child report 2

2

Theska Moise

Dr. Brigitte Cassidy

EEX 4313

Fall 20225

Parent/Family Interview Summary

I. Pseudonym for Child

In this observation, the pseudonym, is Logi. He is a five-year-old boy, a kindergartener, who was observed in various learning and social settings.

II. Raw Notes

Observation Day 1 – Classroom (9:00–11:00)

Logi came into the classroom and stashed away his backpack in his cubby. He gave the teacher a slight wave and made no attempt to talk to him. In morning work, Logi used proper letter formation in writing his name, but reversed the g. He seemed to give concentration in following letters. During circle time, the teacher posed on the weather and Logi put up his hand but when called up, he mumbled that it was sunny before he replied with more volume. He chose blocks during free play and explained to one of his peers, I am building a garage to my cars. He placed a number of blocks that were rectangular and got frustrated as the tower was falling down but placed it again more mindfully. As another child said he would also like to join in, Logi hesitated and then replied, “Alright, you can build the roof.

Observation Day 2 – Playground (12:00–2:00)

During recess Logi ran to the climbing structure and took the ladder within no time. Down the slide he went smiling, and told one of his peers, “Your turn! Then he started a game of chase around, and ran circularly and laughing. He folded his forehead when he bumped his knee and was scraped, but on finding the teacher was looking after him he got back to playing. In a ball game, Logi was weak in kicking the ball despite having a good aim and less strength than other older peers. He would at times step aside to have a look and then get back into the group. During snack time, he could take out his lunch box by himself but did not consume much of his sandwich. He simply explained to the teacher, I do not like ham.

Observation Day 3 – Group Storytime & Art (8:00–11:00)

In the Storytime the Logi sat on the carpet cross-legged, forward. To respond to a question concerning the main character he lifted his hand and named the animal correctly. He said to one of his friends, I have a book about bears, too. To paint in art, Logi had his paint brush with red and blue creating a purple shade. He grinned, and replied, I made purple! He displayed his picture before one of the peers but scowled when he/she did not reply. The next time he was told to clean up, Logi partially objected, saying, I am not ready yet, though he did so on a second command.

III. Observations Log

Date	Time Began	End Time	Total Time	Setting
9/15/2024	9:00 AM	11:00 AM	2 hours	Classroom
9/18/2024	12:00 PM	2:00 PM	2 hours	Playground
9/20/2024	8:00 AM	11:00 AM	3 hours	Classroom & Art

Justification:

The selection of the observation periods was among several days and different environments in order to observe as diverse a sample of Logi behavior, interaction, and developmental ability as possible. Observation in classroom, playground and organized art/Storytime provided the opportunity to assess cognitive, language, motor and socio-emotional areas in structured and unstructured activities.

IV. Relevant Demographic Data.

Logi is a boy aged five years old who is a learner in pre-kindergarten/ kindergarten classroom in an organized school setting. He usually develops without a known disability. He is shy tempered at some phases especially when they are in group discussions, but he is curious, persistent, and creative in the course of play. He is of average size when compared to other peers, and has a mediocre level of activity. His interactions are gentle and, in some cases, he is hesitant to start communication.

V. Child’s Current Abilities

Motor (Fine/Gross):

Climbs are structures on the playground that one is confident about.

Ability to have fair accuracy in kicking a ball.

Grips pencil with tripod holds and is able to write his name.

Draw a line with a scissor.

Constructs block structures which exhibit equilibrium and designing.

Language:

Talks in full sentences.

Reacts to the questions of the teacher accordingly.

Plays with descriptive words (garage, roof, purple).

Retells basic story details.

Emerges with rhyming.

Cognitive:

Shows the ability to solve problems as the blocks fall and modify the construction method.

Makes recognition of colors and knows how to blend them to come up with others.

Knows chronology of events in the story.

Recognizes his written name.

Counts reliably to 15.

Social-Emotional:

Share can negotiate roles and play space can negotiate roles ( you can build the roof ).

Likes team pursuits.

Takes teacher redirection moderately.

Shows other empathy (motivating peers when playing slides).

At times withdraws himself when he is trampled upon by peers.

Self-Help:

Handles backpack and lunchbox on his own.

Washes hands with reminders.

Self-assisted in dressing up.

Opens food packages, on his own.

Has capability of expressing dislikes to teacher.

VI. Child’s Emerging Skills

Motor (Fine/Gross):

Training to have more strength in kicking.

Learning to create recognizable drawings other than scribbles.

Developing fluent climbing.

Practicing putting on / taking off jacket buttons by himself.

Learning to step up with an alternate foot.

Language:

Developing new vocabulary to use in description.

Practicing how to project voice when speaking in class.

Starting to have questions of why and how.

Learning how to express feelings in words.

Gaining more and more recall of songs and rhymes.

Cognitive:

Mastering addition and subtraction, easily, using manipulatives.

Starts to identify sight words not just in his name.

Learning to sort (by multiple attributes) (color and shape).

Building cause and effect knowledge (combining colors).

Training to be able to focus in longer activities.

Social-Emotional:

Being confident in taking the initiative in peer play.

Practicing in controlling frustration and failure of play structures.

Waiting Patience in waiting develops during group games.

How to say no in the right way.

Improving capacity to respond to peer rejection.

Self-Help:

New found freedom in zipping jackets.

Continued to be learning how to eat continuously.

Practicing remembering some personal items following the recess.

Increasing the adherence to the routines without prompting the tests repeatedly.

Growing capacity to clear up materials as soon as possible.

VII. Interests, Likes and Dislikes of Child.

Interests/Likes:

Enjoys work with blocks and with erection of garages or houses.

Likes pursue running and climbing games outside.

Loving to paint and a love of mixing colors.

Devotes plenty of time to story books and storytelling.

Play with cars and automobiles.

Dislikes:

Keeps refusing to eat some foods (e.g., ham).

Shy about untidy senses (e.g. paint on hands).

Seems to be disappointed when his efforts are disregarded by peers.

Hates to give up on favorite things.

Hates big group quarrelling or rough games.

VIII. Learning/Behavioral needs of child.

According to observation, Logi has most of the strengths in all the developmental areas as he is a normal growing child of five years. Some of these areas, however, stand out as learning support priorities:

Language Confidence- Logi should be empowered to project his voice during responding in group and he should feel confident in sharing verbally.

Social Skills- He can be helped to initiate play with peers and sustain attention when they are non-responsive.

Emotional Control- He is sometimes frustrated and sad, when he is not listened to; some constructive methods of expressing these emotions will be useful.

Self-help independence- Logi is still working on the ability to complete meals, zip jackets and remember routines independently.

Fine/Gross Motor Refinement - Reinforcement of his physical confidence will need more coordination towards his activities such as skipping, catching, and kicking of the ball harder.

Reflection

What I did well:

Throughout the observation, I had a chance to remain focused on Logi and record his behaviors in different contexts in detail. I was able to write detailed notes about his motor, cognitive, social and language skills without my own interpretation infiltrating the raw information. I also noticed during different times which gave me a more expanded view.

What I could do better:

Even though my notes were quite extensive, I missed minor details, although I even could not record everything in real-time. I also understood that I was more disorganized with regard to following certain developmental areas rather than observing them dip and dash. Sometimes, I was too obsessed with some activities to pay attention to some short yet valuable encounters.

Steps to take towards improvement:

Next time, to make note-taking more approved, I will come earlier to take the necessary tools in place, and arrange them. I shall also make a checklist of areas of development to make sure there is balanced data taking. I also would like to make audio notes (assuming it is allowed) to help me document something that I may miss out on during the process of writing. Such strategies will enhance greater accuracy and understanding.

Parent/Family Interview Summary

I. Pseudonym for Child

The child’s pseudonym is Logi. He is a normal five-year-old child.

II. Disclose Family Member(s) Interviewed.

Two of the family members were interviewed:

Mother -Logi has a working mom as his primary caregiver who takes him out in evenings and weekends. She is extensively intrinsic in his school life and has routines with him daily at home.

Father- Works long hours, has a tendency to drop off in the mornings and play in the evenings. He has lots of time with Logi especially outside and assists in mealtime and school preparation rituals.

The parents frequently interact with the child, and each day. They offered supplementary information regarding his behavior, skills and needs.

III. Raw Notes

Day 1- Interview with Father (Backyard, 6: 00-6.30 PM)

The initial interview was with the father of Logi and it took place in the backyard as the child continued to play in the backyard. According to the father, Logi was a very curious boy and would always desire to know how things worked out. He said that often Logi would follow him into the garden, and liked to help with watering the plants and could take some pride in that. Father says that the mornings have generally been pleasant but Logi is at times stubborn when it comes to dressing up to go to school and this is where he needs coaxing to get to school on time. More challenging were observed during meal times because Logi likes finger meals, including fruits, bread, and cheese whereas he does not like vegetables and new foods. Father stressed that Logi loved outdoor games, in particular, climbing, riding his tricycle, as well as a game of chase with peers. He also said that Logi gets frustrated whenever he cannot do something to perfection like writing some letters. Socially, the father mentioned that Logi has a number of friends and likes playdates but is also likely to be shy in the presence of children that he has never met. He talked about the affectionate side of Logi, and said that he could always find willing ears to be soothing, that Logi had a way of saying I love you when he saw his father weary.

Day 2--Interview with Mother (Living Room, 5:30-6: 00 PM).

The second time the session took place was in a living room with the mother of Logi. She talked of him as a sensitive and a considerate child with an active imagination. He tends to make up some fantastic pretend games at home with the help of toy cars and stuffed animals and takes his time to narrate all about them. She said that Logi has just developed an interest in reading, indicating letters and asking what words mean. She pointed out that he liked art activities a lot, especially painting and color mixing to discover what new color combinations he can produce. Nevertheless, she still admitted that sometimes mornings can be hard because Logi does not want to be separated with her and hangs over at school drop-off. She reported that he has a story, warm milk and lullabies as part of his bedtime routine that help him fall asleep. In the absence of this, he is likely to be resistant to sleep. She expressed certain worry regarding his choosy eating patterns, and his refusal to eat new food sometimes. She also added that in case of an upset Logi tends to shut down instead of venting his frustrations, instead he sits down there until his emotions subside.

Day 3 - Both Parents (Dining Table, 5:00 to 5:30 PM).

The interview with the parents was done at the dining table during the third interview. Right after this joint session, both parents came to the understanding that Logi does well when he is taken through a predictable daily routine. They have mentioned him as a very observational child, who catches the slightest changes in the home surrounding easily and tends to mention them right away. They both stressed that he loves construction toys, cars and outdoor play and can spend a long time during these activities. They also emphasized his warm and sensitive attitude, and his collaborative style towards the family and his interaction with peers. Simultaneously, they agreed that he is yet to master the ability to express his needs in a clear and effective manner and this is particularly specific to the situation in group or unfamiliar contexts. They said he ask why questions a lot which is natural curiosity in knowing more about the world. Focusing on their expectations of his future, both parents admitted that they wish to see him further develop socially, to develop more confidence, and to find pleasure in learning at school as he becomes older.

IV. Interview Log

Date	Time Began	End Time	Total Time	Setting
9/21/2024	6:00 PM	6:30 PM	30 minutes	Backyard (Father)
9/23/2024	5:30 PM	6:00 PM	30 minutes	Living Room (Mother)
9/25/2024	5:00 PM	5:30 PM	30 minutes	Dining Table (Both)

Justification:

Times of interviews were chosen depending on the availability of the parents after work. Natural and relaxed talking was possible during various settings (backyard, living room, dining table) when Logi was present. Several sessions made certain that there was equal input between the parents and it also allowed them to triangulate observations between settings.

V. Pertinent Demographic Information from Parents

Logi is a child with a father, and mother who have a stable home together. He is enrolled in kindergarten every day, and follows regular programs at home, including eating, play and sleeping. He can find fun at home using his imagination and playing outside and being with his parents. Parents had focused on his curiosity, sensitivity and attention to details. They also indicated that they sometimes had difficulties with eating, anxious related to separation, and releasing emotions when angry.

He is not a disabled child; his parents have assured that the child is a normal developmental child with normal milestones.

IX. Child’s Current Abilities

Motor (Fine/Gross):

Rides a tricycle.

Draws lines and paints with passing strokes.

Cuts paper fairly accurately by use of scissors.

Flexes speedily and plays in runaway games.

Playing with blocks, demonstrating the sense of equilibrium and imagination.

Language:

Speaks in full sentences.

Asks many “why” questions.

Recognizes letters and few sight words.

Repeats parts in a story having read it before going to sleep.

Plays using expressive vocabulary.

Cognitive:

Picks up little environmental cues.

Categorizes and classifies toys.

Recognizes numbers up to 15.

Knows cause and effect (when plants are dry, they need water, mixing paint, gives colors).

Independently solves puzzles.

Social-Emotional:

Shows affection to relatives.

Plays along with others.

Shows compassion as other people are distressed.

Wary of strange children.

Grows silent when depressed or angry.

Self-Help:

Dresses, with some a few words of recall.

Picks and removes school bag by himself.

Washes hands using soap and water.

Brushes teeth with guidance.

Maintains lunchbox, but does not eat selectively.

X. Child’s Emerging Skills

Motor (Fine/Gross):

Practicing how to skip and hop on one foot.

However, it is possible to develop ball-throwing and catching accuracy.

Teaching greater handwriting consistency.

Training to fasten on buttons.

Instilling endurance to play outside.

Language:

Studying to voice in groups.

Building up vocabulary based on new descriptive words.

Starting to rhyme the words.

Learning to describe feelings by words.

Beginning to inquire to find clarifications.

Cognitive:

It is appropriate to start adding with objects.

Discovering the concept of time (yesterday, tomorrow).

Increased understanding of story (main idea, setting).

filtering by several dimensions (shape and color).

Practicing endurance in less of the preferred tasks.

Social-Emotional:

Practicing Breaching peer play freely.

Coming up with ways of dealing with sadness.

Learning to share whenever one plays with a group.

Getting more independent in breaking up with mother at school.

Developing the belief in sharing needs with peers.

Self-Help:

Eating an increasingly broad range of foods.

Practicing Zipping/buttoning clothes.

Training about how to always pack away toys.

Learning how to fall asleep on her own.

Increased capacity of recalling daily activities.

XI. Interests, Likes, Dislikes of child.

Likes/Interests:

Assemble toys, cars, trucks.

Playing outside doors, climbing, running and cycling.

Painting and mixing colors.

Bedtime reading and storybooks.

Playing with relatives and friends.

Dislikes:

Some food textures (e.g. ham, vegetables).

Messy or sticky hands.

Not listened to when playing or conversing.

Dropping off and leaving mother.

Loud peer conflicts.

XII. Learning /Behavioral Needs of Child.

Generally, Logi is doing fine but his parents showed that there are some areas that he requires extra support. Another is his dietary behaviors which are quite selective in food and he is usually stubborn about vegetables or new meals. The promotion of his eating new foods and the development of more regular mealtime habits would help to reinforce his dietary intake and eating independence at the table. His other area of need is his emotional expression. Logi enjoys keeping to himself when he is frustrated or upset instead of expressing himself. He could be given some guidance and tricks to release these emotions by being more open so that he can find healthier ways to deal with frustration. Another developmental priority that is cropping up is social confidence. Although he likes playing with his then-known friends, he might be shy to start interactions with new classmates, which implies that he might require a soft approach and organized the time to execute social enterprises. Besides, his language confidence would need a series of more opportunities to express themselves in group activities that might assist him to project his voice better and actively engage in negotiations. Lastly, such self-help skills as putting clothes together, eating by oneself, and following a bedtime routine are other methods under which regular practice will enable Logi to become more self-reliant and assured when it comes to executing everyday activities.

Reflection

What I did well:

During the parent interviews, I was a professional but I was open and allowed both the parents to express their views freely. My follow-up questions were open-ended leading to widespread answers, which offered valuable information about Logi, his home life, strengths and challenges. I also made the parents feel at ease which facilitated healthy and frank communication.

What I could do better:

In some cases, I did notice that I was not very good at trying to pre-plan the preparation of all of the developmental domain questions which caused me to overly depend on spontaneous prompts. This sometimes meant the lack of time to discover some spots deeper. Another issue that I have realized in my notes is that they did not have the necessary specificity when the parents moved rapidly through their topics.

Steps to take towards improvement:

I will also make a systematic interview guide next time with some related questions attached to the five developmental domains. I shall also observe active listening skills that will enable me to get more accurate wording. The presence of a recording device (with permission) would also mean that some information cannot be omitted, which would improve the quality of my summaries.

Interview with teacher.

I. Pseudonym for Child

The pseudonym I chose in this assignment is Logi. He is a typical 5-year-old male child who is in one of the kindergarten classrooms.

II. Teacher(s) Interviewed

The interviewed person is the present kindergarten teacher of Logi Mrs. Martinez. She is over twenty years in the teaching profession; she has worked with children of different stages of development. Mrs. Martinez also sees Logi on a daily basis and is the one to monitor his academic performance, social, and classroom activities. She also liaises with the support staff and talks to his parents often to facilitate continuity between school and school.

III. Raw Notes

Session 1 -September 27 (Classroom, 20 minutes),

Mrs. Martinez reported that Logi is a thoughtful and sensitive child who is willing to learn and keenly observant of what goes around him. She described how Logi is interested in learning at an early age especially in mathematics, when you can see his eyes brighten when he is introduced to a counting game or a problem-solving activity. She observed that Logi is very self-contained at his age and he usually waits patiently till his turn comes and empathizes with others who are not doing well. However, she also said that he sometimes has been reluctant to contribute to group discussion when there are many people, instead privately talking about his ideas with a close friend.

Session 2 -September 30(Classroom, 20 minutes)

During this session, Mrs. Martinez considered the way Logi gets along with people. She described that though he likes playing with peers and was well-liked in general, he prefers to play near classmates who he is familiar with and is less likely to take the initiative in starting a play with someone who he does not know well. She stressed that he likes structured group activities in which there are roles, as these make him confident enough to get involved. She also reported how Logi might get discouraged when he is sure that he is not performing a certain task properly by even at times withdrawing briefly before coming back with encouragement. Even with such moments, she complimented his perseverance attesting, he always tries again even when he requires some push.

Session 3 -4 October (Classroom, 20 minutes)

In the third session, Mrs. Martinez went on to elaborate on the academic growth of Logi. She noted that he has good early literacy including letter recognition, words rhymes, and story retelling. He has a good understanding, but sometimes loses some information when the story is long. She also talked about fine motor development that he can hold a pencil in the proper way, he can cut lines with a scissor, and construct elaborate constructions with blocks. Mrs. One area of Martinez noted to be of concern was his choosing to eat selectively in school time. She clarified that Logi usually dislikes some types of textures and he does not eat all his food, thus this could affect his energy during afternoon activities. On the whole, she wrote that he is a bright, sensitive child who is improving in all areas but needs help in gaining confidence and finding autonomy.

IV. Interview Log

Date	Time Began	End Time	Total Time	Setting
9/27/2024	2:15 PM	2:35 PM	20 minutes	Classroom
9/30/2024	2:15 PM	2:35 PM	20 minutes	Classroom
10/04/2024	2:15 PM	2:35 PM	20 minutes	Classroom

Justification:

These interview sessions would be determined right after the classroom finished its lessons as per the availability of the teacher. This proved to be very advantageous because by having the interviews in the classroom the teacher can think about how Logi is performing with in the same place she sees him day in day out. The various sessions were more informative in academic, social, and behavioral dimensions.

V. Pertinent Demographic Information

Mrs. Martinez states that Logi is a typical five-year-old child who is in a full-day kindergarten program. He engages in the classroom lessons, group activities and recesses with other children of the same age. His character is characterized as mild, easy-going, and attentive and favoring systematic ways. He has no known disability.

The Child’s Current Abilities

Motor Skills:

Logi has the age-related ability to display gross motor skills including running, climbing, and ball games. He has good fine motor control; he can hold a pencil in his hand properly, cuts with a pair of scissors, and can manipulate tiny objects.

Language Skills:

He speaks in complete sentences, responds to teacher questions in a proper manner and is starting to retell stories in detail. His vocabulary is increasing and he is beginning to rhyme words.

Cognitive Skills:

Logi is able to work with numbers and likes math games. He is able to identify the patterns, group objects and remember the stories. He can think logically when trying to solve puzzles or construct buildings.

Social-Emotional Skills:

He is compassionate to peers, cooperates when working towards group activities and adheres to classroom routines. He develops friendships rather easily, however, he feels surer around people he already knows than when around new acquaintances.

Self-Help Skills:

He handles his personal seldom, lunchbox and backpack on his own. He is a routine follower because he is reminded to wash his hands and clean his house.

The Child’s Emerging Skills

Motor Skills:

Logi is learning more skills related to the handling of a ball such as catching and throwing the ball with precision. His work on more complicated fine motor tasks, including coloring between the lines, is being practiced.

Language Skills:

He is training to speak with group and project his voice better and describing emotions more clearly. His narration is becoming better, but lacks detail or chronological order.

Cognitive Skills:

He is starting to add and subtract with the help of manipulatives, extending his sight word recognition and learning to focus on longer lessons.

Social-Emotional Skills:

He is building up the courage to take the initiative to play with newer acquaintances and learning to cope with frustration when the task is perceived as challenging.

Self-Help Skills:

He is striving to gain independence in eating more diverse food and ability to dress, tying buttons and zippers.

Interests, likes and dislikes of the Child.

According to the report made by Mrs. Martinez, Logi likes to play with blocks, solve puzzles, and attend math classes. He is especially attracted to toys and activities connected with construction. He also loves music and is very responsive to any song and rhythms related activities. Some of the things he hates include food that has unpleasant flavors, activities that are messy and leave his hands sticky and being neglected or overlooked during conversation.

The Learning/Behavioral needs of the Child.

The main requirements of Logi are that he must be able to gain confidence in speech in group work, that he develops his comfort with strangers, and that he learns to be able to express his feelings when angered. He also needs to be motivated to consume more and more different types of foods in school to facilitate energy and concentration. More practice of activities of self-help, including fasteners of the clothes and the regularity of his feeding, will also advance his independence.

Reflections

What I did well:

I came up with intelligent questions that prompted the teacher to give extensive information about how Logi has developed. I also made it comfortable and respectful and thus enabled her to converse freely.

What I could do better:

Sometimes I paid more attention to academic abilities and I might have raised more questions concerning social-emotional progress and self-help routine.

Steps to take towards improvement:

In future, I will be more prepared by ensuring that I create a more balanced question guide and actively listen to elicit more information on each of the developmental areas.

DAILY ACTIVITY PLAN 1

Child’s name: Aiden Date: October 10, 2024

III. Objective:

Promote the language confidence of such a student, by urging Logi to project his voice, especially when conversing in a group.

IV. Daily Routines:

Group reading and circle time.

V. Activities:

Provide Logi with some encouragement to ask questions during story reading and to tell about his best moment in the book. Give him chances of conducting a brief show-and-tell.

VI. Engagement through Interests:

Choose books about cars and building, something he is interested in getting engaged in.

VII. Teaching Techniques:

Promote clear speech by use of open-ended questions and positive reinforcement.

VIII. Help Strategies:

Provide sentence starters in case he is hesitant and roleplay louder replies.

IX. Natural Consequences:

In the event that he speaks in low tones, other students may fail to catch what he is saying and this demonstrates the importance of projecting.

X. Progress Tracking:

record the anecdotal observations regarding how often and how clearly, he wishes to participate.

DAILY ACTIVITY PLAN 2

Child’s name: Logi Date: October 12, 2024

III. Objective:

Become more able to be self-sufficient during mealtimes: strengthen Logi by getting him to introduce new foods.

IV. Daily Routines:

Lunch and snack time.

V. Activities:

Experiment with small portions of new foods in parallel with those that he likes and motivate him to integrate them and characterize them.

VI. Engagement through Interests:

The child plays with food items in fun shapes (e.g., cars or blocks) and adapts them to his interests in play.

VII. Teaching Techniques:

Praise tries to taste and describe the flavors with the help of descriptive words.

VIII. Help Strategies:

Be non-pressurizing and encouraging; eat the same foods.

IX. Natural Consequences:

In playfully trying new things, Logi learns things like to find good taste and receive more energy.

X. Progress Tracking:

Notes on the food tried and his readiness to try on a checklist.