Tiêu đề Child 2 - 30 months.pdf ✅

Case Study Observation Form Name of CGMS student: XXXX Date: XXXXX Name of child observed (first name or codename): XXXX Age of child observed: 2.7 Location of observation: Toddler Community General Observation Characteristic: ● Describe objectively the child’s physical appearance. Give physical characteristics that are unique to that child. B is the youngest child in the class, and the second smallest in stature. She has mid-length blond-brown wispy hair that is in ponytail today. She has tends to move quickly, and has very animated facial expressions. B is about 30 inches tall and weighs about 24 pounds. Her teacher says that her second molars are coming in. B’s face looks longer (less round) than last month. She seems well balanced and occasionally lifts one leg. Physical Development: ● Describe an example of the child’s fine motor skills observed (prehension: batting, crude palmar grasp, palmar, radial palmar, raking, radial digital, inferior pincer, pincer - does the child use one hand or two? cross the midline? how long can/do they hold an object? Hand-eye coordination?) B uses both hands, and seems to have a strong pincer grip while working. Bethany is sitting at the snack table next to V. She is eating crackers with left hand, looking at me. She swings her arms, observes the room. She picks up the water pitcher from the saucer in middle of table, looks inside, replaces with a bang. She gets up, pushes in chair with both hands, carries plate with two hands to the compost bin, carefully dumps remains crackers inside. She picks up the dish brush in her right hand and begins slowly washing her plate, which she sets on the bottom of the tub. She puts dish in drainer with right hand and returns to table, still carrying brush in right hand. She crosses the midline to pick up her glass in free hand, returns to dish washing station, carefully washes glass. She puts the brush away, and scoops and pours water with cup in right hand 4 times, then puts cup in drainer ● Describe an example of the child’s gross motor skills observed (turn head easily from side to side? Balance? Locomotion? Proprioception?) Bethany is creating situations where her balance and vestibular sense can be challenged: After washing hands and putting her towel in the hamper, B goes to the rocking chair in the reading corner and kneels on it. A friend approaches with a basket of instruments. The friend says, "Play with me?" B climbs out of the rocking chair and they sit on the rug. B plays the sand blocks and bells and the two children sing their own version of the chorus of Jingle Bells multiple times while playing. B then leaves the instruments and returns to the rocker, puts one knee on the
seat to make it move, and continues to sing Jingle Bells. After a few more choruses, she sits in the rocker and watches a child clean up a large water spill near the bathroom. She points out spots he missed: "More there, G., more there". She then switches to sitting backwards in the chair on her knees and rocking. B turns around and sits, then a few minutes later attempts to ride on her knees. An adults invites her to the balance board. Cognitive Development: ● Describe examples of the child’s cognitive skills observed (recognizes self, cause and effect, spatial relationships, problem solving, imitation, memory, number sense, classification, symbolic play, attention/concentration, engages in self-care, awareness of surroundings) Bethany displays and attention to detail she did not have a few months ago and the ability to visually discriminate with more precision, such as telling the difference between water on the floor and a dry floor. She is also recalling songs that she hasn’t heard in several months and singing them: After washing hands and putting her towel in the hamper, B goes to the rocking chair in the reading corner and kneels on it. A friend approaches with a basket of instruments. The friend says, "Play with me?" B climbs out of the rocking chair and they sit on the rug. B plays the sand blocks and bells and the two children sing their own version of the chorus of Jingle Bells multiple times while playing. B then leaves the instruments and returns to the rocker, puts one knee on the seat to make it move, and continues to sing Jingle Bells. After a few more choruses, she sits in the rocker and watches a child clean up a large water spill near the bathroom. She points out spots he missed: "More there, G., more there". Language Development: ● Describe an example of the child’s receptive language skills observed (responsive, follows voice/instruction- level of complication, recognizes-participates in stories/songs/poems? plays with other children?) Even though Bethany has difficulty at times pronouncing the word she wants and making herself understood, she clearly can understand other’s words and follows directions very well: Bethany approaches an adult and says, "I want thaint." The Adult asks her to repeat herself, and she does. Adult: Paint? B: No, THAINT. Adult: Can you show me? Bethany walkstowardsthe cubbies. Adult: Do you want a change? B: Yeah. Adult: Okay. Can you please go get what you need? B returns with purple polka dot pants and a pink Minnie Mouse diaper ● Describe an example of the child’s expressive language skills observed: Bethany at times misuses words that are new to her vocabulary, instead substituting other words she is more familiar with, such as when using the name of a new work (even though she clearly understands the meaning of the misused word in a receptive sense):
She returns to the table and picks up her placemat with right hand. An adult nearby is baking taquitos another child made in the toaster oven and has just removed them. Adult: Would you like a taquito? B: Yes. B puts placemat back down on the table, and sits in the chair by it. After a moment she realizes she has no plate, and goes to the dish shelf. She picks up a clean plate with two hands, returns to her spot, puts down the plate. A friend approaches with a large plastic dinosaur from a washing work and shows it to B. B smiles, and the child leaves with the dinosaur. The adult uses a spatula to put a warm cheese taquito on B's plate. She eats it, going mainly after the cheese and using her left hand. B: I want more egg work. Adult: The egg work is on the shelf, sweetie. B: No, egg work. A: Do you mean the taquito work? B: Ummmhmmm. Social-Emotional Development ● Describe examples of the child’s social skills observed (shy, aggressive, engaged, rigid, communicated needs, waiting, etc.) Bethany is now initiating conversations, both with adults (both “I want egg work” and “I want thaint”) and participating in sing-a-longs organized by her peers.She is very engaged, and can communicate her needs to others. ● Describe an example of the child’s emotional skills observed (self-regulation, affectionate, frustration, helpful, etc.) Bethany is very friendly, usually says yes when others want her to play, and offers unsolicited help to those around her. The friend says, "Play with me?" B climbs out of the rocking chair and they sit on the rug. B plays the sand blocks and bells and the two children sing their own version of the chorus of Jingle Bells multiple times while playing. B then leaves the instruments and returns to the rocker, puts one knee on the seat to make it move, and continues to sing Jingle Bells. After a few more choruses, she sits in the rocker and watches a child clean up a large water spill near the bathroom. She points out spots he missed: "More there, G., more there". Describe Surroundings of Observation Site (order or disorder? loud/quiet? aesthetically pleasing? adults patient or impatient? chaotic or peaceful? temperature warm or cold? It is March, and winter has held on. The heater is on, and the day is grey, and the children in general seem a little sleepier and more restless than usual. The room is fairly peaceful, with occasional burst of energy from a class that has been waiting a long time for Spring. Dramatic play or block area? Manipulative or sensory area? Practical Life area? Outdoor area? Other areas? (Describe spaces and answer any questions below that pertain to your observations.)
● What materials did the child engage with? Musical instruments, fish tank, dishes, reading corner, nature object basket ● What are they doing with the materials? Taking them out and replacing them, using them to explore balance, cleaning them, using them to eat ● Who are they playing with? A female friend a few months older than them ● What conversations do you hear (specific quotes)? Please see below ● What is the teacher/adult(s) doing? Helping in the snack area, keeping an eye on the room for safety and constructive interaction ● What specific things do children do and say that indicate they are connecting with each other and building relationships? After washing hands and putting her towel in the hamper, B goes to the rocking chair in the reading corner and kneels on it. A friend approaches with a basket of instruments. The friend says, "Play with me?" B climbs out of the rocking chair and they sit on the rug. B plays the sand blocks and bells and the two children sing their own version of the chorus of Jingle Bells multiple times while playing. B then leaves the instruments and returns to the rocker, puts one knee on the seat to make it move, and continues to sing Jingle Bells. After a few more choruses, she sits in the rocker and watches a child clean up a large water spill near the bathroom. She points out spots he missed: "More there, G., more there". She then switches to sitting backwards in the chair on her knees and rocking. ● How do they use objects or materials in their play to communicate their ideas? Bethany and her friend play the instruments while singing “Jingle bells”. ● What challenges or conflicts occur? N/A ● What do the children do and say to resolve their differences? N/A Please share an anecdotal or running record of observation for 30 minutes: Bethany is sitting at the snack table next to V. She is eating crackers with left hand, looking at me. She swings her arms, observes the room. She picks up the water pitcher from the saucer in middle of table, looks inside, replaces with a bang. She gets up, pushes in chair with both hands, carries plate with two hands to the compost bin, carefully dumps remains crackers inside. She picks up the dish brush in her right hand and begins slowly washing her plate, which she sets on the bottom of the tub. She puts dish in drainer with right hand and returns to table, still carrying brush in right hand. She crosses the midline to pick up her glass in free hand, returns to dish washing station, carefully washes glass. She puts the brush away, and scoops and pours water with cup in right hand 4 times, then puts cup in drainer. She returns to the table and picks up her placemat with right hand. An adult nearby is baking taquitos another child made in the toaster oven and has just removed them. Adult: Would you like a taquito? B: Yes. B puts placemat back down on the table, and sits in the chair by it. After a moment she realizes she has no plate, and goes to the dish shelf. She picks up a clean plate with two hands, returns to her spot, puts down the plate. A friend approaches with a large plastic dinosaur from a washing work and shows it to B. B smiles, and the child leaves with the dinosaur. The adult uses a spatula to put a warm cheese taquito on B's plate. She eats it, going mainly after the cheese and using her left hand.