CASE STUDY

SEC. A-PERSONAL DATA:
Name: Angel Ann A. Ercilla
Gender: Female
Birthday: June 30,2004
Birthplace: Caloocan City
Father's Name: Edgar Ercilla Occupation: Factory Worker
Mother's Name: Jonalyn Ercilla Occupation: Housewife
Ordinal position of the child: 4th child of 5 siblings
Siblings: Arlene,Alvin Jay,Ann Marie,Angel Ann,Aljee
Medical Records:

SEC. B-JOINING PROCESS:
-The child was the daughter of my neighbor. The person that were present during my observation was the mother, my client child, and I. I ask permission to observe the mother of the child and she cooperated me during my interview about my client child.


SEC. C-PRESENTING PROBLEM:
-The mother of my client tell me that the age of her daughter which is 6 years old now is still unable to identify the alphabet and numbers even just 1 to 10. The child know how to recite the alphabet but the problem is that she can't identify whenever you point out the letters. The mother withdrawn her child from the schooling because the child didn't want to be left by her mother inside the classroom.

SEC. D-PSYCHOSOCIAL HISTORY
D.1: TIMELINE:






-The timeline show the chronological birth of my client and her siblings. The birth order is OK because the age gap of between each child is adequate to the other siblings. The marriage of the parent is stable.

D.2: GENOGRAM:

-The genogram include the grandparent of my client child in her mother side. I didn't include the grandparent in the father side because since birth of the eldest sibling in the family they did not meet their grandparent in the father side because they lived in the province.I did not include a broken line in the genogram because the relationship of all that included in the genogram is OK.

D.3: SOCIOGRAM:

-When I ask my client child if who is the person that she like the most, she answer me back that she like her eldest sister,her younger brother and most of all she really like and loved her mother.When I ask her about the person that she don't like she answer me that she don't like her older brother and her older sister because they always bully her, she don't like also her father because when she ask a little amount of money he didn't give her.

D.4: PERSONAL DYNAMICS:
-The child know her name, she know also that she is a girl, she know that she is not the youngest among her five siblings because she has a younger brother.

D.5: QUALITY OF RELATIONSHIP TO EVERYONE:
-The child has a good relationship with all the member of her family. She can communicate well to other people. She has a good relationship with her peers.

D.6: ACTION:
-The child able to do things such as taking a bath, washing their dishes, at her age she can write her name. According to the mother, my client know also how to clean inside their house.


SEC. E-THEORETICAL FRAMEWORK:
-The theoretical framework that I used in my observation with my client is the principle of Lev Vygotsky which is the "Zone of Proximal Development"(ZPD) on the constructivist Theory because base on the my observation with my client, the reason why at her age she can't able to identify the alphabet is because the adult around her did not collaborate her in learning the the numbers and alphabet. According to to the principle of Vygotsky, that when children were tested on task by their own , they rarely did as well as they were working in collaboration with adult or with more capable peers.


SEC. F-PROGNOSIS
-Base on my observation with my client child, the problem is that, she had a hardtime in knowing or identifying the alphabet because the adult around her did not give her attention in order for her to learn.


SEC. G-THERAPEUTIC PLAN
G.1 KNOWLEDGE BUILDING
-At the end of my case study the child will be able to identify the alphabet

G.2 SKILLS BUILDING
-At the end of my case study the child will be able to develop her skills in writing the alphabet

G.3 VALUES BUILDING
-At the end of my case study the child will be able to appreciate thge importance of identifying the alphabet


SEC. H-THERAPEUTIC INTERVENTION

OBJECTIVES	INTERVENTION ACTIVITY	TARGET DATE
A.      Identify the alphabet	Showing flashcards of alphabet	March 14, 2011
B.      Develop the skills in writing the alphabet	Tracing the letters of alphabet	March 14, 2011
C.      Appreciate the importance of identifying the alphabet	Sing a song ( alphabet song )	March 14, 2011

SEC. I-THERAPEUTIC PROGRESS

INTERVENTION	SCHEDULE DATE	PROGRESS
A.     Showing flashcards of alphabet B.    Tracing the letters of the alphabet C.    Singing a song ( alphabet song )	March 17, 2011 March 17, 2011 March 17, 2011	During the activity, the child did the activity well. Now she can identify the alphabet little by little.

SEC. J-THERAPEUTIC RESULT
-During the activity that I prepare for my client child, she cooperated me during the activity. The child did it well. She perform the task with my assistance. After several meeting and letting the child perform every activity that I prepare for her, now she can recognize slowly the letters of the alphabet.


SEC. K-CONCLUSION/RECOMMENDATION
-Therefor I conclude that the child will able to recognize the alphabet little by little if the adult around her will assist and support her in doing the the task.
I recommend to the parent of the child that they should use educative and colorful materials like flashcard of alphabet with picture so that she will enjoy in performing any activity that will assign to her and she will not be bored.


SEC. L-IMPLICATION TO EDUCATION AND ASSESSMENT OF YOUNG CHILDREN
-In early childhood education there's a lot of methods and techniques that the teacher uses,but in order to attain the learning of the child it is important that the parent of every children will collaborate in the learning of their children.

MAKATURO: HAPPY THOUGHTS

HAPPY THOUGHTS
1.My family
2.My studies
HINDRANCES
1.Problem within my family.example when one member of our family got sick.
2.Financial problem.
WHAT CAN HELP TO MAINTAIN THESE HAPPY THOUGHTS
1.When we feel that one member of our family not feeling well,I always visit a doctor for check up to make sure that my family is always healthy.
2.I work hard so that I can achieve my dreams.

SAMPLE PROBLEM CHECKLIST

Below you will find a child developmental checklist for children ages 0-3. It is written in the form of a child NOT meeting infant/toddler developmental milestones. In other words, these are the "Red Flags" that may indicate some sort of developmental delay.
This list is broken up into different categories (i.e. fine motor, gross motor, social/emotional etc.) and can be used to help you determine if an early intervention/developmental therapy and referral is needed.
As I described in my sensory stimulation for infants and toddlers article , early intervention is a FREE program designed for children ages 0-3 as part of the educational system, and is available to all parents and children in every community. It is a program that addresses any current or possible developmental delays in children. All children are entitled to these services if any medical or developmental issue is present, or if their social, economic, or environmental conditions put them "at risk" for a possible delay.
Every child develops at a different rate, and variability in obtaining skills is seen across the board. If a child is expected to have twenty-five skills in a specific area of development at 18 months of age, missing one or two does not necessarily mean that a problem exists. However, as a caregiver for children, it is important to be able to recognize when a child may need further intervention.
The following lists are to give a generalized idea of different skill areas to look at, and when an early intervention referral and developmental therapy may be appropriate.

________________________________________
Gross Motor
If a child is...
• Not rolling by 7 months of age
• Not pushing up on straight arms, lifting his head and shoulders, by 8 months of age
• Not sitting independently by 10 months of age
• Not crawling ("commando" crawling--moving across the floor on his belly) by 10 months of age
• Not creeping (on all fours, what is typically called "crawling") by 12 months of age
• Not sitting upright in a child-sized chair by 12 months of age
• Not pulling to stand by 12 months of age
• Not standing alone by 14 months of age
• Not walking by 18 months of age
• Not jumping by 30 months of age
• Not independent on stairs (up and down) by 30 months of age

...an early intervention/developmental therapy referral may be appropriate.


Here are some other gross motor "red flags":
• "walking" their hands up their bodies to achieve a standing position
• only walking on their toes, not the soles of their feet
• frequently falling/tripping, for no apparent reason
• still "toeing in" at two years of age
• unusual creeping patterns
• any known medical diagnosis can be considered a "red flag": Down's syndrome, cerebral palsy, congenital heart condition etc.

Fine Motor

If a child is...
• Frequently in a fisted position with both hands after 6 months of age
• Not bringing both hands to midline (center of body) by 10 months of age
• Not banging objects together by 10 months of age
• Not clapping their hands by 12 months of age
• Not deliberately and immediately releasing objects by 12 months of age
• Not able to tip and hold their bottle by themselves and keep it up, without lying down, by 12 months of age
• Still using a fisted grasp to hold a crayon at 18 months of age
• Not using a mature pincer grasp (thumb and index finger, pad to pad) by 18 months of age
• Not imitating a drawing of a vertical line by 24 months of age
• Not able to snip with scissors by 30 months

...an early childhood intervention/development therapy referral may be appropriate


Here are some other fine motor "red flags":
• Using only one hand to complete tasks
• Not being able to move/open one hand/arm
• Drooling during small tasks that require intense concentration
• Displaying uncoordinated or jerky movements when doing activities
• Crayon strokes are either too heavy or too light to see
• Any know medical diagnosis can be considered a "red flag": Down's Syndrome, cerebral palsy etc.

Cognition/Problem Solving

If a child is...
• Not imitating body action on a doll by 15 months of age (ie, kiss the baby, feed the baby)
• Not able to match two sets of objects by item by 27 months of age (ie, blocks in one container and people in another)
• Not able to imitate a model from memory by 27 months (ie, show me how you brush your teeth)
• Not able to match two sets of objects by color by 31 months of age
• Having difficulty problem solving during activities in comparison to his/her peers
• Unaware of changes in his/her environment and routine

...an early intervention/developmental therapy referral may be appropriate

Sensory

If a child is...
• Very busy, always on the go, and has a very short attention to task
• Often lethargic or low arousal (appears to be tired/slow to respond, all the time, even after a nap)
• A picky eater
• Not aware of when they get hurt (no crying, startle, or reaction to injury)
• Afraid of swinging/movement activities; does not like to be picked up or be upside down
• Showing difficulty learning new activities (motor planning)
• Having a hard time calming themselves down appropriately
• Appearing to be constantly moving around, even while sitting
• Showing poor or no eye contact
• Frequently jumping and/or purposely falling to the floor/crashing into things
• Seeking opportunities to fall without regard to his/her safety or that of others
• Constantly touching everything they see, including other children
• Hypotonic (floppy body, like a wet noodle)
• Having a difficult time with transitions between activity or location
• Overly upset with change in routine
• Hates bath time or grooming activities such as; tooth brushing, hair brushing, hair cuts, having nails cut, etc.
• Afraid of/aversive to/avoids being messy, or touching different textures such as grass, sand, carpet, paint, playdoh, etc.


Possible visual problems may exist if the child...
• Does not make eye contact with others or holds objects closer than 3-4 inches from one or both eyes
• Does not reach for an object close by


Possible hearing problems may exist if the child...
• Does not respond to sounds or to the voices of familiar people
• Does not attend to bells or other sound-producing objects
• Does not respond appropriately to different levels of sound
• Does not babble

Self-Care

If a child is...
• Having difficulty biting or chewing food during mealtime
• Needing a prolonged period of time to chew and/or swallow
• Coughing/choking during or after eating on a regular basis
• Demonstrating a change in vocal quality during/after eating (i.e. they sound gurgled or hoarse when speaking/making sounds)
• Having significant difficulty transitioning between different food stages
• Not feeding him/herself finger foods by 14 months of age
• Not attempting to use a spoon by 15 months of age
• Not picking up and drinking from a regular open cup by 15 months of age
• Not able to pull off hat, socks or mittens on request by 15 months of age
• Not attempting to wash own hands or face by 19 months
• Not assisting with dressing tasks (excluding clothes fasteners) by 22 months
• Not able to deliberately undo large buttons, snaps and shoelaces by 34 months

...an early intervention/developmental therapy and referral may be appropriate.

Social/Emotional/Play Skills

If a child is...
• Not smiling by 4 months
• Not making eye contact during activities and interacting with peers and/or adults
• Not performing for social attention by 12 months
• Not imitating actions and movements by the age of 24 months
• Not engaging in pretend play by the age of 24 months
• Not demonstrating appropriate play with an object (i.e. instead of trying to put objects into a container, the child leaves the objects in the container and keeps flicking them with his fingers)
• Fixating on objects that spin or turn (i.e. See 'n Say, toy cars, etc.); also children who are trying to spin things that are not normally spun
• Having significant difficulty attending to tasks

A HAPPY FAMILY[ECED 11 BEED 3B]

There was a couple who has a newly born child.They are so happy when they saw their baby.
The couple make sure that they are able to give enough love and protection to their child .They work hard so that they can provide a good future to their child.
The negative point of the story is that when a couple are not ready to raise their own family they may have a hard time in providing the needs of their family.
The positive point of the story is that when a couple is ready enough in engaging marriage it will assure them that they would able to provide good future for their family.
The story is related to me because I am a married person.When I got married I can say that I am not ready by that time because I and my husband do not have a stable job to support our needs especially the needs of our child.
The lesson that I learn from the story is, in engaging one thing make sure that you are ready to face and do the responsibility that accompanied by that decision that you made.