Studies
The cases you are about to view all depict children aged 6. This is a transitional time in
which learners can explore early childhood development and how it impacts middle
childhood development. View all the case studies and select one as the focus of your
assignment in unit 6. Rosa - Development Across Cultures
(Immigrant) Rosa at age 6 is at the transition stage between early and middle childhood. Her family
came to work in the U.S. as migrant workers when Rosa was a toddler. Her father had
worked in the U.S. for an extended time previous to marrying Rosa's mother. As a family
they continue to struggle economically. She lives with her extended family including her
mother, father, maternal grandmother and two siblings. She did not participate in formal
early childhood preschool experiences but was in the care of her maternal grandmother
while her parents worked. Rosa has completed a year of all-day kindergarten in a
southwestern state. Her family had previously made many moves, but has been in the same
local area for more than a year. The primary language spoken at home is Spanish. Several
issues have emerged as Rosa is making the transition to first grade.
The kindergarten teacher completed a checklist/profile of Rosa's development in the areas of
Cognitive, Language, Physical and Social Development.
The results indicated that compared to expected development at age 6: Rosa is not demonstrating cognitive development skills expected for her age. She
struggles with early literacy concepts linked to reading and writing. Rosa has the ability to "code-switch" in speaking Spanish or English based on the
context of those in her environment. She converses with her grandmother and
mother and father primarily in Spanish and with her teacher and classmates in English, although her father does speak with Rosa and her siblings in English as well
as Spanish. Rosa is small in stature. Her health history, including her prenatal records, does not
indicate any significant issues. She is average in her gross and fine motor abilities.
She is reluctant to engage in group physical activities. Rosa is often observed playing near other children, immersed in her own activities.
She does not appear to reach out to other children to become involved in their play.
Her teacher describes her as slow to warm up in social situations. Emma - Development Across Family Contexts
(Foster Care) Emma at age 6 is at the transition stage between early and middle childhood. She is bi-racial
child whose mother is Caucasian and father, whom she has never met, is Filipino. Emma
lived with her single mother until she was a toddler, when her maternal grandparents
became her primary caregivers. This was a voluntary placement. There were no official
reports of abuse or neglect on file; however the grandparents raised concerns that Emma
was being neglected while in their adult daughter's care. They expressed a concern that
Emma may have been left strapped into her high chair for long periods of time. Emma was
enrolled in a daycare/preschool environment once she came to live with her grandparents.
The early childhood teachers had suggested further evaluation due to Emma's anxiety in the
setting and her withdrawal from any physical contact such as the teacher reaching to take
her hand. It was not clear from Emma's records whether early childhood intervention
occurred as the grandparents moved Emma from one early childhood placement to another
with little follow up between those sites. Emma just completed a year of kindergarten where
developmental concerns were still evident.
The kindergarten teacher completed a checklist/profile of Emma's development in the areas
of Cognitive, Language, Physical and Social Development.
The results indicated that compared to expected development at age 6: Emma was able to play independently and work on fine motor and dramatic play
scenarios. She typically would verbally describe her actions as she sorted or moved
figures or play animals. She would not reach out to other children to become involved
in her play. Teachers could engage with her as she played; Emma, however, was
firmly in charge of the direction of play. Emma could not focus attention on a specific task with more than two-step
directions. A craft project demonstrated and described by the teacher that other
children her age could complete was challenging for Emma. She would become
frustrated and walk away. Emma was small in stature for her age and lacked coordination in large-motor
games/activities. When playing in the gym she would randomly kick balls or run from
place to place and not sustain a particular focus. When a ball was thrown to her she
would try to trap it against her body, but was often unsuccessful. Emma has lived with her maternal grandparents for several years. Her birth mother
continues to have infrequent sustained visits. Emma typically clings to her
grandmother during those visits and gets upset and cries when left alone with her
birth mother. Emma's grandmother and grandfather spend a lot of time with Emma
and appear to have developed a secure relationship with her. Daniel - Development Linked to an Identified
Diagnosis (Autism Spectrum) Daniel at age 6 is at the transition stage between early and middle childhood. He was
enrolled in an early intervention program as a preschooler based on social and
communication deficits that suggested he could be on the autism spectrum. Daniel
appeared to benefit from early intervention and was able to be included in a regular
kindergarten program for half of the day this school year. He was formally given a diagnosis
on the autism spectrum when he was enrolled in kindergarten.
He lives with his parents and younger sister in an affluent suburb. Both parents have higher
education degrees. His father works in business and is often gone on extended business
trips. His mother stopped working as a sales manager when Daniel was young and his developmental challenges were emerging and his younger sister was born. His sister is
developing typically at age 3.
The kindergarten teacher completes regular checklists/profiles of Daniel's development in
the areas of Cognitive, Language, Physical and Social Development.
The results indicated that compared to expected development at age 6: Daniel struggles with attending to relevant aspects of learning and social situations.
His focus is often on seemingly irrelevant aspects rather than the broader aspects of
the task or interaction. He can get "stuck" and perseverate on those minor aspects. Daniel verbally communicates with teachers and peers. His language is somewhat
limited to getting his own needs met rather than sustained social interaction with
peers or adults. He remains with the group during group activities, but compared to
peers is seen as less engaged. He follows the routines of the class by lining up and
sitting appropriately during small group activities. He completes fine motor tasks
well. He also demonstrates age-appropriate gross motor skills. His father works with
him on ball playing skills, swimming and bike riding when he has the opportunity. Daniel greets adults upon arriving and leaving the school setting. His mother brings
him to and from school each day. It is not clear if Daniel could successfully ride the
school bus as it is a preference of his mother that she helps him with the transition to
school. Currently, the teacher is unsure of his pre-literacy skills. He has some success with
basic concepts such as sorting, matching, color recognition, orientation of books.
Comprehension has been challenging to measure.

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