17

Spring

Case Study: Understanding Child

Development Through Observation
Kelsey Wallace
Eled 308 Case Study, April 16, 2017

James Madison University

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Introduction
I have conducted this case study as a means by which to learn and better
understand the way in which children in this age range grow and develop in all domains.
Conducting a case study is more effective for understanding how children develop than
holding a conversation about development or doing more short-term observations. The
difference is that a case study allows for the development of observation skills by the
researcher, as well as an in depth interpretation of data gathered over time. Collecting a
large amount of data on the same student over time gives a stronger understanding of the
ways in which the child has developed over the course of the study as well as a more clear
suggestion of where the child is developmentally in each domain. It also serves as a way to
see the interaction of the domains as well as environmental and background information.
After talking with my cooperating teacher, I chose my case study student based on
her recommendation of a student who was developing typically and whose parents she
thought would be supportive of the study. She mentioned that his mom was a teacher who
had a practicum student before, so she might be more understanding about allowing her
child to participate. She also said that he was an average student who was typically
developing in all domains, as desired for this case study. The child is in one of the two
reading/writing groups that are made up of students who are on grade level or slightly
above, according to my cooperating teacher. The student has regular attendance at school
and is somewhat talkative, so I knew I would be able to easily have conversations with him.
One important issue to keep in mind when conducting a case study is the childs
confidentiality. I took the CITI training course on how to create and maintain
confidentiality during research and while writing this case study. For this reason, the
names of the elementary school, teachers, and students (including my case study student)
have been changed. In addition, the parents of the child whom I observed for this case
study gave their permission for the case study to be conducted on their child. This included
their signing of a confidentiality agreement in which they agreed to these terms of
confidentiality. I have also not included my references from which I gathered the
information about the school demographics, also fro confidentiality purposes. There was
also a form that his parents signed that gave me permission to take pictures of B for the
case study, and his teacher also said that he had a photo release form on file at the school.
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Methods
Beginning on Monday, January twenty-third and continuing until the twenty-fourth
of April, I was placed in a first grade classroom, in a local elementary school. I attended this
placement every Monday (aside from both our spring break and their spring break) for the
entire school day from 7:45am until about 3:15pm. I also attended the practicum
placement every day for immersion week, which was from Monday March thirteenth
through Friday March seventeenth. During each of the days that I spent at practicum, I
made formal observations, informal observations, or both about my case study child. In my
placement, I had the opportunity to work with the students, assist the teacher in any way
she needed, give a lesson, and observe my case study child, whom I often refer to in my
notes as B for confidentiality purposes. I used multiple methods of data collection
including a running log, checklist, conversation, time sample, and behavior unit anecdotal
record.
A running log is an informal, chronological list of occurrences or behaviors
(Leonard, n.d.). Running logs are typically kept by teachers, or other observers, in a journal
or notebook. They are very flexible because teachers can simply jot down notes about
significant observations they made about the child throughout the day. I used a running log
every day that I attended my practicum setting as a way to collect informal data and
information about my case study child. This was the most efficient and effective way for me
to make notes about the significant observations and events that I saw from my case study
child on a weekly basis.
Checklists are composed of previously selected behaviors or skills that the observer
will look for in the child (Leonard, n.d.). They are best used when the observer knows that
the types of behaviors included on the checklist are likely to be completed by the child
(Leonard, n.d.). A specific type of checklist in which the behavior is ranked on the scale,
rather than simply checked off as being observed or not, is a rating scale. I used a rating
scale to complete my formal physical development observation on February thirteenth and
February twentieth. I created a rating scale of yes, partially, or no which included
subdomains of gross motor skills (locomotor and non-locomotor), fine motor skills, self-
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help, and physical growth. I chose what to include on my rating scale by looking at the
physical education SOLs for first grade as well as the class readings about physical
development, and choosing a few developmental markers that should be seen around this
age, from each subdomain, to help gauge how proficiently he was developing in each
subdomain. This worked well for completing a physical development observation because
the physical characteristics and skills observed are easily either observed or not observed,
where as in some other domains there are many details involved in observing the childs
development.
A conversation as an observation method is a way to record and remember
specifically what children say to us and other students. I used a conversation method on
both February twentieth for my formal cognitive development observation, as well as on
March twenty-seventh for my formal language development observation. Using a
conversation observation method is a good way to observe many aspects of the childs
development. The observer must, however, keep in mind that the child conversation could
be influenced by the fact that they are talking with the observer as well (Leonard, n.d.).
I used a time sample observation method to conduct my formal social development
observation on February twenty-seventh and March sixth. Time samples are very
structured ways of observing in which the observer spends one minute observing the child
and the next minute recording what they observed (Leonard, n.d.). They will continue this
for ten minutes. They will then repeat this ten-minute alternating observation twenty to
fifty minutes after the first was completed. A time sample worked well for the social
development observation because it focuses on every detail of what the child is doing and I
specifically chose to do the observations when I knew the child would be engaged in social
activities. This allowed me to record specific details of the way that the child interacted
with others.
A behavior unit anecdotal record is an observation method in which the observer
records the incident in three episodes: beginning, middle, and end (Leonard, n.d.). The
beginning is what causes or initiates the event, the middle is the actual event, and the end
whatever causes the end of the event (Leonard, n.d.). I used an anecdotal record for my
formal moral and ethical observation on April third. An anecdotal record is a good method
to use when observing moral and ethical development because it focuses on patterns in the
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childs behaviors and decision-making. Anecdotal records help to reveal what motivates the
child, who they choose to do things with and what they choose to do, as well as what causes
them to end that behavior and move to something else.

Context
The elementary school that I was placed at is in a rural setting. While it is outside of
a very diverse, small city in which many immigrants and refugees are settled, the school
lacks much diversity in its students and faculty. On my drive to the school in the morning, I
pass by large farms along the way. The students at this elementary school are primarily the
children of parents who own farms or work in other trades or small stores around town. In
this town, the residents are 71% Caucasian, 14.7% Asian, 8% Hispanic, and 6.2% other
races. 91% of the population here speaks English. In this town, 45% of household incomes
are under $50,000 while 55% are over $50,000, meaning that over half of the population is
at least middle class.
The school currently has 527 students enrolled and 37 full time teachers. This gives
the school a student to teacher ratio of 15:1, which is a little lower than the average for the
state of Virginia. The student body of the school is 84.2% Caucasian, 9.6% Hispanic, .9%
Asian, 1.6% black, 3.6% two races, .2% American Indian, and 0% pacific islander. This
shows the large lack of diversity in the student body of the school. The student body is also
54% male and 46% female, which is represented in my practicum classroom. There are 6
girls and 14 boys in the classroom in which I am placed. 72.1% of the students are not
eligible for free/reduced lunch, 7.3% are eligible for reduced lunch, and 20.6% are eligible
for free lunch.
In 2016, the school had 89% of their students pass all subjects of the SOL tests,
which is above average in the state of Virginia. The school also has a very large gifted and
talented program, which is comprised of 17% of the schools students. 7% of the student
body has learning disability. My case study child is not a part of the gifted and talented
program but neither has a learning disability. His class is broken into groups for reading
and spelling and he is a member of one of the two on grade level groups. He is neither far
ahead or behind in his class.
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The classroom in which I was placed, is laid out in clear sections. There is a rug in
the front of the room beside the Smartboard, the childrens desks are in five small clusters,
each with four desks in them. There is also a table at the back where the teacher works on
spelling, reading, and writing centers with the students. In the back corner, there is also a
rug where the students can read during their reading rotations or play games during inside
recess. The walls are covered in students work, posters, and information used throughout
the day. The classroom also has a very large number of books, organized by level, from
which the students choose to read, as well as their daily five bags that have their library
books for the week inside.
I talked with the classroom teacher about her teaching philosophy and she said No
matter what a childs circumstances are, I try to give every one of my students an equal
opportunity for learning. Some kids might need more support if they come from certain
home lives. I try to always come in and think of the day as a new day. I try not to think
about how theyve acted before, but see every day as a new day. Some have different needs
than others, and I try to support them all. This reasoning is very evident in her classroom.
When I first began attending my practicum I was amazed by the sense of community
among the students in her classroom and the way that she spoke to the students about
every issue that came up, both big and small.

Background, Data, and Interpretations
Intro: Child & Family System
When I began this case study, B was 6 years and 11 months old; he turned 7 after
only a few weeks of attending my practicum placement. After talking with B and his
teacher, I learned that Bs mother is a math teacher at the high school across the street. He
also has an older brother who is in fifth grade at the same elementary school. I noticed that
the parent who signed the permission form for this case study had a different last name
that B does. I asked his teacher about this and she said she is almost completely certain that
his parents are married, the mom simply chose not to take the fathers last name. Either
way, I was told that he has a very supportive family and that he is also very involved in
sports, as is his brother. His teacher also mentioned that his father was at one point laid off,
but now has a new job.
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It is helpful to reference Bronfenbrenners ecological model when looking into Bs

background. Bronfenbrenners ecological model is a theory about the individuals
environment and how different aspects of the environment interact and effect the
individual. The model has the individual at the center and then works its way out through
the microsystem, mesosystem, exosystem, macrosystem and chronosystem
(Bronfenbrenner, 1993).
According to Bronfenbrenners ecological model, B has a stable microsystem.
Bronfenbrenner defines the microsystem as intrapersonal relationships and patterns of
activities of the individual (Bronfenbrenner, 1993). Because B has a stable family, which is
made up of a mother, father, and brother and is middle class, B has a microsystem that
allows for him to be healthy and have the opportunity for success in school and
extracurricular activities. Having a brother who is slightly older also strengthens Bs
microsystem, as this provides him a role model and an additional support system.
After the microsystem is the mesosystem. Bronfenbrenner explains the mesosystem
to be the interaction of two or more microsystems, for example between home and school,
(Bronfenbrenner, 1993). His mesosystem is also beneficial for his success in school,
because there is a very positive relationship between home and school. His parents have
shown that they are supportive of what is taking place in school to both B, his brother, and
his teacher.
Bronfenbrenner describes the exosystem as the relationship between settings that
do not directly involve the individual, but still in some way effect them, for example; a
parents workplace (Bronfenbrenner, 1993). Since his mom is a teacher, there is also a
positive relationship between his mothers work, home, and school. She would typically be
off of work at the same times that B is out of school, so she can pick him up, take him to
sports practices, and help him with homework after school. The fact that his father was laid
off at one point could have made for an instable exosystem, but this seems to now be
resolved and doesnt appear to cause any stress or difficulties for B.
Physical and Motor Development
The physical domain of development includes physical attributes, health, nutrition,
gross motor skills (both locomotor and non-locomotor), and fine motor skills. I observed
Bs physical development over the course of my time in the classroom, at lunch, PE, recess,
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and in the classroom. I gathered data on his physical development through formal
observations on February 13th and 20th, including a rating scale, as well as through informal
observations in my running log. Arnold Gesell and John Pestalozzi both studied this
domain of development, and their theories are included in the subdomains to follow.
Physical Attributes
My case study child is an average height and weight for his age and compared to his
classmates. The students always line up against the wall after PE class, and he is the same
height as most of his peers. One boy and one girl were taller than him, and there were a few
students shorter that B, but he seemed to fall within the median height of his classmates
(Appendix G).
Arnold Gesell theorized that children, at their own pace, all go through very similar,
if not identical, phases of physical development (Ames, 1989). This is known as his
maturational-development theory, in which he also emphasized that children are all
individuals and this development can vary and happen at different times, but Gesell
believed that these sequences were patterned and therefore easy to predict what stage
would come next (Ames, 1989). This theory also included internal and external factors
such as genetics, temperament, environment, and health conditions (Ames, 1989). This
explains why the children are many different heights, but all at least similar.
On the first day of my physical development observation, he was still 6 years old and
had a loose tooth but hadnt yet lost his first tooth, as most of his classmates had. By the
next week though, he had turned 7 years old and had also lost his first tooth. He was very
excited about this because he was one of the last people in his class to lose a tooth
(Appendix A). This is again support as an average rate of physical development by Gessells
Theory, because it was predictable that he would begin losing teeth at this age, and though
he was one of the last students in his class to lose a tooth, it is still a normal rate of
development because children develop at their own rates. Though children grow at their
own rates, my case study child does seem to be growing well and at an average rate in
comparison to the other boys in his classroom.
Health
At this age students should show an understanding of health and personal hygiene
habits as well as how your body changes when you exercise (Mcdevitt & Ormrod, 2013). B
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showed an understanding about why different hygiene habits where important, with
enthusiasm, when talking to me about them at lunch (Appendix A). His level of enthusiasm
for not wanting germs to get in his mouth leads me to believe that he really does these
things. He also talked with me about how he gets hot and sweaty and that his heart rate
increases when he is in PE or on the playground (Appendix A). This shows that he does
have an appropriate level of understanding of self-help topics for a 7 year old in middle
childhood (Mcdevitt & Ormrod, 2013). Most students his age wouldnt have the
understanding of an elevated heart-rate the way that he did, which shows that he has a
further developed understanding of his physical health than is typical for his age.
Nutrition
My case study child shows an understanding of what types of food are healthy and
which are not. One day at lunch, I was eating a spinach wrap and many students asked me
why I was eating a green taco. B, on the other hand, yelled out Its made of spinach! Its
because its healthy! (Appendix I). He is a packer every day and seems to always have a
healthy lunch. He typically has a small sandwich, some vegetable or a fruit cup, and a juice.
This shows that there are the necessary funds at home for him to be able to eat healthy
foods and that he has been exposed to some healthy foods that his peers have not been
exposed to. Overall, he has a good level of nutrition as well a good understanding of what is
healthy.
Gross Motor Skills
Gross motor skills are the movements done by bigger muscles such as crawling,
walking, or riding a bike. They typically develop earlier and faster than fine motor skills do
(Mcdevitt & Ormrod, 2013). Gross motor skills include both locomotor and non-locomotor
skills. Locomotor skills are movements such as running, hopping, or skipping, in which the
child moves from one location to another (Mcdevitt & Ormrod, 2013). Non-locomotor skills
then, are gross motor skills in which the child does not change locations, such as bending,
stretching, or turning (Mcdevitt & Ormrod, 2013). Typically in middle childhood, children
are simply becoming more fluid and improving their gross motor skills, rather than
attaining new skills as they would have at earlier stages (Mcdevitt & ormrod, 2013). This
seems to be the case for Bs gross motor development, so he is developing normally in this
subdomain.
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Locomotor
Bs locomotor skills are developing well for his age. He meets many of the physical
development milestones consistent with 7 year olds and appears to complete them with
ease. He can easily transition from one locomotor skill to another, such as from walking to
skipping to running (Appendix A). He can do these movements with more speed than many
of his classmates and can. He is also able to quickly dodge his friends when running all
around the gym. Many of them just run in one big circle hoping not to run in to anyone, and
two kids did run right into each other and fall down. My case study child, on the other hand,
was dodging left and right the whole time to avoid the other students which requires
further gross motor development and better control over your body (Appendix A). I have
also seen him climb a ladder, on the playground, with moving up an opposite hand and foot
at a time (Appendix H). Many students his age would bring up one foot and then the other
to the same rung, and then do the same for their hands. B moved up one foot and one hand
at the same time and then moved the other hand and foot to the rungs above where he
previous had a foot were placed. This shows a much greater level of coordination and
strength than many of his peers have demonstrated.
On February 20th, I observed B playing a hungry hippos game with his class in PE.
He was on his belly on a scooter moving him self foreword with both arms at the same time
and using his feet to help propel himself as well (Appendices A.1, and G). In this situation,
he was being competitive and playing a game with rules with his classmates, while also
demonstrating his gross motor development, because we has strong enough to propel
himself in that way, while many of his classmates struggled to move very quickly.
Johann Pestalozzi believed that children should get a significant amount of physical
activity both in and out of school, and that this would also be beneficial to the development
of other domains as well (Silber, 2008). For example, if children are all playing a game of
basketball together, this helps develop their social and cognitive domains, in addition to
their physical domain. This shows that while B was playing this hungry hippo game that he
simply saw as fun, he was developing social skills with his peers/teammates and he was
also developing his gross motor skills through the act of propelling himself forward on the
scooter in the manner that he did.
Non-Locomotor
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In middle childhood, students should be able to dance and move to the rhythm of
music and my case study child demonstrated that he could. In PE class, they were using
sticks that they clapped together to the rhythm and they would take turns copying other
peoples rhythm creations (Appendix A). My case study child could accurately recreate his
classmates rhythm as well as do body movements that corresponded with the rhythm.
This is a combination of a cognitive and physical skill because the student has to be able to
remember the rhythm or the beats made and then recreate it with their own body, using
their gross motor skills, which is hand-eye coordination. My case study child showed no
hesitation in being able to complete the task every time which shows that his non-
locomotor, gross motor skills are developing well for his age and stage of middle childhood.
I have also observed the students playing a math game in the classroom in which
they have to do many non-locomotor skills such as jogging in place, jumping jacks, and
push-ups (Appendix Q). My case study child, and the rest of his classmates, were all very
excited and enjoyed this activity. He was capable of completing the push-ups as well as all
of the other non-locomotor movements that were a part of the game. At this age their
muscles are still developing, and many of his classmates could not do the push-ups
(Mcdevitt & Ormrod, 2013). This shows that his muscle development is beyond what is
typical for his age and compared to his classmates. This could be a result of his involvement
in sports after school.
Fine Motor Skills
Fine motor skills are the small muscle movements such as tying shoes, writing with
a pencil, and zipping up zippers (Mcdevitt & Ormrod, 2013). I observed these skills during
my formal physical development observation on February 13th and 20th, as well as in my
running log throughout the semester. Bs fine motor skills are still developing, but are not
necessarily behind where they should be, as childrens fine motor skills develop at slightly
different rates, as do all domains.
B can easily cut on the lines and glue things down in boxes as well as using zippers,
tying his shoes, and opening his juice at lunch (Appendix A). His handwriting though, could
use some work and is not as neat and smooth as many of his classmates, though there are
also students in his class with much bigger and less smooth handwriting (Appendix A). This
shows that his fine motor skills arent as good as they could be for his age, but they are
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developing at a somewhat average rate. I do think that part of the reason that his
handwriting isnt as good as it could be is because he is rushing to finish his work, rather
than focusing on his handwriting. I believe this because his other fine motor skills are
developed further than many of is classmates and sometimes his handwriting is much
better than it is at other times. At this age most students handwriting is changing from big
and sloppy to smaller and smoother (Mcdevitt & Ormrod , 2013), so he could just be in a
transition stage in which he can write neatly if he takes his time and focuses on it, but not
yet when he is rushing or not consciously thinking about having good handwriting.
Emotional and Social development
The emotional and social domain of development includes development of self-
esteem and competence, temperament, relationships with peers, and other children and
adults. Many people have studied this area of development in children including Albert
Bandura, Erik Erikson, Sara Similanksy, and Mildred Parten. Their theories are all included
throughout this domain below.
I observed Bs emotional and social development throughout the semester in my
running log as well as on March 15th, for my formal social and emotional observation
(Appendix C). Overall, B seems to be developing typically in this domain. He shows high
levels of self-esteem and competence and has positive relationships with his peers and
teachers.
Self-esteem and competence
My case study child seems to have a high level of self-esteem. During my time
sample, he took charge in some situations, yet took directions from other students in other
situations. During a science activity, he was the student in the group who was able to figure
out how to use the pencils and rubber band to launch the pencils and gave instructions to
the other members of the group.
Erik Erikson created his Psychosocial Stages of Development, which are comprised
of eight stages that range from birth through death (McLeod, 1970). Each stage is a type of
crisis in which the individual either gains a positive or negative virtue (McLeod, 1970). At
this age, B should be in stage four: Industry vs. Inferiority (McLeod, 1970). This means
that he will be comparing his own ability to his peers and if he comes up short he will lose
confidence. My case study child however is typically successful in activities and chores
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given to him by adults. This probably contributes to his positive self-esteem and high
competence levels. He has seen that he could successfully complete tasks assigned to him,
such as launching the ball with the pencils and rubber bands, and therefore gains Eriksons
virtue of industry rather than inferiority.
There were two theorists who studied the types of play seen in children: Sara
Similansky and Mildred Parten. Similanskys theory is comprised of four types of play:
functional play, constructive play, Dramatic play, and games with rules (Dodge, 2002).
Functional play is when a child uses their senses and muscles to experiment, constructive
play is when children create objects, dramatic play is when children pretend, and games
with rules involves children planning and understanding the rules to the game they are
playing (Dodge, 2002). I have seen him engaged in dramatic play, cooperative play, and
constructive play. Dramatic play is when the children engage in acting things out and
drama, as the name suggests. Cooperative play involves rules and taking turns. In this type
of play, students must be able to work together for the play to be successful. This shows,
again, that my case study child is able to cooperate with other students to play, and he was
happy while doing so.
Parten also created her own stages of play, but these are more focused on the level
of social interaction taking place during the play. Her stages of play are: unoccupied play,
solitary play, onlooker play, parallel play, associative play, and cooperative play (6 Types
of Play, 2016). During unoccupied play, children are not engaged in any type of play,
during solitary play, children do not notice other children nearby, and onlooker play is
when children seem interested in other childrens play but do not yet joint them (6 Types
of Play, 2016). During parallel play, children may be engaging in the same type of play
near each other, but still do not interact (6 Types of Play, 2016). Associative play is when
children share some toys or materials but have minimal social interaction, and finally
cooperative play is when children actually play together with some type of organization (6
Types of play, 2016). I have seen B involved in parallel, associative, and cooperative play
(Appendices B, E, G, N, and V). For example, I have seen him build on his own beside other
students, which is an example of parallel play. I have also seen him playing basketball and
other games with rules, which is cooperative play. This shows a progression and growth in
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his levels of play, and ultimately social development in the self-esteem and competence
subdomain.
Temperament
My case study child overall seemed to be calm and patient with other students. He
did in one case get frustrated at a group member for not holding the pencils the right way,
but seems to typically be laid back (appendix C). I would say that B is an easy or flexible
child, which is 40% of children (Chase, n.d.). This is because he is typically optimistic,
adapts quickly (such as when the new member joined the group during the science
activity), and has a predominantly positive mood and low intensity (Chase, n.d.). This can
be seen throughout my time sample when he smiles and laughs with classmates and when
he excitedly asked me if I saw them launch a ball during a lesson about force and motion
(Appendix C).
This behavior of being typically calm and patient, or being an easy or flexible child
is typical developmentally because all children are born with different temperaments
(Chase, n.d.). There is no right or wrong temperament for a child to have.
Relationships with peers
On the day of my formal observation, the students were doing a science activity in
groups (Appendix C). During the activity, my case study child was making sure that each
member of the group had a role and that they all took turns doing different jobs (Apendix
C). He seems to have good relationships with his peers as he can be seen, during my time
sample, flowing from one group to another to play with different students during indoor
recess as well as working well with his group members during the science activity. When
another student joined their group after being in the principles office, he not only
transitioned well into including the new group member, but he commented about how
helpful the new member was.
That particular student has some emotional concerns and frequent angry outbursts
in which he throws things and screams. Because of the safety issue, the teacher has had
some discussions with the class about what to do when that happens and explained that
they should not treat him differently. My case study child and this child have a very strong
relationship in which they are often partners and the other child asks to play with my case
study child.
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According to Banduras Social Learning Theory, children learn their behaviors

through observation and through vicarious reinforcement (Bandura, 1969). This means
that children see adults behave in a certain way and they are likely to recreate it in a
similar situation. Similarly, if a child watches a peer behave in a certain way and then get
rewarded for it, the child will likely remember what their peer did and then behave the
same way when a similar situation arises (Bandura, 1969).
This is relevant to this situation because my case study child has seen the negative
reinforcements that other children have received for laughing or not being welcoming to
this student, and has thus begun to act in the opposite way, being very kind and welcoming
to the student and making sure that he feels wanted in the group. This is also related to his
moral development and his ability to predict and respond to others distress, which I have
discussed in that subdomain.
Other children and Adults
After my time sample, my teacher explained that she intentionally put the
student who returned for the principles office into my case study childs group when he
returned from the office because she knew he would ask to be with B and that B would help
include him. This shows that my case study child has built strong relationships with
classmates as well as the teacher knows that she can rely on him. It also shows that the
other students feel comfortable around him and enjoy being around him and his happy
temperament.
This also indicates that he is able to empathize with his peers. His comment about
how helpful the other student is shows that he wanted the other student to feel wanted and
welcomed in the group. When he asked me if I saw them launch the ball, it revealed that he
is comfortable around me and other adults and teachers in the classroom. He didnt
hesitate to make that comment and was very excited and proud of what his group had
accomplished.
I have also seen B interacting with some older students in the hallways of the school
(Appendix O). Some of these students I know were fifth graders, so he might know them
through his older brother. They all seemed happy to see him and stopped to at least say hi
and sometimes have conversations. This shows that he has also built relationships with
older students.
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Cognitive development
The cognitive development domain includes changes in the development of the
childs problem solving abilities, evidence of conceptual understanding, and construction of
meaning. Many researchers and theorists including Lev Vygotsky, Jean Piaget, and Henry
Wellman have studied development in this domain, and in the sections to follow I have
connected their research to the data I collected on B. B is developing at an average rate
cognitively, as I have described.
Problem Solving Abilities
I observed B building at the Lincoln Log station on February 2nd (Appendix B). B and
another student both reached for the same drawbridge piece in the box. B immediately
looked at the other student and suggested that they build on the piece together. When
there couldve been a conflict with another student, B quickly came up with a solution that
would prevent a conflict and which was fair. This is an example of his social development
skills, but I think that it does also show his level of problem solving in a social setting
because he was able to come to a solution so quickly, when many students his age wouldve
gotten into an argument over the piece.
Henry Wellmans Theory of Mind explains that children eventually begin to realize
what mental state they are in, but that other people might not feel the same way or have
the same perspective as them (Lowry, n.d.). For example, when a child assumes that
whomever they are talking to can see whatever the child can see, they have not yet begun
to develop their Theory of Mind. Wellman believes that Theory of mind begins to develop
in infancy and early childhood, and continues to develop after age 5, when they can begin to
predict what someone else might think or want (Lowry, n.d.).
This is relevant to the situation with the Lincoln Log piece because it shows that
while B might have wanted the piece for himself, he understood that the other child had a
different perspective than B did and that he wanted the piece for himself too. So, B then
thought of a solution that he thought was fair and compromised both of the students
wants. This shows an appropriate level of development because B has developed his
Theory of Mind enough to be able to predict others thoughts and desires, which is typical
after the age of 5.
Evidence of conceptual understanding
 17

When building with Lincoln logs, B was able to make sense of his classmates
Lincoln log creation and then explain what it looked like to him, which happened to be a
piece of equipment that is used in space (Appendix B). He suggested to the girl who was
building that it looked like a rover. She asked what a rover was and he explain its what they
use to explore on the moon. This shows my case study childs ability to pretend and
understand the difference between real and pretend. It also shows that he has an
understanding of symbolism because he understands that the object that his classmate
made out of Lincoln logs looked like a rover to him and could therefore be a representation
of a real rover.
At age 7, students are typically transitioning from the pre-operational stage into
concrete operational, or they are in the concrete operational stage of Piagets stages of
cognitive development. His four stages of cognitive development include sensorimotor,
preoperational, concrete operational, and formal operational. In the pre-operational stage,
children begin to be able to think about things symbolically yet still have very egocentric
thinking (McLeod, 1970). In the concrete operational stage, children begin to think
logically, meaning they can figure things out in their head rather than having to test them
out. They also begin to have conservation of numbers, mass, and weight. This means they
understand that even if it looks like a different amount after being moved, its really the
same amount as before (McLeod, 1970).
My case study child is showing some signs of being in the concrete operational
stage, which is on the higher end of what is typical for a 7 year old, because this is the stage
in which logical thinking begins. Thinking in this stage is also focused on concrete or real-
life experiences, just as his comment was about the rover. This is a concrete idea and while
he hasnt interacted with a rover, he might have seen one on the news or in a book.

Construction of Meaning
On March 13th, B was finished with his morning work early, so eh pulled out a book
about polar bears (Appendix J). He asked me what the word predator was, in the sentence
Is a polar bear the largest predator in the world? Then, he later came back and asked me
what the scientific name for the polar bear was (it was in the book and he was attempting
to sound it out as if it were in English, rather than Latin). After I explained to him that it
 18

was in another language, but it was the scientific name for the animal, he said Oh, cool
and returned to his desk where he proceeded to keep reading the book, some of it in his
head, and some of it out loud.
Vygotskys Sociocultural Theory of Cognitive Development includes the Zone of
Proximal Development. The Zone of Proximal Development is the zone in which a child can
learn. It is the tasks that they can complete with some help or guidance, and eventually
learn to do on their own. Once the can do these tasks on their own, their Zone of Proximal
Development moves to incorporate the next tasks that they need some assistance to be able
to complete them.
This assistance they receive from their teachers and family members is called
scaffolding (Gallagher, 1999). Vygotsky believed that with the right amount of scaffolding,
within the childs Zone of Proximal Development, the child would learn to complete these
tasks independently, or gain an understanding (Gallagher, 1999).
Because this book was only slightly above his reading level, the new words were
within his Zone of Proximal Development. When I explained the word predator to B as well
as when I explained the Latin naming system, I was providing scaffolding for his reading as
well as his understanding of polar bears. Hopefully, after this interaction, next time he sees
the word predator or the scientific name of an animal, he will recognize them on his own
without needing assistance.
Vygotskys theory also includes internalization; Internalization is the process by
which children develop their complex mental processes (Gallagher, 1999). When B went
back to his desk and began reading partially out loud and partially to himself, it shows that
he has not completely internalized reading yet, but he is in the process of completely
internalizing this process. For his age, this is normal, and many of his classmates have a
hard time reading to themselves in their head as well (Gallagher, 1999).
On March 27th, during a math activity, b explained to the peers in his group that his
favorite color was see-through (Appendix D.5). When another student suggested that
see-through is transparent, he said, Yeah, see-through is transparent and transparent
means when the sun reflects on it, it turns white. (Appendix D.5). This suggests that at
some point B learned about reflection and how that relates to colors, so when confronted
 19

with the new terminology of transparent, he tried to use his previously understood
concepts to understand this new concept.
Jean Piaget stated that children start out with schemas or building blocks for our
understanding of the world (McLeod, 1970). Using these schemas, children then either
assimilate or accommodate for new information. Assimilation is when children use an
existing schema to understand this new concept or information (McLeod, 1970).
Accommodation, on the other hand, is when the existing schema does not work for the new
information, so it must be adjusted to allow for the new concept to be incorporated and
then understood (McLeod, 1970). When B adjusted his schema of colors and reflection to fit
the term transparent, he was accommodating for the new concept.
Language development
Language development includes changes in the levels of expressive and receptive
speech, literacy experiences and skills, vocabulary, and oral and written communication.
Two theorists who studied this domain are B. F. Skinner and Noam Chomsky, which I have
included in this domain. I observed Bs language development on March 27th for my formal
observation as well as throughout my running log (Appendix D). Overall, B is developing
typically in his language domain.
Expressive and Receptive Speech
During my formal language observation on March 27th, B was working on making a
clock for math class while talking with some of his classmates (Appendix D). B and his
peers were discussing their favorite colors as well as Bs love for polar bears. During this
conversation, B shows some good examples of his expressive and receptive speech in his
conversation with his classmates. He was able to express his passion for polar bears and
how he feels about them being hurt by people when he said that he would kill whoever
hurt the polar bears. This shows his that he is able to effectively express himself as well as
his ideas to his classmates. He also shows that he has a well developing level of receptive
speech for his age because he is able to effectively understand the language that he hears
from his peers as well as me and his teacher and respond back to them.
B also uses some phrases such as Cool beans, I dont really care. and Oh, you
wanna laugh at me? I could probably punch you in the face (Appendix D). This shows that
while he is able to express his emotions, he was not doing it in a way that shows a
 20

consideration for his peers emotions. This is the only time I have ever heard him say
something aggressive like that and Im not sure if he was kidding, though I dont think he
would ever hit anyone, but his expressions didnt convey that he was kidding. This shows
that he might not yet understand some cultural rules about what are appropriate ways to
convey frustration to a peer or classmates yet.
Literacy Experiences and Skills
B wrote a story about the school pet mouse Celeste and a polar bear who were
friends (Appendix D. 2, 3, and 4). Throughout the story, B shows a typical level of Literacy
skills with his use of invented and transitional spelling of words and ability to create a story
with a sequence of events about a given character. He is very interested in polar bears and
even included them in his story. The construction of a narrative with a plot is age
appropriate for a student in middle childhood, as is my case study child (McDevitt &
Ormrod, 2013).
One thing that I found interesting is that almost every time that Ive been to my
practicum placement, I have seen my case study child reading books about polar bears. He
has even read some words that are way above his grade level to me, yet when he wrote his
store he spelled polar bear polrBare. I would have expected him to know how to spell
polar bear after seeing the way it is spelled nearly every day. One good aspect of the way
that he spelled polar bare is that he used the silent e at the end to make the long a
sound.
One reason I would have expected him to know how to spell a word he has read and
written so many times is because B.F. Skinner believed that children could acquire
language through the use of operant conditioning reinforcements (Lemetyinen, 2012). For
example, if a child is using elevated language and adults praise them, they will likely
continue to try to learn new words. Skinner also believed that most of the things we are
able to do, and use on a daily basis, such as learning to read and write or speaking a new
language, were not learned just once, but over time and through the process of shaping
(Lemetyinen, 2012).
I have seen B praised by both the teacher, the class assistant, and myself for reading
these books that are above grade level and I have provided him scaffolding for spelling
polar bear multiple times. Skinners theory about shaping over time would make me think
 21

he should know how to spell polar bare and other long vowel words on his own by now. I
dont think this is anything to be very concerned about, as this is the only example I have
seen of him having a difficulty of this sort, but if there were to arise more similar situations,
I would suggest that there be further support provided for is spelling of long vowel and
irregular words.
The story also revealed a level of transitional spelling because he was able to sound
out the bear, and knew some language rules about long vowels, but wasnt aware of the
irregular spelling of bear. Having a limited knowledge of irregular word forms is common
for children in middle childhood (McDevitt & Ormrod, 2013).
Vocabulary
Also during my formal observation of Bs language development, B was talking
about where it would hurt the most to get punched and he was using some sort of attempt
at a scientific name for a body part. I really couldnt understand well what he was saying,
but whether he was correct or not, it shows that he has been exposed to some very
advanced vocabulary and that he has now begun to use it in his conversations, whether
correctly or not.
This shows a higher level of language development than is typical for his age
because he is incorporating scientific terminology into his vocabulary (Mcdevitt & Ormrod,
2013). We know that his mom is a high school math teacher and he has an older brother,
which is most likely where he picked up this terminology. Having well educated parents
and an older sibling who have a broader vocabulary than some of his peers are exposed to
has given him a larger and more advanced vocabulary than many other first graders
(Halliday, 1970).
Oral and Written Communications
On April 3rd, B wrote an 8-page story, again about Celeste and a polar bear, with a
corresponding picture on each page (Appendix W. 1-8). Throughout the story, B has spelled
some words multiple ways, and uses a large amount of invented spelling, but it is clear
what his sentences mean. He has some different events in the story that dont seem to be
related to each other, such as how the story goes from the polar bear mom and dad being
pregnant with celeste to it being Celestes birthday, to an arctic cat attacking Celeste. He
also writes about how her birthday is in February, but that thanksgiving isnt far away so
 22

they celebrate early. While some of this story flows together and makes sense, there are
other parts that seem as if they dont belong. In middle childhood, children are just
beginning to hold extended conversations about concrete topics, so being able to write an 8
page story that is partially coherent, is developmentally advanced for a 7 year old (Mcdevitt
& Ormrod 2013).
Noam Chomsky, who criticized the beliefs of Skinner, argued that we are born with a
set of grammar rules already instilled in us that allows us to learn and understand
language, which he called the Language Acquisition Device (LAD) (Lemetyinen, 2012). The
LAD uses a Universal Grammar system, which Chomsky said is a set of principles shared by
all languages (Lemetyinen, 2012).
In his story, B shows his inherent understanding of grammar, to some extent,
because even when the plot of the story doesnt make a lot of sense and his spelling is
invented, his grammar is still good and the reader can always make sense of what his
sentences mean. This could be supported by Chomskys LAD theory because B was not
focused on his grammar when writing this story, but rather the plot, and yet his grammar
still made sense.
Bs Mean of Multiple Utterances during the second section of the conversation that I
recorded was 10.875. His age is 7+1=8, so his Mean of Multiple Utterances shows that he is
using above age appropriate utterance lengths (Halliday, 1970). This shows that overall Bs
language development is about average for his age.
Moral and Ethical Development
Moral and Ethical development is made up of the use of internal standards,
understanding of fairness, and responding to others distress. Moral and ethical
development in children ahs been studied by both Sigmund Freud and Lawrence Kohlberg.
I have used their theories as explanations below. I observed Bs moral and ethical
development in my running log as well as on April 3rd, for my formal observation, in the
form of a behavior unit anecdotal record (Appendix E). B is developing very well in this
domain, for his age, which I explain in the following section.
Use of internal Standards
My case study child demonstrated his use of internal standards throughout my
observation on April 3rd and during the rest of the semester. During my formal observation,
 23

I played a game of Uno with B (Appendix E). First, when I asked him how we would decide
who should go first and he suggested we go youngest to oldest. This shows that he is
looking out for his own interests over others, but he suggests this in a polite way, where
some less developed students might have insisted on going first without any explanation
other than that they want to. This type of putting your own needs first can be seen in
children who are typically developing in the moral and ethical domain (McDevitt &
Ormrod, 2013).
Another example of his use of internal standards is when I asked him how the
reverse card would work and whose turn it should be next. My case study child could have
easily taken this opportunity to get a turn ahead of me by telling me that it would be his
turn after I played the reverse card, since there were only two players, but he instead said
that it was my turn and explained that it wouldve gone to him and then back to me. This
shows that he wants to follow the rules and that while he might take some opportunities to
put himself ahead; he seems to only do it when it doesnt necessarily seem like the wrong
thing to do. I think that in his mind if he had told me that it was his turn after I played the
reverse card, he would have been lying for his own benefit and that is wrong. At this age, it
is common for children to develop a sense of distributive justice as well as feel guild and
shame for wrongdoings (McDevitt & Ormrod, 2013).
When he told me that it was my turn after the reverse card, he showed his sense of
distributive justice because he wanted to ensure justice for others as well. Also, the fact
that he didnt decide to take the opportunity to get ahead, shows that he might have been
avoiding those feelings of shame and guilt by doing the right thing and telling me the truth
about whose turn it should have really been, which is common developmentally for
children in middle childhood (Mcdevitt & Ormrod, 2013).
Understanding of Fairness
When I asked my case study child the question about whether it would be fair to
have a rule that you cant say, you cant play and if it would work in his classroom, he
simply said yes to each question without other comments on the question (Appendix E). I
think that he did understand the question after I explained it to him, and he just wanted to
start playing the game instead of talking about the question.
 24

One example of his understanding of fairness that I did see in my data is when he
helped me shuffle the cards. He couldve simply said that he didnt want to help me or that
he wasnt good at shuffling, but he said that he would help even though he wasnt good at it.
I think that he was most likely willing to help because he thought that he was being helpful
to me and because that was what was fair. He also helped me clean up the cards and put
them away without me asking.
I have previously observed him helping other students clean up when they drop
something or there is a mess, even if he wasnt involved in making the mess. This makes it
more difficult to determine if he simply wanted to be helpful and kind or if he saw helping
me clean up as a matter of fairness since we were both playing with the cards. In middle
childhood, it is common for children to have an increased desire to help others as an
objective itself (McDevitt & Ormrod, 2013).
Freud believed that the mind is made up of the conscious mind, which deals with
what the child is currently focused on, the preconscious mind which is what is brought
from the memory, and the unconscious mind which is the desires that are repressed or
locked away (Sigmund Freuds Theory, 2011). He explained that the morals taught to
students by their families or caretakers is stored in the unconscious mind, so that even if
their conscious mind disagrees, it still takes effect from the unconscious mind (Sigmund
Freuds Theory, 2011). The example of him helping me and other students clean up, could
be explained by Freuds theory that morals taught by parents are stored in unconscious
mind and takes effect.
If it was due to his belief that it was fair since we were both playing the game, I
would think that this would put him in Kohlbergs 1st level and second stage of Moral
Reasoning. Kohlbergs Theory of Moral Development is made up of three levels and six
stages of moral development, each level has two stages (Kohlbergs Stages of Moral
Development, n.d.).
The levels are Preconventional Morality, Conventional Morality, and
Postconventional morality. In preconventional morality (where most elementary school
student fall), children have not yet learned what society views as right and wrong. Its
stages are punishment-avoidance and obedience, and exchange of favors (Kohlbergs
Stages of Moral Development, n.d.). In conventional morality, children have accepted what
 25

society considers right and wrong, and its stages are good boy/good girl and law and
order. Finally, in postconventional morality, people view laws as a means by which to
maintain social order and protect people, but sees that they are not absolute (Kohlbergs
Stages of Moral Development, n.d.). Its stages are social contract and universal ethical
principles and it is rarely seen before college (Kohlbergs Stages of Moral Development,
n.d.).
I think that my case study child helping me shuffle and clean up the cards could also
be a part of this mentality because he did say that he enjoyed playing the game and that he
likes when I take him to help me with my homework, so he could see this as me doing him
a favor and him returning the favor.
Responding to Others Distress
During my formal observation, I never showed any distress, and since I was the only
other player of the game, my case study child didnt really have a chance to show his
response to others distress. He did however; seem to anticipate instances that could have
made me become distressed. For example, at one point during the game he played three +2
cards in a row. This meant that three times in a row I had to draw two cards, for a total of
six cards, without getting to take a turn. I then joking said that I was going to get him back
when it was my turn and he said I know I already saw it hahaha because he saw that I
drew a +4 card. He then made a comment about how it was okay because he had made me
draw so many cards.
This shows that he knew that having to draw six cards in a row couldve caused me
distress, so he was joking with me about me being able to get him back. In that sense, it
also reflects some of his understanding of fairness. He recognized that he did it to me, so it
was fair for me to make him draw cards too.
There were other instances were I have also seen him predict other students
distress and attempt to help. For example, he told a student who was upset that she was his
friend and I asked her how that made her feel and she said happy! (Appendix D.5). There
were other instances in which children had big messes to clean up and he went over and
helped them voluntarily, because he could tell they were getting frustrated by trying to
clean it all up by themselves.
 26

On march 13th, the teacher was counting how many students were lined up outside
of her door after PE, before coming back inside. He told her that the reading specialist had
taken a few of the students from PE to do their reading group with them. He knew that the
teacher would be very concerned if she did not know where they were (Appendix K). This
shows that B has the moral development to respond to, and predict, the distress of other
children, and even adults. This shows that overall B is developed beyond what is typical for
his age in his moral and ethical domain.

Implications
The student seems to be developing very well overall in the physical domain. The
area in which he needs the most work is his fine motor skills, but specifically handwriting.
My biggest recommendation for this is to allow him extra time to practice writing well and
remind him to take his time when writing. He often finished his assignments before other
students, so it could be helpful to ask him to go back and try to make some of his words
look neater and smoother if he does finish early. I think this is the best way to go about it
because I believe he does have the necessary fine motor skills to be able to have neat
handwriting, based on his other fine motor skills, but he rushes or doesnt focus on having
good handwriting.
In the cognitive domain his evidence of conceptual understanding seems to be
developing well and is consistent with what is typical for his age. I would recommend
continuing to challenge B in his conceptual understanding and construction of meaning,
because he seems to be developed beyond what is typical for his age in this domain, and I
feel he could benefit from being given some content that is a little more challenging than
most of his classmates.
In the social domain, to continue to my case study childs development in this
domain, I would recommend putting him in more social situations that he isnt used to, or
giving him the chance to interact with students that he hasnt before. Maybe even giving
him the chance to interact with students of other ages would give him a chance to further
develop his social skills. He seems to currently interact well with adults, but at times seems
somewhat uncomfortable around adults, so I think he could benefit from more interaction
with adults that he sees as being in power.
 27

For his language development, I would love to see B interact with teachers more or
other adults in a more formal situation. This would show his understanding of cultural
rules about how you communicate with people of different ages and levels of responsibility.
I would also like to see my case study child interact with some older kids to see if it effects
the way that he talks such as the length of his utterances, the concepts he talks about, or the
vocabulary he uses. I would recommend encouraging my case study child to continue to
practice his writing and spelling skills as well as his reading, as that should also positively
affect his writing skills. I think he might also benefit from being around older students, his
brother, and his family more to help his acquire a bigger vocabulary, as it seems he already
has a bigger vocabulary than many of his peers, he will not gain a much larger vocabulary
simply from being around them.
For my Bs moral and ethical devloepment, I think it might be very beneficial to
discuss why or why not some rules are fair and why they are rules. The teacher could also
discuss how and why these rules might work or not work in their classroom. While he
showed that he knew that the rule I asked him about was fair and he thought it would work
in his classroom, it seemed that he might not have thought much about why it was fair or
why it would work in his classroom. It is good that he could determine if it was fair or not,
but it is bets for children to know why so that they can better understand the reasoning
behind different rules and laws and why they need to be followed. While at this age it is
mostly important in the classroom, developing a strong sense of fairness and moral
development could build the foundation for adults who abide by the law and try to create
fairness in all situations.
It could also be helpful for my case study student to talk about potential moral
dilemmas and what would be the right and wrong solution to the problem. This could help
him to think more critically about what is right and wrong and how that line isnt always
black and white. He could also benefit from these discussions because it could help him to
build a stronger set of internal standards by which he wants to approach situations and live
his life in the future.
Reflection
In the physical domain, I would like to see how his handwriting could progress with
the suggested reminders to focus on how neat his handwriting is. I would also like to see
 28

how some extra practice and support with handwriting at home could effect his
development in his fine motor skills. I would also like to see more of his understanding of
health and nutrition, because I feel that I have seen a very limited amount of his
understanding and hygiene practices.
In the cognitive domain, in the future I would like to be able to observe more of the
childs construction of meaning and problem solving abilities in order to have a better all
around understanding of his cognitive development. I also hope to get to observe more
about his evidence of conceptual understandings as well because my understanding of that
subdomain is mostly based on the one conversation at the Lincoln log center, aside from a
few informal observation notes.
In the social domain, I would like to be able to observe more of my case study childs
attachment, as I didnt get the chance to observe that during my semester in the classroom.
It appears that he might have a secure attachment with his parents and teacher, but I would
be interested to gather more observations in that area. I would also like to be able to
observe my case study child when he is provoked or irritated, in order to see his sensitivity
threshold.
For his language development, I would be very interested to see how B would
benefit from talking with more older children and adults. His language has developed well
so far and I think he might benefit from holding longer conversations about more
I would like to see the way that B could further develop his moral and ethical skills
after being give more moral dilemmas to figure out and learn from. I think it could teach
him to be less egocentric, though that is developmentally normal for his age.
From this case study, I learned more than I could have imagined about how children
develop and how it relates to the developmental theories I have learned about in my
classes. I have also learned many great observations skills that I lacked when beginning this
case study. As a future educator, these skills are invaluable and critical to the success of my
career as a teacher. This case study has given me an entirely new perspective in the
classroom that I will forever be grateful for, because these skills usually take teachers years
to develop, and those of us who have completed this case study have not gained a great
foundation in just one semester.
 29

The most meaningful experience to me from conducting this case study was finally
getting to see everything that I have learned in class and how it applies in the classroom. All
of the theory that we have been studying is very important to teachers in order to better
understand how their students are developing and to make future plans that will best help
the children to continue their development in each domain. I have had experiences in
classrooms before, but never when I was given the opportunity to sit and observe and focus
on one child. That opportunity is something that not many teachers are given, and to me it
was priceless. I learned so much through this experience that will benefit me as a teacher in
the future, and I am very grateful for the skills I have learned through completing this case
study.

Assessment of Childs Development

Domains Strengths Areas of Development Progress observed

Physical Physical Attributes- Physical Attributes- Physical Attributes-

B is a similar size as peers Not observed Not observed
and lost his first tooth at a Health- Health-
typical age. Not observed Not observed
Health- Nutrition- Nutrition-
B showed an Not observed Not observed
understanding of good Gross Motor Skills- Gross Motor Skills-
hygiene by explaining that o Locomotor- o Locomotor-
if you dont wash your Not observed Not observed
hands, germs will get in o Non-locomotor- o Non-locomotor-
your mouth. Not observed Not observed
Nutrition- Fine Motor Skills- Fine Motor Skills-
B shows understanding of Bs handwriting is Bs handwriting has
healthy foods. For often large and become smaller and
example, knew what my sloppy. neater.
spinach wrap was at lunch
Gross Motor Skills-
o Locomotor-
B ran quickly while
dodging obstacles.
B easily climbed a ladder
with opposite arms and
legs alternating.
 30

o Non-locomotor-
B recreated peers rhythm
and corresponded body
movements to rhythm.
Fine Motor Skills-
B writes with appropriate
spacing between words.
Emotional and Self-esteem and Competence- Self-esteem and Self-esteem and
B shows high levels of Competence- Competence-
Social
self-esteem. For example, Not observed Not observed
he was successful at a Temperament- Temperament-
science activity, and Not observed Not observed
therefore led his group. Relationship with Peers- Relationship with Peers-
Temperament- B corrected a peer in B has made no more
B shows a calm and an aggressive tone. aggressive comments
happy temperament, such B said Oh you wanna recently.
as when he plays with his laugh at me? I could Other Children and Adults-
friends during indoor probably punch you in Not observed
recess. the face.
Relationship with Peers- Other Children and Adults-
B successfully completed Not observed
a group science activity
while leading the group.
Other Children and Adults-
Has positive relationships
with adults, such as when
the teacher explained to
me that she trusts B.
Cognitive Problem Solving Abilities- Problem Solving Abilities- Problem Solving Abilities-
B quickly thought of a Not observed Not observed
solution to a conflict Evidence of Conceptual Evidence of Conceptual
between himself and Understanding- Understanding-
another student, showing B has some difficulty B showed improved
strong problem solving with spelling words writing and spelling
abilities with long vowels, when writing his own
Evidence of Conceptual even immediately stories in work
Understanding- after studying them in samples.
B said that a classmates class. Construction of Meaning-
Lincoln Log creation B left out all detail Not observed
looked like a rover used to when asked to retell a
explore the moon. story.
Construction of Meaning- Construction of Meaning-
B shows good Not observed
constructions of meaning
when talking with his peer
about the meaning of
 31

transparent.

Language Expressive and Receptive Expressive and Receptive Expressive and Receptive
Speech- Speech- Speech-
He showed well B expressed anger or Not observed
developed expressive and frustration through Literacy Experiences and
receptive speech when violent threats. Skills-
communicating with Literacy Experiences and Bs level of detail and
classmates about polar Skills- complexity used when
bears. Not observed writing stories
Literacy Experiences and Skills- Vocabulary- increased.
B chooses to read books Not observed Vocabulary-
above grade level about Oral and Written Not observed
polar bears daily. Communications- Oral and Written
Vocabulary- B could communicate Communications-
B used specific scientific in a more coherent Not observed
terminology when way in writing, for
referring to a body part as example in the plot of
well as polar bears. his story about Celeste
Oral and Written and the polar bear.
Communications-
He used good grammar
when communicating
with peers and writing.
Moral/Ethical Use of Internal Standards- Use of Internal Standards- Use of Internal Standards-
B explained a rule in B ensured he got to go Not observed
another players favor first in the game. Understanding of Fairness-
when he could have done Understanding of Fairness- Not observed
it in his favor. Not observed Responding to Others
Understanding of Fairness- Responding to Others Distress-
B helped shuffle and Distress- Not observed
clean up after playing a Not observed
game.
Responding to Others Distress-
B predicted situations that
could have caused distress
in others.

Executive Summary
Parents of my case study child,
I greatly appreciate your approval and support of me conducting this case study on
your child. Through this experience I have learned about the way that children develop in
 32

each domain, which will greatly help me to be a successful teacher in the future. It has been
very beneficial to me to be able to observe what I have been learning about in class, in a
real world setting. I hope to bring to my future classroom all of the experience I have
gained through conducting this case study and I thank you for the invaluable learning
experience you provided me.
B is a very intelligent and kind boy. He is well regarded by his peers as well as his
teachers. His teacher even counts on him as a responsible student and knows how well he
gets along with his classmates. I have observed him making kind comments to many of his
peers for no benefit of his own, as he has also be very kind to me during my time in the
classroom. He truly seems to have a lot of empathy for others, especially at such a young
age.
This semester B has shown strengths in his relationships with his peers and
teachers, understanding of advanced concepts (especially in science), and his vocabulary
use. I have seen him progress in his level of detail and complexity in his language skills and
his handwriting has become smaller and more neat throughout my time in the classroom.
B is working on his spelling, particularly of long vowel words that end in e. He is
also working on including as much detail as possible when retelling stories that have been
read to him. His teachers are enthusiastic about their efforts to help B and the rest of the
class continue to improve in these areas.
I am confident that B will continue to be a very successful student in the future and I
know he can some day achieve his goal of becoming a scientist who studies polar bears!
Thank you again for allowing me this opportunity to learn and apply my knowledge
through conducting this case study on your child. It has been a pleasure getting to know
and work with him!
Sincerely,
Kelsey Wallace





 33

References
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Bandura, A. (1969). Modeling and Vicarious Processes. Princliples of Behavior Modification
(pp. 118-216). New York: Holt, Rinehart, and Winston, inc.
Bronfenbrenner, U. (n.d.). 5 Ecological Models of Human Development. Retrieved April
15,17, from http://www.psy.cmu.edu/~siegler/35bronfebrenner94.pdf
Chase, S. (n.d.). Different Temperaments, Helping All Children Succeed. Flexible, Fearful and
Feisty-Ways to Succeed With All Children. (1-10).
Dodge, D. T., Colker, L.J., & Heroman, C. (20020. The creative curriculum for preschool.
Washington, DC: Teaching Strategies.
Education, V. D. (n.d.). Physical Education. Retrieved February 24, 2017, from
http://www.pen.k12.va.us/testing/sol/standards_docs/physical_education/i
ndex.shtml
Education, V. D. (n.d.). The Standards & SOL-based Instructional Resources. Retrieved April
15, 2017, from http://www.doe.virginia.gov/testing/sol/standards_docs/
Halliday. Speech and Language Development. [Powerpoint Slides] Jean Piaget.
(1970, January 01). Retrieved February 24, 2017, from
http://www.simplypsychology.org/piaget.html
Gallagher, C. (1999). Lev Semyonovich Vygotsky. Retrieved April 16, 2017, from
http://www.muskingum.edu/~psych/psycweb/history/vygotsky.htm
Kohlberg's Stages of Moral Development. (n.d.). Retrieved April 16, 2017, from
http://pegasus.cc.ucf.edu/~ncoverst/Kohlberg's%20Stages%20of%20Moral%20D
evelopment.htm
Lemetyinen, H. (2012, January 01). Language Acquisition. Retrieved April 16, 2017, from
https://www.simplypsychology.org/language.html
Leonard, A. M., & Hutchinson, S. (n.d.). Tools for Observing Young Children.
Lowry, L. (n.d.). Turning In To Others: How Yound Children Develop Theory of Mind.
Retrieved from http://www.hanen.org/helpful-info/articles/tuning-in-to-others-
how-young-children-develop.aspx.
 34

Mcdevitt, T. M., & Ormrod, J. E. (2013). Cognitive Development. In L. A. Bishop (Ed.),

Child Development and Education (pp.194-283). Upper Saddle River, NJ: Pearson.
Mcdevitt, T. M., & Ormrod, J. E. (2013). Emotional Development. In L. A. Bishop (Ed.),
Child Development and Education (pp.416-455). Upper Saddle River, NJ:
Pearson.
Mcdevitt, T. M., & Ormrod, J. E. (2013). Language Development. In L. A. Bishop (Ed.),
Child Development and Education (pp.324-367). Upper Saddle River, NJ: Pearson.
Mcdevitt, T. M., & Ormrod, J. E. (2013). Physical Development. In L. A. Bishop (Ed.), Child
Development and Education (pp.148-193). Upper Saddle River, NJ: Pearson.
McLeod, S. (1970, January 01). Eriksons Psychosocial Stages of Development. Retrieved
February 19, 2017, from http://www.simplypsychology.org/Erik-Erikson.html
McLeod, S. (1970, January 01). Saul McLeod. Retrieved April 16, 2017, from
https://www.simplypsychology.org/piaget.html
Morin, A. (n.d.). Developmental Milestones for Typical First Graders. Retrieved April 04,
2017, from https://www.understood.org/en/learning-attention-issues/signs-
symptoms/developmental-milestones/developmental- milestones-for-typical-first-
graders
Physical Development in 6 Year Olds - Smart First Graders. (n.d.). Retrieved April 04,
2017, fromhttp://www.smartfirstgraders.com/physical-development.html
Rakos, R. F. (1991). Assertive Behavior. London and New York: Routledge.
Social Learning Theory. (n.d.). Retrieved from
http://www.esludwig.com/uploads/2/6/1/0/26105457/bandura_sociallearningth
eory.pdf
Sigmund Freds Theory of Child Development and Mental Disorders. (2011, September 07).
Retrieved April 15, 2017, from
https://catatanseorangdoktor.wordpress.com/2011/09/07/sigmund-freuds-
theory-of-child-development-and-mental-disorders/

Silber, K. (2008). Johann Heinrich Pestalozzi. In Encyclopdia Britannica online.
 35

6 Types of Play: How Children's Play Becomes More Social. (2016, October 16). Retrieved
April 16, 2017, from http://www.spring.org.uk/2008/07/6-types-of-play-how-we-
learn-to-work.php


Appendices
Formal Observations
A. Physical Development Observation: I did my physical development observation on
February 13th at 8:30 am as well as on February 20th, in PE as well as at recess, because I
was not able to observe everything I needed to on the 13th. I used a rating scale
observation method. I have not included the formal observation here because most of the
details are included in my case study.

1. 1.
B propelling himself forward on a scooter. Taken February 20th at
8:58am.
2. Physical Development Rating Scale


 36

B. Cognitive Development Observation: I conducted my cognitive development observation

on February 2nd at 10:00 am at the Lincoln log station. I used an incident journal
observation method. I have not included my entire formal observation because the details
are included in the case study.

1.
 37

2.
3. Me: Have you ever been to a bank like this?
Student 1: No, not like this one.
Me: Is this a log cabin bank?
Student 1: No theyre pretend bricks.

Student 2: Look at this!
Me: Wow! What is it?
Student 2: I dont know. Its nothing. Its something you cant knock
down.
Student 2 later decided it was a wood shop where you go up a ladder
and roll it down on the slide on the other side.
 38

Student 3: Looks like Abraham Lincolns house.
Me: why?
Student 3: He lived in a log cabin.
Me: Have you ever seen a log cabin?
Student 3: yeah, theyre usually haunted.
Me: By what?
Student 3: Ghosts. I used to live in a haunted house in Georgia.
Me: what did the ghosts do?
Student 3: They watched us when we were sleeping and when we
used the bathroom they closed the door.
Me: How do you know it was the ghosts?
Student 3: No one was doing it.
Me: How do you know it wasnt the wind?
Student 3: There wasnt much wind.
Student 3 went on to talk about ghosts shows and how his dad was
sad that someone lied on a ghost show and that would make people
not believe any of the ghost shows.

Student 4: This is my dog house and it has a chimney so Santa can
come down and give them ten thousand treats.
Me: Are dogs on the naughty and nice list?
Student 4: no.

Case study child: Oh! That oks like a rover!
Student 5: A what?
Case study child: A rover! You know, those things they use to
explore?
Me: Like on the moon?
Case study child: yes.

 39

When my case study child first got to the carpet when the Lincoln log
center was, him and another student reached for the same piece at the
sane time. It is a big piece that doesnt really go with Lincoln logs, so
there werent any more like it. The piece was a big plastic drawbridge
and my case study childs immediate response was that they could
just both build on it together. After a few arguments when trying to
build on it together, the other child decided to go build on his own.

C. Social/Emotional Development Observation: I completed my social development
observation on March 15th from 1:47-2:38pm. I did the observation during indoor
recess and a science activity and I used a time sample observation method. I have
not included the full observation here because it is included in the case study.

1.
B launching balls with pencils and a rubber band. Taken March
16th at 11:04am.
2. Inside Recess:
1:42- A student brought a box of small plastic sups over for B to use as
building materials. B at first didnt engage with him, but then said, I
bet I can make a den.
 40

1:44- B is standing at the front of the room talking and smiling with
two other students and his hands are in his pockets. I couldnt hear
what they were saying.
1:46- B was sitting alone at his desk with his box of gems trying to flip
it. He was looking at the same two students who were sitting on the
rug and they were all laughing.
1:48-B is playing some type of acting with 4 other students. He sat in
the corner as directed by another student and then crawled over to
another student.
1:50- B sat beside some other students and played with a little car. He
then started cat fighting with another student (slapping each others
hands quickly and repeatedly). The student then said he hit me! and
they were both smiling and laughing.
Science Activity:
2:30- B and his partner are doing a science experiment about force
and motion. They have 2 pencils, 1 rubber band, and 1 ball. They try to
see how far they can move the ball. B shows his partner how to hold
the pencils and tells her to old them in front of him. He puts the ball in
front of the rubber band, pulls the rubber band back, and launches it.
Then he looks at me and asks Did you see that?! That was awesome!
2:32- He says, now its your turn again, lays on his stomach, and
holds the pencils while his partner launches the ball.
2:34- The teacher stopped the class and called them to the rug to
explain something. B sat in the middle of the group with his hands
under him rocking back and fourth and humming quietly.
2:36- The partners were back to holding the pencils and launching the
ball. B said No hold it like this! and then crawled after the ball.
2:38- Another student joined the group and B instructed each of them
to hold one pencil and dont let go. He told one of the students you
are very helpful. After the student had just been pulled out of the
classroom by principles for having an angry outburst and screaming.
 41

He told them that they needed the rubber band higher as he lay on his
stomach and moved it up. He laughed and smiled.
D. Language Development Observation: I conducted my language development
observation on March 27th during a math activity and I have a writing sample from
the previous week on March 20th. I have not included the full observation write-up
here because the details are included in the case study.

1.
B making his clock and talking to peers. Taken March 27th at
12:26pm.

2.
 42

B sitting at his desk making his clock. Taken March 27th at

12:33pm.

3.
Bs story, taken March 10th at 1:28pm.

4.
Bs story continued, taken March 10th at 1:28pm.
5. The writing sample says, This writing sample was from the week
before my formal observation was done. The students were asked
to write a story about the schools pet mouse Celeste. My case
study child wrote celeste and a polrBare are frends. but then one
 43

day celeste was gon because she was on a chrip she wod be bac for
a weky the end
5. 12:10- Math Activity
While making clocks, my case study child sat at his desk with three
other students and they were talking. While the following
conversation took place, my case study child completed his clock. He
finished before most other students.

Case study child- Miss Wallace, Khloe snuck these crayons in my pencil box during reading
group.
Another student- something inaudible
Case study child- Yeah cool beans, I dont really care.
Another student- She technically put them there so you technically didnt take them.
Case study child- Shes so crazy!
Khloe- Did you just call me crazy!?
Case study child- yes.
Another student- Shes gonna get you one day.
Case study child- No shes gonna get you one day. Her dad made these. (holding up the
crayons)
Another student- How do you know?
Case study child- She told me.

A minute later-
Case study child- Oh, you wanna laugh at me? I could probably punch you in the face.
Another student- If you punch me right here it will hurt the most.
Case study child- No, if you punch someone in the (Silver Plexus?) it will hurt the most. Its
a type of gut. Miss Wallace, Im doing this so theyre naked hahaha. While taking he
paper off the crayons.
Case study child- My first favorite color is see-through, my second is black, and my third is
pink.
Another student- I like see-through too.
Case study child- Youre just saying that because Im saying it.
Another student- See-through is transparent
Case study child- Yeah, see-through is transparent and transparent means when the sun
reflects on it, it turns white.
Case study child- Your hour hand is kind of weird. Looking at another students clock.

Case study child- Do you know why I dont like red?
Me- No, why?
Case study child- Because of blood. And I dont like blood on polar bears and Id kill
whoever did it to them.
Another student- Youll go to jail if you actually kill people for hurting polar bears.
Case study child- something inaudibleand then I could say I didnt do it.
Another student- Youd go to jail for all that stuff you just said.
Another student- I think youre talking to the craziest person who loves his nature, Blake.
 44

Case study child- My dad can lift 200 pounds. Then he walked away.
Another student- I heard [my case study child] say that Im his friend.
Me- How did that make you feel?
Another student- Happy!

E. Moral/Ethical Observation: I did my moral and ethic observation on April 3rd at
12:00pm. I used a behavior unit anecdotal record as my observation method. I have
not included to full observation here because the details are included in the case
study.
1. Beginning: The teacher wanted me to just take B out of class
because she didnt have time for me to play a game with a group. I
asked B if he would play Uno with me. He said yeah its good
because I already finished anyway. He was talking about the math
work they had been doing. We sat in the hall and I asked him if he
would help me shuffle the cards. He said yes even though Im not
good at shuffling. He then talked about how his mom is good at
shuffling and his brother is kind of good.
Middle: Then I asked him how many cards we each got and he said
seven, so I gave each of us seven cards. I asked him the question
What do you think of the rule You cant say, you cant play. He
said he didnt get it so I explained the rule and asked if it was fair.
He said yes. Then I asked him if he thought that rule would work
well in Mrs. Herrs classroom and he said yes. Then I asked how
we would choose who goes first. He said I have an idea, we could
go youngest to oldest. I agreed and then he made the first play. I
asked him how we win and he said by running out of cards. We
also took turns by going back and forth. We played through. He
sometimes played +2 cards and got very excited when he got to
play three in a row. Then I said wait until its my turn! he said I
know, I saw it in reference to my + 4 card. When I got a reverse
card, I asked him how it works with only two people He said its
your turn because it would go to me and then back to you. We
 45

both said Uno, but I said it one turn before him and he said oh
no! Then he said it too. We both had to draw cards and then he
won and said yes!
End: Then we put the cards in one pile and I put them back in then
box and said, Thanks for playing with me! That was fun. Then he
said yeah! When we came back into the classroom, he said that
was fun! to me, in front of his classmates.
Informal observations
F. 1/23, The classroom is laid out in sections, there are two rugs (one in the front and one
in the back), the desks are in 5 clusters around the room and each one has 4 desks in it.
There is also a table at the back that I think is used mostly for the reading stations.
G. 2/20 8:50 PE, Scooters on belly, using arms at the same time to move foreword. After
PE, the students lined up against the wall and B was in the middle, height wise.
H. 2/20 2:15 Recess on the playground, B was climbing a ladder one hand and one foot at
a time, opposites at once.
I. 2/27, Today I gave my read aloud and creative art lesson on Oh, the Places Youll Go!.
They made a page of the book and they included their goal. Many students had short-term
goals. B said he wants to be a scientist and live in Antarctica and study polar bears. He is
fascinated by polar bears and his page was a polar bear cave. At lunch, I was eating a
spinach wrap and B was the only student who knew what it was. He sad Its made of
spinach!Its because its healthy! when the other kids were asking why I was eating a
green taco.
J. 3/13 8:15, B finished his morning work early and pulled out a book about polar bears (he
loves polar bears). He asked me what the word predator was in the sentence Is a polar
bear the largest predator in the world? Then he came back over and asked about the
scientific name in Latin so I explained it. Then he sat at his desk and read some out loud
and some to himself.
K. 3/13 9:30, B told the teacher that the reading specialist took two students form PE when
she didnt know where they went. Then we came in the classroom and he was the only
student who sat on the rug the way that she asked. Everyone else was at their desk.
 46

L. 3/13 10:30, When going over their spelling words, one word was close and when the
teacher asked is this the type of close like I have too many clothes in my closet? most
students said yes, some didnt answer, and B was the only one who said no. Then he said
its like close the door. He then finished writing his words five minutes early and the
teacher let him begin his word work. The first thing he had to do for word work was write
10 words 4 times, he then finished that just after the timer went off and the groups
rotated.
M. 3/15, B was reading a book about a turtle and a dinosaur. I asked him if he learned
anything and he said not really. I asked if it was fictions and he said yes. I dont think
turtles and dinosaurs were alive at the same time.
N. 3/15 12:05, B won a game of sparkle and when students were congratulating him, he
said thanks and shrugged his shoulders.
O. 3/15, When writing about his snow day, B wrote about playing and having a snowball
fight with his neighbors and their friends. They were given 30cminutes to write and do
word work. B was the first dine and pulled out his Magic Treehouse book to read until
the time was up. After recess, the kids walk down the fifth grade hallway back to the
classroom. B stopped in the hall to talk to some of the fifth grade boys who were going to
their lockers.
P. 3/16, I had to do a literacy assessment for READ 366 on one student and I chose to do it
on my case study child. I asked if he would mind helping me with my homework
assignment because I needed a first grader to do some activities with me. While going
through the assessment, he said that some things were really easy, but he continued to
participate willingly. Then he said that he enjoyed doing it with me and that he had fun.
Q. 3/17, The teacher read some of their book and B was sitting, sometimes chewing his
fingernails and appeared to be listening closely. H made facial expressions when she read
different things that happened in the book. They later played a math game in which they
had to complete many non-locomotor movements while counting in different ways.
R. 3/20, Today they have Celeste (the schools pet mouse) with them this morning. The
kids write a story about Celeste, but they were told that it shouldnt be like Henry Coles
story A Nest for Celeste. B asked me to read his story but he said he didnt want to read it
out loud. In the picture, he said the polar bear missed Celeste, so he was crying. He read
 47

his story out loud to the class later when the teacher asked everyone to share their story.
He looked at the paper, read it quickly, and then immediately sat back down and listened
to his classmates.
S. 3/27 12:00, During math, they are learning how to tell time on an analog clock. B tapped
my foot and said Miss Wallace, Oh Clock! Haha! then he said your feet are red! They
were because I was sitting in a weird position. He seemed to just be making an
observation out loud. He sat with his eyes on the smart board and he was scooting back
and forth. When he noticed I was looking at him, he sat criss-cross with his hands in his
lap.

1.
The classroom from Bs desk, taken March 27th at 12:22pm.
T. 4/3, They were sitting on the rug doing calendar and B and one other student kept
crawling/moving around. The teacher asked them to stop, and they did, but only briefly.
After they continued to move around, the teacher told them that they each owed a gem.
Then they both immediately stopped moving around and sat still and quietly.
U. 4/3, When they went back to their desks, B immediately got a gem and put it on the
teachers desk. When he was taking it to her desk, I was walking past. He looked down
and walked past quickly. The teacher had to remind the other student that he owed her a
gem too. B then went back to his desk quickly and put his head down. A few inutes later,
they were practicing time and he asked the teacher a question before working quietly.
 48

V. 4/3, At recess, I saw B playing basketball. He ran, jumped with both feet, and threw the
ball at the goal with both hands. He hit the rim and then chased after it.
W. 4/3, After recess, the teacher read aloud the book that the whole school is reading. B sat
on the rug criss-cross while picking at his fingernails and listened quietly. He kept his
eyes on the teacher and looked at all of the pictures.

1.
by Blake Celsete and PoLar Bears

2.
 49

a polre Bare is pragnit with celeste. in a den with a male polre Bare and a feml
polre Bare.

3.

4.
celeste is now yer old and has a 5 yaer old brother POLAR BEAR
 50

5.
celeste is 5 yers old herr brthday is today happy brthday celeste she will by 6 in
February 14th

6.
a arctic cat is sniffing the grownd celeste and it smels celeste and she is kind uv
big so the cat chrise to get celeste but herr mom atat the cat
 51

7.
celeste is okay she is skard but today is Fedruary 13 so she is so iksidid but she
hs to wait 50 howrs be for opunig presints

8.
and thanks giving is not for owa so tha are selbrating thanksgiving early
All taken April 3rd at 3:11pm.
X. 4/3, He said he is going to Arizona for spring break. Their spring break is next week. He
said at the end of the day I like going with you and reached his arms towards me. I also
talked with my CT about Bs home life and her teacher philosophy.
Home life: his mom is a teacher, he has a brother in fifth grade, his dad was laid off a
few years ago but now has a new job somewhere, they live right outside of the town,
 52

he has a very supportive family, her is very involved in sports, and his parents are
married but do not share the same last name.
Teacher Philosophy: No matter what a childs circumstances are, I try to give every
one of my students an equal opportunity for learning. Some kids might need more
support if they come from certain home lives. I try to always come in and think of
the day as a new day. I try not to think about how theyve acted before, but see every
day as a new day. Some have different needs than others, and I try to support them
all.