The Case Study of Child LG
For this investigated child study, the child will be known as LG. The aim of this child study is to systematically build up a holistic picture of LG’s development using observations; I will attempt to demonstrate the effects of internal and external influences on LG’s development. LG is a male child aged three years and two months. LG has already been in the setting for 18 months prior to this study and I have already seen dramatic development changes over these 18 months including; potty training, speech and most importantly the development of his independence and self esteem and self confidence.
His parents have agreed to the child study (App.6) names have been removed to give anonymity. I also ensured that I gain ascent from the child via his involvement in the tasks. At no point did I force him to take part in any activities I just observed as he played naturally.
LG attends three sessions a week at Pre School which is located within the local Primary School where his older brother attends. LG learns through play and interacts well with his peers and practitioners, LG has been attending the Pre School for 15 months excluding school holidays. LG has a key person whom he has secured attachments to, and this can be linked to Bowlby’s (1951) attachment theory. The key person is assigned to support LG’s development and a key point of contact with the child’s parent (Education and skills 2007). LG’s key person compiles LG’s next steps and learning journey.
LG’s mum has recently herself started studying in child care and is looking to move into Primary School teaching assistant roles. On the three days that LG attends Pre School mum drops him off before going to a placement in a neighbouring local School. More recently LG has started to get distressed when she leaves, causing separation anxiety. Bowlby’s (1951) states that children form only one strong attachment, usually to the mother this is called monotropy.
At home LG lives with his birth parents and older brother who is eight years old.
During discussions with LG’s parents it is noted that LG plays cooperatively with his brother. LG talks about significant events that involve his brother such as holidays and weekend adventures. LG is comfortable to share his stories about his brother and family during circle time at Pre School with his peers. Piaget (1952) describes this self focused speech as egocentric.
LG attends football sessions with his elder brother where whilst his brother is playing he will happily play with other siblings and he also happily enjoys plays outside in their garden with his brother. This links to Vygotsky’s (1978) theory of promoting social learning through interacting with others.
Whilst in Pre School LG’s disposition is a happy, energetic, confident and independent child; he enjoys playing with the trains and role play area; especially wit the fireman outfits. He shows concern for living things; LG’s aunt has a dog which as a family they have looked after and LG during this time talked about the dog as being his friend.
LG’s parents explain that he has trouble sleeping through the night waking often early and needing to be settled. At present LG still has a dummie to take to bed. He enjoys activities within the Preschool, especially listening to stories with his key person, dressing up as a fireman and mark making for mum, dad and his brother.
Bronfenbrenner’s theory linked to LG - The Mesco system is the communication between the first two systems (Micro and Exosystem).
[pic]Bronfenbrenner, U. (1999). Environments in developmental perspective:
Theory as above shows the importance of every area of the child’s life in their development. As practitioners in Early Years the emphasis is on child development as a whole series of interlinking areas and not just on events that occur within Pre School. This works hand in hand with good communications between the Pre...
Please join StudyMode to read the full document