College of Science, Technology & Applied Arts

of Trinidad & Tobago

DEPARTMENT: OFFICE OF THE DEAN OF SCHOLARS

EARLY CHILDHOOD CARE AND EDUCATION

INDIVIDUAL ASSIGNMENT COVER PAGE

ASSIGNMENT TITLE: CHILD CASE STUDY

ASSIGNMENT SUBTITLE: CHILD DEVELOPMENT CASE STUDY

COURSE CODE: ECCE 150

COURSE TITLE: CHILD DEVELOPMENT

CRN: 21442 SEMESTER: 2

STUDENT NAME: SAISHA RAMPERSAD

STUDENT ID: 00071472

PROGRAMME: B.A in EARLY CHILDHOOD CARE AND EDUCATION

DATE OF SUBMISSION: 19/06/2022

LECTURER’S NAME: MR. RAYMOND DYETTE

 INTRODUCTION
Child development is the process through which human beings typically grow and mature

from infancy through adulthood. As well as, a case study is an observation of an individual,

group, etc over a period of time, which gathers relevant information on the individual, group, etc.

The purpose of the assignment is to develop an understanding of concepts and theory and how

they can be applied through internet inquiry by using the five phases of internet inquiry. These

include: 1) Viewing the questions, 2) Searching, 3) Analyzing, 4) Composing and 5) Submitting

the assignment. I intend to approach this task by: 1) Looking over and analyzing the key points

collected from the website keeping in line with the assignment to complete the question/case

study, 2) Drafting out the assigned task, 3) Typing out the drafted worked on Microsoft Word, 4)

Fix any grammatical errors while proofreading the final product and 5) Submit the final

assessment. Additionally, the relevance of the assessment is not to only develop my

understanding of concepts and theory but, to also develop a border understanding in physically

observing a child physical, social/emotional and cognitive development and how each child

develop and grow differently in each aspects mention above.

 PRACTICED CASE STUDY OF Eight (8)-YEAR-

OLD SALLY
Scenario: Sally is an eight-year-old female who resides with her parents. You observe her in a

play setting with other peers and notice that she is having difficulty playing ball. She throws a

tantrum in the middle of the game and the other kids make fun of her. She was unable to kick the

ball and struggled with her balance. When she is removed from the situation and given some

table activities she is able to engage with other children. When you engage Sally in a story, she

has a difficult time picking out the emotion depicted in the story.

Date:

Child’s Name: Sally

Child’s Age: Eight (8) years old

Firstly, Sally is an eight (8) year old female who lives with her parents. Sally is in a play

setting with her other peers. Hence, Sally’s physical skills is growing and developing as she

grows together with her strengths. Sally does table activities excellently as she develops her fine

motor skills. Examples of Sally fine motor skills is from the checklist which includes: 1) Writes

some numbers and words, 2) Selects and picks up small pieces of puzzles, 3) Squeezes glue from

a plastic bottle, 4) Uses scissors, 5) Assembles models, 6) Shuffles and sorts playing cards, 7)

Uses hammer or screwdriver with reasonable efficiency and 8) Folds paper along straight lines.

As she continues to grow in her fine motor skills, Sally is also developing in her gross motor

skills as well. Examples of Sally gross motor skills is from the checklist which includes: 1)
Descends stairs alternating feet, 2) Experiments with abilities on playground climbing

equipment, 3) Walks on a balance beam and 4) Ties shoes. However, Sally has challenges with

some of her physical skills which is playing ball. For example, she was unable to kick the ball

and struggled with her balance.

Secondly, Sally displays emotional/social behaviours during the game amongst her peers.

Keeping this in mind, Sally is at stage four (4) which is Industry vs. Inferiority in Erikson’s

psychosocial development theory which gives the child the sense of doing things on her own and

building competencies to give an awareness of her accomplishments. Like for example, from the

checklist Sally understands and begins to use sarcasm, may intentionally annoy her parents, and

continue to improve her ability to take turns in conversation. But, the child can also feel that

society is demanding and the child may develop a sense of inferiority. For example, like being

athletic; in this case Sally begins to feel over whelm and throws a tantrum because she was

unable to do the task and didn’t engage with her peers as effective as she engaged with her other

peers while doing table activities, as she was not fully developed to play the game of ball.

However, concluding from the checklist, Sally interaction, play and emotions are positive

and enjoys doing things like follow-the –leader, participates in group activities, more associative

and cooperative play behaviours (like for example, playing with blocks, play-dough, and other

outdoor activities expect the game of ball which she has difficulty in doing), she displays less

physical aggression and more prosocial behaviours towards peers and enjoys collecting,

swapping and trading things. Additionally, Sally’s emotional state that were portray is furious or

having and outburst. Hence, Sally challenge under observation is dealing with her emotions and

outbursts when she is unable to do something. Like for example, when Sally kick the ball and
struggled with her balance she throws a tantrum which made her furious and break down as well

as her other peers started to make fun of her causing her to become sadder.

Lastly, Sally’s cognitive development is growing but she also has difficulty in picking out

things. On the other hand, Sally is at stage three (3) which is concrete operational in Piaget’s

theory of cognitive development which children thinking becomes less focused on themselves

and increasingly aware of external events. On the following note, they also begin to realize their

own thoughts and feelings as well as some children can still have a difficult time thinking

abstractly or hypothetically during this stage. Hence, Sally has the ability in doing activities

which she can remember and has reasoning about. Like for example, from the checklist which

includes: 1) Writes some numbers and words, 2) May reverse letters when writing, or write

letters side-ways, 3) Enjoys learning simple rhythms and movement routines, 4) Begin to be

interested in riddles and jokes, 5) Describes self according to the skills being acquired, (like for

example, she can colour well or she can cut in a straight line), 6) Selects and picks up small

pieces of puzzles, 7) Unlocks door with key and 8) Knows right from left. Additionally, Sally’s

imaginative state is not clear or not developed enough for her to picture things or even state

emotions which may be displayed in the story. Last but not least, Sally challenge under

observation is imagination which she has a difficult time picking out the emotion depicted in the

story. For examples, pictures or drawing which may be display in the story portraying something

happy, sad, angry, surprise etc.

 Summary/Conclusion

Sally is at the Middle Childhood stage/milestone of her life. Drawing from the observation,

Sally is performing well above average in her physical development according to her

developmental milestone. However, children her age tends to have difficulty in their gross motor

skills just like Sally when it came to the game of playing ball. Hence, teachers can help improve

the situation by firstly engaging her in other balance activities so she can improve her balance

and then engage her back in kicking the ball. This way she can show greater improvement in her

physical and gross motor skills. Additionally, Sally is performing at an average rang in her

emotional development according to her developmental milestone because, children that age

doesn’t throw much tantrums. However, teachers can use strategies to treat with that type of

emotion. Like for example, calm the child down by making her do breathing exercise, use

puppets to talk to the child, etc. Lastly, Sally is performing below an average rang in her

cognitive development. Children that age knows how to pick out the emotion depicted in the

story but for Sally her developmental milestone is a bit slow as she has a difficult time in doing

that task. However, teachers can help by providing illustrations of different emotion or even use

videos to help the child to understand and reach her required developmental milestone.
 CASE STUDY OF five (5)–year-old Liam

Scenario: Liam is a five (5) year old male who resides with his parents and grandparents as well

as he is potty trained. I observe Liam in a school setting with his other peers and notice that he is

having difficulty building. He throws a tantrum in the middle of the activity has he was unable to

stack blocks together to build a tower. When he is removed from the situation and given some

outdoor activities and other table activities he is able to engage with other children. As well as,

when you engage Liam in reading, he has a difficult time sounding out words and recognizing

them. He also has a difficult time remembering some of the pictures displayed in the reading

book.

Date: 03/06/2022

Child’s Name: Liam

Child’s Age: Five (5) year old

Firstly, Liam is a five (5) year old male who resides with his parents and grandparents.

Liam is in a school setting with his other peers as well as he is potty trained. However, Liam

physical skills are developing as he grows. On the following note, Liam does outdoor activities

excellently as he develops in his gross motor skills. Examples of Liam gross motor skills are

from the checklist which includes: 1) Bends elbows to catch a ball and trap it against chest, 2)

Hops, 3) Washes and dries hands, 4) Hops, gallops and run with ease, 5) Climbs stairs alternating

feet, 6) Feeds self with minimum spills 7) Walks downstairs, alternating feet, 8) Transfers

weight forward to throw ball, 9) Climbs playground equipment with increasing agility, 10)
Attempts to catch a ball with hands, 11) Eats with a fork, 12) Walks up stairs using one foot per

step and 13) Skips on both feet. As well as, Liam also does some table activities well as he

continues to develop in his fine motor skills. Examples of Liam fine motors skills is from the

checklist which includes: 1) Holds crayon between thumb and first two (2) fingers, 2) Cuts paper

with scissors, 3) Exhibits hand preference, etc. Hence, Liam physical challenge is stacking

blocks together. For example, when he is building the tower the blocks keep falling apart as he

was not sticking them properly together for the block to whole in its shape.

Secondly, Liam displays emotional/social behaviours during the activity of building. Hence,

Liam is at stage three (3) which is Initiative vs. Guilt in Erikson’s psychosocial development

theory which allows children to assert themselves more frequently through directing play and

other social interaction, which allows children to explore their interpersonal skills through

initiating activities. For example, Liam builds his confidence interpreting other play activities

which he can do well like outdoor activities (Running, jumping, climbing, etc) and other table

activities (Drawing, colouring, playing with play- dough, etc) as he engage with his other peers

well. As well as, he bring about the play aspect in different areas rather than just being

troublesome in areas that he has not fully develop in, like for example, stacking blocks together

to build a tower, as he was not engaging much with his peers during this activity. However, from

the checklist, Liam’s interaction, play and emotions are positive as he continues developing. He

jointly manipulates objects with one or two other peers, Shares, smiles at and cooperates with

peers, Engages in cooperative play with 2 or 3 peers and Enforces gender-role norms in peers. In

addition, Liam’s emotional state when he throws a tantrum in the middle of the activity he

becomes frustrated and begins to scatter the blocks on the table. Hence, his challenge under

observation is becoming irritated and his brain started to get tired doing the same thing over and
over causing him to become frustrated and act-out in the manner as he was unable to stack

blocks together in building a tower. For example, as he started building the tower he miss placed

one piece of his block causing the structure to fall apart in pieces making him doing it over again

and the same thing happen causing him to act-out.

Lastly, Liam is at stage two (2) which is Preoperational in Piaget’s theory of cognitive

development as he continue to learn through pretend play but still struggle with logic and may

often struggle with understanding the idea of constancy. As well as, Liam skills in pretend play

are much more skilled but still think very concretely about the world around him. For example, if

you give him two equal pieces of play-dough one in a ball and other piece press out, he will

choose the press out piece as it looks bigger. Liam’s has good memory and reasoning when it

comes to play activities engaging and cooperating with peers. For example, like from the

checklist which includes: 1) Uses objects and materials to build or construct things, for example,

block tower, puzzle, sand and water, 2) Talks to self during play to help him guide what he is

doing, 3) Engages in dramatic play, taking the roles of ‘pretend’ characters, 4) Give first and last

name only, 5) Begins to ask ‘why’, 6) Imitates variety of shapes in drawings, for example circle

and cross and 7) Take part in conversations. On the other hand, when it comes to reading and

using language Liam reasoning and memory is not yet fully developed as he get troubles doing

those tasks pertaining to language skills. For example, Liam has difficulty in using full sentences

in conversation, don’t use complex sentences and he can’t recall or remember images that he

knows already. However, Liam’s imaginative state is not fully developed but still has an

understanding when it comes in doing play activities and some written activities. Hence, Liam’s

cognitive challenges under observation are language and memory. For example, he has
difficulties in sounding out words and recognizing them and remembering some of the pictures

displayed in the reading book that he already knew.

Summary/Conclusion

Liam is at the Early Childhood stage/milestone of his life. Drawing from the observation,

Liam is performing well above average in his physical and emotional development according to

his developmental milestone. However, children his age does physical activities excellent but

also struggle at time as how Liam did under observation. As well as, Liam emotional outbreak is

also common during this stage and age of the child life. Hence, teachers can group children by

their development strengths in physical activities which they can cooperate and help out each

other and avoid the tantrums and also teachers should demonstrate things, like for example, how

to stack the blocks correctly so the child can learn to do it correctly and avoid the tantrums.

However, when the emotional/social outbreaks happens, teachers can use strategies like, talk to

the child while trying to calm them down, Give tons of praise to the child, etc to reduce the

tension or frustration of the child. Additionally, Liam is at his average range in his cognitive

development according to his development milestone. Hence, Liam development in language

and memory is a bit slow but teachers can help by providing educational videos to help promote

his ability in understand the words more clearly or even make a sound to help remember the

words and how to sound it out. As well as, continually showing him pictures with the

items/objects and doing activities like colouring which can help keep his memory engaged and

be more familiar with the pictures so he can keep remembering it after a few times.
 CONCLUSION
In conclusion, of the child development analysis of Sally and Liam; their physical,

emotional and cognitive development was different as they are not the same. Sally is having

difficulty with some of her physical skills like playing ball and also has a challenge in her

cognitive skills when it comes to picking out the emotion depicted in the story. Sally become

emotional and throws a tantrum in the middle of the game because, she was unable to engage in

that specific task. However, when Sally is given some table activities, like for example: Squeezes

glue from a plastic bottle, using scissors, etc; she was able to engage her physical, emotional and

cognitive skills with other children and corporate while doing the table activities excellently. On

the other hand, Liam is having difficulty in some of his physical and cognitive skills. The

difficulty that Liam is having in his physical skills are stacking blocks together and the

difficulties that he is having in his cognitive skills is sounding out words and recognizing them as

well as not remembering some of the pictures displayed in the reading book. As well as, Liam

throws a tantrum in the middle of the activity as he becomes frustrated when he was unable to

stack blocks together in building a tower. Besides Liam’s difficulty, Liam is able to engage his

physical skills with other children while he does outdoor and other table activities excellently.

Lastly, this assignment was beneficial to me giving me a border understanding and knowledge in

doing these case studies because it gives me the opportunity to actually understand a physical

child milestone and their strengths and developments.

 Rubric
Exemplary Highly Developed Progressing Novice
Accomplished

Introduction Includes in the Includes in the Includes in the Includes in the Includes in the
intro all 5 of the intro 4/5 of the intro 3/5 of the intro 2/5 of the intro 1/5 of the
/5mks elements below: elements below: elements below: elements below: elements below:

i. a clear i. a clear i. a clear . a clear . a clear

introduction to introduction to introduction to introduction to introduction to
the topic was the topic was the topic was the topic was the topic was
evident; evident; evident; evident; evident;

ii. The purpose of ii. The purpose of ii. The purpose of ii. The purpose of ii. The purpose of
the assignment the assignment the assignment the assignment the assignment
was outlined; iii. was outlined; iii. was outlined; iii. was outlined; iii. was outlined; iii.
a clear statement a clear statement a clear statement a clear statement a clear statement
of how the of how the of how the of how the of how the
assignment will assignment will assignment will assignment will assignment will
be approached
be approached be approached be approached be approached
was evident; iv.
was evident; iv. was evident; iv. was evident; iv. was evident; iv.
relevance of the
assignment was relevance of the relevance of the relevance of the relevance of the
applied; v. intro assignment was assignment was assignment was assignment was
was one page in applied; v. intro applied; v. intro applied; v. intro applied; v. intro
length. was one page in was one page in was one page in was one page in
length. length. length. length.

Case Study Includes an Includes a very Includes a good Includes a fairly Includes an
of 8-Year-old excellent analysis good analysis of analysis of 8 year good analysis of unsatisfactory
Sally of 8 year old 8 year old Sally. old Sally. 8 year old Sally. analysis of 8 year
Sally. old Sally.
/15mks

Basic & Includes all 5 of Includes 4/ 5 of Includes 3/5 of Includes 2/5 of Includes 1/5 of
General the following: the following the following: the following: the following:
Information 1. At least 2 1. At least 2 1. At least 2 1. At least 2 1. At least 2
on Case basic basic basic basic basic
Study information of information of information of information of information of
the child; the child; the child; the child; the child;
2. At least 3 2. At least 3 2. At least 3 2. At least 3 2. At least 3
general general general general general
/5mks information of information of information of information of information of
the child; the child; the child; the child; the child;

Physical Includes all 5 of Includes 4/5 of Includes 3/ 5 of Includes 2/5 of Includes 1/ 5 of

Developmen the following: the following: the following: the following: the following:
t
1. The gross and 1. The gross and 1. The gross and 1. The gross and 1. The gross and
/15mks fine motor tasks fine motor tasks fine motor tasks fine motor tasks fine motor tasks
the child the child the child the child the child
performs well; 2. performs well; 2. performs well; 2. performs well; 2. performs well; 2.
items from the items from the items from the items from the items from the
checklist; 3. checklist; 3. checklist; 3. checklist; 3. checklist; 3.
Strengths of the Strengths of the Strengths of the Strengths of the Strengths of the
child; 4. And child; 4. And child; 4. And child; 4. And child; 4. And
challenges of the challenges of the challenges of the challenges of the challenges of the
 child; 5. Support child; 5. Support child; 5. Support child; 5. Support child; 5. Support
with examples. with examples. with examples. with examples. with examples.

Emotional/ Includes all 5 of Includes 4/ 5 of Includes 3/5 of Includes 2/5 of Includes 1/ 5 of

the following: the following: the following: the following: the following:
Social
Developmen 1. Stage the child 1. Stage the child 1. Stage the child 1. Stage the child 1. Stage the child
t is at in Erikson’s is at in Erikson’s is at in Erikson’s is at in Erikson’s is at in Erikson’s
theory theory theory theory theory
/15mks development; 2. development; 2. development; 2. development; 2. development; 2.
play habits, and play habits, and play habits, and play habits, and play habits, and
interactions of interactions of interactions of interactions of interactions of
the child; 3. the child; 3. the child; 3. the child; 3. the child; 3.
Emotional state Emotional state Emotional state Emotional state Emotional state
of the child; 4. of the child; 4. of the child; 4. of the child; 4. of the child; 4.
and challenges of and challenges of and challenges of and challenges of and challenges of
the child; 5. the child; 5. the child; 5. the child; 5. the child; 5.
Support with Support with Support with Support with Support with
examples. examples. examples. examples. examples.

Cognitive Includes all 5 of Includes 4/ 5 of Includes 3/5 of Includes 2/ 5 of Includes 1/ 5 of

Developmen the following: the following: the following: the following: the following:
t
1. Stage the child 1. Stage the child 1. Stage the child 1. Stage the child 1. Stage the child
/15mks is at in Piaget’s is at in Piaget’s is at in Piaget’s is at in Piaget’s is at in Piaget’s
theory of theory of theory of theory of theory of
cognitive cognitive cognitive cognitive cognitive
development; 2. development; 2. development; 2. development; 2. development; 2.
reasoning, and reasoning, and reasoning, and reasoning, and reasoning, and
memory of the memory of the memory of the memory of the memory of the
child; 3. child; 3. child; 3. child; 3. child; 3.
imaginative state imaginative state imaginative state imaginative state imaginative state
of the child; 4. of the child; 4. of the child; 4. of the child; 4. of the child; 4.
and challenges of and challenges of and challenges of and challenges of and challenges of
the child; 5. the child; 5. the child; 5. the child; 5. the child; 5.
Support with Support with Support with Support with Support with
examples. examples. examples. examples. examples.

Summary/ Includes all 5 of Includes 4/5 of Includes 3/ 5 of Includes 2/5 of Includes 1/5 of
Conclusion the following: the following: the following: the following: the following:

/10mks 1. Summary of 1. Summary of 1. Summary of 1. Summary of 1. Summary of

observation; 2. observation; 2. observation; 2. observation; 2. observation; 2.
Observations Observations Observations Observations Observations
draw conclusions draw conclusions draw conclusions draw conclusions draw conclusions
about problem about problem about problem about problem about problem
areas; 3. areas; 3. areas; 3. areas; 3. areas; 3.
Suggestions to Suggestions to Suggestions to Suggestions to Suggestions to
improve; 4. improve; 4. improve; 4. improve; 4. improve; 4.
Sentences are Sentences are Sentences are Sentences are Sentences are
reflective in reflective in reflective in reflective in reflective in
nature; 5. nature; 5. nature; 5. nature; 5. nature; 5.
Appropriate Appropriate Appropriate Appropriate Appropriate
conclusion of conclusion of conclusion of conclusion of conclusion of
thought. thought. thought. thought. thought.

Contribution Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates

to Group excellent very good good fairly good poor collaborative
collaborative collaborative collaborative collaborative skills through:
(Individual skills through: skills through: skills through: skills through: -poor
grade) -excellent -great -good -fairly good participation in
participation in participation in participation in participation in the project and
/5mks the project and the project and the project and the project and shared the
shared the shared the shared the shared the workload
workload workload workload workload outstandingly.
outstandingly. outstandingly. outstandingly. outstandingly. –poor
–excellent –great –good –fairly good contribution to
contribution to contribution to contribution to contribution to the development
the development the development the development the development of the assignment
of the of the of the of the - poorly assisting
assignment. assignment; - assignment; - assignment; in editing others’
- Excellently outstandingly assisting in - fair good work to produce
assisting in assisting in editing others’ assisting in a polished
editing others’ editing others’ work to produce editing others’ assignment.
work to produce work to produce a polished work to produce -poor
a polished a polished assignment. a polished coordination of
assignment. assignment. -good assignment. the group’s
-excellent -great coordination of -fairly good efforts and/or
coordination of coordination of the group’s coordination of demonstrated
the group’s the group’s efforts and/or the group’s leadership to
efforts and/or efforts and/or demonstrated efforts and/or facilitate and
demonstrated demonstrated leadership to demonstrated achieve the
leadership to leadership to facilitate and leadership to project goals and
facilitate and facilitate and achieve the facilitate and meet deadline.
achieve the achieve the project goals and achieve the
project goals and project goals and meet deadline. project goals and
meet deadline. meet deadline. meet deadline.

Conclusion Includes in the Includes in the Includes in the Includes in the Includes in the
conclusion all conclusion 4/5 conclusion 3/5 conclusion 2/5 conclusion 1/5
/5mks five (5) of the of the elements of the elements of the elements of the elements
elements below: below: below: below: below:

i. a restated i. a restated i. a restated i. a restated i. a restated

topic; ii. a topic; ii. a topic; ii. a topic; ii. a topic; ii. a
summary of the summary of the summary of the summary of the summary of the
main points; main points; main points; main points; main points;

iii. the iii. the iii. the iii. the iii. the
significance of significance of significance of significance of significance of
the main the main the main the main the main
points was points was points was points was points was
connected; connected; connected; connected; connected;
iv. Conclusion of iv. Conclusion of iv. Conclusion of iv. Conclusion of iv. Conclusion of
thoughts. thoughts. thoughts. thoughts. thoughts.

v. conclusion was v. conclusion was v. conclusion was v. conclusion was v. conclusion was
one page in one page in one page in one page in one page in
length. 5mks length. 4mks length. 3mks length. 2mks length. 1mk

Organization Includes all 5 of Includes 4/5 of Includes 3/5 of Includes 2/5 of Includes 1/5 of
& the descriptors the descriptors the descriptors the descriptors the descriptors
Developmen below: below: below: below: below:
t of Ideas
i. Ideas developed i. Ideas developed i. Ideas developed i. Ideas developed i. Ideas developed
 logically; logically; logically; logically; logically;

/5mks ii. paragraphing ii. paragraphing ii. paragraphing ii. paragraphing ii. paragraphing
evident; evident; evident; evident; evident;

iii. well-developed iii. well-developed iii. well-developed iii. well-developed iii. well-developed
paragraphs; paragraphs; paragraphs; paragraphs; paragraphs;

iv. good sentence iv. good sentence iv. good sentence iv. good sentence iv. good sentence
structure; structure; structure; structure; structure;

v. use of v. use of v. use of v. use of v. use of

transitions. transitions. transitions. transitions. transitions.

Writing Writing has 0- 4 Writing has 5- 8 Writing has 9 - Writing has 13- Writing has more
Conventions errors in spelling, errors in spelling, 12 errors in 16 errors in than 16 errors in
punctuation, punctuation, spelling, spelling, spelling,
capitalization, capitalization, punctuation, punctuation, punctuation,
word choice, and word choice, and capitalization, capitalization, capitalization,
/5mks grammatical grammatical word choice, and word choice, and word choice, and
errors. errors. grammatical grammatical grammatical
errors. errors. errors.