin is a good kid and that he is very intelligent. She went on to say that he just seems to go and go like he is the energizer bunny. Joseph notes that his son does not pay any attention when spoken to and needs to just get himself together and work harder. Per Joseph, “When he does his homework he cant stop moving. Whether it is his hands, legs, feet or arms he just keeps going.” Joseph notes that reading is Justin’s least favorite and most difficult subject. When asked what his best subject was Charlene noted that he excels at math.

III. Assessment Notes: During my second observation, Ethan exhibited self esteem (Maslow’s Hierarchy of Needs) when he was praised for being the best clean up helper and then receiving his sticker first. By gaining this achievement it was shown in his actions that he received a confidence boost. Ethan also showed belongingness, as he helped the teacher aide during clean up. With helping her, laughing with her, and socializing with her, proves he is willing to share himself with her. I also observed how Ethan’s microsystem (Bronfenbrenner’s Ecological System Theory) which shows that his temperament is very introverted. The most that Ethan would have with his interactions were with adults (social emotional development). Along with social emotional

Isaiah does display age appropriate behaviors. MHS report, Isaiah is respectful and responds to redirection in a positive, mature manner. Isaiah struggle complying with rules when not supervised.

Chase’s chronological age and developmental age are congruent. Chase can spell his first and last name very well and pretty fast. However, he is still struggling to write his first and last name. Chase is currently learning to tie his shoes and help around the house with chores such as cleaning up and taking out the trash. Furthermore, Chase is engaging in age appropriate activities such

Prior to attending school in Eudora, Aaron received services from the Wellsville School District. Aaron was initially evaluated for Part C in 2005- 2006 as a two year old. Due to the severity of Aaron’s speech delay, Aaron qualified for speech services. In 2006-2007 concerns continued to exist about Aaron’s academics and social skills. His IEP team recommended placement in PALS (preschool) class. The following year (2007-2008), as a four year old, Aaron’s services continued in the ECSE preschool program. At that time Occupational Therapy Services were added to work on motor skills.

ASV physically, cognitively, and socially develops appropriate to his age. He is in initiative vs guilt stage, and is willing to learn. He plays associatively, and enjoys pretend

I set up an interview with his parents to discuss his progress and find out some information about David. A translator will be needed due to his parents not speaking English. I’ve asked the parents how David’s behavior is at home and how his attitude is towards his school work. I also asked his parents how he reacts when asked about his classmates and school in general. Is he excited to go to school? Does he like learning? Does he have any friends he talks to? After this, I discussed how David is in class including his behavior. He tries to participate sometimes in school and just sits quietly at times. I have noticed him trying to work harder and understand certain material. He will try to reply when spoken to in his best ability. When he is in a group whether it’s playing or working on a project he will attempt to converse with the others.

.My son’s pathway seems to be fairly good for children his age. This is so because for one though he is in constant argument with me about his chores and grades, he always completes his house chores and does his best to work on his grades in school. In terms of cognitive behavior, my son is on the right pathway. This is because he has a great sense of judgment of character. He is able to tell what is good and bad almost instantly. His social development is also in the right path which is demonstrated by his interest in political and religious talk. The fact that he gets easily agitated by quarrels with his peers from since middle school to high school, I could have easily predicted his emotional growth. He tends to be anti-social since he is

The student I chose for this case study is a young boy, who I will call Jessie. He was observed in a classroom at an Early Childhood Learning Center. Jessie is a 3.6-year-old boy. He is the only child on his maternal side. Jessie has black curly hair, brown eyes and he seems to be the average height for his age range. He loves going to the park, having books read to him and watching his favorite television program Bubble Guppies. Mary states her son is a loving boy that loves hugs and good praise when he does something good. According to Mary, he has an older sister and brother on the father’s side. Furthermore, she recalled Jessie’s dad telling her his daughter is developmentally

The transitions from middle childhood to early adolescent, brings social and emotional changes to the child development. In my observation, the most frequent emotional symptoms Dylan reported is emotional overwhelmed or exhaustion. Dylan is always feeling tired and unable to concentrate during the class activity. For example, when Dylan loses concentration, he could not sit still for too long, and he tends to walk away from the classroom. Another emotional symptoms Dylan shows to have is anxiety. I notice Dylan display constant frustration and confusion with his writing and reading development in the school. I also notice Dylan has a very is sympathetic personality with his peers and friends. He enjoys interacting socially and in academicals

On 01/30/2017 Monday, I attended my lab in the Bombeck Learning Family Center from 12:15 pm to 1:15 pm in the Aviator room, the room that includes children from two to three years old. From 1:15 pm to 3:00 pm, I attended the Sunbeams room that includes the infants. In the Aviator classroom, I helped the teachers to serve the food for the children. In addition, I collaborated with the children after the lunchtime to put their cup and palate in the specific area and they washed their hands. Moreover, the teachers and me helped the children and prepare them to sleep by playing a song, wave sound. Moreover, I read a story for child to help him sleep. At 1:15 pm, I moved to Sunbeams room. I helped the teachers to give the little children

This photo of mine resemble the relationship of my mother and I. The photo was taking by my mom in Joshua tree national park during the summer of this year. Different types and heights’ rocks and Joshua trees are all over the place in the park. In the photo, I am sitting on a rock, which was the highest; wearing a long white dress; it had lots of laces on it, and above me was a sky full of stars and Milky Way. I was closing my eyes in the picture. The picture was taken at 12am, because my mom told me that was the only time when the stars and the Milky Way are all appeared clearly. To successfully take the picture, I had to remain the pose for 25 seconds after he press the bottom, in between that time, there should be no lighting or any sorts

QP engaged Tatiana in participating in a CBT activity geared towards improving relationship with parent. QP explained to Tatiana that the activity will help her get a better understanding of how and why the relationship between parent and child appears to be different and what can be done to open the line of communication and build or repair trust. QP explained to Tatiana, that without mutual respect any relationship will be an unhappy one. QP asked Tatiana to list the things that people who respect each other does. QP explained to Tatiana that parents want to know what is going on in their child’s life; If the child keep them in the dark, they would not know when the child need their help or whether they can trust the child . QP discussed

In my interview interaction with Amanda she seem to be calm with her surroundings and family, giving the answer to the questions asked in the best way she understood and her younger sister Janet was so nervous which indicate that they are more things going on that is preventing her from speaking up. Although, she indicated that her sister Amanda always get into trouble, as the older child she experience most of the physical discipline often and this can be overwhelming for a child at this age.

Archie is a 10 year old in the fifth grade class here at Friends' School. He’s attended this school from preschool until now, a total of seven years. He lives in the neighborhood and tends to be one of the first kids in the classroom every morning. In general he seems to be a happy child, smiling often. He has a tendency to be quite goofy at times and struggles with impulse control, often speaking out in class or being disruptive by talking or making jokes. This seems to stem from his ADHD, which he is on medication for. Though he has many challenges related to his ADHD, he displays an aptitude for math, enjoys reading, loves computers and is full of random facts that he adores to contribute.