developmental case study

Topics: Developmental psychology, Child development, Lev Vygotsky Pages: 11 (2216 words) Published: August 9, 2014


Developmental Case Study
Suwimon Panalak Martin
Liberty University
March 7, 2014

Introduction
As children grow, learn, play and behave, educators, teachers, parents and caregivers often find themselves wondering about children developmental skills, both the children themselves and toward others. They seem to have interest in the questions to children that are children having normal development, delayed or advanced? It is important to know and understand the developmental milestones and be aware of the problems so children can be supported and offered the intervention if need. The bible provides a framework for Christian teacher's character and actions that teachers can nature kindness, patience, humility and love of their own lives and the lives of their students (Galatians 5:22-26). By understanding children development is like a road map to explore the perspectives of children developmental theorists use to understand how children grow and change. The developmental case study is greatly improve the ability to interact with children with the better understanding of the stages of development, greater sight into how children behave, think and feel in certain ways which is a helpful way to gain and feel more comfortable in talking, playing and working with them. It is also important to realize that development is an ongoing process through out the lifespan and having a greater understand of how people continue to grow and change can help appreciate and manage all stages of life. Participants Observation

There are two participants in this developmental case study. First is a four years old boy, Montrez, who is a single child from African-American ethnicity. He attends NC Pre-K program, which provides high quality early educational experiences for four years old who are not attending preschool for various reasons and prepares children for kindergarten. Montrez is a very happy and high energetic child. He enjoys participate his friends in dramatic play center, running in the playground and eagerly to learn the new things during circle time.

The second participant is ten years old girl, Kimberly, who is in fourth grade. Kimberly's family are originally from Honduras, Kimberly is a bilingual student who speak fluently both English and Spanish. Her family moved to United States of America when she was three years old and she started to learn English when she attended preschool at the age of four. Kimberly is very easy to get along and likes to play with younger children as she spends her late afternoon with mother, who is the preschool assistant teacher. She likes to watch television, exercises with her older sister but not heavy active activities. She is a honor student, very bright and very curious about everything around her. The Whole Child Concept

The "whole child" concept is based on the accepted principle that all areas of human growth and development are integrated. All areas of growth are knitted together in mutually supportive network creating the uniqueness of each child. Teachers learn what makes each child special, what they look like when the children move their bodies or change their expressions. The observant teachers read through the way they express the "whole child" (Gordon & Browne, 2013, p. 67). To define the "whole child", observant teacher uses six developmental domains to express how children grow and develop, which are developmental of social-emotional, physical, cognitive, language, cultural identity and creativity. In this development case study mainly focuses on three developmental domains in each participant, which are: Social-emotional development, includes children relationship with themselves and others, self-concept, self-esteem and ability to express their feeling. Physical development, includes gross mother, fine motor and perceptual motor activities. Cognitive development, includes curiosity, ability to perceive...

References: Bergen, D., & Fromberg D. P. (2009). Play and Social Interaction in Middle Childhood. Phi Delta Kappan, 90(06), 426-430.
Gordon, A. M. & Browne, W. K. (2013) Beginnings & Beyond Foundations in Early Childhood Education. Belmont, CA: Wadsworth Publishing.
Gropper, N., Hinitz, B. F., Sprung, B., & Froschl, M. (2011). Helping Young Boys Be Successful Learners in Today 's Early Childhood Classrooms. YC Young Children, 66(1), 34-41.
McDevitt, T. M. & Ormrod, J. E. (2013) Child Development and Education. Upper Saddle River, NJ: Pearson Education, Inc.
Slavin, R. E. (2012). Educational psychology: Theory and practice. Boston, MA: Pearson Educational, Inc.
Van Brummelen, H. (2009). Walking with god in the classroom: Christian approaches to teaching and learning. Colorado Springs, CO: Purposeful Design.
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