Child Case

Study
Daniela Cortes

KENNEDY KING COLLEGE

KKC Lab

Table of content

Social/ Emotional Development

Two-Colum Narrative form
Checklist
Sampling
Work Sample
Cognitive Development
Two-Colum Narrative Form
Checklist
Rating Scale
Work Sample
Physical Development
Two-Colum Narrative Form
Check list
Rating Scale
Work Sample

Observation Form
Date: 10/7/15
Activity/Content Area: Tooth Brushing
Classroom
Observation Focus: Self-Esteem
Observation (Write exactly what you
see.)

Linda gets up and walks to the

washroom she stops and stands by the
door next to teacher sally.

Age Group: 3-5

Instructional Setting:

Interpretation (Draw conclusions,

evaluate, and provide a possible
rationale for what was observed.)
-Teacher has called her name to
wash her hands. She is patiently
waiting for her turn.

She reaches over and hugs teacher

Sally lap
Teacher sally bends down and lift Linda
up to embrace her in a full hug.

-Linda looks like she is reaching

over for comfort, Linda is in need
for a hug.

Linda is hugging teacher sally pretty

tight as she being slowly rocked from
side to side.

-Teacher Sally Show her Love for

Linda by hugging her, she show a
way of support for Linda.

Lindas eyes are close she places her

face on teacher shoulder is making
frowning faces.

-As teacher is hugging Linda she is

now comfortable Linda seems to
be sleepy she closes her eyes but
she still woke making angry faces
like somethings is bothering her.

Teacher sally kneels down and places

Linda on the floor.

Linda uses the washroom wash hands,

dries them throws paper towel, and runs
to cubie.

-After a few minutes of teacher

sally put Linda down to giver a
turn to go to the washroom.

-They are getting ready to go

outside so Linda hurries to wash
her hand and gets her coat from
the cubie and put it on.

She puts her coat on and runs towards

both of her teacher sally and Dory.

-She is so excited to find a grey

plastic bag full of her personal
cloth, Lina tells her teachers that
mommy bring this for me

This form is intended for all child development courses.

Child Development Checklist

Name: Linda
Program: KKC lab

Observer: Daniela Cortes

Dates: 10-7-15

Put an X for items you see the child perform regularly. Put N for items where there is
no opportunity to observe. Leave all other items blank.
Developmental Domain: (i.e. self-esteem or child development)
Item
1._N_Separate from
primary caregiver without
difficulty
2._X__Develop a secure
attachment with teacher
3._X__Complete a task
Successfully
4._X__Make activity choices
without teachers help

5._X__Stands up for own

Rights
6._X__Display enthusiasm
about doing things for self

Evidence

Dates
10-7-15

She reaches out to hug

teacher, embrace the hug
for a long time
She placed different idioms
on her crazy slid of pizza
Before she was asked what
she wanted to do she walk
to library area and picks a
book
Shows both teacher a bag
of her belongings
She did a dance when
finding her name and
picture

10-7-15

10-7-15
10-7-15

10-7-15
10-7-15

The Learning Prescription

Developmental Domain: Self-Esteem
Name: Linda
Age: 3
Date: 10-7-15
Areas of Strength and Confidence:
1. She stands for her rights
2. Likes art and reading
3. She has confidence when doing activities
4. Enthusiastic in participating
Areas Needing Strengthening:
Linda need to Experience and explore other areas beside the library
station. As we as to play with other children and build better
communication skills with others.
Activities to Help:
What I will be doing is get some play dough and cookie cutter at the
art area, have 3 other children join Linda to play. Another activity
could be to invite Linda and other children to the block area
involving all four children to build as a group this could follow by
having her and others draw a picture of what they have built. When
she feeling angry or stressed reinsure her that is ok to express
herself. Group activities will help her interact and share with other
children.

Anecdotal Records
Student Name: Linda ___
Week Of: 10/2-7-9/5___
Date

Location
& Time of
Behavior

Antecedent
(What occurred
before the
behavior?)

Behavior
(What exactly
occurred?)

10/2/15

Library
11:10am

Linda was sitting

on the couch
Pretending to read
a book

Another child B come

and sat next to her
grave the book she had
on her hand, Linda
started to Cry and yell.

Teacher explained
to child B that we
have to ask for a
turn and not
snatch things from
each others hands

Date

Free time
circle
area
12:20 pm

She was dancing

with a purple
string

She started crying and

because she dont
want others to dance
by her

During circle time

teacher explain
that we have to
share every area in
the classroom

Date

Dramatic
play area
12:16 pm

Linda was playing

dress up by herself

Linda Started Scream

go Im playing here

Teacher B come to
the area
introducing other
children to come
and join Linda in
play.

Date

10/7/15

10/9/15

Follow-up
(How was the behavior
handled? How did the adults
respond?)

Type of Communication

10/2/15

10/7/15

10/9/15

Communicati
on
PC
AC
TC
RP
PTC
PTAC
APC
Communicati
on
PC
AC
TC
RP
PTC
PTAC
APC
Communicati
on
PC
AC
TC
RP
PTC
PTAC
APC

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Parent Contact (PC)
Administrator Contact (AC)
Teacher to Student Conference (TC)
Removal of Privileges (RP)

Parent-Teacher-Administrator Conference (PTAC)

Administrator Parent Conference (APC)
Parent-Teacher Conference (PTC)

The children have free time and they

choose to play in the carpet. Linda is invited to the
circle Social emotional

Linda Choose to
play in the house
keeping area, other
children come and
play with her she
was interacting with
no problem.
Social-Emotional

Date: 10/30/15
Activity/Content Area: Art T
Classroom
Observation Focus: Cogniti

Observation (Write exactly w

see.)

-Linda gets the pointer, points

letter Z

-Walks to the art table and sta

around

-Linda pulls out a chair turning

to get a magnet board and a b
of letters.

-Linda starts putting letters tog

making her name.

-Linda get up from the table gr

stencil with shapes and trace a
with a purple markers.

9
making
-Linda Makes a number 9 inside the
circle
-She fallows by telling teacher B
thats how old she is, Teacher
askes what Number it is and she
says 9.
-Linda is standing by the table playing
with a board and rubber bands, making
shapes.
-she easily moved to a different
table, and graves a board to do
shapes, It seems pretty easy for
her to manipulate the rubber
bands in the shapes she wanted.

This form is intended for all child development courses.

Child Development Checklist

Name: Linda
Program: KKC lab

Observer: Daniela Cortes

Dates: 10/30/15

Put an X for items you see the child perform regularly. Put N for items where there is
no opportunity to observe. Leave all other items blank.
Developmental Domain: (i.e. self-esteem or child development)
Item
_X__ Classify objective by
Shape, color, size
_N__ Place objects in a
Sequence or series
_X_ Recognize, create
pattern

Evidence
Makes shapes with stencils
and rubber bands on a
board

Dates
10-30-15

See the pattern of tringle

and square shapes shes

10-30-15

10
made on the board.
_N_ Recognize, create
pattern
_N_ Display 1-to-1
correspondence with
number
_N_ Problem solve with
concrete objects
_X_ Make thinking visible

Before placing the rubber

bands on the board she is
looking for the right
placement

10-30-15

The Learning Prescription

Developmental Domain: Cognitive Development
Name: Linda
Age: 3
Date: 10/30/15
Areas of Strength and Confidence:
1.
2.
3.
4.

She Knows her Shapes

Enthusiastic about learning new things
Recognizing Color her favorite Purple
Knows the letters of her name

Areas Needing Strengthening:

Linda needs practice with the sounding of letter M and W show her a

11
way to differentiate this two letters, also needs help to see the
difference between a lower case and an upper case letters. This will
help her on how to write her name.

Activities to Help:
I will be working with Linda in the sounding of the letter M and W.
Doing activities with the sounding of each letter will help her identified
which is M and which one Is W. Another area that I will be working with
Linda is on showing her the difference of the lower case and uppercase
letters during signing time I will spend more time helping with signing her
name. This a great way for her to see how to use an Upper case letter.

Student: __Linda______________________________________________
Teacher: __Teacher B________________

Behavior Chart
Behavioral Target

She was able to identified colors and

shapes.
Classify objective by Shape, color, size

<>

Date 10/26/15
M

10/27/15
T

10/28/15
W

10/2/15
Th

10/30/15
F

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Place objects in a Sequence or series

<>

She is able to see a pattern and

follow no more than 3 plot pattern
Recognize, create pattern

<>
Recognize, create pattern

<>
Display 1-to-1 correspondence with number

<>

Problem solve with concrete objects

<>

She wants to make a shape is able to make

them with different items.
Make thinking visible

<>

2004 Jim Wright

13

14

Linda is at the writing table, writing her name she is practicing her S for her last name
Cognitive Development
Linda is at the computer playing a PBS game that lets the child choose their colors,
teaching about each color she likes. Cognitive Development

Observation Form
Date: 11/11/15
Age Group: 3-5
Activity/Content Area: Physical
Instructional Setting: Classroom
Observation Focus: Physical Development
Interpretation (Draw conclusions,
Observation (Write exactly what you see.)
evaluate, and provide a possible
rationale for what was observed.)
Linda is moving her whole body and smiles

Linda runs quickly to a basket and graves a

purple String.

Linda Moves fast and slow Swinging her arms

and body to the beat.

-Teacher B is playing different type

of music, Linda gets happy
showing she likes the song is
playing.
-Linda chose a purple string out of
all the different colors. Guessing
that is her fav color.

-Teacher A is playing two different

15
type of music. Linda catches on to
the beat and moves according to
how she hears the beat

She stops dancing and starts stretching,

Bending Sideways and back & forward.

She is all done takes a sit and crosses her legs

place her hands on her lap she is quite and
paying attention.
Graves a ball lays on the carpet and throws it
towards the celling

Linda gets hit on the face with the ball

-After moving so much she is

taking a break to stretch. Teacher
is explaining that after moving
their bodies they have cool off by
stretching.

-She has finish dancing and

stretching, she is patently waiting
for her classmates and teacher to
get back.

-Easy distracted Linda finds a ball,

gets comfortable y laying down
and decides to throw it.

-Linda didnt Precisely catch the

ball on time getting hit by the ball.

This form is intended for all child development courses.

Child Development Checklist

Name: Linda
Program: KKC Lab

Observer: Physical Development

Dates:11/11/15

Put an X for items you see the child perform regularly. Put N for items where there is no
opportunity to observe. Leave all other items blank.
Developmental Domain: (i.e. self-esteem or child development)
Item
_X_ Run with control over
speed and direction
_X_ Climb up, down, and
across climbing equipment

Evidence
Linda runs to grave a purple
string from the basket.
During outdoor play she
Climbed up a wall to get on the

Dates
11/11/15
11/11/15

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_X_ Throw, catch, and kick

ball
_X_ Turn Knobs, lids , and
eggbeaters
_X_ Pick up an insert objects
with dexterity
_X_ Use tools (Scissors
Hammer) with Control

slide.
She lay down and throw the
ball towards the celling
She open the door and held it
for every on to go.
She graved the small blocks
and place on top of each other
She was trying to cut around
the picture.

The Learning Prescription

Developmental Domain: Physical Development
Name: Linda
Age: 3
Date: 11/11/15
Areas of Strength and Confidence:
1. She has control over her body
2. She Coordinates all her moves

Areas Needing Strengthening:

11/11/15
11/11/15
11/11/5
11/11/15

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Linda need help to catch objects when they are thrown to her, she also needs help
with movements of her wrist. Most important she needs help holding scissors and
how to move her fingers with the scissors to cut.

Activities to Help:
I will be working with Linda to coordinate on watching objects, Playing a
watching game, remind her when is that she has to grasp the object. Also I will be
working with her on how to hold a pair of scissors, helping her to move her
fingers to cut, the best way to help her in this area will be to sit with her and cut
pieces of paper and send home projects that involved cutting.

Student: _Linda_______________________________________________
Teacher: _Teacher B ______

Behavior Chart
Behavioral Target

She able to run control over her body

Run with control over speed and direction

Date 11/09/15
M

11/10/15
T

11/11/15
W

11/12/15
Th

11/13/15
F

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<>

At outdoors she has no problems climbing

any games
Climb up, down, and across climbing equipment

<>

Shes able to throw and kick but she

cant coordinate to catch objects
Throw, catch, and kick ball

<>

She knows how to open doors but

she needs more practice turning her
wrist.
Turn Knobs, lids , and eggbeaters

<>

Perfect a picking up objects

Pick up an insert objects with dexterity

<>

She needs help holding scissors and cutting

Use tools (Scissors, Hammer) with Control

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<>

2004 Jim Wright

20

Linda is waiting for her turn to go on the slide (Outdoor play) Physical Development

21

Linda is playing tag, she is running

having total control of her body (Outdoor time) Physical Development