Phylicia Kelly. Professor Stetzel. Educ. 223 A: Child Development. Case Study: Jackson

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1 Phylicia Kelly Professor Stetzel Educ. 223 A: Child Development Case Study: Jackson May 6, 2009

2 Kelly 2 Abstract Jackson is a four year old boy who attends the Blessed Beginnings Kids Kamp daily. While observing Jackson in his daily routine and speaking with his parents about his growing developments, his physical, cognitive, and social/emotional developments have been noted. There is a focus on many aspects of these different developmental areas through his life in the infancy, toddlerhood, and preschool stages. Through observation of these developmental areas, it seems that Jackson is a growing preschooler who is on the correct path as far as developing on time. He is progressing in all areas of development and he is very comparable to that of an average developing child.

3 Kelly 3 A little boy named Jackson attends the Blessed Beginnings Kid s Kamp in North Manchester, Indiana. He is 4 years old and the oldest child of two. His little sister, Eva, is almost a year old and also attends the Kid s Kamp. Both of Jackson s parents are working parents; his mom works at WIC (a place for mothers in need) and his dad works at Zimmer (an orthopedic company). This family lives in North Manchester, Indiana, but they do not live in the country area. They live out on the edge of town. Jackson is a very unique individual. He loves to play with his toys, especially trucks and tractors. His favorite toy is a crane, which he recently received for his birthday. This toy is like a work station and he is very fascinated by it. He also likes to paint, draw, and build things. Jackson absolutely loves to be outdoors. He likes to play in his sand box and most of all, he loves going to his grandparents house because he gets to go out on tractor rides. Jackson s favorite food is peanut butter and jelly or broccoli soup, and his least favorite food would be almost any kind of meat. Just this year Jackson transferred from the infant/toddler building of this daycare to the preschool aged daycare. He has been part of this Kid s Kamp since he was 6 months old and the teachers are currently working on listening skills with him. Since the time Jackson was born, his physical characteristics have been developing progressively. During the prenatal stage, when Jackson was in the womb, his mother gained about 50 pounds, although she did have a normal pregnancy and birth. From the very beginning it seemed as if Jackson was excited to grow. During the infancy stage, by age one, Jackson almost tripled his birth weight. He was born as 8 pounds 4 ounces at birth and he was 23 pounds by the first year. This is very normal. According to Feldman (2007), By the first birthday, the baby s weight has

4 Kelly 4 tripled to 22 pounds (p. 118). Jackson had acquired the rooting reflex early on in his life, which is typical because this reflex is developed by 3 months for an average child. His parents believe that he may have thought it was food near his cheek. By 4 months Jackson was able to crawl, but he continued to do the army crawl for a long time, until he was about 9 to 10 months old. Jackson was able to pull himself up to stand at 10 to 11 months. Finally, Jackson was able to walk just shortly before he turned a year old. During Jackson s toddler hood, he was walking well. He progressed quickly. Before his parents knew it, Jackson was running, jumping, and with minor help, walking up steps (H. Felgar). Jackson s infancy and toddlerhood stages of life are very much comparable to that of an average child. At the start of the preschool years Jackson was already potty trained. His parents began teaching him at 2 years and 10 months, but by the time he was 3, he was succeeding in this area. Although, according to his parents, it did take Jackson a little longer to want to poop in the toilet. He would wait until night time to poop in his pull-up (H. Felgar). It is unclear why he was afraid, but obviously he was not ready for this stage of life at that time. While Jackson attends the Blessed Beginnings Kid s Kamp, the teachers work with him to develop his fine motor skills as well as several other skills. It seems that Jackson is very handy with the scissors. He loves to cut and he has realized the technique of using his fingers, in scissors, to cut paper. Through observation, it is noticed that Jackson is capable of using his fine motor skills very well because he can also hold a fork, spoon, and writing utensils well. Although Jackson does not know how to write his

5 Kelly 5 name yet, it has been determined that he is right handed. He loves to draw and color, meanwhile using his right hand. At this stage in Jackson s life, he is a very verbal boy who loves to play with toys and run all over the place. According to the Child Stages: Motor Skills and Coordination (2009) online article, by 3 years, a child should be able to get around with ease: this includes running, jumping, climbing, hopping, and balancing on one foot (p. 2). Through observation it is perceived that Jackson s gross motor skills have improved quite excellent over the 4 years of his life. He walks, runs, jumps, hops, and even walks up and down steps with ease. Jackson s body developments have also changed from birth to this stage as a preschooler. When he was younger he used to be chunkier, but he has thinned out and grown to be a strong young boy. According to his mother, Jackson is currently in the 20% range as far as his height. By age one he was 30 and a half inches tall and by age three he was 36 and ¾ inches tall. Jackson may be a late bloomer according to his height measurements. He is definitely growing and progressing as a young child through his first four years of development though, and he seems to be on track as far as an average developing child. Along with Jackson s physical development, his cognitive development is progressing right on track as a current 4 year old. From the very beginning, when Jackson was in the womb, his parents were working on his cognitive skills. Both of his parents would always talk to the baby, they would read books to him, and they always listened to music. According to his parents, Jackson was most active at night when his

6 Kelly 6 mother was relaxing, yet sometimes they wondered if he would kick to react to her voice or if it was only coincidental (H. Felgar). During the infancy stage, some major signs of increasing cognitive development began to show as he spoke his first words and first sentences. When Jackson was nearly a year old, he began to experiment with the words mommy and daddy. Shortly after, he was learning the words of his family members. These were the first words he learned along with special words like truck and tractor. He began to speak his first short and non-drawn out sentences recently after his first words. As an infant, Jackson was also capable of lifting his bottle at 8 months and his cup at about 9 months. He was still at the stage where he liked to grab things and put it in his mouth. There were times that he would chew on the outsides of books and they had to be thrown away (H. Felgar). This could have meant that he was exploring what was food and what was not. He was progressing cognitively through this experimentation. Jackson was also progressing cognitively as a toddler. According to his mother, he would try to imitate what people would say. He would repeat the words he heard from other people around him (H. Felgar). Also as a toddler Jackson was practicing what would be considered Substage 6 of Piaget s Sensorimotor Stage of Cognitive Development. This substage, according to Feldman (2007), says that infants can imagine where objects that they cannot see might be (p. 150). According to Jackson s mother, if he wanted something he would go straight for it. He would go back to the place that he has seen the object in the past. He knew where it was. At this point, Jackson was able to have a mental picture in his mind of where an object he could not see was located.

7 Kelly 7 During Jackson s preschool years he continues to grow cognitively. The teachers at the Blessed Beginnings Kid s Kamp are working with Jackson to develop new skills. He is learning his days of the week, the months of the year, and the current year. Everyday they say the Pledge of Allegiance and believe it or not, he is learning so much in that one task. He is working on standing up, standing still, and placing his right hand over their heart. From observation it is noticed that Jackson is still in the stage of learning how to do each of these steps properly. Every once in awhile he must be reassured as to which hand is the right hand and how to stand still; however, he is working toward gaining these skills. During this stage Jackson once again continues to imitate people around him. He likes to try and be like his dad or his cousin. He wants to be older. Jackson also has an amazing memory. His mother says that he is sometimes able to recall something that has happened nearly a year ago (H. Felgar). According to Feldman (2007), memory of particular events from one s own life achieves little accuracy until after 3 years of age (p. 240). As a current preschooler, Jackson is 4 years old; therefore he is progressing in terms of memories. His memory and symbolic thinking has improved, yet he is still working on his attention span. Sometimes Jackson has a difficult time staying on task. He has recently been moved from the infant/toddler building of the daycare to the preschool section and he is beginning to learn and grow in many different ways as he gets older. Jackson has developed on track thus far in his life. His parents sometimes seem to question his cognitive development because of his trouble staying on task at this current stage in his life, but there really is nothing to worry about right now. Jackson is learning to count, learning his months, learning the days of the week, as well as learning to

8 Kelly 8 progress in terms of staying on task. He is on track as an average developing child and continuing to progress. Just as Jackson has continued to develop as an average developing child in his physical and cognitive skills, he is also moving right along as far as his social and emotional skills are considered. Jackson s mother had a normal pregnancy with him, although she went through some emotional changes herself. She grew sensitive at some times most likely because of hormonal changes that come with having a child (H. Felgar). During Jackson s infancy he would reflect his emotions and feelings just as any other baby does. Because children cannot speak during this stage, children mostly undergo different noises that become associated with their wants or needs at the time. Jackson s mother said that he was typically a very happy baby, very laid back, and peaceful. Although, when he was hungry, he would cry or become wiggly or fussy. According to his mother, he rarely cried unless he was to the later stage of hunger. During this stage, Jackson did not have a separation anxiety problem until he was about 9-10 months old. Even then, it only lasted about a month. He typically took to other people very well (H. Felgar). During toddlerhood Jackson began to reflect his emotions and wants differently than in the infancy stage. He could speak many words and he could, overall, use them well. He always tried to speak when he wanted something; however, he would get frustrated easily if his parents could not understand what it was that he was wanting. Before getting frustrated he would mostly try speaking and pointing though. According to Jackson s mother, his play did seem to express how he felt. Jackson is very imaginative and he really gets into play. If he was happy, he would play with his toys

9 Kelly 9 and be content with them. If he was not happy, he would get whiny and get upset easily while playing. When Jackson was 2 years old, he once again went through an attachment problem, only this time with his father (H. Felgar). Although, he grew out of this stage, just as any average developing child. During the preschool stage, from observation, it is clear that Jackson has formed some friendships. This could be because he is a very verbal and outgoing boy. He is one is open to making friendships by jumping right in there and having fun. According to Feldman (2007), at around age 3, children begin to develop real friendships (p. 271). Jackson seems to enjoy playing with all the kids, but one of his really good friends at the Blessed Beginnings Kid s Kamp is Chris. They play together at the preschool and even sometimes outside of the Kid s Kamp (H. Felgar). Jackson likes to play with other children at the preschool, but sometimes his feelings get hurt fairly easily. He is one who likes to play with everyone and to participate in the group, but if something does not work out in his favor, then he will get upset. Of course, this happens to most children. Every child wants things to go their way, and if some conflict comes into the picture, then any child would react in a way as to get upset. This is what Robert Feldman calls egocentrism. According to Feldman (2007), Egocentric thought is thinking that does not take into account the viewpoints of others (p. 237). Jackson has an egocentric thought because he wants things to be his way and not the way of others. This is typical of any average preschooler and they do grow out of this stage. Through the teachings of the preschool teachers and his parents, Jackson seems to have learned very well to respect the property of others. At the Blessed Beginnings Kid s

10 Kelly 10 Kamp, each child has their own crate to put any belongings or toys from home. If a child would like to play with another child s toy, he/she must ask to use it. Jackson does very well in this area. He is polite about asking and he is always sure to ask to use someone else s toys. As a 4 year old, Jackson engages in functional and constructive play. According to Feldman (2007), simple, repetitive activities of functional play are typical of 3 year olds By the time they are 4 years old, children become involved in a more sophisticated play, constructive play (p. 271). From observation, it is noticed that Jackson s functional play comes from his play of repetitive activities such as playing with cars and trucks. He also engages in constructive play when he plays with blocks to construct or build something. Jackson is still in the functional stage of play, but he has moved on into constructive play as well. Jackson seems to be developing especially well in his social/emotional developments. He knows how to be kind to others, how to respect others and their belongings, and how to enjoy his friendships, and how to play with others. Associating children with their peers at this young age during the preschool years is very good for a child. Jackson is learning to get along with others, that other children have feelings like himself, to share with other children, and so much more. So far, it seems that Jackson is on track with his social/emotional developments as a 4 year old, just as he is with his physical and cognitive developmental skills. During my field experience at the Blessed Beginnings Kid s Kamp, I focused my attention for my case study on Jackson, a 4 year old preschooler. I observed his physical, cognitive, and emotional/social development. While observing Jackson s behavior and

11 Kelly 11 developments, I feel like I was actively able to learn and understand the different stages of development and how children grow and become their unique selves. Textbooks tell you a great amount of information, but unless I was putting this information to use, I do not feel as if I would have gained as much knowledge from this course. When I first thought about having to do my field experience in a preschool, I did not picture the school as it was. Blessed Beginnings is a school/daycare for children from birth to elementary ages. This school is split into two different buildings, one for the younger children and another for preschool aged children and older. I spent most of my time in the preschool building. I was surprised with the structured setting that was set up for the preschool children. Every day the children followed a routine. From this preschool field experience I learned that children of all ages do well with structure and they learn to adapt to it rather well. The children may not necessarily be in school yet, but they will understand the system because of the environment they are currently exposed to. The children have already begun to learn that teachers are the authority in the classroom and that they each must follow rules and guidelines, just as in a regular classroom. In this school setting there are about 3 teachers in a one building. Typically, all 3 teachers are not always there at the same time, but it seems to be more useful when there are more hands to help. The teachers and the students are all on a first name basis; therefore, the students would call me or any other teacher by our first names. Through this experience, I observed that preschool children are already at the stage of making friends. Before age 4, most of the children that attend Blessed Beginnings Kid s Kamp begin to acquire friendships. I think that being part of a

12 Kelly 12 preschool at this age is a great way for a child to grow out the separation anxiety stages fairly quickly. Yes, children will still go through these stages of life, but making friends early on really seems to help the children to become more social. I can see many of these young children doing very well in an elementary setting one day. Through my observations of Jackson, I felt like I had one of the most cooperating experiences. When learning and observing a child from birth to the preschool age, it is very hard to learn and write about the stages of life that I was not there to experience with the child. I found Jackson s parents to be very helpful. I was easily able to contact his parents and I received great amounts of information concerning Jackson. Jackson s parents seem to be very involved with his growing life. They had an answer to every one of my questions and they were completely willing to share how their child has developed. If I could do this experience over again, it would be very hard for me to say how I would change my experience. Jackson was a good student to observe and his parents were very helpful. If I could have changed one thing, it would have been to spread my field experience out more so that I could have had more distance between my times of observation. I had fulfilled my 20 hours in about 3 weeks because I had the time to be there, and I wanted to get a good start on the case study. However, I think it would be interesting to see how Jackson has developed over a period of time after I have already known him for a little while. Overall, my first preschool experience was very rewarding and I feel like I learned quite a few reasons as to why children do what they do. I had a real hands-on experience with this project and learning visually as I did was probably one of the best ways for me to learn.

13 Kelly 13 References Feldman, Robert S. (2007). Child development. Upper Saddle River, NJ: Pearson Prentice Hall H. Felgar, personal communication, February 27, 2009 Unknown, (2009). Child Stages: Motor Skills and Coordination. Wonder Time. Retrieved March 2, 2009 from

14 Kelly 14 To show Jackson s physical development he is playing trucks with a few other boys. He is crawling on the ground and this shows that his legs and arms are very movable. In the picture on the left, Jackson is improving his fine motor skills while he uses blocks to build and stack. In the right picture, Jackson shows his fine motor skills while coloring with crayons. He is developing greatly with his fine motor skills!

15 Kelly 15 This is Jackson showing his cognitive development. He is very curious as to how the sand timer works. He seems to be examining how it works and why it does what it does. He is trying to understand. He is learning! Jackson is in the stage of constructive play where is using Lincoln Logs to build something. Jackson is cognitively learning through his play through the realization of how the logs come together to build.

16 Kelly 16 Included with these cognitive artifacts is this picture of a fox colored by Jackson. It was much larger, but scanned and shrunk to fit. This artifact shows his cognitive development skills insofar as it shows how he colors. His teachers have said that he always colors in this up and down repeated pattern with different colors. He works on staying in the lines, but he also does not seem to color the entire object. He puts a variety of color and colors what is complete to him.

17 Kelly 17 Here, Jackson is being social while he and several other children are playing with blocks. In the picture on the left, Jackson is playing with two boys; he is being social. In the picture on the right, the whole class is singing a song together while clapping. Both of these work on his social/emotional development.

18 Kelly 18 Letter to Parent To the Parents of Jackson Felgar, Hello, my name is Phylicia Kelly. I am a Manchester College student and I am currently working toward my Elementary Education degree. Right now, I am taking the course, Education 223, Child Development. For this course, we are required to have 20 hours field experience in a preschool setting observing students ages 3-5. We must choose one student in that age range to write a case study about his development. In order to write a case study about your child, I would need your permission. Would it be alright with you if I observed your child, Jackson? Would you allow me to write about your child and possibly take pictures for my case study project? If you would not like me to observe your student, I will not do so. Here are some of the requirements that we must discuss in our case study, for your own knowledge so that you know what I would be observing. In the case study, I must discuss the student s physical, cognitive, and emotional development from birth through the time in which I am observing the student. I need to include three artifacts, whether they are pictures, artwork, etc. The purpose of the case study is to incorporate our learning of the developmental stages in class to that of a student we wish to observe. In order for me to complete this project to its full extent, I first need your permission to observe, write, and take pictures of your child. Also, if you are willing, can I ask you some questions about Jackson s physical, cognitive, and emotional development from the past? If you are willing, I will gladly set up a time to discuss with you on the phone or through if it is more time convenient. If you would prefer instead of through phone or , I could even send a questionnaire home with Jackson that can be filled out and brought back to school. I understand that you may be busy throughout the day or week, so if you do not think you would have time or be willing to do so, that is fine. Please sign your name on the lines below in which you would allow me permission. Observe and write a case study about Jackson Take Pictures of Jackson Address if you are willing to be contacted: Phone Number if you are willing to be contacted: Questionnaire if you are willing to be contacted: *If you are willing to be contacted to provide me with feedback about your child s development, please indicate which way is most preferred. Thank you so much for your time. Phylicia Kelly

19 Kelly 19 Interview 1: Introduction 1. Name: Jackson 2. Age: 4 3. Setting: Kid s Kamp=in a daycare/teaching setting 4. Background: Oldest, middle, youngest child? Oldest 5. Home Life: Parent, both working/not? Occupations? Yes-Mom=WIC (mothers in need) Dad= Zimmer (Orthopedic Company) How many siblings? How old? 1=Eva= be 1 soon; 8/9 months now Any pets? 1 Dog and 1 Cat Do they live in the country/city? North Manchester- country 6. What does he like? Trucks/tractors, Thomas the train, Likes Stories, PB and J=favorite food, Blue=favorite color, Likes to play superheroes, Likes hair 7. What does he dislike? Only does not like Steak. 8. Extra questions/comments: How long has he been with Kid s Kamp? After first 6 months. Transferring buildings Working on listening Fascinated with water heaters Wants to be a garbage man Really likes trucks and knows a lot about them

20 Kelly 20 Interview 2: Physical Development 1. During prenatal stage (pregnancy), the body changes, but how did your need for food, drink, or sleep change or affect behavior? First pregnancy; did not know what to expect= first 4 months very ill, diarrhea and vomiting. Appetite got better when not sick; gained too much weight=50 pounds. 2. During Jackson s infancy, how did his birth weight change? Did it double? Triple? Height at 1= 30 ½ inches Weight little less than tripled in first year= Height at 2= 33 ½ inches Height at 3= 36 ¾ inches (20% range) 3. During infancy, I know that children gain new reflexes; do you remember a time when Jackson was startled or when he began rooting (turning head toward things that touch cheek)? Around 1 month or sooner, he would jump/startle=arms and legs would come out; Rooting= early on=probably thought it was food in 1 st month. 4. During infancy, what motor skills did he possess? Was he able to roll over? Crawl? 4 months; later-9-10 months- army crawl for long time Was he able to sit without support? 7 months Was he able to stand? Pull himself up at months Was he able to grasp items with hand? Early at 3 months maybe Was he able to walk or was he a late walker? Few days before turned 1 5. During toddlerhood, was he walking well? Able to walk up steps? Able to jump in place? Yes, progressed fast, before knew it he was running 6. When was he potty trained? By the time he was 3 he was potty trained=about 2 yrs and 10 months; Took him longer to want to poop in toilet-he would wait to poop in pull-up at night. 7. Now, during his preschool stage, does he ever object to bedtime? (Maybe because he is overly excited about the day) Almost every night, says he does not want to go to bed; have a ritual though= brush teeth, read story, go to bed. 8. Has he developed fine motor skills, such as using a fork or spoon, cutting with scissors, tying shoe laces? Can use fork and spoon (hold it) well. One of the best cutters in preschool-even than those older than him.

21 Kelly During his preschool stage, do you find his body to grow more slender and the muscles to strengthen? Yes, definitely thinned out; used to be chunkier; he s strong=runs, jumps, climbs 10. Is he right handed or left handed? Has it been determined yet? Right; cannot write name yet; Likes to draw and color. Interview 3: Cognitive Development 1. During pregnancy, what are some ways or things you did with the baby while he was in the womb to begin cognitive learning? Talk to baby? Always Read to baby? Read books Sing to baby? Always listened to music Anything else? 1. Did the baby ever kick during or after as a sign of recognizing your voice? More active at night, when she d relax; sometimes seemed like reaction to voice or coincidental. 2. During infancy, what are some changes in cognitive (intellectual) development? When were first words? Mommy/Daddy When were first sentences? Cat/Dog, Nanna, Pappa, learned names first; then short sentences. What were they? (if remembered) 3. Did he want to touch and chew on many things? Yes, grab stuff and put things in mouth, even books=had to throw away; loved teething toys 4. When did he begin to imitate people or past events? When was a toddler, tried to imitate what people would say; now, tries to be like his cousin or dad; definitely wants to be older. 5. Was he able to imagine where objects he could not see might be? Yes, probably before a year if he wanted it, he would go for it. Would always go back to where he knew something was. *Has an amazing memory, maybe from a year ago 6. Was he able to lift his bottle? Was he able to lift a cup by the handle? About 8 months; cup at 9 months 7. During toddlerhood, what were some noticeable improvements in cognitive development?

22 Kelly 22 Is there anything else about Jackson s intellectual improvements that can be told? Developed on track-never worried about his intellectual Now sometimes question= he s very active, but has trouble staying on task. Interview 4: Social/Emotional Development 1. During pregnancy, did you (the mother) go through any emotional changes? If so, what were they? Became a little sensitive, probably hormonal changes- cry easier. 2. During infancy how did the baby reflect his emotions? What facial expressions appeared to reflect his emotions? Not very fussy baby, laid back, very happy and peaceful; always smiley Did he cry, coo, or make other noises to reflect how he was feeling? Cry when hungry, wiggly and fussy when getting hungry, rarely cried unless to later stage of hunger. 3. Did he respond differently to his mother than to others? Did he let others hold him or pick him up? Yes, did not have a separation anxiety; as he got older, he went through a phase like that= 9-10 months (only lasted about a month) 4. During toddlerhood, how did he reflect his emotions or wants? Did he verbally speak them? Always tried to say words; sometimes got frustrated then go and point at what he wants. Did he reach for what he wanted? Did he just go and get what he wanted? Asked before getting-uses his words well 5. Did he use his imagination to express how he was feeling? Did his play express how he felt? If so, how? He seems imaginative=really gets into playing. If he s happy, he just plays with his toys; if not happy, gets whiny and kind of mad. 6. Did he seem attached to you (his parents)? When 2 did it more, attached to dad Had a phase younger with mom. 7. During preschool years, did he form friendships? Yes, he likes to play with all the kids; very good friends with Chris. 8. Does he share well?

23 Kelly 23 In preschool, he seems to understand the rules of sharing and not touching other children s toys if not allowed. 9. Is he quiet and shy or loud and outgoing? Outgoing= very verbal 10. What does he like to do at home? Loves to play with toys, got a crane for birthday; likes his workstation; likes building things and then knocks it down; loves to be outside in sandbox. Favorite movies are=space Buddies, Wall-E 11. What are some of his dislikes? Not like meat, only if its chopped up in something else.