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Jordan B Kennedy

Final Child Study Paper


EDPS 250 SECT 003
December 6, 2013
Ms. Sarahs classroom consists of a variety of students at ages ranging
from three years old, to about five years old. Ms. Sarahs Classroom is very
warm and welcoming and the children who walk into her room light up with
excitement to learn something new. Therefore, her classroom is effective in
promoting the childrens cognitive development. Ms. Sarahs classroom also
promotes pretend play or sociodramatic play because it is sectioned off into
different kinds of centers, such as, a rug area for learning and class group
activities, a house area with a kitchen, a dramatic area with dress up clothes, a
puzzle area, a reading area, an arts and crafts area, and a construction/building
area. There are a variety of ethnicities in Ms. Sarahs classroom, which allows
Ms. Sarahs class the opportunity to form diverse and dynamic relationships
among the students. Ms. Sarah welcomes each student into her classroom
everyday, and talks to them individually, she is very involved in her students
lives and values their success, and wellbeing. One of these children that she
welcomes into her room every day goes by the name of Roen, and he has a
great story to tell.
THE CHILD
Roen is a four-year-old preschool boy, who seems to be developing at a
normal pace for his age. He displays many characteristic qualities for his age
group, cognitively, socially, physically, and emotionally. Roen wears clothing that

would be easily purchased with a middle class income, and he is always dressed
weather permitting, and in a tasteful fashion.

Roen effectively displays his emotions on a daily basis in Ms. Sarahs


classroom. Most days, Roen is very happy, and energetic. Sometimes Roen
displays signs of anger towards other classmates, but usually it is in retaliation
towards the other child. One instance occurred when Roen was playing, and a
child came up and pushed him, Roen responding by thrashing his arms towards
the child. Which effectively reflects Roens temperament. The majority of the time
Roen shows high levels of optimistic anticipation, impulsivity (thrashing out at
child), activity, and sensation seeking, and he smiles and laughs often. (McDevitt
& Ormrod, p.443).
Another day, Ms. Sarah asked Roen if he wanted any breakfast, he denied the
request, which is unlike Roen. Usually Roen is one of the first students to join the
breakfast table. Which indicated that Roen was possibly feeling a little sad today
because he was withdrawn from normal activities, he was more quiet than usual,
and he displayed distress or sadness on his face. (McDevitt & Ormrod, p 435).
Roen also shows signs of pride. Most days Roen is usually at the art center,
where he makes many projects. Roen desires to show off these projects to either
Ms. Sarah, or the TAs. (p.435). Roen also shows concern for other childrens
feelings regularly. For example, when a child who was absent from school the
previous day returned to class, Roen immediately went to the child and hugged
him. While rubbing his back, Roen asked him if he was sick yesterday. This

displays that Roen is capable of experiencing empathy for others. Roen


sometimes struggles with his emotional control. There was a situation in which
an adults sensitive care and scaffolding directed Roen to use emotional control
more effectively. (McDevitt & Ormrod, p.437). In this scenario Roen tried to hit the
TA, in which she responded by saying, Ah, wait Roen what did we talk about?
Roen replied, Oh yeah, no hitting! Yes now what do we do instead if we dont
like what someone is doing to us? Roen replied, we say no thank you. which
reminded Roen to use his words rather than hit someone in conflict. (p.437).
Roen is neither rejected or withdrawn from his peers, rather, he seems to
be one of the more popular students in the classroom. Most of the children look
up to Roen as a leader. Roen is well liked by the majority of his classmates and it
seems as though he has no trouble playing with any of them. Roen also
communicates effectively with his peers, he is sensitive to the other children, and
he participates in a variety of activities in the classroom.
Although Roen gets along significantly with his peers, he sometimes struggles
with his relationship with his teachers. Roen tends to be disrespectful to his
teachers when he does not like what they are telling him. To avoid hearing what
they have to say Roen covers his ears, shouts words, and avoids eye contact
while they are trying to talk to him. There was one instance in which Roen
followed a TA into a teacher only area, and the TA told him that he had to get out
of there, to which Roen talked back to her and said, no, you need to get out of
there! On the other hand, Roen does interact and respond positively to his
teachers when they ask him questions, and initiate interest in Roen. One day at

breakfast Roen was listening to a Childs story intently and responded effectively
to the story and said oh no! Roen was capable of holding conversation with his
teacher and his peer on this day, which shows he is out of the egocentric speech
stage of development.
At breakfast time Roen sat patiently waiting for his cereal. Roen started
counting his cereal out loud and commented on the size of the (large) cereal.
This coincides with Piagets theory that children are active and motivated
learners. No one told Roen to observe and count his cereal. He actively pursued
this task himself, which enhanced his cognitive development. Roen appears to
be in the preoperational stage of development in Piagets theory. One exemplifier
of this would be when the class began to converse about the fish that they owned
and Roen proclaimed that he had some cracker fish! Ms. Sarah asked what kind
of fish it was. Roen said it was the kind of fish in his hands (he did not have fish
in his hands) Miss Sarah said, Oh, do you eat your fish? Roen said yes. This
shows that Roen is incapable of multiple classifications. Therefore he has not
quite reached the concrete operations stage of development. He does not
understand that the fish the students are talking about are alive and are different
from the gold fish that he eats. By talking to Ms. Sarah about these fish it helped
Roen to understand how other people talk about and interpret the world. Ms.
Sarahs support and interaction with Roen benefitted his cognitive development
according to Vygotskys Theory. (p.218).
Roen uses the information processing theory when he shouts, I have a
question! Roen proceeded to tell the class and Ms. Sarah about all the pets he

has. Miss Sarah says, That is great Roen, but it is not a question, instead of
question you say: I have something to tell you. In this moment Ms. Sarah
introduces new information to Roen, Roen uses his sense of hearing to acquire
this new information, then Roen translates this new information into more
meaningful information through perception (p.243). Now, Roen is in a sense of
disequilibrium, which helps Roen to gain attention in order to process the new
information and understand that he must use a different indicator when he has
something to say. Roen may have assimilated an existing scheme when he
starts over and says, Um, excuse meand proceeds to tell about all the pets he
has again. Roen effectively used in-depth processing by making a connection
between what he already knew and the newly attained information, in order to
store this new logic in his long-term memory. (p. 243).
Roen seems to have a high self-esteem because he holds favorable
impressions of his own characteristics, such as when he completes an art project
he is very proud of his work and displays it to his peers and teachers. Roen
displays his self-concept through his art as well. He seems to understand that he
has strengths in completing artwork. Roen also shows through his art work a
sense of self efficacy in that he can finish his projects to his standards and
seems to approve of his work, because he parades it to others. (p.458). Roen is
also extremely motivated in his work as well. There was one occasion when
Roen was cutting out two pieces of paper and then wanted to tape them back
together. In this instance Roen showed high motivation, because Roen put a lot
of personal investment into this task. He put a lot of time and effort into making

sure he aligned the two papers up perfectly together. (p. 496). Roens sense of
self motivates him to engage in behaviors to which his peers will act approvingly
of. Roen engages in social interaction and it does effect his motivation. For
example, when a child needed a piece of tape from the tape dispenser next to
Roen, Roen helped the child by stopping what he was doing in order to get the
tape for the other child. (p. 458.) For the most part self-esteem, self-efficacy, and
motivation seem to be related. Children who have high self-esteem evaluate
themselves as being strong in domains that are most important to them (p.461).
If these domains are important to them they will be motivated to complete these
tasks in a meaningful manner and they will believe in their self-efficacy in
completing these tasks commendably.
THE FAMILY
The parenting style Roen most likely receives would be authoritative
parenting. Although he may be defiant to rules, and may not want to listen to his
teachers, the majority of the time he follows directions and listens to their
commands. Another instance that may be questionable to the authoritative
parenting style would be that Roen sometimes hits his peers, and teachers when
he doesnt get his way. These characteristics lean a little into the permissive
parenting style. Therefore, Roens parents may be a little bit more passive when
it comes to disciplining, but it does not seem that they do not discipline at all.
Which is why I believe Roen receives a form of authoritative parenting, just
maybe not to its full extent. Culturally, Roen reflects a primarily collectivistic

orientation with individualistic ideals, because he socializes to be mindful of


others needs while asserting his own private wishes. (p.69).

THE TEACHERS
Ms. Sarah addressed challenges in her classroom in a very effective
manner. If the children were doing something unacceptable she would tell them
no thank you. This told them that she did not like what they were doing and
wanted them to please stop. I really liked this approach to discipline, because it is
done in a polite manner and taught the children how to use their manners when
they were unhappy with certain outcomes in their own lives. Another way Ms.
Sarah addressed problems in her classroom was by using a stern authoritative
voice when she really needed to get her class to listen to her. This method was
effective because she did not abuse her usage of this technique. She only used it
when it was truly necessary. Ms. Sarah addressed challenges with Roen by
talking with him when he acted out, she would explain to him how it made her
sad that he made the choice that he did. Ms. Sarah used this individualistic
technique with other individuals in her class as well. Roen never exemplified
extra challenging issues to Ms. Sarah that surpassed this individual talk. There
was one instance in which Ms. Sarah had to send Roen and another child to the
box, which paralleled a timeout area. This is the furthest I have seen discipline
measures taken in Ms. Sarahs classroom.

Ms. Sarahs theoretical orientation through the behaviorism and social


learning theories effectively comply with B.F. Skinners theory in that
environmental stimuli, such as Ms. Sarah rewarding her students with a sticker
for an accomplished task, or her approval of a project. Ms. Sarah emphasized
nurturing in her teaching skills, by allowing the environment to respond to the
childrens acts either with punishments or rewards. Once Ms. Sarah rewarded
her students with such stickers, or punished her students by sending them to the
box the children would respond by modifying their behavior in order to gain more
rewards and fewer punishments, hence it is an effective behavior theory for Ms.
Sarah to enact. (p.19).
REFLECTION
The most important new knowledge that I have learned from observing Roen,
and participating in this class, is how to foster a childs growth in my care, and
how a variety of aspects affect a childs life. I learned that I need to understand
the knowledge that the age group in my care requires, and that I must
understand the individual needs of each child thoroughly in order to ensure each
Childs success for the future. I also learned the importance of enabling my
students to grow and to become active learners. I understand that I need to
consider the uniqueness of each child and the ways that culture inexorably
effects childrens beliefs and skills and that I must refine my support and
guidance for each individual student. (p.25). As a future teacher I will always
keep an optimistic expectation that children will develop in a positive direction. I
will ensure that I always teach within each childs zone of proximal development

and never surpass or undermine the Childs cognitive abilities. I will welcome my
students into a warm and welcoming environment as to enhance their capabilities
to learn. I will exemplify the importance of constructivism to my students, I want
my students to actively create, rather than passively absorb new information they
obtain. I will encourage my students to learn through meaningful tasks with other
people. I understand the importance of play in a childs life and I will allow my
students to stretch themselves cognitively, and socially through play. I will allow
my students to explore their world through sociodramatic play as well, so that my
students can take on roles and act out scenarios or events that may be useful
later on in their lives. In my classroom I will have collective efforts to form
meaningful class discussions with my students and encourage my students to be
cooperative learners and to help one another out during trivial times. This class
helped portray to me the importance a teacher has on a Childs life, and has
given me the ability to one day enhance the childrens lives in my care for the
better.