Teaching the Growing: Case Study

SWINBURNE ONLINE

Teaching the Growing Child

Case Study
Assignment 3
Melisa Edwards

Developmental delays are caused by numerous factors; which influence a child ability to
function, develop and progress on the same trajectory as their peers. The severity of the
developmental delay and the subsequent lack of progression is a result to two key factors,
they are; the amount of time the child has been left undiagnosed without access to appropriate
resources and the degree of developmental delay; that is mild or severe. It is anticipated that
with the implementation of effective teaching strategies aimed at acknowledging and
developing Kevin's specific motor and movement, social and emotional and cognitive
developmental delays that he will progress on a similar trajectory to his peers.

Executive Summary

Table of Contents
Executive Summary..................................................................................................... 1
1.

Introduction........................................................................................................ 3

2.

Diagnosis........................................................................................................... 3

3.

4.

2.1

Movement Motor Skills................................................................................. 4

2.2

Social and emotional skills................................................................................4

2.3

Thinking Cognitive skills............................................................................... 5

Strategy proposal.................................................................................................. 5
3.1

Strategy 1 Movement and Motor Skills..............................................................5

3.2

Strategy 2 Social and Emotional Skills...............................................................6

3.3

Strategy 3- Cognitive Skills...............................................................................6

Lesson Plans........................................................................................................ 7
4.1

Lesson Plan 1: Procedural writing and creative design: Design and Technology..............8

4.1.1

Objective:.............................................................................................. 8

4.1.2

Resources............................................................................................... 8

4.1.3

Lesson opening........................................................................................ 8

4.1.4

Lesson body........................................................................................... 8

4.1.5

Lesson conclusion:................................................................................... 9

4.2.

Lesson Plan 2: Health and Emotional Intelligence: Bullying.......................................9

4.2.1

Objective:.............................................................................................. 9

4.2.2

Resources:.............................................................................................. 9

4.2.3

Lesson opening:....................................................................................... 9

4.2.4

Lesson body:......................................................................................... 10

4.2.5

Lesson conclusion:.................................................................................10

4.3

Lesson Plan 3: Backtracking, multiplication/division facts: Number and Algebra...........10

4.3.1

Objective:............................................................................................ 10

4.3.2

Resources:............................................................................................ 10

4.3.3

Lesson opening...................................................................................... 11

4.3.4

Lesson body:......................................................................................... 11

4.3.5

Lesson conclusion:.................................................................................11

5.

Conclusion........................................................................................................ 11

6.

References........................................................................................................ 13

1. Introduction
Developmental delays are caused by numerous factors; which influence a child ability to
function, develop and progress on the same trajectory as their peers and can influence their
academic performance. The severity of the developmental delay and the subsequent lack of
progression is a result to two key factors, they are; the amount of time the child has been left
undiagnosed without access to appropriate resources and the degree of developmental delay;
that is mild or severe. Developmental delays can be managed and children are able to
progress if their needs are identified and catered to at an early age. Using the evidence
provided, Kevin has presented with three main developmental delays; movement and motor,
social and emotional and cognitive. Kevin has been left undiagnosed for an extended period
of time and childhood neglect has seen him taken away from his birth parents. Kevin is now
in a stable home however; his past experiences and tough upbringing are pertinent to
understand to clearly define the severity of his developmental delays and understand to what
extent he can be expected to progress if the appropriate resources and teaching strategies are
put in place.

2. Diagnosis
Developmental delays vary in their severity and underlying cause and can be classified as
transient or permanent. Not knowing Kevins background at birth, and the length of time he
was left in a neglected state, possibly resulting in some of the early years of school being
missed or having poor attendance, it is probable that he presents with transient developmental
delays. Children who present with transient delays progress at a reduced rate compared to
their peers (Center for Teaching and Learning, n.d.). However, children experiencing
transient developmental delays still reach the necessary developmental milestones eventually,
and are able to progress in line with their peers. Transient developmental delays stem from:
lack of opportunity to learn, illness, premature birth and neglect (Caswell Health Care, 2011).
Kevins past experiences and difficult upbringing resulted in neglect and being put into a
foster home; has led to his diagnosis of having transient developmental delays.

2.1

Movement Motor Skills

Movement and motor developmental delays encompass a childs inability to develop fine and
gross motor skills at the same rate as their peers (Caswell Health Care, 2011). Kevins messy
handwriting indicates an inability to visualise and manipulate the pen with the same precision
as his peers while, his lack of ability to catch a ball indicates a delay in the development of
more gross motor movement skills; as explained via the dialogue between Kevin, the teacher
and Martin in the playground. Furthermore, children who experience developmental delays
often develop a fear of trying to develop their skills as they are often classified as being no
good which may be the underlying cause explaining why Kevin does not play with his foster
brothers despite his joy of playing ball sports (Duchesne, 2013). The underlying diagnosis for
Kevins poor fine motor skills would be a mild form of non-specific Dyspraxia. Indicators of
Dyspraxia include poor handwriting skills, clumsiness and poor balance and gross motor
skills with the root cause for his developmental delay stemming from a sensory dysfunction
controlling how the brain interprets sensory information; often affected by environmental
factors; such as pre-mature birth, illness and neglect(Caswell Health Care, 2011).

2.2

Social and emotional skills

Social and emotional developmental delays reveal important information about a childs early
experiences and home environment (Do2Learn, 2013). These type of developmental delays;
typically occur when a child experiences neglect either parental or through early
institutionalization, ineffective parenting or as a result of other cognitive delays (WebMD,
2014). Kevins difficult upbringing highlights a degree of neglect which may be responsible
for his inability to control his emotions as seen in the playground when he pushes Basim.
Despite this being out of character for Kevin, it highlights an inability to control emotions.
It is important to note that Kevins reaction to Basim on the sporting field; may also highlight
his lack of intercultural awareness. This will be addressed with the immersion of cultural rich
activities and lessons where students will be encouraged to explore and develop a greater
understanding of other cultures. Kevins lack of intercultural awareness is prompted by his
reaction to push Basim over Martin during the lunch time sports. While, his behavior reflects
his inability to understand social rules in the playground and reflects his difficulty in forming
relationships and interacting with others; traits typical of a child experiencing social and
emotional developmental delays.

2.3

Thinking Cognitive skills

Cognitive developmental delays are commonly caused by four factors, they include: genetic
defects, exposure to harmful toxins/other harmful environmental factors, medical issues prior
to birth or neglect during infancy or early childhood (WebMD, 2014). It is assumed that
Kevins difficult upbringing has caused these delays which have affected his ability to think
logically, resulting in an aggressive outburst towards Basim. Furthermore; his desire to be
accepted by others may be the underlying cause for his outburst rather than a direct result of
his cognitive inability. Despite this behavior being questionably related to his cognitive
ability; his short attention span as highlighted by the teachers comment that Kevin was easily
distracted and was unable to pay attention for extended periods of time does infer a cognitive
developmental delay coupled with poor teaching strategies resulting in a more distracted and
disengaged Kevin in the classroom.

3. Strategy proposal
Kevins placement into a stable home environment has reduced the severity of his diagnosis
however, Kevins needs can further be addressed within the classroom through the effective
implementation of a variety of kinaesthetic learning practices, intercultural experiences,
teacher feedback and varied independent and group activities to maintain engagement and
promote communication skills (Costa & Kallick, 2008). Effective implementation of these
strategies will see Kevin progress and overcome and/or manage his developmental delays
more effectively and in a way that he will be able to experience success and progress on a
similar trajectory as his peers (DEECD, 2010).

3.1

Strategy 1 Movement and Motor Skills

Fine motor skills are a collection of skills developed from movement involving hands and
fingers to manipulate objects (Amundson & Weil, 2001; Case-Smith & Pehoski, 1992). These
skills usually develop in a relatively consistent pattern in the early years of childhood (Exner
& Henderson, 1995). Progression of these skills occur when children are exposed to new
situations; requiring them to acquire new skills as they explore and learn how to manipulate
their fingers. The quality of the childs proficiency and development of fine motor skills is
influenced by their previous experiences and exposure to a variety of kinaesthetic learning

activities. Using the Bottom-up Hierarchy and Progression of Typical Fine Motor
Development it is clear that Kevin is between the Pre-academic stage and Refinement stage
while it is expected that his peers are between the Refinement and Integration and
Implementation stage (Kids Matter Early Childhood, 2014; NSW Department of Education
and Communities, n.d). Remediation strategies for children with written language
developmental delays include: writing readiness exercises, practice of appropriate pencil grip,
direct instruction to improve writing organisation and practice forming symbols, letter and
number formations (Kay, 2011). To progress Kevin's fine motor ability a variety of
kinaesthetic learning activities shall be incorporated in the class including the use of pencil
grips to promote the correct pencil grasp and creative design and craft activities to improve
dexterity.

3.2

Strategy 2 Social and Emotional Skills

Kevin's social and emotional developmental delays stem from his neglectful childhood and
inability to feel a sense of security within his previous home environment. Kevin's new home
is within a secure environment, where he is socialising with his foster siblings. This is having
a positive influence on his social and emotional development within the class. However,
additional strategies within the class need to be implemented. Remediation strategies include:
having frequent face-to-face interactions with Kevin and providing him with meaningful
feedback and realistic goals, encouraging him to explore, play and try new things such as
different games of a lunch time with different peer groups, to further develop his fine and
gross motor skills as well as having conversations with him both within and outside of the
classroom to understand his feelings and help him develop coping strategies (Kids Matter
Early Childhood, 2014). A variety of group activities and the promotion of acknowledging
emotional intelligence within the class has been aimed towards Kevins social and emotional
development to provide him with opportunities to explore and understand cultural awareness,
converse with peers in a safe and secure environment and provide opportunities to take part
in group interactions(Case-Smith & Pehoski, 1992).

3.3

Strategy 3- Cognitive Skills

Cognitive skills can be broken into four stages; sensorimotor, preoperational, concrete
operational and formal operations, and typically align to a childs age, as explained by Piaget

(Psychology, 2012). Piaget theorises that within each person there is an internal selfregulating mechanism that responds to environmental stimuli through assimilation and
accommodation (Ormrod, 2011). Kevin's difficult upbringing has delayed his cognitive
development and he is placed between the Sensorimotor and Pre-operational developmental
stage; while his peers are expected to be within the Pre-operational cognitive developmental
stage (Piaget, 1963). Kevin's delay emphasises the importance of the incorporation of social
interactions, as they offer opportunities for him to observe a variety of behaviours, the role of
direct instruction, and feedback in relation to his performance and help to define and refine
his personal schema through assimilation. Social interactions within the classroom through
collaborative and peer learning activities such as group activities, class discussions, think-pair
share as well as self- and peer-reflection is encouraged throughout the lessons (Center for
Teaching and Learning, n.d.). Furthermore, teacher-student performance feedback and the
establishment of realistic and challenging goals are supported by the acknowledgement of
progress, and providing an encouraging and supportive learning environment. Tasks may be
modified to cater to Kevin's developmental delay; such as the reduction of word length
activities and the use of dot points where appropriate (Cherry, 2014). Additionally, to cater to
Kevin's kinaesthetic preferred learning style; visual lesson schedules and timeframes have
been provided in all lessons.

4. Lesson Plans
All lesson plans have been designed to cater to Kevins developmental needs and include a
variety of tasks to help maintain engagement; visual stimuli aimed at his kinaesthetic
preferred learning style as well as group and independent activities to explore concepts of
social acceptance and social norms. The group activities are constructed to allow maximum
exposure to peers within the class and to improve intercultural understanding and acceptance
through the identification of commonalities between cultures such as emotional intelligence
(Clarke & Clarke, 2008). The specific teaching practices used to cater to Kevins needs
throughout the lessons, where appropriate, can be extended to other student's experiencing
similar difficulties.

4.1

Lesson Plan 1: Procedural writing and creative design: Design and Technology

4.1.1

Objective:

Students will develop their ability to follow written instructions as they plan, design

and construct their kite using the materials provided and their own design.
Students will develop their fine motor skills through a variety of activities including
hand written and design and technology tasks.

4.1.2

4.1.3

Resources:
Procedure template
Reflection Template
Pen grips/scissors
Tape and thread
Paper straws (10 per student)
Newspaper/plastic bags/fabric (~1m per student)
Lesson opening:

Teacher: Introduce the topic of kites and student expectations:

-

Written procedure, plan, labelled design

Create, construct and test kite.
o Visual schedule inclusive of timeframes.

All Students: Ask questions if necessary.

4.1.4

Lesson body:

Teacher: Facilitate a brief class discussion:

-

What do students need to include in their kite procedure?

What materials are available?
o Instruct students when it is time to move onto the construction phase of the
lesson.

Students: Participate in the class discussion.

-

Complete written procedures.

o Develop handwriting skills
Plan, design and construct their kite.
o Develop spatial reasoning, fine motor skills and communication.

Kevin: As above.
-

Complete modified procedure (shortened, larger line spacing)

Use pen grip.

4.1.5

Lesson conclusion:

Teacher: Closing class discussion.

-

Did they miss any steps?

What would they change next time? Why?
o Promote verbal reflection with Kevin.

Students: Participate in class discussion/reflection, evaluate work and complete reflection

template.
Kevin: Participate in verbal self-reflection and complete modified reflection template (dot
points, pen grip).

4.2.

Lesson Plan 2: Health and Emotional Intelligence: Bullying

4.2.1 Objective:
- Students will explore their emotions and will make connections between cause and
effect relationships to reduce negative behaviors within the school and community
and to promote an anti-bullying environment.
4.2.2
4.2.3

Resources:
Emotion flash cards and feeling worksheets
Scenarios and role play instructions
Lesson opening:

Teacher: Introduce the topic of emotions and what bullying is:

-

Relate cause and effect of bullying and emotions.

o Visual schedule inclusive of timeframes.

All Students: Participate in class discussion.

4.2.4

Lesson body:

Teacher: Guide role play.

-

Monitor Kevins behavior in group situations and his intercultural acceptance.

All students: Role play a variety of situations and allow the class to respond (rotate roles):

4.2.5

How did the victim feel?

What could the victim do?
If you were a bystander, what could you do?
Who could you talk to?
Lesson conclusion:

Teacher: Re-iterate the importance of understanding peoples emotions:

-

Importance of treating people the way you would like to be treated.

Seek help from someone you can trust if you need help or are being bullied.
Ask Kevin and others how they felt whilst playing the different roles (bully, victim
and bystander)

Students: Suggest strategies to overcome difficult situations (class brainstorm).

Kevin: Reflect and comment on his experiences during the role play.

4.3

Lesson Plan 3: Backtracking, multiplication/division facts: Number and Algebra

4.3.1

Objective:

To consolidate and enhance students current understanding of division factors and

multiplication using backtracking mathematical techniques.

4.3.2
-

4.3.3

Resources:
Pen Grips
Division Factor example (interactive whiteboard board)
Worksheets
o Division factors/multiplication worksheets
o Extensional work (consolidate understanding of division/multiplication).

Lesson opening:

Teacher: Recap: Backtracking, multiplication/division fact examples on the board.

-

Introduce lesson activities/charades (visual timeline).

All students: Ask questions if necessary.

4.3.4

Lesson body:

Teacher: Group students into academically diverse groups and explain activity.

Work through examples on the board.

Work with focus group (modified activities).
Provide student feedback.

All students: Play math charades independently (re-order and solve equations) and then
complete worksheets.
Kevin: Take part in focus group activities (use pen grip):
4.3.5

Create a backtracking math rule poster

o Inverse Rule (division/multiplication)
Complete worksheet (guided learning)
Lesson conclusion:

Teacher: Recap concepts and guide class math charades.

Students: Groups will present multiplication/division problem: remainder of the class to
work out the missing number.
-

Students will explain the different mathematical strategies used to work out the
answer.

Kevin: Take part in group charades with the assistance of his math poster.

5. Conclusion
Developmental delays are caused by numerous factors; which influence a child ability to
function, develop and progress on the same trajectory as their peers and can influence their
academic performance. Kevin has been diagnoses with three mild transient developmental
delays; movement and motor, social and emotional and cognitive. Kevin's developmental
delays are presumed to be the result of his early childhood environment. It is anticipated that
with the implementation of the strategies outlined above, that Kevin will be able to catch-up
and progress on a similar academic, social, emotional, movement and motor skills trajectory
as his peers.

6. References
Amundson, S. J., & Weil, M. (2001). Prewriting and handwriting skills Occupational therapy
for children (pp. 545-566). St Louis: C.V. Mosby.
Case-Smith, J., & Pehoski, C. (1992). Development of hand skills in the child. Bethesda,
MD: American Occupational Therapy Association.
Caswell Health Care. (2011). Development Delay Therapy. Child Development.
http://www.childfirstpaediatrictherapy.com.au/developmental-delay/
Center for Teaching and Learning. (n.d.). Learning goals. Teaching Resources. from
http://teaching.berkeley.edu/learning-goals-0
Cherry, K. (2014). Cogntive Development in Early Childhood. An Overview of Early
Childhood Development.

http://psychology.about.com/od/developmentalpsychology/ss/early-childhooddevelopment_3.htm
Clarke, D., & Clarke, B. (2008). Is time up for ability grouping. Curriculum Leadership, 6(5).
http://cmslive.curriculum.edu.au/leader/default.asp?id=22535&issueID=11280
Costa, A. L., & Kallick, B. (2008). Chapter 12. Learning through reflection Retrieved from
http://www.ascd.org/publications/books/108008/chapters/Learning-ThroughReflection.aspx
Department of Education and Early Childhood Development (DEECD). (2010). Victorian
Early Years Learning and Development Framework Module 1: An Introduction to the
Victorian Framework and Reflective Practice. Melbourne: Retrieved from
www.education.vic.gov.au/earlylearning/eyldf/profdevel.htm.
Do2Learn. (2013). Characteristics. Developmental Delays.
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/DevelopmentalDel
ay_Characteristics.html
Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. L. (2013). Educational psychology
for learning and teaching (4th edn.). South Melbourne, VIC: Cengage Learning
Australia.
Exner, C., & Henderson, A. (1995). Cognition and motor skill. In C. Pehoski & A. Henderson
(Eds.), Hand function in the child (pp. 93-110). St. Louis: Mosby-Year Book.
Kay, M. (2011). Diagnosis and Intervention Strategies for Disorders of Written Language
Asperger Syndrome. Lancaster, Pennsylvania: Oasis Maap.
Kids Matter Early Childhood. (2014). Social and Emotional Development. Australian Early
Childhood Mental Health Initiative.
https://www.kidsmatter.edu.au/sites/default/files/public/KMEC20102312-C2RPSocial-and-emotional-development.pdf
NSW Department of Education and Communities. (n.d). Fine Motor Development and Early
School Performance School readiness Program: Department of Education and
Communities.
Ormrod, J. E. (2011). Educational psychology: Developing learner (7th Ed.). Boston, MA:
Pearson Education.
Piaget, J. (1963). Origins of intelligence in children. NY: Norton.
Psychology, S. (Producer). (2012). Jean Piaget. Retrieved from
http://www.simplypsychology.org/piaget.html
WebMD. (2014). Recognising Developmental Delays in Children. Baby Development.
http://www.webmd.com/parenting/baby/recognizing-developmental-delays-birth-age2?page=3