Presentation/Assigment

Child’s name:

Dmitri Danilov

Child’s age

9 years

Child’s grade:

Fourth Grade

Child’s academic achievement:

Dmitri is doing well

Child’s main academic interests:

Reading non-fiction books, and writing, play games

Child’s relationships with classmates:

Dmitri loves to play with his peers. He enjoys having conversations with children who share the same interests. He also enjoys recreational activities with his friends in school and afterschool.

Child’s relationships with the teacher (other authorities):

Dmitri respects his teachers and other authorities. He understands his role as a student in the classroom. He often seeks individual attention from his teachers and loves to be recognized for his efforts and accomplishments.

Socio-economic status of the child’s family:

Dmitri comes from a low-class family.

Child’s family composition

Dmitri resides in a single-parent household. He resides with his mother and with eldest brother 22 years, who is now studying upstate in college.

Child’s family atmosphere

Dmitri lives in a warm and carrying family.

Child’s relationships with relatives

Dmitri has a great relationship with his grandfather, grandmother, aunt, and uncles.

Presence/absence of child’s special need(s):

Dmitri does not have any special needs.

Presence/absence of IEP or any therapy sessions

Dmitri does not have an IEP, but receives individual support in the classroom to help him stay on task. Dmitri sees a social worker once a week to talk about his feelings. He started receiving help in the second grade when the teacher noticed he had some behavior issues in the classroom. Some of these behaviors included disruptive behavior like, fidgeting, playing with an object, making noises, or refusing to complete his work. Getting Dmitri to stay on task was a challenge, so the teacher and parent needed to come up with a plan to get him to focus.

The sequence of the child’s activities under observation

The teacher assigned the child to read a book, and then Dmitri answered questions about the book.

The main task the child is accomplishing while being observed

(describe in detail)

The main task is to observe how Dmitri will concentrate on the given task and assess his reading skills.

Something else what observer believes is important to know about the child.

Dmitri loves playing gambol, reading books, creating comics of his own, drawing

What an observer sees (it is reality, it is objective)

What an observer thinks about it (subjective opinion and interpretation)

1.

The teacher prepared several books and said: “It’s time for ELA. Choose your book” Dmitri picked up a book named “The golden sword” and sat down, waiting to hear directions from the teacher.

Dmitri was excited to choose a book on his own.

2.

The teacher says, “Begin to read,” and Dmitri read the cover page, then turned the page and begins reading the story.

Able to follow teacher’s guidance.

3.

Dmitri stopped in the middle of the sentence on the second page of the book, and he looked confused. The teacher says, “Look at me one time, “If you run into a tricky word, and you can’t stretch it out, skip it.” Dmitri asked to skip the question.

Dmitri looked confused and upset that he did not know the word.

He is able to use coping skills when he’s upset.

4.

Later, Dmitri reached a tricky word and asked to skip the word again. The teacher says, “Dmitri let’s try to stretch the word before you skip it” Dmitri does not want to try and said, “I don’t know, let just skip it.”

Lack of effort in case of failure.

5.

Dmitri finished reading the book. The teacher says, “Okay, let’s close the book, and I will ask you some questions. Are you ready?” Dmitri closed the book, gave it to the teacher. He responded yes, by nodding his head, letting her know that he was ready.

Listen and follow directions.

6.

The teacher asked, “What is the name of the story? Dmitri says, “The golden sword.”

Remains focused on the activity at hand.

7.

The teacher says, “Good job! Could you tell me what happened at the beginning of the story?” Dmitri answers, “I forgot because I was not looking at all the pages.” The teacher looked at Dmitri and said: “Remember when you are reading a book, it is important to look at the words, listen to it and look at the pictures so that you can understand it.”

Dmitri is honest and trustworthy during his answers.

Shows respect to a teacher by carefully listening to the comments.

Responds appropriately when corrected.

8.

The teacher says, “Alright, let’s move forward. What do you think the book is about? Dmitri smiles and answers “Golden Sword”

Always enthusiastic when answers the questions.

9.

The teacher says, “Who are the characters in the story?” Dmitri took a pause and then said: “Sam, its Greg, Ruby , and Bob.”

10.

The teacher says, “Do you know where the setting was in the story? Dmitri asked a question, “What is setting? The teacher says, “A setting is where the story takes place. Where are the characters?” Dmitri gingerly answers, “They are in the backyard.” “Excellent, now you know what setting means,” the teacher says.

Perseveres when faced with difficulty by asking questions and trying his best.

Dmitri is able to ask for help.

11.

The teacher says, “Could you tell me what happened in the middle of the story?” Dmitri answers, “They trade it.” The teacher asks, “Who trade it?” Dmitri explains, “Bob!” The teacher asks, “What did he trade?” Dmitri answers, “sword.”

Answers are very short.

Dmitri is not extensive in his vocabulary.

12.

The teacher says, “Alright, we are almost done. Do you remember what happened at the end of the story?” Dmitri answers, “Yes, Greg swung his sword at up to the sky.”

Dmitri started losing interest by looking at different things around the room and playing around on the chair.

13.

The teacher praised Dmitri and went over the story one more time. Then the teacher went over all the skipped words together. Dmitri was able to read the tricky words.

Exhibits a positive outlook and attitude in the classroom.

Dmitri finished the activity.

Specify the two theories that are applied to the child’s behavior analysis in your Inferences:

1) Cooperative Learning

2) Psychoanalytic Theory

The sources which represent these theories are:

Cooperative Learning

Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379. Retrieved from https://search.proquest.com/docview/ 216903269?accountid=14375

Psychoanalytic Theory by Erik Erikson

Bae, Y. (1999). Human development: Theories and learning futures. Futurics, 23(3), 12-33. Retrieved from https://search.proquest.com/docview/ 219813343?accountid=14375

Text of Inferences:

“Cooperative learning has steadily progressed to being one of the dominant instructional practices throughout the world and is now utilized in schools and universities throughout most of the world in every subject area” (Johnson & Johnson, 2009). Cooperative Learning consists of five key elements, such as positive interdependence, individual accountability, face to face (promotive) interaction, interpersonal and small group social skills, and group processing. It is obvious that Dmitri has good cooperative skills. He is easily sharing his toys, materials, and ideas with other peers in the classroom and after school plays. 

Based on the collected data about Dmitri, his social-emotional development displays that he is altruistic.Dmitri likes to share with his peers; however, at the same time, he doesn’t want to give advice to others regarding their work and voluntarily assist the teacher. During the observation, Dmitri seemed a little bit shy at some points, so I can assume that he feels discomfort in taking the initiative in some activities. Also, Dmitri can follow the teacher’s instructions, and he can use the knowledge that he received from his teacher and peers during the activity, listen to other’s comments, rather it would be positive or negative, etc. These signs show that he is cooperative.

Based on his social development, marcs demonstrates an altruistic and cooperative approach in his behavior.

According to Erik Erikson’s theory of psychosocial development, the socialization process consists of eight stages. The stages are Trust vs. Mistrust (infant to eighteen months) - virtue developed is hope; Autonomy vs. Shame/Doubt (from eighteen months to three years old) – virtue developed is will; Initiative vs. Guilt (from three to five years old) - virtue developed is purpose; Industry vs. Inferiority (from five to thirteen years old) - virtue developed is competency; Identity vs. Confusion (from thirteen to twenty-one years old) - virtue developed fidelity; Intimacy vs. Isolation (from twenty-one to thirty-nine years old) - virtue developed love; Generativity vs. Stagnation (from forty to sixty-five years old) - virtue developed care, and Integrity vs. Despair (from sixty-five years old and older) - virtue developed wisdom. “Erikson believed that the individual has neither a set personality nor a character structure. The individual will continue to develop and redevelop his or her personality throughout life. All the stages in his theory create a pattern of development that results in a person’s unique psychosocial personality” (Bae, 1999). Dmitri is currently going through the Industry vs. Inferiority stage of Erik Erikson’s theory of Psychosocial Development and developing the virtue of competency. Based on the observation and collected data records, I can say that Dmitri has more positive than negative outcomes in succeeding in this stage. He builds good relationships with his teacher and peers. Dmitri can accept help from others and incorporate it into his activity. He likes it when his achievements are recognized and praised, this develops his industry. On the other hand, he receives constructive criticism from his peers, teacher, and parent during the activities, which builds his inferiority and will help Dmitri accept critics in his future life. 

Based on the observation as a whole, Dmitri enjoys being part of a team, group, or club, he is very communicative and likes different activities. Dmitri accepts feedback, but has difficulty to provide feedback to others. He can express his emotions in a socially appropriate matter. Dmitri follows the teacher's instructions and given timeframe for the activity.

References:

1. Bae, Y. (1999). Human development: Theories and learning futures. Futurics, 23(3), 12-33. Retrieved from https://search.proquest.com/docview/219813343?accountid=14375

2. Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379. Retrieved from https://search.proquest.com/docview/216903269?accountid=14375