A Childs Journey Through Early Development

StudentCaseStudy:
AChildsJourneyThroughEarlyDevelopment
MichelleRidder
JamesMadisonUniversity

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TableofContents
Introduction.3
Methods5
PhysicalandMotorDevelopment..9
GrossMotorSkills10
FineMotorSkills..11
Health&Nutrition12
CognitiveDevelopment...12
ImaginationandCreativity13
ConceptualUnderstandingandProblemSolving.13
ConstructionofMeaning..14
SocialEmotionalDevelopment..15
EsteemandCompetence...15
Temperament.16
Relationships..16
LanguageDevelopment17
ReceptiveandExpressiveLanguage.18
LiteracyExperiences.20
OralandWrittenCommunication21
MoralandEthicalDevelopment22
FairnessandResponsibilities22
Empathy23
RightsofOthers24
ImplicationsandReflection...............25
AssessmentofDevelopmentChart27
ExecutiveSummaryLettertoParents..29

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References30
Appendices..32

Introduction
Thepurposeofthiscasestudyistoapplytheoreticalunderstandingsofchildhood
developmenttoanactualsituationandpracticeobservationskillsintheclassroomenvironment.
Toengagewithacontextofaparticularstudentandseehowthatreflectsontheirlearningand
interactionwiththeenvironmentforwhichtheyarefamiliar.Throughthisstudy,eachdomain
ofdevelopmentincludingcognitive,physical,emotionalandsocial,language,andmoral
development,willbeobservedandtestedwithonespecificchildduringthetimeofone
semester,or16weeks.Allnamesofschools,teachers,andstudentshavebeenchangedto
protectconfidentialityduringtheprocessofthiscasestudy.
TaylorCreekElementarySchoolislocatedinamainlyruralareasurroundedbysmall
towns.PrincipalMaize,aCaucasianfemale,hasbeentheprincipalfor6yearsandsharesher
dutieswithafirstyear,CaucasianmaleAssistantPrincipal.Thestudentbodyiscurrentlymade
upof345enrolledstudents(GraphiqInc.,2016).Outofthose345students,83%ofthestudent
bodyisCaucasian,makingtheHispanicandBlackcommunitiestheminorityatTaylorCreek
Elementary(GraphiqInc.,2016).Thegenderratioamongthestudentbodyisevenbetweenthe
femaleandmalepopulation.50%ofthestudentpopulationiseligibleforthefree/reducedlunch
optionthatisofferedinthecountytowhichTaylorCreekresides(GraphiqInc.,2016).Only4%
ofthestudentbodyisnotproficientintheEnglishlanguage,thereforethemajorityofthestudent
populationspeaksEnglishasafirstlanguage(GraphiqInc.,2016).TaylorCreekemploys23

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fulltimeteachers,alongwithofficestaffandresourceteachers.Withinthesefacultymembers,
thereareatotalof5maleteachers.
Uponchoosingmycasestudystudentmycooperatingteacher,Mrs.Bee,recommended
ChildXbecauseheisaveryenthusiasticchildwhoisfullycommittedtolearningnewthings.
Shethoughthewouldbenefitfromworkingwithmetoexperiencesomemoreoneonone
attention.MycasestudychildattendsTaylorCreekElementarySchoolandiscurrentlyenrolled
inaKindergartenclassroomwithMrs.Bee.ThisisChildXssecondyearattendingTaylor
Creek,asheattendedPreschoolattheschoolaswell.ItisforthisreasonthatChildXisvery
familiarwiththeschoolenvironmentandthemanyteachersthatteachatTaylorCreek.ChildX
is5yearsand10monthsold,withabirthdayinearlyJanuary.ChildXcomesfromabilingual
familyandisthethirdchildoffourtotalchildren.ChildXresideswithanoldersister,anolder
brother,andababysister,alongwithbothparents.Iamunawareofhisfamilyssocioeconomic
status,butChildXalwaysdressesinsweatpantsandteeshirtswithVelcrotennisshoes.Child
Xsparentsareveryinvolvedwithhisworkbyreturningformstotheteacherwithin24hours,
signingboththeEnglishandSpanishversionsoftheforms.ChildXsparentsareveryadamant
abouthimfinishinghishomeworkeveryweekbecausehehasnotmissedaweekofhomework
yetthisyear.ThroughmanyconversationswithChildX,itseemsasthoughhisfamilydoesa
majorityoftheiractivitiesasanentirefamily,sohecomesfromaveryfamilyoriented
environment.
ThisbackgroundinformationofChildXcouldpotentiallyinfluencehisbehaviorand
developmentbecauseitmaycomeoutinhisinteractionswithhispeersandteachers.His
heavilyinvolvedfamilycouldinfluencehowexcitedegetsabouthisschoolandlearning.He

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couldlearncertainbehaviorsfromhisoldersiblingsandhaveadifferentvocabularyduetothe
interactionshehaswiththemandthroughobservation.Beingabigbrotheraswelltohisbaby
sister,ChildXcouldalsohaveadifferentinteractionwiththosethatareyoungerthanhim.

Methods
ForthephysicaldevelopmentobservationofChildX,Idecidedtowriteupachecklistof
thingsthatdevelopingKindergartenersareabletodoatthisparticulartimeintheirlivesand
observedwhatChildXwasandwasnotabletodo.Isimplyobservedhimperiodically
throughoutthedayandthencheckedoffwhathewasabletocomplete,whathestillneedsto
workon,andwhatIwasnotabletoobserveonthatparticularday.Thistypeofobservation
seemedthesimplestwaytoassessChildXsabilitiescomparedtoanormaldeveloping
Kindergartener.
ForthecognitivedevelopmentobservationofChildX,Iconductedaninterviewwith
ChildXandoneofhisfriendswhiletheywereinteractingoverLegos.Irecordedthe
conversationonmyiPhonedeviceandthentranscribeditintothiscasestudy,wordforwordof
whatwassaidduringtheconversation.Byconductinganinterview,Iwasabletogetadeeper
andbettersenseofhowChildXsthoughtprocessworksandgainabetterunderstandingofhow
hecommunicateswhatisgoingoninhishead.
ForthelanguagedevelopmentobservationofChildX,Iconductedaninterviewwith
ChildXandrecordedtheconversationwithmyiPhonedeviceandthentranscribeditintothis

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casestudy.IalsodecidedtotakesomewritingsamplestoanalyzeadifferentaspectofChild
Xslanguagedevelopment.Byconductinganinterview,IcanobservehowChildXspeaksto
authorityfiguresandpeers.IalsogatheredwritingsamplestoanalyzeinordertoseehowChild
Xwritesandhowhecreatessentences.
IgottheprivilegeofworkingwithChildXeveryMondayforaboutsevenhoursduring
theaverageschoolday.Mypracticumclassroomwascomprisedof18Kindergartenstudents,
howeveritisveryraretohaveall18studentsintheclassroomatonetimebecauseattendanceis
verylowinmycooperatingteachersclassroom.Mrs.Beesclassroomoffersaveryspacious
andcreativeenvironmentforstudents.Mrs.Beemakesitapointtodisplaythestudentswork
aroundtheroomsothewallsarefilledwithcolorfuldrawingsandpaintingscompletedbythe
students.Theclassroomissetupwithamultitudeofcentersforthestudentstochoosefrom.
Thesecentersincludeawritingcenter,aLegotable,apuzzleandgameshelf,ascience
explorationtable,ablockcenter,ahousekeepingcenter,andashelffulloftoyboxesforthe
studentstoplaywithonthebigrugcenteredinthemiddleoftheclassroom.Thewallsare
litteredwithbright,stimulatingcolorsandeverythingislabeledtointroducethestudentstohow
certainwordsareshapedandspelled.Alloftheitemsintheclassroom(chairs,counters,tables,
centers,etc.)areonthestudentslevelsothatthestudentsdonothavetostrugglewithreaching
objectstheyneed.Mrs.Beeelectedtousetablesthatseatanaverageof4studentsinher
classroominsteadofdeskstoencouragecollaborativeworkamongthestudentsandpromote
socialdevelopment.EverythinginMrs.Beesclassroomisstrategicallyplacedtoprovidethe
teacherwithoptimumvisibilityoftheentireclassroomandsothatthereisplentyofroominthe
classroomforthestudentstomovearoundandexploretheircreativity.

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ThroughaconversationwithMrs.Bee,sheexpressedtomethatherclassthisyearis
verycleancut,referringtoherreadinggroups.Sheexplainedthattherewasadefinitehigher
group,adefinitemiddle/developinggroup,andalowergroup.Mycasestudychildisapartof
themiddle/developinggroup,sohegetstakenoutoftheclassroomalongwithfourother
studentstoworkwithareadingspecialistfor35minuteseveryday.
Mycooperatingteacher,Mrs.Bee,hasaveryshortbutimpactfulteachingphilosophy
whenitcomestoherstudents.Shesharedthefollowinginformationwithmeviaemail:Itryto
rememberthattheyareonly5.Iwantthemtolearnindependencethroughpracticeandguidance,
butstillfeellovedandimportant.Trialanderrorisimportantforthemtolearn.Sometimessome
needmoretrialanderrorthanothers,whichcanbefrustrating.Iwantthemtohaveachanceto
thinkthroughproblemsandfigurethemoutratherthanalwaysbetoldwhattodo.
Ipreferhandsonexperiencesforthemovertechnological,butknowingthattheirworldwill
demandthoseskills,Iamtryingtobemoreopentoprovidingsomescreentimetoo,(Brunk,
2016).Herteachingphilosophyisveryprominentespeciallywhenitcomestoherclassroom
managementandbehaviorplan.Asshementionedinheremail,shewantsherstudentstobe
abletothinkthroughsituationsratherthanalwaysbeingtoldwhattodo.Thisisevidentwhen
shegetsherstudentstoconsidertheirpeersfeelingsabouthowtheyareactingorwhattheyare
doing.Thetextbookdefinesmetacognitiveawarenessastheextenttowhichoneisableto
reflectonthenatureofonesownthinkingprocesses,(McDevittandOrmrod,260).This
metacognitiveawarenessispracticedinMrs.Beesclassroomwhenastudentdoessomething
thatanotherstudentdidnotthinkwasproper,andMrs.Beeasksthatstudentaboutwhattheyjust
did.Shegetsthemtoconsidertheirthoughtprocessesbehindtheiractionsandhowitwasabad

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choiceforthemtomake.ThereisalsoanunwrittenmutualrespectbetweenMrs.Beeandher
students.ThestudentsknowwhentolistentoMrs.BeeandthestudentsalsoknowthatMrs.
Beewilllistentotheirneedsaswell.Thestudentsalsoknowtherulesverywellandmakesure
youareawarewhenyouarenotdoingsomethingright.Forexample,therewasadaythatIwas
intheclassroomandMrs.BeehadbeenconductingPALStestinginthehallway,andsoMrs.
Beeleftmeinchargewhilethestudentswroteintheirjournals.Whenthestudentswerefinished
journaling,theyaskedmewhattheycoulddonextandwhenIresponded,theimmediatelysaid
thatthatwasnothowMrs.Beedidit.Mycooperatingteacherhascompletecontroloverher
classroomandherstudentsrespondverywelltoherauthority.
Inregardstoherbehaviormanagement,theonlyothertimeIhaveactuallyseenmy
cooperatingteacherenforceclassroommanagementandbehaviormanagementiswhen
interactingwithonestudentwhophysicallycannotverbalizewhatisbotheringhimorwhatis
wrong,soheactsoutaggressively.Withthissituation,sheconfrontsthechildbyofferingup
optionstomakegoodchoicesandwhenthatdoesnotwork,theassistantprincipalandcounselor
arecalledtogetinvolved.Wehavehadconversationsaboutthisandshehasmadeitclearthat
shewouldpreferthebehaviormanagementstaywithintheclassroomsothestudentcanlearn
andstayengagedwithhispeers,butwhenhestartsendangeringthesafetyofhispeersexecutive
actionneedstobetaken.Childrenareveryintuitiveandwillreactandrespondtothisstudents
behaviorandtrytomimicitinordertogetoutofworkandclassaswell,buttheydonotgetvery
far.ChildXhasbeenoneofthosestudents.
Whileconductingacasestudy,itisimportanttoremembertheethicalconsiderationsfor
everyoneinvolved.Ifollowedtheseethicalpracticesthroughoutmycasestudy.Icompletedthe

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requiredCollaborativeInstitutionalTrainingInitiative(CITI)trainingbyfollowingthe
proceduresforconductingresearchinvolvinghumansubjects.Allnamesofstudents,teachers,
andschoolswerechangedorblackedouttoadheretotheconfidentiallyofallpartiesinvolved
withthiscasestudy.Byfollowingethicalstandards,itguaranteesthatthefollowinginformation
hasnotbeenfabricatedorfalsifiedthroughtheprocess.Allconsiderationsofpossiblepositive
andnegativeeffectsonthepartiesinvolvedhavebeenidentifiedandkeptinmindwhile
conductingobservations.Mystudentsparentshadtherighttoremovetheirchildfrommystudy
atanypointtheyfeltuncomfortablewithit.Thefollowingcasestudywasfocusedandunbiased
bytheresearcher.

ChildandFamilySystem
ReferencingmyIntroduction,ChildXis5yearsand10monthsold,withabirthdayin
earlyJanuary.Heisthethirdchildoffourtotalchildren.Heresideswithanolderbrother,an
oldersister,andababysister,aswellasbothparents.ChildXsparentsareveryinvolvedinhis
schoolworkanddevelopment.
PhysicalandMotorDevelopment
Physicaldevelopmentisdefinedbytheprogressmadeingrossmotorskills,finemotor
skills,andhealthandnutrition.Morespecifically,grossmotorskillsincludelargebody
movementsthatfocusonmuscleandfullbodydevelopment.Intheaverage5to6yearold,this
subdomainincludesactivitieslikerunning,hopping,tumbling,climbingandswinging,
(McDevittandOrmrod,170).Finemotorskillsfocusmoreonthesmaller,lessprecise
movementsusuallyinvolvinghandsandfingers,(Oswalt).Accordingto(McDevitt,164)the

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developmentofthesefinemotorskillsactasafoundationtowhichallotherfinemotorskillsare
built.Theseskillsin5and6yearoldsincludeholdingapencilwithafunctional,tripodgripand
introducingtheuseofscissorsandcuttingalongdefinedlines.Thetripodgripsimplymeans
thatthestudentcanholdapencilbetweenhisorherindexandthirdfingersandcomfortably
writelegiblelettersandnumbers.Anotherimportantdevelopmentinthisareaoffinemotor
skills,includestheuseofutensilswhileeatingfood.Childrencanrecognizewhichutensilis
bestsuitedforeatingcertainthingsandisabletoholdsaidutensilintheappropriatemanner,
usuallywithafistformationaroundthehandle.Finally,becomingmoreproportionatein
appearanceandlessbabyish,aswellaschoosinghealthyeatinghabitsdefineshealthand
nutrition.ThefollowingobservationswillshowhowChildXhasexhibitedthesetraitsof
physicaldevelopment.
GrossMotorSkills
ChildXexhibitedthathehasthecapabilitytocompleteavarietyofgrossmotorskills
thataredevelopmentallyappropriateforhisagegroup.IbeganobservingChildXandhis
physicaldevelopmentonSeptember26,2016.Irecordedatimesampleintheformofa
checklistofdevelopmentallyappropriateskillsforKindergartenchildren.[SeeFormal
ObservationPhysicalDevelopmentA.]MytimesamplewasarunningsamplethatI
observedthroughoutthecourseoftheday.Specifically,thegrossmotorskillswereobserved
duringrecessattheendoftheday.ChildXwasabletoclimbanapparatusontheplayground
withouthesitationorproblem.Herecognizedthatyouhadtoputonefootineachloop,oneata
time.Thisalsodemonstratesthathehaspracticedbyclimbingupanddownstairs.Heisalso
abletorecognizethatyouhavetopumpyourlegsinordertostayinmotiononaswingset.

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[SeeFormalObservationPhysicalDevelopmentB.]DuringImmersionWeek,Iwasableto
observeChildXduringPhysicalEducationclassandthestudentswereworkingonasoccerunit.
TheP.E.teacheraskedeachchildtochooseasoccerballoutofthebinandfindanopenareaon
thewallsofthegym.Thestudentswerethentaskedtopracticekickingthesoccerballagainst
thewall.Thispracticedkickingaswellasmaintainingcontrolofthesoccerballwithinthe
studentsarea.ChildXwasabletokicktheballagainstthewall,howeverheisstilldeveloping
inthisareaofmaintainingcontrolofhissoccerball,andwasconsistentlychasingafteritoncehe
kickeditagainstthewall.However,hekepttryingtocatchtheballwithhisfooteverytimehe
wenttokicktheballagainstthewall.Accordingto(McDevittandOrmrod,164)the
determinationthatChildXdisplayedwithconsistentlytryingtomaintainthesoccerball,helpsto
smoothoutthosegrossmotorskills.ChildXalsomaintainscontrolofhisbodywhenwalkingin
thehallwaysbybeingabletostopatanappropriatedistancefromhispeersinline.
OnSeptember26,2016,IalsoobservedChildXasheoperatedacrankappleslicing
andcuttingmachine.[SeeFormalObservationPhysicalDevelopmentB.]Mrs.Bee
decidedtohavethestudentsparticipateinthisactivitytoimprovegrossmotorskills.Ithas
beenshownthatchildrencandevelopproficiencyinthese[grossmotor]skillsfromayoungage
iftheyareprovidedwithappropriateopportunitiesforpractice,encouragement,andfeedback,
(Veldman,Okely,andJones).ChildXsabilitytocompletethetaskofcrankingthemachineto
cuttheapplepracticedskillsthatstudentsdonotnormallypractice,butitisimportanttothe
developmentofgrossmotorskillsandmuscledevelopment.
FineMotorSkills

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DuringJournalTimeonSeptember26,2016,IbegantoobserveChildXandthe
developmentofhisfinemotorskills.Mrs.Beetaskedthestudentstodrawapictureintheir
journalandthenwritewordsdescribingwhattheyhaddonethepreviousweekend.[SeeFormal
ObservationPhysicalDevelopmentA.]ChildXwasabletoholdacrayonusingthenormal
tripodgriptodrawthepictureandwasabletoholdapencilwiththatsameappropriatetripod
gripinordertowritelegiblewordsandletters.Atlunch,ChildXisabletorecognizeandhold
hisutensilstoeateverylunchperiodIhavebeenabletoobserve.
EveryMondayduringclass,Mrs.Beeassignsanactivitywithwhichthestudentshaveto
cutapartofaworksheetout.UpondiscussionwithMrs.Bee,sheexplainedthatthesecutting
activitiesareprovidedtogivethestudentstheopportunitytopracticethesefinemotorskillsover
andover.ChildXisstillslightlydevelopinginthisareaoffinemotorskills.Heunderstands
thatyouhavetofollowthedottedlinesinordertocutouttheactivitypieces,buthetendstorush
throughhisworkandthatmakeshiscuttinglookjaggedandinconsistent.Asstatedin
(McDevitt,164),explicitinstructionandpracticecanhelpchildrenimprovefinemotorskills.
Sowithalittlemorepractice,ChildXwillbeabletocompletethistaskwithmoreconsistency
andfocus.
HealthandNutrition
ChildXisabout3feet,8inchestallandweighsabout51pounds.Accordingtothe
NationalCenterforEducationStatisticsfortheaverageheightandweightofmale
Kindergarteners,ChildXisjustbelowtheaverage3feet,9inchesandalittleoverweightwith
theaverageat47pounds(ZillandWest,2000).HeisveryactiveduringPhysicalEducation
andrecesstimeontheplayground,sohereceivesafairamountofphysicalactivitywhileat

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school.AfterhavingconversationswithChildX,hehassaidthathelovestoswimwithhis
family,whichindicatestomethathisfamilykeepsChildXveryactiveathomeaswell.
ChildXeatsbreakfastthattheschoolprovidesforstudentseverymorningbeforeschool
startsat8:30a.m.Healsoeatsallofhissnack,whichisalwaysanutritionalchoicemadebythe
teacher.Thesechoicesincludefoodslikecheesesticks,orangeslicesinacup,yogurt,along
withotherchoices.ChildXalsoeatsallofhislunchthatisprovidedbytheschoolduring
lunchtime.Whenvegetablesareofferedwithlunch,ChildXalwayswantsthemwithhismeal
andeatsallofthem.ChildXisabletorecognizewhatfoodsarehealthyandwhicharenotwhen
askedtosortfoodsfoundinthehousekeepingcenterintheclassroom.
CognitiveDevelopment
Youngchildrenarenotonlygrowingphysicallyduringearlychildhood,buttheyare
alsogrowingmentally,(Oswalt).Manytheoristshavedoneresearchoncognitivedevelopment
inchildren.Thisdomainfocusesonimaginationandcreativity,conceptualunderstanding,
problemsolving,andconstructionofmeaning.JeanPiagetdevelopedfourstagesofcognitive
development.Theaverage5to6yearoldwillexhibitcharacteristicsofoneorbothofthe
secondandthirdstages:thePreoperationalstageandtheConcreteOperationsstage.Piaget
describesthePreoperationalstagetobeginaroundage2andchildrenwillbeabletocreate
imaginarysituationsbeyondtheirrealworldexperiences(McDevittandOrmrod,199).These
childrenwilldevelopawiderrangeoftheirvocabularyandgrammarawareness.IntheConcrete
Operationsstage,whichappearsaroundages6or7,characteristicsofdistinctionbetweenones
ownandothersperspectivesandtheabilitytoclassifyobjectsasbelongingtotwoormore
categoriessimultaneously,(McDevittandOrmrod,199).Thisdomainalsofocusesonthebrain

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itselfanditsmaturationaschildrengetolder.Newpartsofthebrainarebeingexploredand
developedaschildrenbegintolearninschoolandretaininformationordeveloptheirmemory.
Thisthenhelpsthechildsabilitytocomprehend,understand,andinterpretwhattheyare
learning.
ImaginationandCreativity
OnOctober10,2016,IwasabletositdownwithChildXandhisfriendMariawhilethey
wereplayingattheLegotablecenter.[SeeFormalObservationCognitiveDevelopmentA.]
ChildXwasbuildingwhatlookedlikejustaboxwithalternatingblueandyellowLegopieces,
buttohimitwasahousewithaporch.AccordingtoJeanPiagetstheoryofcognitive
development,ChildXisinbetweenthePreoperationalandConcreteOperationsstages,as
definedabove.ThroughhisLegocreation,ChildXwasdisplayingsymbolicthought,which
referstothechildsabilitytomentallyrepresentobjectstomeansomethingtothechild
(McDevitt,200).Also,whenaskedaboutwhatwasrealandwhatwasimaginary,ChildXwas
abletodistinguishbetweenitemsthatwereapartofreallifeexperiencesandwhatitemswere
imaginary,exceptthingsliketheToothFairyandSantaClause.[SeeFormalObservation
CognitiveDevelopmentA.]SomeexamplesofrealobjectsthatMariaandChildXlistedfor
mewerethingsthatincludedasquirrel,amouseanddinosaurs.Whenaskedaboutwhatwas
fakeorimaginary,however,MariaandChildXlistedoffthingslikepaper,abook,adoll,anda
toycar.Accordingtothechartin(McDevitt,199)onPiagetsfourstagesofcognitive
development,childrencannowthinkandtalkaboutthingsbeyondtheirimmediateexperience.
ChildXandMariahaveneverphysicallyseentheToothFairyorSantaClause,yettheybelieve

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thatthosecharactersexist.AtthisPreoperationalStage,ChildXisabletodiscussandthink
aboutthingsthathehasnotinteractedwithinhisrealworldenvironment.
ConceptualUnderstandingandProblemSolving
Amajorpartofthisdomainisthedevelopmentofmemorywithinthebrain.Working
memory,accordingto(McDevittandOrmrod,208),isthecomponentofmemorythatenables
peopletoactivelythinkaboutandprocessasmallamountofinformation.Iwasabletoassess
ChildXsworkingmemorywhenIaskedhimtocompletearetellingassignmentwithme.[See
FormalObservationLanguageDevelopmentB].IreadaloudthestoryTheThreeBilly
GoatsGrufftoChildXandthenChildXwastotellthestorybacktomeusingpropsandpicture
cutoutsofthecharactersinthestory.Withassistance,ChildXwasabletoretellthestorytome.
ChildXcouldrememberwhathappenedattheveryendofthestory,butwasstrainingto
rememberwhathappenedatthebeginning.BecauseChildXcouldnotrememberthebeginning
ofthestory,thismeansthathisworkingmemoryisstilldeveloping,whichisnormalforhisage
groupof5to6yearolds.
ChildXisstilldevelopingwhenitcomestoproblemsolvingonhisown.Onadaily
basiswhenChildXcomesacrossaproblem,hetendstogorighttotheteacheroradultinthe
roomandasksforhelp.TherewasonlyonetimethatIobservedhisexhibitingsomeproblem
solvingskills.Mrs.Beeputstennisballsontheendsofherstudentschairssothattheydonot
makemarksonthetiledfloor.ChildXfoundaloosetennisballoneafternoonandwantedto
findwhereitbelonged.Insteadofaskingforhelp,heknewthatthetennisballhadtobelongtoa
chairthatwasonthetiledfloor,soheimmediatelystartedwiththelargetableinthebackthat
hadallofthechairsonthetiledfloor.Whentherewerenomissingtennisballsonthosechairs,

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hethenexploredotheroptionsonthenexttablethatwasonthetiledfloor.Hewasabletofind
thechairthatwasmissingthetennisballbecausewhenthestudentwhoneededthetennisball
movedherchair,thechairmadeanawfulnoisethatgotChildXsattention.ChildXexhibits
thathecansolveproblemsonhisown,heisjuststilldevelopingtheselfconfidencetoknowthat
hecandoitonhisown.
ConstructionofMeaning
Constructionofmeaningislooselydefinedasassigningsignificancetoasignificant
event,anobject,orapersonalexperience,(McDevittandOrmrod,216).LevVygotsky,a
Russianpsychologistandactiveresearcherofcognitivedevelopment,advocatedforthe
constructionofmeaninginyoungchildren.Thesemeaningscanstemfrompersonalinteractions
withtheenvironment,culturalinfluences,orparentalinfluences.OneexamplethatIobserved
fromChildXwaswhenIjoinedhisfriendMariaandheattheLegotablecenteronOctober10,
2016.[SeeFormalObservationCognitiveDevelopmentA].InoticedthatChildXbeganto
talktohimselfwhilehewasbuildinghishousewithaporch.HewouldmumblethingslikeI
needanotherblueone,orthisoneneedstogohereandthatoneneedstogothere.Vygotsky
definedthistypeofbehaviortobeknownasselftalk,whichmeanstalkingtooneselfasa
wayofguidingoneselfthroughatask,(McDevittandOrmrod,217).Thisselfguidanceisseen
tobeverycrucialtocognitivedevelopment,accordingtoVygosty,andwilleventuallydevelop
intoinnerthoughts.
SocialEmotionalDevelopment
SelfEsteemandCompetence

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ChildXisaveryhappyandconfidentchildwhoisneverafraidtobealeaderinthe
classroom.Hehasastrongsenseofselfwhichmeanshisknowledge,beliefs,judgments,and
feelingsabout[himself]asaperson,(McDevittandOrmrod,458)areverypositiveandinhigh
regards.ChildXisalwaysproudtoshowmehisworkwhenhehasfinishedanactivity,
especiallywhenhepaintsapictureusingtheiPaddevicesduringcentertime.Whenvolunteers
areaskedforintheclassroom,ChildXisalwaysoneofthefirstpeopletohavetheirhands
straightintheair.Heisneverafraidtobealeaderwhensomethingneedstobecleaneduporif
someoneisbeingroughwiththetoys.ChildXalwayswalksintotheclassroomwithahuge
smileonhisfaceandhekeepsthatsmileonhisfacewhenheisspeakingtoyou.Helovesto
laughandhavefunwithotherstudents.IhaveneverseenChildXgetupsetorangrywhileI
havebeenobservinghimthissemester.Accordingto(McDevittandOrmrod,442)some
childrenaremorelikelythanotherstorespondtosituationsinapositive,upbeatfashion.Child
Xdoesnotseemtoletbadsituationsgethimdownorupset,butratherheusuallyturnsthosebad
situationsaroundandmakesthemfunny.Heisalwayssmilingnomatterwhatthesituationmay
be.
Whengiventasks,ChildXisabletocompletethemtothebestofhisability.Heisstill
developingintheareaoftimemanagementandbeingabletotakehistimewithhisworktomake
itlookneat,buthedefinitelymakessurethathefinishestheentiretaskbeforemovingonto
somethingelse.ChildXdemonstratesanincrementalviewofability,whichmeansthebelief
thatabilitycananddoesimprovewitheffortandpractice,(McDevittandOrmrod,508).Child
XhasdisplayedthisespeciallyinPhysicalEducationasIhadmentionedbeforewithhis
interactionswithasoccerball.Heneverjustsatdownandgaveuplikesomeotherstudentsdid,

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butratherkepttryingtorecoverthesoccerballhimselfinsteadofchasingafterit.That
persistenceissomethingthatheknowswillhelphimsucceedwiththatspecifictaskinthefuture.
Temperament
Asstatedbefore,ChildXisaveryhappychild.Hehasaverybubblypersonalityand
isalwayssmiling.MaryRothbart,anAmericanpsychologist,hasdoneresearchanddeveloped
threemaindimensionsoftemperament.DuetoChildXspositivepersonality,hewouldlikely
scorehighontheextraversion/surgencydimensionoftemperament.Childrenwhoscorehighin
thisareashowhighlevelsofoptimisticanticipation,impulsivity,activity,andsensation
seeking,andtheysmileandlaughoften,(McDevittandOrmrod,443).IhaveyettoseeChild
Xnotsmileorlaughduringtheschoolday.Heisalwaystryingtomakeotherstudentsfeelgood
aboutthemselvesandheexhibitssuchconfidencethatitiscontagiousintheclassroom.
Rothbartcontributesalotofthisbehaviortoexternalinfluencessuchasparentalinfluenceand
environmentalinfluences.AsnotedbeforeinmyIntroduction,ChildXcomesfromavery
familyorientedenvironmentathome.Thisenvironmentathomecouldbeanaffectionateand
lovingenvironmentthatChildXneedstobesopositiveandoutgoingintheclassroom.
Liketemperament,psychologistshavebrokendownpersonalitiesintofivespecific
dimensions.Afterlookingateachdimension,ChildXcrossesovermanyofthem.However,if
onehadtobechosentodescribeChildX,itwouldbethedimensionofExtraversion,whichis
describedastheextenttowhichoneissociallyoutgoing,(McDevittandOrmrod,444).Child
Xisabletogetalongwithallofhispeersandisalwaysthefirsttospeakupinclass.Heexhibits
leadershipqualitiesandanextremelyoutgoingpersonality.Heisonestudentthatalloftheother
studentslookuptoandhewillbeabletothrivewhenhegetsintoorganizationsinthefuture.

A Childs Journey Through Early Development

Ridder 19

Relationships
ChildXhasstrongrelationshipswitheveryonehecomesintocontactwith.Heisalways
givinghugstoteachersandadministrators,aswellashispeers.Peerrelationshipsarevery
importantinearlydevelopment.AllofChildXspeersrespecthimandenjoyhispresenceinthe
classroom.Hehasnoenemiesintheclassroom.ChildXinteractswithallofhispeers,buthe
hasonefriendtowhomheisalwaysplayingwithintheclassroomandoutontheplayground.
Whenheisplayingwithherintheclassroom,theypracticeassociativeplay,whichmeansthey
aresharingtoyswhenaskedandoccasionallycommentoneachothersprojects,butmostlykeep
tothemselveswhileplaying.Eventhoughtheymaynotinteractwitheachother,theystillplay
atthesamecenters,whichshowsmethattheyrespectandenjoytheotherpersonscompany
whiletheyplay.
UrieBronfenbrennerstudiedtheinfluencesofcertainenvironmentsandrelationshipson
childrenandhowtheyeffecttheirbehaviors.ChildXsinteractionwithhispeersandparents
representshismicrosystemenvironment,whichincludeshiseverydayinteractionswithhis
immediateenvironment(Smith,2016).TheseinteractionshaveadirectimpactonChildXand
becauseheissuchanoutgoing,Icanassumethathisinteractionswithhisparentsandsiblingsat
home,arepositiveandconstructivetoChildXsdevelopment.Healwayshasverypositive
interactionswithhispeersintheclassroom,soIcanconcludethatheisgainingpositive
experienceswhileatschool.ChildXrespectshisauthorityfiguresbyobeyingtheirrequestsand
alwaysreferringtothemwitheithertheMrs.orMr.title.Hefollowsalloftherulesthat
havebeenputinplaceforhimandhispeers.Overall,ChildXhasexperiencedapositive

A Childs Journey Through Early Development

Ridder 20

environmentnotonlyatschool,butathomeaswellandthatiswhyheissuchanoutgoingand
optimisticstudent.
LanguageDevelopment
ReceptiveandExpressiveLanguage
DuringImmersionWeekonOctober19,2016,Iconductedalessonplanaboutfiretrucks
togoalongwiththethemeofFireSafetyWeek.Ireadareadaloudbookthatoutlinedtheparts
ofafiretruckandinresponsetothebook,mystudentswereaskedtocreateanedibleversionof
afiretruckwhileverballytellingmewhateachpiecerepresentedonthetruck.[SeeFormal
ObservationLanguageDevelopmentG.]Accordingto(McDevittandOrmrod,334)
Receptivelanguageistheabilitytounderstandwhatonehearsandreads.Bybeingableto
respondtoquestionsaskedafterareadaloud,ChildXhasdemonstratedhiscomprehensionof
whathehasheardfromthereadaloudstory.ChildXhasconsistentlyshownhismasteryofthis
skillafterMrs.Beereadsabookaloudtotheclassandaskstheclasstorespondtoitintheir
journals.AnotherexampleofhowhehasmasteredthisconceptisdemonstratedthroughChild
Xsabilitytofollowdirectionswithouthesitationoraskingthemtoberepeatedasecondtime.
Asmentionedearlier,eachdayduringclassMrs.Beeasksherstudentstowriteintheir
journalswithadifferenttopiceveryday.[SeeFormalObservationLanguageDevelopment
C,D,andE.]Theyareaskedtodrawapicturepertainingtothetopicandthenwritewords
aboutwhatisgoingoninthepicturetheydreworjustaboutthetopicpresented.ChildXandI
alwaysworkonthisactivitytogether.Ihavehimdrawapictureandthenexplainhisthoughts
aroundthepicturehedrew.Becauseheisabletotranscribehisthoughtsintoconcretewordsand
sentences,hedemonstrateshismasteryofexpressivelanguage,whichmeanstheabilityto

A Childs Journey Through Early Development

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communicateeffectivelythroughspeakingandwriting,(McDevittandOrmrod,334).Even
thoughChildXisusingtelegraphicspeech,whichisshort,grammaticallyincomplete
sentences,(McDevittandOrmrod,337)heisabletoputhisthoughtsdownonpaperandhave
themeasilyrecognizable.
LiteracyExperiences
Learningtoreadisadevelopmentalprocess.Mostchildrenfollowasimilarpatternand
sequenceofreadingbehaviorsastheylearnhowtoread:fromappreciationandawarenessof
printtophonologicalandphonemicawarenesstophonicsandwordrecognition,(Brown,2014).
ThroughanotherclassthatIwastakingsimultaneouslywhilerunningthiscasestudy,Iwasable
toconductmultipleliteracyassessmentswithChildX.ThefirstassessmentIconductedwasthe
PhonologicalAwarenessAssessment,whichtestssoundsofwordsandletters(McDevittand
Ormrod,371).[SeeFormalObservationLanguageDevelopmentH.]BasedonChildXs
scoreonthisassessment,hedemonstratedthathehasmasteredrecognizinghislettersand
sounds.Uponfurthertesting,IdiscoveredthatChildXwasstilldevelopingwiththeconceptof
rhymingwords.Heisstillacquiringtheknowledgeneededtodistinguishbetweenwordsthat
rhyme,andwordsthatdonotrhyme.ChildXisconsideredanEmergentReaderafterhisscores
onhisliteracyassessments,whichisdevelopmentallyappropriateforhisagegroupof5to6year
olds.
WithregardstoChildXactuallybeingabletoreadwordsonapageinabook,hehasnot
beenabletodoso.Hewillfollowalongwiththewordsonthepageandmakeupastorybased
uponwhatishappeninginthepicturesonthepages.Heknowstheproperwaytoholdabook
andthattheyarereadfromlefttoright,alongwithflippingpages.ChildXhasgraspedthe

A Childs Journey Through Early Development

Ridder 22

conceptofprint,buthasnotyetbeenabletoactuallyreadwhatisonthepagesofthebookshe
picksuptoread.

OralandWrittenCommunication
Aspreviouslymentionedbefore,ChildXcomesfromabilingualfamilysoheisableto
recognizeboththeEnglishandSpanishlanguages.Itisforthisreasonthatsometimesitis
difficulttounderstandChildX.Hepracticesthepropersociolinguisticbehaviorsbymaking
suretolookyouintheeyewhenhespeakstoyou.However,hewillgetreallyclosetoyouso
thatyouareawareofhispresence,sohehasnotfullygraspedtheideaofkeepingacertain
distanceawayfrompeopletoofferpersonalspace.Verbally,ChildXhastroublespeaking
Englishslowenoughsothathecanbefullyunderstood.Forexample,intheAppendicessection
FormalObservationLanguageDevelopmentA,therearepointsinmyrecordingwhereIcould
notunderstandwhatChildXwastryingtosay.HedoesnotspeakSpanishintheclassroomand
hisEnglishvocabularycoincideswiththerestoftheclass,buthestruggleswithbeing
understood.Accordingtoalanguagedevelopmenttablein(McDevittandOrmrod,355),
childrenraisedinbilingualenvironmentsfrombirthorsoonthereaftersometimesshowinitial
delaysinlanguagedevelopment,butbyelementaryschooltheyhavegenerallycaughtuptotheir
monolingualpeersandeasilykeepthetwolanguagesseparate.Therefore,ChildXwillgrow
outofhiscurrentstrugglewithbeingunderstood.
Asmentionedbefore,duringJournalTimethestudentsareaskedtodrawapictureabout
acertaintopicandthenwritewordsthatdescribewhatishappeninginthepictureorregarding
thespecifictopic.AllofChildXsjournalentrieshavebeendevelopmentallyappropriatefora

A Childs Journey Through Early Development

Ridder 23

Kindergartenstudentbycontainingbig,shakyletters.Eachjournalentryhasbeenlegible,
however.

MoralandEthicalDevelopment
FairnessandResponsibilities
DuringpracticumonOctober31,2016,IbroughtinthegameCandyLandtoplaywith
ChildXandthreeotherstudents.[SeeFormalObservationMoralDevelopmentA.]When
determiningwhoshouldgofirst,IcouldseehowChildXwasmanipulatingthesituationsothat
hewassuretogofirst.Accordingto(McDevittandOrmrod,536)childrenatKohlbergs
PreconventionalMoralityLevelofdevelopmentbegintomakedecisionsbasedonwhatisbest
forthemselves,withoutregardforothersneedsorfeelings.ChildXalsoshowedsignsof
shamewhenheboastedinfrontoftheotherstudentsabouthowhewouldmakeitthefurtheston
thegameboard,untilanotherplayerpassedhimonthegameboard.Childrenalsodevelopa
capacityforshame,thefeelingofbeingembarrassedorhumiliatedwhentheyrealizethatthey
arefailingtomeetothersstandardsformoralbehavior,(McDevittandOrmrod,540).He
claimedthatitwasntfairwhenanotherplayerreceivedabettercardthanhimandChildX
thenrefusedtokeepplayinguntilhemadeitbackinthelead.
Everymorning,Mrs.Beeassignstwostudentsthetaskofbeingclassroomhelpersfor
theday.Thesetwostudentsareresponsiblefortakingpaperstotheoffice,receivingtheprinted
lunchcountfromthecomputerlab,leadingthemorningmeetingandleadingorendingthe
studentlinewhilewalkinginthehallways.DuringImmersionWeek,mycasestudychild

A Childs Journey Through Early Development

Ridder 24

receivedthedutiesofbeingaclassroomhelper.Hewassoproudofhisjobandhetookhis
responsibilitiesveryseriously.ChildXssenseofresponsibilitywasextremelyhighandhe
stoodabittallerthatday.AnotherexampleofresponsibilitythatChildXdemonstratesisduring
cleanuptimerightafterlunchandtheclassgetsbacktotheclassroom.Duringthistime,
studentsaretocleanupthecenterstheywereplayingorworkingatbeforetheclassleftfor
lunch.NotonlydoesChildXcleanuphiscenterandarea,butheisalwaysthefirsttooffera
handtoanotherstudentincleaningtheirworkareaaswell.Accordingto(McDevittand
Ormrod,542)ChildXisdisplayingtheSuperficialNeedsofOthersOrientationwherethe
studentwilldemonstratesomewillingnesstohelpoutsomeoneelse,evenifitisatpersonal
sacrificeofhim.Byhelpinganotherstudentclean,ChildXisawarethatitdelayshimgettingto
theclassmeetingontherug,buthehelpsanyways.
Empathy
ChildXdemonstratesconcernandempatheticfeelingstowardotherstudentsandteachers
whoarestruggling.Forexample,onNovember28,2016,anotherstudentinChildXsclassgot
sickduringclassandhadtobesenthomeimmediately.ChildXtoldthestudentbeforeheleft
theroomthathehopedhistummyfeltbetterandthathewouldcomebacktoschoolthenext
day.WhenIreturnedtotheclassroom,ChildXseemedtobeeffectedbytheotherstudent
havingtoleave,butkeptaskingmeaboutthestudentandhowhewas.Hewasveryconcerned
abouttheotherstudentswellbeing.AnotherexampleofChildXpracticingempathywaswhen
IwasinthehospitalinearlyNovember.ChildXwrotemeaGetWellletterandwhenI
returnedtotheclassroomhekeptaskingmeabouthowIwasandifIwasfeelingokay.He
wouldaskmequestionsaboutthehospitaltobetterunderstandwhatIwentthrough.Another

A Childs Journey Through Early Development

Ridder 25

exampleofChildXdisplayingempathywasduringlunchonschoolday.Astudentwhowas
sittingacrossfromhimhadspilledallofhermilkontothetable.Thestudentbegantocry.
ChildXfeltsobadfortheotherstudentthatheoffereduphisunopenedmilktothestudent.
Unfortunately,itisagainsttheschoolspolicytosharefoodwithotherstudents,butChildX
walkedwithmeuptothelunchlineandpickedoutanotherlunchforthestudent.

RightsofOthers
Asmentionedbefore,LawrenceKohlberg,apsychologist,examinedthedevelopmentof
moralityinyoungchildrentoadolescence.Heproposedthathumansprogressthroughthree
levelsandsixstagesofmoralreasoning(McDevittandOrmrod,536).Afterexamining
Kohlbergslevelsandstages,IhaveobservedthatChildXiscurrentlyinLevelI:
PreconventionalMoralityandisexhibitingcharacteristicsfrombothStage1andStage2.
Specifically,thePreconventionalLevelofMoralityisalackofinternalizedstandardsabout
rightandwrong,(McDevittandOrmrod,535).IntheStage1,childrenobeyrulesand
recognizethatbadbehaviorsreceivepunishment.Stage2focusesonsatisfyingothersneeds
whilemakingsurethattheirownneedsaremetaswell.IhaveobservedChildXbeing
mischievouswithtryingtogetawaywithbadbehavior,buthaveaguiltylookonhisfacewhen
heiscaught.Heisveryawarewhenheisdoingsomethingbadorwrongandalmost
preparestobepunished.Heknowsthedifferencebetweengoodandbadbehaviors,andhe
rarelygetsreprimandedfordoingbadthingsbecausehequicklyrecognizesthatwhathedidwas
wrong.CharacteristicsofStage2havealsobeenobservedinChildX.Onespecificinstance
occurredduringcentertimebeforelunch.ChildXandanotherstudentwereplayingontherug

A Childs Journey Through Early Development

Ridder 26

withdinosaurs.TheotherstudentwasfinishedwithhisdinosaurandwantedtheonethatChild
Xwascurrentlyplayingwith.WhenChildXrefusedtogiveuphisdinosaur,thesituationwas
broughttome.Iaskedbothstudentswhattheythinktheyshoulddo.Afterlookingateachother
blankly,ChildXsuggestedthathewouldgiveuphisdinosauraslongashecouldplaywiththe
dinosaurthattheotherstudentwasplayingwith.Theyagreedandswappeddinosaurs.ChildX
wasabletorecognizethatifhegaveuponething,hecouldgainsomethinginreturnandaverta
seriousproblem.
ImplicationsandReflection
IfIwasgiventheopportunity,IwouldliketomeettherestofChildXsfamilyand
interactwiththemtogetabetterunderstandingoftheenvironmenthecomesfrom.Iwouldalso
wanttoexploreChildXsprogressionintheareasofreadingandwritingafterthissemester.I
wouldlovetocomebackforhisfirstandsecondgradeyearstoseehowfarhehascomeafter
observinghimthissemester.Throughanotherclass,IdiscoveredthatChildXstruggleswith
distinguishingrhymingandnonrhymingwords.Iwouldliketoaddressthissubjectareaand
helpChildXdevelopabetterunderstandingofwhatrhymingisandwhatwordsactuallyrhyme.
Also,ifthisweremyclassroom,IwouldmakeaplantohelpChildXbecomean
emergentreaderandwriter.Rightnow,mycasestudychildhasafirmgrasponwritingandcan
soundoutwordsprettywell,butheneedsalittlemoreworkwithhisreading.ChildXalso
needsalittlemoreguidancewithhisrhymingwordsandunderstandingwhatrhymingactually
is.Iwouldtailorliteracylessonsaroundutilizingrhymingwordsuntilhewasabletomasterthe
concept.Iwouldalsoworkwithhimonhisspeechandhavinghimslowdownwhenhetalks.

A Childs Journey Through Early Development

Ridder 27

HespeaksverygoodEnglishforbeinginKindergarten,butIwouldwanttohelphimimprove
hisverbalskillsbypracticinghavinghimslowdownwhenheistalkingandthinkthroughwhat
hewantstosaybeforeheactuallysaysit.Ithinkthatwhenhestartsthereadingprocesshewill
beabletoslowdownhisspeech,buthehastolearnhowtoformwordsandsentencesbefore
then.
MysinglemostmeaningfulexperiencewithmycasestudystudentwasaninteractionI
hadwithhimontheplaygroundbeforetheendoftheday.Afterspendingafewplayground
timeswithmycooperatingteacherdiscussingeventsoftheday,IdecidedthatIwouldactually
goandinteractwithmystudentsontheplayground.IfoundChildXswingingontheswings
andsoIdecidedtogoandinteractwithhim.HehadaskedmetopushhimandIhavea
specialwayofgettingthemstartedontheswingandChildXjustlaughedandlaughedonceI
startedpushinghimontheswings.Afterpushinghimontheswingsforawhile,myarmsstarted
togettiredsoIstopped.ChildXtoldmetousemybigmusclestopushhimsomemoreandI
hadmotionedtomymuscleslikeIwastheHulkandhemotionedbacktome,mimickingwhatI
hadjustdone.Itwassuchasimpleinteractionandithadnothingtodowithhisschooling,butit
isdefinitelymomentthatIwillalwaysremember.Andnow,beforehegivesmeahugandruns
ontothebusattheendoftheday,hedoesafaceandmotionliketheHulkandIdooneright
back.Withabigsmileonhisface,hewrapshisarmsaroundmywaistandthenrunsonthebus.
Itissuchapricelessfeeling.
Thischildhasopenedmyeyestohowmuchchildrencanactuallyprogressoversucha
shortamountoftime.Ihavelearnedthatthroughchildrensinteractions,theybegintodevelop
andchangefasterthanIhadoriginallyanticipated.Thisshowsme,asaneducator,thatIcannot

A Childs Journey Through Early Development

Ridder 28

underestimatemystudentsorwhattheyarecapableofandthatitisimportanttosetasidetime
justtoobserveyourstudents.Youneedtonotetheirstrengthsandweaknessesaswellasareas
thatneedalittlemorework.Eachstudentwillbedifferentandtheywilleachhavetheirown
ratesofdevelopmentbutweneedtobepreparedtotailorourlessonsandclassroomstothose
differences.Thatiswhatthisassignmenthastaughtme.

AssessmentofDevelopment
Domainsof
Development
Physical

SocialEmotional

Strengths

AreasofConcern

ProgressObserved

Hedemonstratesthe
capabilitytoclimb
apparatusesonthe
playground
Hecanswingwithout
assistance
Hecankickasoccer
ball
Heholdsapencil
withthecorrecttripod
grip
Heeatsallofhisfood
atlunchandisableto
distinguishbetween
healthyandunhealthy
foodchoices
Heexhibitsastrong

Maintainingcontrol
ofaballafterkicking
it
Takinghistimewith
cuttingalongthe
dottedlineprovided
onactivitiesand
worksheets

Noprogresshasbeen
observedinthisarea.

Noareasofconcern

Noprogresshasbeen

A Childs Journey Through Early Development

Cognitive

Language

MoralandEthical

senseofself
Hehashigh
confidenceinhimself
andhighselfesteem;
hedemonstratesthis
withhowproudheis
ofhisworkandhow
quickheisto
volunteerinthe
classroom
Hehasstrong,
positiverelationships
withhisparents,peers,
and
teachers/administrators
Heexploreshis
imagination,butis
abletodistinguish
betweenwhatisreal
andwhatisfake
Heisabletoput
directmeaningto
objects,experiences,
andpeoplethrough
selftalk
Hehasmastered
receptiveand
expressivelanguage
Heisableto
communicateboth
orallyandthrough
writtendocumentation
Hehasmasteredthe
conceptofprintby
demonstratingthe
correctwaytoholda
bookandreadingit
fromlefttoright

Ridder 29

inthisdomain.

observedinthisarea.

Iwouldliketosee
ChildXworkthrough
moreproblemsonhis
owninsteadofgoing
straighttoanadultfor
theanswer
Hisworkingmemory
isstilldeveloping
withremembering
whathashappenedin
astoryrightafter
beingreadto
Hehasbeenunable
torecognizerhyming
words
Sometimeshespeaks
reallyfastanditis
difficulttounderstand
whatheissaying,but
oncehebeginstoread
bookshewilllearnto
slowdownwhile
speaking

Noprogresshasbeen
observedinthisarea.

Heexpressesempathy Workingonthe
forhisfellow
conceptofmaking
classmatesand
thingsfairwhile

Hehasbegunto
recognizethesimple
sitewordsMrs.Bee
hasintroduced,in
booksthathepretends
toread

Noprogresshasbeen
observedinthisarea.

A Childs Journey Through Early Development

Ridder 30

teachers
playingboardgames
Hehelpsother
studentscleanuptheir
workarea,evenifhe
islatetotherug
Heobeystherulesset
forhim
Heisalsoexhibiting
earlysignsof
compromisewithhis
peers

DearParentsandorGuardians,
Iwanttostartoffbythankingyouforgivingmetheopportunitytoworkwithyourchild
thissemester.Ihavelearnedsomuchfromyourstudentandyoushouldbeveryproudofthe
childyouhaveraised.Heisaverystrongstudentintheclassroomandisabletogetalongwith
allofhispeers.Hehassuchabigsmilethatisextremelycontagiouswithhispeers.ChildXhas
reassuredmeofmypassionforteachingchildrenandIwillneverforgetthebondwehave
createdthroughoutthissemester.Yourstudenthassuchanincredibleandbrightfutureaheadof
him.

A Childs Journey Through Early Development

Ridder 31

ChildXisaveryintelligentyoungmanandIhavenodoubtthathewillcontinueto
advancewithhisdevelopment.Hehasverystrongwritingskillsandisabletorecognizeallof
hislettersandlettersounds.Hehasawonderfulimaginationandhiscreativityislimitless.
ChildXisveryactiveinhisphysicaleducationandoutsideontheplayground.Socially,heis
abletominglewithhispeerswithouthesitationorproblem.Thankyousomuchagainforletting
meinteractwithyourstudentandforthisamazinglearningexperience.Youhaveatruly
extraordinarychild!

Sincerely,
MichelleRidder

References
Brown,C.S.(2014,Spring).LanguageandLiteracyDevelopmentintheEarlyYears:
FoundationalSkillsthatSupportEmergentReaders.LanguageandLiteracyDevelopmentinthe
EarlyYears,24,3549.Retrievedfromhttp://files.eric.ed.gov/fulltext/EJ1034914.pdf

Brunk,J.(2016,November29).TeachingPhilosophy[Emailinterview].

A Childs Journey Through Early Development

Ridder 32

CenterforInnovationinResearchandTeaching.(n.d.).RetrievedNovember30,2016,from
https://cirt.gcu.edu/research/developmentresources/tutorials/ethics

McDevitt,T.M.,&Ormrod,J.E.(2013).ChildDevelopmentandEducation(5thed.).NJ:
PearsonEducation.

Oswalt,A.(n.d.).EarlyChildhoodMoralDevelopmentChildDevelopment&Parenting:Early
(37).RetrievedNovember16,2016,fromhttp://gracepointwellness.org/462childdevelopment
parentingearly37/article/12769earlychildhoodmoraldevelopment

RiverBendElementaryinElkton,Virginia.(n.d.).RetrievedNovember30,2016,from
http://publicschools.startclass.com/l/109752/RiverBendElementary

Smith,H.(2016,November17).CognitiveandLanguageDevelopmentRecap.Lecture
presentedatClass11/17inJamesMadisonUniversity,Harrisonburg.

Veldman,S.L.,Okely,A.D.,&Jones,R.A.(2015).PromotingGrossMotorSkillsinToddlers:
TheActiveBeginningsPilotClusterRandomizedTrial.Perceptual&MotorSkills:Physical
DevelopmentandMeasurement.Retrievedfrom
http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=1&sid=c690455382a54bf199c2
86946b9d3742@sessionmgr4007&hid=4110

A Childs Journey Through Early Development

Ridder 33

Zill,N.,&West,J.(2000).EnteringKindergarten.WashingtonD.C.:NationalCenterfor
EducationStatistics.

Appendices
InformalObservationA:

A Childs Journey Through Early Development

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A Childs Journey Through Early Development

InformalObservationB:

Ridder 35

A Childs Journey Through Early Development

FormalObservationPhysicalDevelopmentA

Ridder 36

A Childs Journey Through Early Development

Ridder 37

FormalObservationPhysicalDevelopmentB
BeforeclassonMondaySeptember26,mypracticumclasstookafieldtriptoanapple
orchard.Mycooperatingteacherwantedtoincorporateactivitiesthroughouttheweekthat
handledtheapplesthestudentshadpickedattheorchard.WhenIarrivedtoclass,sheinformed
methatwewouldbemakingbakedapples,whichwouldrequirethestudentstopeelandcuttheir
appleswithacrankpeeler.ChildXwasrequiredtochooseanapple,popitontotheendofthe
peelerandcrankthehandlesothattheapplecouldbepeeledandcutintodiscslices.ChildX
properlyfolloweddirectionsandinspectedthebinofapplesbypickinguponeortwobefore
choosingtheappleheliked.Hethensecuredtheappletotheendofthedeviceandbeganto
crankthehandleatanormalpaceuntiltheapplewaspeeledandslicedintodiscslices.He
recognizedwhentheapplewaspeeledandsliced,sohestoppedwithoutbeingaskedto.Hewas
abletocompletethistaskwithoutassistanceotherthanhavinganaidholdthedeviceinplaceas
ChildXcranked.

A Childs Journey Through Early Development

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Rightafterlunch,thestudentsreturnedtotheclassroomwheretheteacherhadprepareda
cuttingactivityforthemtocomplete.Thestudentswereaskedtocutoutapplesforacounting
activitytheywerecompletingafterareadaloud.ChildXpickedupthescissorswithout
hesitationandplacedhisrightthumbandpointerfingersinthecorrectholes.Hewasableto
squeezethehandlestogethertomakethescissorsclosedownandcutthepaper,butstruggled
withopeningthembackup.Thatmayhavebeenbecauseoftheremnantsofgluefromanother
studentbeforehim.Asforhiscutting,hecutalongthedottedlineinachoppyfashion.Hisline
wasnotstraight,buteachapplehadasquarearounditwhenhewasfinishedcutting.Some
appleshadexcesspaperaroundthedottedboxandhedecidedtoleaveitthereinsteadofcutting
itoff.ChildXdidnoticewhenhecutthetopoffofoneoftheapplesandtriedhishardesttoput
itbacktogetheronthepaperlateronintheclass.
Atrecess,IobservedChildXplayingontheplaygroundontheschoolcampus.There
wasaladderthatleduptothetopcastle.Thisladderwasnotyourtraditionalladder,butrather
hadloopsforthechildsfoottofitinto.Theloopsareplacedspecificallysothatthechild
climbinghastousealternatingfeettoclimbuptheladder.Whencomingtotheladder,ChildX
didnothesitateandusedalternatingfeettoclimbuptheladder.Hestartedwithhisleftfoot,
followedbyhisrightfoot,tomakehiswayuptothecastle.Studentsbehindhimstruggledand
tooklongertofigureoutthatitwasnecessarytousealternatingfeet.

FormalObservationCognitiveDevelopmentA
Duringcentersonafternoon,IinvitedChildXandhisfriendMariatojoinmeatthe
Legotabletoplay.TheLegotableissetupintheclassroomasatablewithsheetsofattachable

A Childs Journey Through Early Development

Ridder 39

Legobumpsforthestudentstobuildonthetable.Themiddleofthetableiscutoutand
replacedwithablacknetfullofLegopiecesforthestudentstoplaywith.Thisisthefollowing
conversationthatwasrecordedviaiPhoneandthentranscribedontothisdocument.Allnames
havebeenchangedtoupholdconfidentialityandprivacy.

PracticumStudent:Sowhatareyouguysbuilding?
Maria:Imbuildinganoffice.
PracticumStudent:WhatareyoubuildingChildX?
ChildX:Imbuildingahouse.
PracticumStudent:Ahouse?Ilikehowyouareusingdifferentcolors.Itsaverybighouse,
ChildX.
ChildX:Ihateyou
PracticumStudent:Isthatnicetosay?
ChildX:Noitsinthesong.ItgoesIhateyou,Iloveyou.
PracticumStudent:Ohokay,okay!Ihaveheardthatsongbefore!
ChildX:*laughs*
PracticumStudent:Isyourhousedone?
ChildX:No,itneedstogoallthewaylikethat.*pointsinarectanglemotiontomakethetwo
endsmeet*
PracticumStudent:Okay!Keepgoing!Didyourunoutoftheblueblocks?
ChildX:Ineedtwomoreyellowsandtwomoreblues.

A Childs Journey Through Early Development

Ridder 40

PracticumStudent:Ilikethepatternyouhavemade,ChildX!Theblueandtheyellowlooks
nice!
Maria:Doyoulikemine?
PracticumStudent:Idolikeyours,Maria.
Maria:Itspretty!
PracticumStudent:Itisverypretty!
ChildX:Ineedblueagain!Ohwait,theresone!
Maria:*totheboysplayingontherugbesideus*Canyouguyspleasebequietwhileyoure
playinganddontbeloudwhileyouareplaying?
ChildX:Bobby,bealittlebitquietandbegentlewiththetoys.
Maria:Yeah!Lookatmybuilding!
PracticumStudent:Iseeit!Lookhowtallyoumadeit!
ChildX:Ineedmoreblue!
PracticumStudent:IamgoingtoaskyouguysaquestionandIwantyoutoanswerwhatyou
think,okay?Sowhatdoyouthinkisreal?Whatssomethingthatsreal?Givemeanexample
ofsomethingyouthinkisreal.
Maria:Asquirrel?
PracticumStudent:Squirrelsarereal!
ChildX:Adinosaur.
PracticumStudent:Youthinkadinosaurisreal?
ChildX:No.
PracticumStudent:Thenwhataredinosaurs?

A Childs Journey Through Early Development

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ChildX:Theylivedinoldentimes.Amouseisreal!
PracticumStudent:Now,whatissomethingthatisfake?
ChildX:Adoll.Adollisfake.
Maria:Paper.
PracticumStudent:Whataboutthetoothfairy?Isthetoothfairyreal?
ChildX:*shakeshead*
PracticumStudent:Yeah?Doyouthinkthetoothfairyisreal,Maria?
Maria:*shakeshead*Mytoothisabouttocomeout.
PracticumStudent:Areyougoingtogetanymoney?
Maria:Idontknow.
ChildX:Mytoothnevercomingout.
PracticumStudent:Theyrenevercomingout?
ChildX:*motionstomouth/babyteeth*Onlythesetoothscomeout.
PracticumStudent:Isthereanythingelsethatisfake?
ChildX:Umm..
Maria:Umm..
ChildX:Acar!Thecarthatyouplaywith!
PracticumStudent:Okay!
Maria:Abook.Abookisfake.
ChildX:Noway!Abookisnotfake!
PracticumStudent:Areyoustillbuildingahouse,ChildX?Whatsthispart?*pointstoa
window*

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ChildX:Thatsthewindow.Andthisisliketheporch.*pointstoanothersectionofthehouse*
PracticumStudent:Thanksforplayingwithme,friends!Areyoureadyforlunch?

OnethingIfoundquitehumorousaboutthisobservationwaswhenthestudents
discoveredmyphonerecordingourconversation.Ihaveabout2minutesworthofthestudents
justsayingHitomyphonetowatchthebarslowerandraiseastheyspokeandwerequiet.
Theybothgotveryexcitedwhentheysawmyphonereacttothemspeakingclosetoit.

FormalObservationCognitiveDevelopmentB

A Childs Journey Through Early Development

[ChildXandMariaplayingattheLegotable.]

FormalObservationCognitiveDevelopmentC

Ridder 43

A Childs Journey Through Early Development

[ChildXmakinghishousewithaporch.]

Ridder 44

A Childs Journey Through Early Development

Ridder 45

FormalObservationLanguageDevelopmentA
Afterthestudentshadfinishedalloftheirwork,IjoinedChildXandafewfriendsatthe
WritingCenter,wherethestudentswerecoloringpaperplatesthatwereleftoverfrommylesson
planproject.IrecordedashortconversationwithChildXashecoloredapaperplate,withmy
iPhoneandthentranscribeditintothisdocument.

PracticumStudent:Whatareyoumaking,ChildX?
ChildX:Apunkin.
PracticumStudent:Ohyouaremakingapumpkin?Areyoumakingascarypumpkin?
ChildX:*shakeshead*But[howdoyoumake]ascaryface?
PracticumStudent:Howdoyoumakeascarypumpkin,ChildX?
ChildX:Icantmakeascaryface!
PracticumStudent:Well,whatdoesascarypumpkinlooklike?
ChildX:Ascarypumpkinisscarybecause[jibberish]theteethout!
PracticumStudent:Youreright,thosepumpkinsarescary!Whatareyougoingasfor
Halloween?
ChildX:Uh,Batman.Ijusttoldyou!
PracticumStudent:Oh,thatsrightyoudidtellme!
ChildX:WhatareyougoingasforHalloween?
PracticumStudent:IamgoingasMinnieMouse.

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FormalObservationLanguageDevelopmentB
Asapartofanotherclass,wewereassignedtopracticeastoryretellingprojectwithour
student.IwasrequiredtoreadThreeBillyGoatsGrufftoChildXandthenhavehimretellthe
storytomeusingpuppetsandprops.IrecordedtheconversationandretellingviamyiPhone
andtranscribedithereintothisdocument.
PracticumStudent:Areyoureadytotellmewhathappenedinthestory?
ChildX:Yes!
PracticumStudent:Okay,tellmewhathappened!
ChildX:HewasunderthebridgeandLittleBilly,uh,LittleBillyandBigBillyclimbed
upthebridge.Icantrememberwhatelsehappened.
PracticumStudent:Okay,sowhathappenedinthebeginning?Therewerethree
brothers,right?Sowhichonecrossedthebridgefirst?
ChildX:LittleBilly.
PracticumStudent:Didhemakeitacross?
ChildX:Yes.
PracticumStudent:ThenMiddleBillywentacross,right?
ChildX:Yes.
PracticumStudent:Didhemakeitacross?
ChildX:Ithinkso.
PracticumStudent:WhathappenedwhenBigBillytriedtocrossthebridge?
ChildX:Hehitthetroll!Hefellinthewater.

A Childs Journey Through Early Development

PracticumStudent:Youreright!Thankyou,ChildX.

FormalObservationLanguageDevelopmentC

Ridder 47

A Childs Journey Through Early Development

[ThelastjournalentryinChildXsjournal.]
FormalObservationLanguageDevelopmentD

Ridder 48

A Childs Journey Through Early Development

[ChildXsfirstentryinhisFireSafetyJournal.]
FormalObservationLanguageDevelopment

Ridder 49

A Childs Journey Through Early Development

[ChildXslastentryinhisFireSafetyJournal.]
FormalObservationLanguageDevelopmentF

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FormalObservationLanguageDevelopmentG

Interview With Student #1:

Teacher: Can you show me the ladder on your fire truck? What do
firefighters use the ladder for?
Student: To climb into tall buildings and save people.
Teacher: Can you show me the siren on your fire truck? What does the siren
sound like on a fire truck? Why did you place the siren at the top of your fire
truck?
Student: *mimics fire truck siren sound* The siren goes on top because that
is where it goes.
Teacher: Where is the fire hose on your fire truck? What does the fire hose
do for firefighters?
Student: The fire hose is in the middle so that the fire fighters can reach the
water to tall buildings. The fire hose has water in it to put out fires.

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FormalObservationLanguageDevelopmentH
PhonologicalAwarenessAssessment
Thephonologicalawarenessassessmentisabaselinetesttodeterminewhatthestudent
alreadyknowsaboutletters,sounds,fluency,andwords.Thefirstsectionoftheassessmentwas
testingBobbysknowledgeofalphabetrecognitionforbothuppercaseandlowercaseletters.On
theuppercaseletters,Bobbyreceivedaperfectscoreof26outofthepossible26points.This
meansthatBobbyhasmasteredhisuppercaselettersanddoesnotmixthemuporconfusethem.
Onthelowercaseletters,Bobbywasabletoidentify23outofapossible28letters.Bobby
mixedupthelettersd,t,g,andq.ThisscorereflectsthatBobbyisstillstrugglingwith
distinguishinghislowercaseletters.Hemixedupdforbandgforq.Bobbyisstill
learningwhichwayscertainlettersfaceandsothatiswhattrippedhimupalittlebitonthis
section.
Thenextsectionthatwastobetestedwaslettersoundidentification.TotestBobbys
abilitytodeterminethesoundthateachlettermakes,Ipointedtothelettersgiveninthe
assessmentandaskedBobbytorepeatbacktomewhatsoundthatlettermade.Bobbyreceiveda
scoreof25correctsoundidentificationsoutofapossible30.Heconfuseddandbagain
andwasnotabletorecognizesh,ch,th,andwhbecauseatthetimeofassessment,theteacher
hadnottaughtthosesoundsyet.ThisjustshowsthatBobbyneedsalittlemorepracticewith
identifyingthedifferencebetweenbandd.
Next,IassessedBobbysrhymerecognition.Ireadofftwowordsthatweregiventome
ontheassessmentsheetandaskedBobbytotellmeifthewordsrhymedornot.After
completingthissection,Bobbyreceivedascoreof1pointoutofapossible10points.Thisscore

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indicatesthatBobbyhasnotfullygraspedtheideaofrhymingwordsyetandthatissomething
theteachershouldworkonwithhim.WhenIwasassessingthissection,Icouldtellthathewas
thinkingaboutthewords,butwasgoingoffofthefirstletterineachwordanddetermining
whetherornottheystartedwiththesameletter.Therewassomedefiniteconfusion.
Totestfluency,IreadofftenwordstoBobbyandaskedhimtotellmethefirstsoundhe
heardintheword.Onthissection,Bobbyreceivedascoreof10pointsoutofapossible10
points.Thisscoreindicatesthathehasmasteredtheinitialsoundsofwordsandcandetermine
whatletterthewordsstartwith.Bobbywasabletorepeatthesoundbacktomeandtoldme
whatletterthatsoundcamefrom.
Forthenextfewsectionsthatfocusedonblendingcompoundwords,segmentingwords
intocompoundwords,andidentifyingfinalsoundsinwords,Bobbyreceiveda0outofa
possible10pointsforeachsection.Thisisdefinitelyanindicationofanareaofworkforthe
teachertofocusonwithBobby.Hewasnotabletograsptheconceptofputtingthewords
togethertomakeonebigwordortakethebigwordsaparttomakethemtwosmallerwords.I
amnotsureifhewasdistractedorjusttiredoftheassessmentbutIwasquitefranklysurprised
withtheresultsofthissection.
Thenextparttothisassessmentwastestingprintconcepts.Bobbywasabletoholda
bookcorrectlywiththecorrectorientationandwasabletodistinguishpicturesfromwords.He
practicedtheproperwaytoreadabookbypretendingtoreadthesentenceonthepageby
followingthewordswithhisfingerfromlefttoright.Bobbyalsorecognizedthatafteryou
finishedapageofthestory,youhadtoturnthepagetomakeittotheendofthebook.Healso
hadnoproblemwithbeingabletodeterminewhatawordonapagewasafterlookingatallthe

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Ridder 54

lettersthatmadeupthatword.ThispartoftheassessmentwasstrongforBobbyandIwasvery
proudathisresponseandexcitementforreadingthebookhewasgiven.TocontinueBobbys
skillsinprintconcepts,IaskedhimtodistinguishbetweenlettersandnumbersasIpointedtothe
itemonthesheetprovided.Bobbywasabletocompletethispartwithoutanyproblemor
hesitation.IwasveryimpressedwithBobbysresponsetothissectionandhowstrongheiswith
hisconceptsofprint.

FormalObservationMoralDevelopmentA