CHILD REPORT

Presented by:

Maximillian Robespierre

Presented to:

Dr. Bridgette Cassidy

Course: EEX 4313

Fall 2024

I. Pseudonym: Aiden

II. Raw Notes

Wednesday, September 25, Aiden was sitting on the art table with five other children, they were learning about corn and Aiden and his group each had an ear of corn, paper plate, toy tweezers, and yellow paint in front of them. Aiden sat on the chair looking at the corn for about a minute before he touched it with one finger then moved his finger quickly. He was looking around the table and looking at the other children, then he reached for the corn again. The paraprofessional told him to try to pick it up and he shook his head and continue watching other children interacting with the corn. Aiden was watching the paraprofessional while she plucked out few corn pieces and placed them on Aiden’s plate then he picked up few pieces looked at them before he placed them on the plate and counted them. The paraprofessional attempted to place the ear of corn in his hands, but Aiden refused to open his hands or to touch it. The teacher called Aiden and spoken with him privately, then he walked back to the table and sat on his chair watching other students without him touching anything. When the rotation bell rang Aiden stood up by the chair and took off his painting smock and placed it inside a blue basket. Them with his group he went to the writing station and sat down. He was handed a paper with some pictures and words, Aiden reached for a pencil and wrote his name then he traced some words (corn-fall-pumpkin-leaves) while sounding out the letter sounds, then the teacher asked him “what color is corn?” to which he replied, “it’s yellow” then she asked “where do you get corn?” he said “ mommy gets it from the store”. For the next rotation, Aiden and his group were in the blocks area. Aiden told his friend “Let’s build a big farm” his friend agreed and the were playing with the blocks when another child asked to join Aiden agreed but the other child said no, then Aiden suggested that the other child can fetch the farm animals while they build the farm, and the child agreed. They continue building and adding and adjusting their structure until the rotation bell rang. All the children gathered at the carpet sitting on their assigned spots. The teacher played a video about corn farming on the smart board and Aiden, every now and then, was talking to the child sitting next to him and each time the teacher prompted them to pay attention. When the video ended the teacher started a discussion about corn and farming, Aiden raised his hand and when the teacher calls on him, he said “I have a dumb truck and a green tractor at home.” He was talking about the farming vehicles that he recognized and what they do. Aiden was sitting on the carpet while the teacher and other students talking. The teacher called students to line up to go to recess, the students have pre-assigned line order, one student at a time. The teacher called on Aiden first since he was the line leader for the week followed by the door holder. When the teacher called Aiden to line up, he got up and walked toward the door and stood on the number one sticker on the floor by the door with his right arm raised up and his two fingers making the peace sign. The teacher gave Aiden the signal to start walking and Aiden lead the class out the door.

Friday, September 27, students were lining up to go to Physical Education class at the school pavilion. The teacher called Aiden to line up first since he was the line leader of for the week then followed by the rest of the class. As the students were walking out the classroom door, Aiden was whispering to the student directly behind him. The teacher was reminding students to refrain from loud noises in the hallways. The students arrived at the pavilion where the PE teacher was waiting for them with Aiden leading the group. Students were asked to then remove their IDs from around their necks and place them in the designated bin. The teacher split the students into groups with Aiden being with the group sitting closer to me. The PE teacher was giving instructions on the activity of the day, the activity is called Scooter Soccer. The teacher then splits the students into teams and each team member sits on a scooter and scoots around the designated field and pass the ball to their teammates until scoring or time runs out. Aiden was in the first group to go but before the PE teacher says go, he stated the rules and expectations for the activity, then instructed each team to walk towards their goal and reach for a scooter to sit on. Aiden got up and walked toward his team’s goal while talking to another student. Aiden grabbed a green scooter, and a student told him to “get the red one, it’s better” then Aiden switched to the red scooter. Aiden and the other student were scooting back and forth while giggling, then the PE teacher told the students to get ready and that the game starts at the whistle. At the whistle, Aiden and all participants started scooting around and chasing the ball while yelling and shouting to each other. Aiden slipped off the scooter few times but got back up each time and resumed playing. Three minutes in and the teacher whistled indicating end of match. Aiden and everyone stopped moving. The teacher told them to leave the scooters in place and instructed them to drink water before they walk back to their designated spots. The teacher divided the second group into two teams and did the same, while Aiden and his group sat down and cheered. Aiden told the student next to him “I want our team to be the winners” the student nodded and both giggled. Three minutes later that match ended, and it was Aiden’s group again, so Aiden and his group walked into the field and assumed their positions. Aiden, again, reached for the green scooter and the same student told him to get the red one so he did. Aiden was sitting on the scooter and as soon as the whistle went on, he and the other students were chasing and kicking the ball, again Aiden slipped off the scooter few times and each time he got back up and resumed scooting. The whistle went off and Aiden and the other students got off the scooters and went to drink water before they walked back to their designated spots. The teacher was talking to the students and told them” Clap once if you had fun today”, Aiden and his classmates clapped once, then Aiden raised his hand and when the teacher called on him, he said that he is thirsty, and the teacher told him that he can drink. Aiden then got up and walked to get his water bottle to drink then he returned to his spot. The PE teacher gave everyone their ID back and told the students to line up. Aiden lined up first then followed by the rest of the class. The teacher arrived and told Aiden to lead the students back to their classroom. As they returned Aiden walked straight to his seat. The teacher told the students to drink water and sit for a minute to “cool down.”

Wednesday, October 2, Aiden was by his cubby unpacking his belongings alongside some other students; first he took out a folder and placed it in a bin labeled “communication Folders”, then he took out his water bottle and lunchbox and placed them on a table next to some water bottles and lunchboxes, and last, he placed his backpack inside the cubby that’s labeled with his name. Aiden then went and sat on his assigned seat where there was “Morning work” on his desk. The teacher reminded him to print his name first, Aiden was working on his worksheet then school news was broadcasting and Aiden shifted focus to the smartboard. He was between watching the school news and working on his paper. He raised his hand and told the teacher “I’m done” the teacher asked if he wrote his name, then Aiden smiled and picked up his pencil and said, “I forgot” and wrote down his name, the teacher then told him to place his finished work in his mailbox, so he did. Then Aiden walked to charging station and took his Chromebook and went to his seat then started working on the computer. The teacher was calling on the students by groups to sit on the carpet, and the teacher called Aiden and his group, and Aiden closed the Chromebook, placed it on the side then walked to the carpet and sat. The teacher told them that “We don’t have school tomorrow,” and Aiden looked at the boy sitting next to him and said, “I’m gonna miss you.” The Teacher held a book on her hand and asked if anyone call tell her name of the book. Aiden raised his hand, but the teacher called another student and Aiden turned to look at the student. The student did not name the book correctly and Aiden raised his hand again, but the teacher called on someone else. Aiden then lowered his head and looked down. After few students did not name the book correctly, the teacher looked at Aiden and asked if he wants to try. Aiden then smiled and nodded, he said, “Stellaluna.” The teacher exclaimed, “that’s right Aiden!” and Aiden was giggling and wiggled his body. The teacher read the book while everyone seated on the carpet, Aiden kept moving his body closer the teacher and focused on the book. When she finished the book, she asked the student to name the characters. Aiden and other students raised their hands, and the teacher was calling on the students to answer. Then she asked, “what do you think was the setting?” Aiden and other students raised their hands, but Aiden did not get a chance to answer. Students went back to their seats and Aiden sat on his seat and started crying. When the teacher approached him and asked him why he was crying, he said, “I didn’t get to answer.” The calmed him down and resumed teaching. Students are working on retelling Stellaluna activity, Aiden was cutting pictures of the story sequence and pasting them onto a sequence sheet. After he finished the activity, Aiden raised his hand and said, “I’m done.” The teacher asked him to make sure he wrote his name on the paper before placing it in his mailbox, Aiden then checked, and he printed his name and placed it in his mailbox. The teacher then called for “Brain Break,” where she displayed a sight word song on the smartboard. During writing, students were to write, “I like to play.” Aiden was writing in his notebook. The teacher called students to line up for lunch with Aiden being the line leader. Aiden walked out the door when the teacher gave him the signal. When arrived at the cafeteria, Aiden sat at their assigned table, opened his lunchbox, and took out his food. Aiden was talking with the students sitting at his table. Aiden did not finish is food when lunchtime was over, he told the teacher that he did not eat his food when he lined to go back to the classroom. In the classroom, students are having recess; Aiden and two students were building what they called, “a racetrack.” Aiden went to the bathroom and when he came back, the racetrack was gone, and the two students were playing elsewhere. Aiden then sat on the ground where the track was, and he was just looking at the pieces. When the teacher called students to clean up, Aiden was cleaning up by himself, he placed the toy box back in place and returned to his seat .

III. Observation log

Date	Time Began	End time	Total time	Observation Setting(s)
9/25/24	9:00	11:00	2 hours	classroom
9/27/24	12:00	2:00	2 hours	PE- Classroom
10/2/24	8:00	11:00	3 hours	Class-cafeteria

Justification:

The days and hours of observation I have selected based on the availability of the teacher and the student since he has been absent few days of the observation week. I also attempted to observe the child on different days and on different settings to not only capture different interactions of Aiden, but also to track consistency, or lack of it, his mood, his behavior, his interactions, and other observable actions. I also wanted to track his developmental domain across multiple settings.

IV. Pertinent demographic information

Aiden is a typically developing five years old. He seemed interested in the topic “Corn Farming,’ and he was engaged by asking questions and making comments. I noticed that Aiden stutter when initiates conversations, but it disappears after the first few words. I also noticed conflict resolution skills when he offered an alternative to his peers during block time. Aiden can comprehend and follow commands such as when his teacher told him to line up for recess, he stood up on the carpet and walked toward his water bottle then proceeded to the assigned spot for lining up. He can also recognize labels posted in his classroom, and able to read many sight words. Aiden’s fine motor skills are at his age level, he can write words and use the scissors and glue stick to cut and paste. He understands parts of story and can retell some details, he can also sequence events such as beginning, middle and end of story. I noticed that Aiden is much smaller in size than the children in his class.

V. Current Abilities

a. Motor Skills:

i. Aiden can write the alphabets.

ii. Aiden can properly hold and use scissors.

iii. Aiden can ride tricycle.

b. Social/ Emotional:

i. Aiden can play pretend.

ii. Aiden shows kindness to other students.

iii. Aiden can express his likes and dislikes.

c. Self-Help:

i. Aiden does his tasks independently most of the time.

ii. Aiden packs and unpacks independently.

iii. Aiden asks for assistance when he needs it.

d. Cognitive:

i. Aiden can add single digit numbers

ii. Aiden can write his name

iii. Aiden knows the alphabets

e. Language:

i. Aiden can answer questions

ii. Aiden can comprehend commands

iii. Aiden can communicate with friends

VI. Emerging skills

a. Motor Skills:

i. Aidne is learning to hop backwards at least five times.

ii. Aiden is working on his ability to plug-in the charger to his computer.

iii. Aiden is learning to button and unbutton.

b. Social/ Emotional

i. Aiden is working on verbally expressing his emotions.

ii. Aiden is learning to stand up for himself.

iii. Aiden is working on saying goodbye to mommy in the morning.

c. Self-help:

i. Aiden is learning to ask for help instead of giving up on a task.

ii. Aiden needs to remember to write his name on his class worksheets.

iii. Aiden is working finishing his food on time.

d. Cognitive:

i. Aiden is learning to remember to write his mane (short term memory)

ii. Aiden is learning to subtract single digit numbers

iii. Aiden is learning reasoning (grandparents will come back)

e. Language:

i. Aiden is learning to use words to express his emotions

ii. Aiden is learning to read storybooks

iii. Aiden is learning to distinguish uppercase from lowercase P, O, W, and F

VII. Interests and Likes:

Aiden seemed interested in playing with blocks and cars or trucks. He enjoyed story-time, and he was focused on the book. He also enjoyed narrating what he is doing, and he like to play with his classmates.

Dislikes:

He did not like touching the corn, I thought it might be the texture or sensory. He also did not enjoy saying goodbye at the end of the day.

VIII. Child’s Learning/ Behavioral Needs

Aiden is a typically developing child. Based on my observation, I believe that Aiden needs social and emotional support. I noticed that Aiden had difficulty expressing his emotions few times; for example, on the first observation when Aiden was uncomfortable touching the corncob, but he did not express his emotion. Also, on the last observation when the students broke down the racetrack, he did not express his visible sadness. Aiden also needs support in self-help. Aiden was taking longer than everyone in his class to eat, he also forgets to write his name on his work almost all the time.

Reflection:

The school that I chose to do my observation in is the school my children attended and where Aiden who happened to live next door to us attending. I chose this school not only because my own children attended but because I want to become a special education teacher there as well. I chose to break down my hours into three different days, not only because my schedule, but I wanted to observe the child during different days; I wanted to make sure that my observation captures more than a single day mood. I also wanted to cover multiple activities and multiple themes if possible.

What I did well:

I believe, was able to remain focused on Aiden throughout the time and did my best to remain objective. Although it was a challenge for me, I was able to stay with one subject and not shift focus on other students.

What I could do better :

I could have employed other methods for documentation and data gathering such as audio recorder to keep up with the pace. I could have also preset my targeted areas for observation because I missed few things that I did not document on the notes.

Steps to take towards improvement:

For the next report I will request permission to use audio recorder for documentation. I will also arrive ahead of time to get myself situated and ready for the task. I will also ask the teachers advise on what or how to improve my observations.

Parent Interview:

I. Pseudonym: Aiden

II. Family Members:

I have interviewed Aiden’s mother and his father on separate days based on their availability. Aiden’s mother is a registered nurse that works at a hospital, she works twelve hour shifts four days a week. On her days off, she takes him to and from school and tries to spend as much time as she can with Aiden. Aiden’s father is a businessperson and works five to six days a week and his hours are more flexible than mom. Mostly dad takes him to school, and either dad or mom picks him up from school depends on who is available. Aiden’s grandmother “Ma” does not speak English, and his grandfather “Pah” understands more that he can speak but he is able to communicate adequately, he also helps with school drop off and pick when he is around.

III. Raw Notes:

Thursday, September 26. schools were closed today so Aiden stayed home with dad since mom was working. The interview took place at Aiden’s backyard and Aiden was feeding the ducks. I asked dad if likes Aiden’s current school, he stated that in the mornings Aiden is eager to get dressed and go to school to see his teacher and his friends. He said that it makes him happy that Aiden is enjoying his time in school. He also said that last year Aiden used to get in trouble for talking too much but this year so far, his teacher did not complain. Dad said that Aiden is generally “a happy kid” and he enjoys the outdoors and likes learning new things, he stated that Aiden misses his grandparents, and he cries in some nights. When I asked dad about Aiden’s routine at home, he smiled and replied, “he has a routine?” then he went to explain that grandparents played a big role in the daily routine from school pick up to dinner time and his bedtime, but since they left which was four weeks ago Aiden have not had an established routine. He and his mom are working on one, but not there yet. Dad said the biggest challenge for him is dinner time, this is when Aiden resists and “finds excuses” to avoid eating. Aiden came and asked dad if he can get more bread because “the ducks said that they are still hungry, and they can’t play with me if they don’t get more bread.” Dad went inside to bring more bread while Aiden is sitting surrounded by about seven or eight ducks, when dad brought the bread Aiden, and the ducks ran towards him. Dad continued to say that he thinks Aiden takes advantage of him when mom is not home because he sees him behave differently when she is around. He told me that he used to change Aiden’s clothes until mom told him that Aiden can change by himself and when mom asked him why he said that “Dad likes to help me” dad said that he was surprised not because Aiden can change his clothes independently but because he was able to manipulate him. Dad said that he is still working on “not being manipulated by a five-year-old” and that did bring him closer to Aiden. Dad said that he fears “doing the wrong thing” all the time and he wants to be the “best parent” that he can be. Dad talked about how we live in a different time than when we grew up and he knows that he cannot use how he was raised as a guide because children go through experiences that we ourselves still working on understanding. He said, “I know that there isn’t a manual for parenting, but sometimes I wish there was.” I asked dad what his expectations for this school year for Aiden are, he said, “I’ve never thought about that” then he said that he wanted Aiden to continue growing and to continue being curious. Dad expressed few concerns that Aiden might face some challenges in school due to his small frame, he said that he worries that he might be bullied for it before he brushed it of by saying “I’m sure that probably won’t happen but the thought keeps creeping in.” Aiden came to his dad and asked for water, and that marked the thirty minutes, which meant that the interview had ended. I said goodbye to Aiden and his father.

Saturday, September 28. Today mom was home, and dad had left to work about two-hour prior. The first part of the interview took place in my backyard since Aiden and my daughter were playing, then we moved it to their backyard because the children wanted to play with the cars. I asked Aiden’s mother the same question I asked dad which is if she liked Aiden’s new school. She said that she is happy with the school not only because the school is remarkably close but because Aiden now has many friends that live in the neighborhood. She is also pleased that he loves going to school because he “loves his teacher and the teacher’s aide.” Mom told me that in his previous preschool, she felt that Aiden was under stimulated and that he used to complain a lot. She said that towards the end of the school year he used to be sent to the principle’s office frequently and she learned about that from him; when she contacted the school they confirmed. She said that she sees the difference in his eyes when he is going to school and when he comes home from school. I asked mom about her expectations for him this school year, she said that she expects him to show some physical growth since he is very petit and to expand his knowledge and as long as he is showing improvement it doesn’t matter where he ends up. She continued saying that Aiden is very smart, and he is always eager to try new things, and she is sure that this is a very good sign. Aiden came and asked if he and Zeena can go back to his house to play with his toys; at this point we moved the interview to their house. The interview resumed when I asked her about what dad had told me, which is that Aiden “Manipulates him,” she chuckled and said that she finds it amusing but she knows that it can get out of control quickly. She told me that since his grandparents left, Aiden have been experiencing some sadness and in the beginning she and dad did not know how to help him. Mom said that she talked to his teacher and gave her some suggestions and she is helping him. She said that she too is adjusting to that since they were immense help, and they all miss them and cannot wait to “get back to normal.” Mom told me that she did not realize how much she was depending on them until now, and that they play a significant role in their lives. I asked mom what some, if any, concerns that she has, she paused for some time then she said “we all fear the unknown right” then she said that her main concern that Aiden falls behind or if they cannot adequately provide for him. Mom stated that she tries to educate herself about the right and wrongs of parenting and it sometimes gets overwhelming for her. I asked her what her favorite thing about Aiden was, and she said, “I love everything about him.” She pauses for few seconds then she said, “It always lights up my heart when I see him trying to translate things to his grandmother,” then she continued, “He tries very hard to include her.”

Sunday, September 29 few minutes before we meet for the interview, I heard Aiden through my window calling for Zeena. I walked out to my backyard and saw Aiden standing by the fence that separate our houses and his mom was not far behind him; as I stepped out to great him, he said, “Can Zeena come over and play?” She started apologizing for the inconvenience and I assured her that it was fine and if possible, we could resume the interview, and she agreed. I asked her about Aiden’s strengths; she gazed for few seconds then she told me that Aiden started walking before he was ten months old, she continued by saying that he started driving, without support, battery operated cars when he was three years old, and he is compassionate when it comes to animals. Mom stated that Aiden has a “bubbly personality” and that he enjoys socializing with everyone and she continued talking about his ability to connect with people of all ages. Aiden approached and asked for something to drink, so mom took him inside came back out few minutes later. Mom continues by stating that she loves how special his relationship with Ma is. She said that Ma knows little English and Aiden knows little Nepali, but that does not stop Aiden from forming a special connection with his grandmother. Mom said that he enjoys spending time with Ma while she is gardening and Ma responds to him occasionally, she says Aiden likes to sit with her and talking with Ma for hours at a time. I asked mom what she expects Aiden to become when he grows up, she chuckled then she said, “I know if I asked him not, he would say construction worker” she continued laughing, “but I’ve never thought about what I wanted him to be.” She added “I guess it doesn’t really matter as long as he enjoys it,” then she added, “as long as it’s legal” then she laughed. Mom stated that Aiden is “very passionate,” and she was sure that whatever he ends up doing he will be “great at it” because he will do it with passion. She also added that traditionally immigrant parents wish their children to be doctors or lawyers because these are considered safe and reliable professions, but she does not want to pressure her child, but she says she wants him to find his own path. I asked mom if she has any concerns, she gazed off then she said, “Aiden have always had a small frame” and she expressed that she worries about bullying, she added that Aiden gets “very difficult” during meal times; she stated that he is a very picky eater and he keeps food in his mouth for too long. She said that when he comes home from school, most of his lunch is still inside his lunchbox, and in some days it is untouched. Then she added that his pediatrician told them that if Aiden is active and healthy they should not worry about this. Mom added that sometimes when Aiden is sad or gets upset, he shuts down and have tough time calming himself. She said that his teachers told her that Aiden does not express his emotions and that he shuts down. Aiden came and asked his mom to send him to take Taekwondo lessons with Zeena, she agreed and asked him to go back and play. Mom concluded by saying how proud she is of Aiden’s accomplishments, and she believes that he will continue to grow and amaze his family.

IV. Interview Log

Date	Time Began	End time	Total time	Interview Setting(s)
9/26/2024	6:00 PM	6:30 PM	30 minutes	Aiden’s backyard/ house
9/28/2024	5:30 PM	6:00 PM	30 minutes	Aiden’s house/backyard/my backyard
9/29/2024	5:30 PM	6:00 PM	30 minutes	Aiden’s backyard/ house

Justification:

I have scheduled the parents’ Interviews based on their availability. Aiden was present during all interviews. I also wanted to gain an insight of his family dynamics, cultural background, and his experiences. The interview provides information about Aiden’s strengths, interests, and some of the challenges they face at home.

V. Demographic Information:

Aiden is an only child, and he lives with both parents and his paternal grandparents. Grandparents are currently visiting Nepal and will return in December. Aiden’s parents came from Nepal in their early twenties to attend college and followed by his paternal grandparents few weeks before Aiden was born. He attended a private preschool for two years before starting kindergarten at a public school. Aiden speaks little Nepali since his grandmother does not speak English, but he prefers English.

VI. Current Abilities:

a. Motor Skills:

i. Aiden can drive toy cars.

ii. Aiden can jump on a trampoline.

iii. Aiden can kick and throw soccer ball.

b. Social Emotional:

i. Aiden can form friendships.

ii. Aiden follow rules.

iii. Aiden works well with others.

c. Self-help:

i. Aiden can ask for what he needs.

ii. Aiden can dress and undress independently.

iii. Aiden cleans up after himself.

d. Language:

i. Aiden can Aiden has

ii. Aiden can

iii. Aiden can

e. Cognitive:

i. Aiden can recall some previous events

ii. Aiden can remain focused on a task

iii. Aiden can express his ideas and thoughts

VII. Emerging Skills:

a. Motor Skills:

i. Aiden is learning jump robe.

ii. Aiden is learning to balance on one foot for at least five seconds.

iii. Aiden is learning to button his shirts.

b. Social-emotional:

i. Aiden is learning to recognize his emotions.

ii. Aiden is learning to express his emotions.

iii. Aiden is learning to manage his emotions.

c. Self-Help:

i. Aiden is learning to finish his meal in a timely manner.

ii. Aiden is learning to button his shirts.

iii. Aiden is learning to sort his laundry by color.

d. Language:

i. Aiden is learning new words in Nepali

ii. Aiden is learning to use he and she correctly

iii. Aiden is learning to wait his turn to talk

e. Cognitive:

i. Aiden is developing un understanding of directions (over, between etc)

ii. Aiden is learning to write his last name

iii. Aiden is learning to solve simple problems

VIII. Interests and Likes:

Aiden loves construction vehicles. He has so many toy vehicles and ones he can drive; he also has many books about construction. According to his mother, he prefers to play with older children. His mother stated that he likes to feed the duck in his backyard and he “can stay outside all day if you let him.” Aiden likes to play with my nine-year-old daughter, and he calls her “Zeena Dede” which means Zeena my sister in Nepali. Aiden enjoys helping his grandmother “Ma” in her garden, and he likes to tell her stories. According to his mother

Dislikes:

Aiden does not like iguanas, because they eat his grandmother’s garden. He always chases them off his backyard and away from his grandmother’s garden. He also does not like mosquitos because he is allergic to their bite.

IX. Child’s Learning/ Behavioral Needs:

Aiden is a typically developing and healthy child. Aiden needs support in understanding, expressing, and regulating some of his emotions since both parents stated that Aiden experiences challenging times when he misses his grandparents. He could also use the support in self-help, because his mother stated that mealtime is a challenging time for him.

Reflection:

Aiden and his parents are my next-door neighbors which made these interviews accessible for me. The interviews gave me a professional perspective on Aiden’s home life, it also provided me with parents’ insights of their perspective of their child’s development.

What I did well:

I believe that I remained professional throughout the interviews, I also was engaged with both parents during the interviews.

What I could do better :

I could have prepared my questions and my talking points before hand. I could have addressed some of the developmental domains during the interviews.

Steps to take towards improvement:

For my next report, I will prepare the questions and talking points before hand. And I will have a checklist of some areas of each developmental domain to get a parents’ insight.

Teacher Interview:

I. Pseudonym: Aiden

II. Teacher Interviewed:

Mrs. Martinez is Aiden’s kindergarten teacher. She has been teaching for twenty-three years. Mrs. Martinez has one paraprofessional in her classroom, Aiden is in her classroom most of the day except for when they go to the cafeteria for lunch and when they go to fine arts for forty minutes daily.

III. Raw Notes:

Friday, September 27. As I walked to Mrs. Martinez’s kindergarten class, few of the students were still in the classroom waiting for pick up. I asked Mrs. Martinez if she has a grade preference, she said that she has taught other grades and kindergarten for over sixteen years, and she does not see herself teaching other grades. Mrs. Martinez stated that teaching is not for everyone and if you are not enthusiastic about the profession, she recommends finding another field. I asked her if she can describe Aiden in few words, she said that Aiden is “a very sweet boy,” and that he is eager to learn and socialize. She adds that he is compassionate and likes to help others. I asked her what some of his strengths are, Mrs. Martinez said that Aiden is academically at beginning of first grade level and that she is impressed by his level of self-control and empathy to others. “Aiden is like an old man in a child’s body” she said laughingly, then she added that Aiden is well spoken and articulate child. I asked her about the line of communication with Aiden’s family, Mrs. Martinez said that Aiden’s family is fully engaged in the process if his education, she added that Aiden dismisses as walker in some days and those are the days that his grandpa usually picks him up, and these are Aiden’s favorite ways to dismiss; she also added, Aiden’s parents told her that these days his grandparents are traveling so it’s his parents for now. I asked her if Aiden talked about his grandparents being away. Mrs. Martinez said that Aiden did not come to school the day because according to his parents he was crying all night. She said that on the first week when his grandparents left was visibly affecting Aiden. She added that Aiden was less talkative, not participating in activities and he often cried. Mrs. Martinez said that Aiden was heartbroken and that it still upsets him every now and then. Mrs. Martinez said that the school counselor visited Aiden in the classroom multiple times during that week, she added that Aiden’s experience brought the whole class together because everyone in class contributed to the effort one way or the other. Mrs. Martinez believed that Aiden misses his grandparents and that because they live with him it is harder for him to accept or process that they will come back. The teacher said that Aiden has a special bond with his grandparents which she this is sweet and unique. At the end of this interview, all of the students were gone and there was Mrs. Martinez and me in the classroom, but Mrs. Martinez had a meeting so the interview ended.

Monday, September 30. Like Friday, I walked to the classroom and there were few students waiting to go home. Mrs. Martinez was helping one of her students tying their shoes before the student walked out of the classroom. I sat down with Mrs. Martinez and asked her if she has a favorite, she looked at me and smiled then she said that teachers cannot have favorites and that she does love all her students the same. She added that to be an effective teacher and aide students to success, we should remain nonpartial and treat all students fairly. She advised me to not consider “equal as fair,” then she elaborated by saying that not all students are qual so to treat them as such would not be fair. I asked her to further explain, she then said let’s take Aiden for example, he is smaller than most of the boys in her classroom; then she added that the boys do not use the step stool to reach the sink when they wash their hands but if equal meant fair then Aiden should not use the stool even though he needs to use. She added that one of her former students used to start packing for dismissal ten minutes before everyone, because she took longer than everyone to pack. Mrs. Martinez added that since this allowed her to be equal to her peers, which made it fair. I asked Mrs. Martinez if Aiden has similar exceptions, Mrs. Martinez said that Aiden is the only boy that does use the stepstool because he needs it, she added that she selected mailboxes based on heights and seats based on who must sit where and who should not. She added that years back she used to have a hairbrush in her desk because one of her students usually came with her hair messy, so she used to let her in the class before everyone and fix her hair. Mrs. Martinez had a meeting, so the interview ended.

Friday, October 4. The setting was similar to the previous days, but Mrs. Martinez warned me that today “aftercare will be in my room at 2:30”. I started by asking her if she thinks that Aiden has a favorite subject or least favorite, Mrs. Martinez said the Aiden is always excited about knowing know things and he is usually engaged during lessons but she said, “If I have to pick, it will probably be math.” Then Mrs. Martinez continued by saying, “his eyes light in math.” She added that sometimes he asks to help his friends with their work when he finishes early and that makes him incredibly happy. I asked her if I was Aiden’s parent what advice would she have for me as a parent? She smiled them she exclaimed, “keep up the good work!” she added by stating that parenting is tough, and there is no one right way to do so. The she continued saying that every parent is expected to make mistakes along the way, smart ones learn from and fix their mistakes. Mrs. Martinez added that she has two adult children and yet she still learning to parent, then she added as your child will continue growing so will the challenges of parenting. I asked her what advice will she give me as a perspective teacher? She looked at me and said “ have a purpose.” Then she stated that I must know that teaching is a profession that thrives on passion, and our mission is to shape the children’s future, and she believes that it is a responsibility that only ones who understand it can bare it. She also added that for her teaching was a calling and I should know within the first couple of years if that was my true calling.

IV. Interview Log:

Date	Time Began	End time	Total time	Interview Setting(s)
9/27	2:15	2:35	20 minutes	Classroom
9/30	2:15	2:35	20 minutes	classroom
10/04	2:15	2:35	20 minutes	Classroom

Justification:

The times are date were selected strictly based on the teacher’s availability. Mrs. Martinez was available after dismissal in some days, she agreed that I can come back on these days to answer my questions and give insight.

V. Demographic Information:

Aiden is a typically developing five-year-old. He attends Mrs. Martinez’s kindergarten classroom. Aiden sits in table two with three other classmates, and he has a good relationship with everyone in class. He remains in Mrs. Martinez’s class most of the day, except for thirty minutes lunch in the cafeteria, twenty minutes recess either at the playground or courtyard, and forty minutes Fine Arts; Fine Arts are art, music, library, and PE and they rotate by days.

1. Current Abilities:

a. Motor skills:

i. Aiden can hold and use scissors appropriately.

ii. Aiden can draw shapes and figures.

iii. Aiden build with blocks and complete puzzles.

b. Social /Emotional

i. Aiden can show empathy.

ii. Aiden works well with other students.

iii. Aiden has many friends.

c. Self-help:

i. Aiden follows the routine.

ii. Aiden takes turns.

iii. Aiden washes his hand with steps.

d. Language:

i. Aiden can write a sentence

ii. Aiden understand story has a beginning, middle, and end

iii. Aiden can retell simple story with event recount

e. Cognitive:

i. Aiden can correct his mistakes

ii. Aiden can focus on task for long periods of time

iii. Aiden can group objects by classification

2. Emerging Skills:

a. Motor Skills:

i. Aiden is learning to play hopscotch.

ii. Aiden is learning to catch then throw a ball.

iii. Aiden is learning to color in between the lines.

b. Social/Emotional:

i. Aiden is learning to express his emotions.

ii. Aiden is learning to say goodbye to mom in the mornings.

iii. Aiden is learning to speak up for himself.

c. Self-help:

i. Aiden is learning to write his name on all his work.

ii. Aiden is learning to eat in a timely manner.

iii. Aiden is learning to ask for what he needs.

d. Cognitive:

i. Aiden is leaning to com up with different story ending

ii. Aiden is learning to count by 5

iii. Aiden is learning to read number chart

e. Language:

i. Aiden is expanding his vocabulary

ii. Aiden is learning to form complex sentences

iii. Aiden is learning word family and rhyming words

3. Interests and Likes:

Aiden likes to be with his friends, and he enjoys completing puzzles and building things. He especially likes to play with and talk about construction vehicles. During class, Aiden likes to answer all the teacher’s questions, especially in math. His favorite fine arts subject is music.

Dislikes:

Aiden does not like to eat at school. He also does not like certain textures around the classroom.

4. Child’s Leaning and Behavioral Needs:

Mrs. Martinez stated that Aiden is a typical kindergarten student, and like all students he has his strengths and weaknesses. Aiden has shown exceptional abilities with reading, math, and social skills. She stated that there are some areas where he is still learning and catching up, such as, expressing his emotions and standing up for himself. She said that Aiden is a smart student and very at tentative during lessons.

Reflection:

The teacher interview added a professional’s perspective to the observation. She provided an insight into Aiden’s preferred learning styles, his developmental level, and his experiences in school settings.

What I did well:

. I maintained a level of professionalism during the interviews. I asked appropriate questions most of the interview felt natural and the teacher was easy to talk to. The overall interaction was a positive one.

What I could do better :

I could have prepared my questions and my talking points before hand. I could have also documented more thoroughly to record all the information. I could have also added questions about Aiden’s developmental domains.

Steps to take towards improvement:

For my next report, I will prepare the questions and talking points before hand. And I will also use a recording device if permissible to include all the details.

DAILY ACTIVITY PLAN 1

Child’s name: Aiden Date: 10/8/2024

Objective (based on observations, interviews, consultations):

Aiden will ask for what he needs when he needs it.

Daily routines to implement objective:

Small Group/ Center Rotation

Activity/activities within daily routines:

Building Blocks

Child’s interest(s) as basis for engagement:

Blocks: like to build structures such as farms, house or school

Technique(s) for creating teaching opportunities:

Hands- on Activities

Help strategy/strategies:

Play-based learning

Natural consequences:

Aiden builds a farm and or school

Measurement technique selected:

Anecdotal, or running record

Evaluation of child’s progress:

Note the child’s use of language

(Adapted from SPIES)

DAILY ACTIVITY PLAN 2

Child’s name: Aiden Date: 10/8/2024

Objective (based on observations, interviews, consultations):

Aiden will play hopscotch.

Daily routines to implement objective:

Recess

Activity/activities within daily routines:

Recess

Child’s interest(s) as basis for engagement:

Hopscotch: Aiden expressed desire to learn the game

Technique(s) for creating teaching opportunities:

Hands- on Activities

Help strategy/strategies:

Play-based learning

Natural consequences:

Aiden will play hopscotch

Measurement technique selected:

Anecdotal

Evaluation of child’s progress:

Track motor skills

(Adapted from SPIES)

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