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Emma Young

April 19, 2015


Methods 2
Child Study
B.L.
Introduction to Child and Classroom Placement:
B.L was born on December 20, 2008 and is one of ten boys in his kindergarten class of 18
at Chesterfield Elementary School. B is a very kind and social child who works hard to do his
best and gain acceptance and praise from his teachers and peers. B is in the process of being
diagnosed with ADHD. The school has taken steps to have him identified so he can receive
support but they are now waiting on his parents to take him to their own doctor. Bs ADHD is not
yet interfering with his academic skills, however his behavior is very distracting to himself and
other students. We would like to have B identified by the time he reaches first grade to ensure he
has an appropriate plan so that his academic and social skills are not negatively affected.
Family History
B was adopted as a baby and lives as an only child with his mother and father. Bs
maternal grandparents live in the area. Both of Bs parents have full time jobs and B often comes
into school and goes home with one of his classmates.
Medical History
B has lost three of his baby teeth so far. B has a healthy appetite and recognizes when he
is full and has had enough to eat. B is also very active. These are both positive indicators of Bs
healthy lifestyle.
Educational History
B went to a pre-school program and academics come naturally to him. We are concerned
however that as he advances into first grade his attention will begin interfering with academics.
B is in the process of being identified with ADHD. It will be important that his future teachers
are provide with recourses for supporting B so that he does not distract himself or others from
learning.
Students strengths, interests, and personality:

B is very interested in getting all of his work done in a timely manner; he is very
concerned with finishing all of his work.
B works well independently for the most part. He comes in each morning eager to get to
work and finish all of his work. He is very aware of what he needs to do.
B is very interested in Lego characters and designing machines
Developmental Profile:

Physical:

B is very tall and active.


When I asked him what he enjoys doing in the winter he told me all about the winter
sports he enjoys doing such as skiing.
B is very confident in his physical skills such as running and jumping but struggles with
body control and with fine motor skills such as coloring inside the lines.
At outdoor recess most day, B participates in a zombie game with his peers which
involves a significant amount of running.
B often comes in sweating from gym or recess because he has been so active, It is
important for B to have outlets for his energy.
B often fidgets with pencils and crayons breaking them. As a result he has his own basket
of materials. B needs support focusing on working solely, and carefully to ensure his
work is the best he can do.
B has a hard time sitting still and staying on his letter during circle. Most days, B will
leave his letter and come sit on the outskirts of the circle next to me or another teacher
where he has more room to move around and can be given reminders to focus on what
the whole class is doing.

Social/ Emotional:

Erik Eriksons theory of physiological development suggests that as children reach school
age they experience the industry versus inferiority stage of psychological development.
Through social interactions, children begin to develop a sense of pride in their
accomplishments and abilities. Children who are positively encouraged by parents,
teachers, and peers develop a feeling of competence and belief in their skills; while those
who receive little encouragement or negative feedback will doubt their abilities to be
successful (Cherry).
B is very eager to please his teachers and is very concerned with positive feedback from
them.
o Look Ms. Young I finished all my work and cleaned up my area, see how neat it
is. Can I go read a book now?
B is very interested in social relationships with his peers and is often chatting, and
playing with many of his classmates. B plays with several of his classmates outside of
school.
B is a very loving child. B will often want to hold hands, or sit with his shoulder or hand
leaning on me while we are working or sitting at circle.
B leaves the room for support in social skills such as problem solving, turn taking , how
to listen attentively, what you can/should do with your hands, body in control- how to sit
next to someone
On March 31, 2015 in a game played in Spanish class B jumps and cheers for his
classmates.

Cognitive:

B often rushes through his work in order to finish. He is very focused on getting all of his
work finished rather than producing quality work. Sometimes B is given a chance to re
color a project because he has scribbled through it quickly.
B often unties his own shoes while we are sitting at the rug. His shoe laces give him
something to fidget with while he struggles to stay engaged.
B is motivated by his jobs and rolls in the classroom. For example one week B was
assigned to be the light keeper. It was very important to him that he take care of this even
in
Spanish class. B asked if he could shut off the lights because it was his job.
B is always eager to and enjoys answering and asking questions. Anytime the class is
asked a question, B is one of the first to raise his hands and participate.
Jean Piaget developed a stage theory for childrens logical thinking and reasoning,
distinguishing periods of development characterized by particular ways of thinking and
behaving. (McDevitt, 2013). L is in the Preoperational Stage. During this stage, young
children are able to think about things symbolically. Their language use becomes more
mature. They also develop memory and imagination, which allows them to understand
the difference between past and future, and engage in make-believe.
o B has a very active imagination and enjoys taking on the roles of favorite
characters such as Zombies and super heroes during recess and quiet choice.

Language:

In the beginning of the year B saw the speech pathologist once a week at school. He does
no longer need support with speech skills.
On March 5, 2015 B read me Marvin K Mooney aloud and was very proud of himself for
reading almost every word.

Creative/ Aesthetic:

B has his own boxes of crayons and writing supplies because he breaks and chews on his
tools.
B often rushes through his work not taking much time to give extra detail and attention to
esthetic qualities.
Academic Profile

Literacy:

Ms Young I can read One Fish Two Fish all by myself


B often finishes his work quickly and is always eager to go to the rug and look through a
book.
B takes pride in his ability to read and recognize words.
B needs support with careful handwriting. Often when he is rushing through his work B
need to redo it or be reminded to slow down so that his work is clear.

Mathematics:

B is still working on developing a number sense as seen in the boat testing lesson;
however this may have been more based on his active imagination than an obscured
number sense.
B has a strong understanding of one to one correspondence and 3 dimensional shapes.
B understands simple addition and subtraction problems and is confident with these
concepts.

Science:

B needs support to slow down and take time to make observations.


B is very eager to participate and really enjoys hands on activities.

Other:

In library one day B showed me a very intricate machine he had built on one of the apps
offered on the I pad. He was very excited to show me what he built.
Academic Strengths:
Characteristics of Students Learning Needs:

B needs support sitting on the rug or in his chair for long periods of time. He is often
quick to lie down, roll around, or reposition himself while seated.
Goals and Suggested Activities

As with all students in our class, our goal for Braxton is to get him ready for first grade.
While B has the academic skills we want to ensure he has a 504 plan in place so that his
hyperactivity does not interfere with his learning.
Work with b to find a fidget toy that will work for him
Special jobs for b in the classroom; such as taking care of the class plant or making sure
the cubby area is tidy each morning.
Allow b to sit somewhere other than his letter during circle time
Set up an area of standing desks for children who may work better standing up and have a
hard time sitting in their chairs for long periods of time.
Give B instructions and directions that emphasis quality rather than the quantity of his
work. For example a long term project that B understood was very important but only had
to spend a little time working on each day. For example it could be a writing portfolio. B
only puts in the work he feels he gave his best effort with.

Reference Page
Bredekamp, S. & Copple, C. (2009). Developmentally appropriate practice in early childhood
programs (3rd ed.). Washington DC: NAEYC.
Cherry, K. Erik Erikson's Stages of Development. Retrieved February 1, 2015
(http://psychology.about.com/od/psychosocialtheories/a/psychosocial.htm).
Martin, Carrie. 2015. Personal Interview.
McDevitt, T. M., & Ormrod, J. E. (2013).Child development and education (5th ed.). Boston:
Pearson