child case study essay

Early Childhood Education: How to do a Child Case Study-Best Practice

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• Conducting a Literature Review for a Manor education class
• Manor College's Guide to Using EBSCO Effectively
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Description of Assignment

During your time at Manor, you will need to conduct a child case study. To do well, you will need to plan ahead and keep a schedule for observing the child. A case study at Manor typically includes the following components: 

• Three observations of the child: one qualitative, one quantitative, and one of your choice. 
• Three artifact collections and review: one qualitative, one quantitative, and one of your choice. 
• A Narrative

Within this tab, we will discuss how to complete all portions of the case study.  A copy of the rubric for the assignment is attached. 

• Case Study Rubric (Online)
• Case Study Rubric (Hybrid/F2F)

Qualitative and Quantitative Observation Tips

Remember your observation notes should provide the following detailed information about the child:

• child’s age,
• physical appearance,
• the setting, and
• any other important background information.

You should observe the child a minimum of 5 hours. Make sure you DO NOT use the child's real name in your observations. Always use a pseudo name for course assignments. 

You will use your observations to help write your narrative. When submitting your observations for the course please make sure they are typed so that they are legible for your instructor. This will help them provide feedback to you. 

Qualitative Observations

A qualitative observation is one in which you simply write down what you see using the anecdotal note format listed below. 

Quantitative Observations

A quantitative observation is one in which you will use some type of checklist to assess a child's skills. This can be a checklist that you create and/or one that you find on the web. A great choice of a checklist would be an Ounce Assessment and/or work sampling assessment depending on the age of the child. Below you will find some resources on finding checklists for this portion of the case study. If you are interested in using Ounce or Work Sampling, please see your program director for a copy. 

Remaining Objective 

For both qualitative and quantitative observations, you will only write down what your see and hear. Do not interpret your observation notes. Remain objective versus being subjective.

An example of an objective statement would be the following: "Johnny stacked three blocks vertically on top of a classroom table." or "When prompted by his teacher Johnny wrote his name but omitted the two N's in his name." 

An example of a subjective statement would be the following: "Johnny is happy because he was able to play with the block." or "Johnny omitted the two N's in his name on purpose." 

• Anecdotal Notes Form Form to use to record your observations.
• Guidelines for Writing Your Observations
• Tips for Writing Objective Observations
• Objective vs. Subjective

Qualitative and Quantitative Artifact Collection and Review Tips

For this section, you will collect artifacts from and/or on the child during the time you observe the child. Here is a list of the different types of artifacts you might collect: 

Potential Qualitative Artifacts 

• Photos of a child completing a task, during free play, and/or outdoors. 
• Samples of Artwork 
• Samples of writing 
• Products of child-led activities 

Potential Quantitative Artifacts 

• Checklist 
• Rating Scales
• Product Teacher-led activities 

Examples of Components of the Case Study

Here you will find a number of examples of components of the Case Study. Please use them as a guide as best practice for completing your Case Study assignment. 

• Qualitatitive Example 1
• Qualitatitive Example 2
• Quantitative Photo 1
• Qualitatitive Photo 1
• Quantitative Observation Example 1
• Artifact Photo1
• Artifact Photo 2
• Artifact Photo 3
• Artifact Photo 4
• Artifact Sample Write-Up
• Case Study Narrative Example Although we do not expect you to have this many pages for your case study, pay close attention to how this case study is organized and written. The is an example of best practice.

Narrative Tips

The Narrative portion of your case study assignment should be written in APA style, double-spaced, and follow the format below:

• Introduction : Background information about the child (if any is known), setting, age, physical appearance, and other relevant details. There should be an overall feel for what this child and his/her family is like. Remember that the child’s neighborhood, school, community, etc all play a role in development, so make sure you accurately and fully describe this setting! --- 1 page
• Observations of Development :   The main body of your observations coupled with course material supporting whether or not the observed behavior was typical of the child’s age or not. Report behaviors and statements from both the child observation and from the parent/guardian interview— 1.5  pages
• Comment on Development: This is the portion of the paper where your professional analysis of your observations are shared. Based on your evidence, what can you generally state regarding the cognitive, social and emotional, and physical development of this child? Include both information from your observations and from your interview— 1.5 pages
• Conclusion: What are the relative strengths and weaknesses of the family, the child? What could this child benefit from? Make any final remarks regarding the child’s overall development in this section.— 1page
• Your Case Study Narrative should be a minimum of 5 pages.

Make sure to NOT to use the child’s real name in the Narrative Report. You should make reference to course material, information from your textbook, and class supplemental materials throughout the paper . 

Same rules apply in terms of writing in objective language and only using subjective minimally. REMEMBER to CHECK your grammar, spelling, and APA formatting before submitting to your instructor. It is imperative that you review the rubric of this assignment as well before completing it. 

Biggest Mistakes Students Make on this Assignment

Here is a list of the biggest mistakes that students make on this assignment: 

• Failing to start early . The case study assignment is one that you will submit in parts throughout the semester. It is important that you begin your observations on the case study before the first assignment is due. Waiting to the last minute will lead to a poor grade on this assignment, which historically has been the case for students who have completed this assignment. 
• Failing to utilize the rubrics. The rubrics provide students with guidelines on what components are necessary for the assignment. Often students will lose points because they simply read the descriptions of the assignment but did not pay attention to rubric portions of the assignment. 
• Failing to use APA formatting and proper grammar and spelling. It is imperative that you use spell check and/or other grammar checking software to ensure that your narrative is written well. Remember it must be in APA formatting so make sure that you review the tutorials available for you on our Lib Guide that will assess you in this area. 
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Family and Child Development Milestones Case Study

Introduction.

In this family and child developmental case study, I have chosen a family close to my residence. As required by the syllabus, I have been able to stay with the family and enquire deeply into Jessica’s development. Prior to the stay, I had read a few articles and books on developmental milestones. Mary Sheridan’s book “From birth to five years” and an article on the Child Development Programme by the Centre for Child and Adolescent Services Research Centre provided me all the necessary information to make suitable inquiries with the family. I was already armed with a set of questions to be asked when I reached for the stay.

The Family structure

Jessica Ray is an infant of one year and nine months of age. She has an elder brother, Ryan, of age four years and six months. They have their mother Cathy and father, Peter, with them at home. The maternal grandparents, John and Louise are also living with them. They are a close-knit extended family with plenty of bonding with each other and the children. Peter and Cathy have full-time jobs. Peter is aged 31 and is a software engineer in the Wachovia Bank. Cathy is 30 and a staff nurse in the Hayes Hospital in town.

Ryan, the elder child, is 3 years and 6 months of age. He is attending a day-care center close to his house. Louise takes him to and from it. Jessica is just 1 year and nine months.

The older Rays are essentially farmers who had moderate holdings. Now the two brothers work there. The McKennas are also middle-class and held Government jobs. Both have accepted voluntary retirement and are living with Peter and Cathy to help them.

Louise has Non-Insulin-dependent diabetes mellitus which is well controlled and she enjoys fairly good health as she conforms strictly to her diet and exercises apart from her medicines. John is absolutely healthy, jovial, and keeps the atmosphere bonhomie. The grandchildren are really fond of him.

Both John and Louise understand that their grandchildren need their attention and guidance badly as Cathy and Peter are busy. Louise is the carer and child rearer. John is a disciplinarian and maintenance person. He makes sure that groceries and baby food are always sufficient. Peter is the decision-maker and plays the role of the primary breadwinner. Cathy is the person who looks after the health of the children and family members. She always is on the dot where her children’s immunizations are due. Both Cathy and Peter are ardent workers and responsible parents.

Relationship with family members

William and Marie, the paternal grandparents, live just around the corner and visit this family frequently. The grandchildren are lucky to have two sets of doting grandparents. Cathy’s sister Anne’s family lives twenty miles from them. Her two girls are extremely fond of the children here and insist on seeing them almost every weekend if they had their way. Peter’s unmarried brothers live together in the countryside where they have a fruit orchard. Their visits are few and far between but they are there when an occasion arises.

Relationship with others

The family is religious and attends Church on Sundays no matter what happens. They have good relationships with the neighbors and there is a community hall where they meet for various purposes, charitable and otherwise. Elaine and her child come over once in a while. Louise, Cathy, and Jessica return these visits. Father Richard visits them occasionally. Religion may not be the only matter discussed on these visits.

The parents and grandparents (McKennas) have interactions at the mother-baby clinic where the children are taken for immunizations and the ‘Littlebabes’ day-care center which Ryan goes to.

Cathy’s pregnancy with Jessica

Cathy had an uneventful pregnancy. She availed of the regular antenatal services provided by the hospital where she works. Antenatal care in Australia is frequently reviewed and the evidence-based approach to develop guidelines has been promoted (Hunt and Lumley, 2002). Cathy made visits every four weeks till she reached the 28 th week, every two weeks till she reached 36 weeks and every week till her delivery at the 42 nd week. This is the regime followed in her hospital and reflects the standard protocol.

(Hunt and Lumley, 2002). The World Health Organisation after a systematic review has pointed out that reduced schedules of visits are ‘not associated with worse outcomes for mothers or babies’ (Carroli, 2001)

She was checked for gestational diabetes at her first visit, at 24 weeks, 26 weeks, and at 28 weeks. Gestational diabetes usually presents between the 26 th and 28 th weeks of gestation (Hunt and Lumley, 2002). Cathy had the glucose challenge and tolerance tests, the HbA 1c , and the random blood sugar tests. She was normal for all.

The Royal Australian and New Zealand College of Obstetricians and Gynaecologists (RANZCOG) however does not recommend routine screening for diabetes (Hunt and Lumley, 2002). Screening for and managing gestational diabetes has not been demonstrated to have improved the outcomes of mothers and babies (Walkinshaw, 2001; Wen et al, 2000). Also, labeling them as high risk and managing them with diet, exercise and insulin may have adverse effects (Enkin, 2000; Wen et al, 2000 😉

Screening for syphilis and HIV was done routinely at her first visit. Her hospital does routine HIV screening for antenatal whereas many in Australia do not (Hunt and Lumley, 2002). RANZCOG has included syphilis screening as routine but recommends HIV screening after appropriate counseling.

Cathy was earlier found to be positive for Hepatitis B surface antigen. However, she tested negative for the Hepatitis C test done at her first visit. The risk of transmission vertically is 6% if a woman is HCV RNA positive. There are no interventions to prevent or reduce the mother-to-baby transmission (Hunt and Lumley, 2002).

The inquiry was made about smoking but Cathy did not smoke. Many hospitals advise quitting smoking however only very few actually give written advice (Hunt and Lumley, 2002). No national guidelines are provided for smoking.

Cathy was strict about her diet and kept close to it with Louise’s help. She had a well-balanced and healthy diet with complex carbohydrates and protein. In the first trimester, she reduced the nausea of morning sickness by frequent small meals rich in B group vitamins and low in spice and fat (Morning Sickness, Baby Center). Her mother Louise advised her to sniff a cut lemon when feeling nauseous (Morning Sickness, Baby Center)

She took 400 micrograms of folic acid from before her pregnancy all through the first trimester in order to ensure that her child does not get any neural defects or spina bifida. (10 steps to a healthy pregnancy, Babycentre). Cathy had calcium supplements too. Louise made sure that Cathy would have fish frequently in her meals but ensured that it would be of the smaller variety and preferably canned (so that it contains lesser mercury). Fish helps the birth weight of the child to be normal and also helps in the development of the baby’s brain and nerves in the 3 rd trimester (10 steps to a healthy pregnancy, Babycentre).

Cathy avoided iron supplements as she was not anemic. Her exercise program included mild exercise and pelvic floor exercises to help her carry the baby and to handle distress in labor (10 steps to a healthy pregnancy, Babycentre). Cathy gained about 12 kgs during her pregnancy (10 steps to healthy pregnancy, Babycentre). She went through labor fairly fast and had a normal delivery.

Jessica as a newborn

Jessica was born in normal labor after 42 weeks of gestation and she was assessed as AGA (10-90 th percentile). She weighed 4.0 kgs and her APGAR score was 8 at one minute and nine at 5minutes. Her length was 52.5cms.and head circumference 37 cms. ‘A lively, kicking child bawling out loudly’ was how her gynaecologist described the newborn Jessica.

From the table above, we may assume that Jessica had a very normal life till now. Her results for the 3 parameters coincide with the normal charts of the three (Revised Growth Charts, 2005). She maintains the 90 th percentile for all three parameters.

Head circumference is thought to correlate with brain volume (Mannerkoski, 2008). Increased head circumference is associated with autism and Asperger. Developmental problems and lower cognitive ability are seen in a child with 2 lesser or more than the normal head circumference. Normal head circumference is related to high IQ more than a height difference (Mannerkoski, 2008).

The length-for-age percentiles Jessica’s changes from birth to 21 months.

The weight for age percentiles Jessica’s changes from birth to 21 months.

The head circumference-for-age percentiles Jessica’s changes from birth to 21 months.

Jessica’s Immunisations

Jessica’s immunisations have all been taken at timely intervals. As Cathy was positive for Hepatitis B surface Antigen, Jessica received her HepB and 0.5 ml.of Hepatitis B immunoglobulin about five hours after her birth (Recommended Immunization Schedules, US). She has had the 3 doses of Rota, the 3 doses of DTaP and its 1 st booster , the 3 doses and 1 st booster of Hib (Hemophilus influenza type B), Inactivated Poliovirus (3 doses), Pneumococcal conjugate vaccine (3 doses), MMR, Varicella vaccine and the Meningococcal vaccine. Her parents have been vigilant in this respect. Her schedule was as follows.

Jessica’s Immunization schedule (National Immunisation Schedule, Immunise Australia Programme).

Her next immunization would be at the age of 4 when she would receive the boosters for DTPa, Inactivated Poliovirus and MMR.

Jessica as she was

Cathy has a record of the developmental milestones of Jessica. Jessica recognized her mother early and thoroughly enjoyed breastfeeding. Cathy did not introduce a pacifier to her. She believed that breast feeding led to effective mother-infant bonding and that human milk is the best nutrition for all infants (Joanna Briggs Institute, 2005). Pacifiers are known to cause Sudden Infant Death Syndrome and studies have associated the two. Gastro-intestinal infection and dental caries are also associated but effective research has still to connect them with the pacifier (Joanna Briggs Institute, 2005). The use of the pacifier is considered a barrier to effective breast feeding. Jessica was lucky in that Cathy breastfed her till she was one.

At six weeks she started smiling at her mummy. By then she held up her head too. Cathy fed her at regular intervals and in between Jessica was a contented baby. Her cooing and other sounds thrilled the elders galore. Louise always used to sing her favourite lullabies for Jessica. The soft music of which John is crazy about also used to evoke some interest in Jessica. She never used to wake up at night after her 10 o’clock feed. She sat with support at 6 months of age (Sheridan, 2007).

By then she was also focusing her eyes. At this time she would search for the toys and stretch out to grasp them, very close to her palm (Sheridan, 2007). This indicated the development of fine movements. The sound of her family approaching her resulted in her chuckling and

sometimes squealing aloud. She used both hands to play. Playing with even unfamiliar and new visitors was not a problem to her (Sheridan, 2007).

Her first tooth appeared at 7 months of age. Louise recalls how Jessica used to put something in her mouth frequently to chew. Her family had to go on watching to see that she did not put anything into her mouth (Sheridan, 2007). Solid foods were introduced at the eighth month. Her behaviour developed a shyness to strangers.

At nine months she was crawling. Toys would be handled with both hands and transferred to and fro. She was also using the pincer grasp for holding the strings which were attached to some toys, an improvement in fine movements (Sheridan, 2007). Sometimes she threw the toys afar and then went crawling to look for them. Slowly she pulled herself to standing position (Sheridan, 2007). She had started dressing and needed help only at times. Granny and Jessica used to play peek-a-boo frequently. Louise remembers that she used to hide her face from strangers (Sheridan, 2007).

She started walking at age 1. In fact she took her first step on her first birthday (Childhood Development, CASRC). The family had come together to celebrate it. She was on all fours and moving towards her mummy when her daddy held out a toy. She held onto her mummy’s chair and rose up. On reaching out for the toy, she inadvertently took a step forward and clutched her toy, simultaneously dropping down to sit. Peter gave a whoop of joy. He had missed capturing that first step on video. Her milestones of development were well within normal limits. This gives her a chance to do well in her education (Mannerkoski, 2008). Her dolls were frequently carried and used to be cast off afar when she got angry.

Jessica as she is now

Jessica is 1 year and nine months now. Her locomotor milestones are within the normal range. She walks fairly well still with a broad base but her legs are closer now than before. Her arms are no longer held extended to balance her walk (Sheridan, 2007). The first 5 years of infant life are packed with extraordinary physical growth and increasing complexity of function. Jessica is no different. She walks and fairly well now at this age (Childhood Development, CASRC).

Both Ryan and Jessica love climbing the stairs and then coming down. Stair climbing is considered a major milestone in the motor development literature (Berger, 2007). Jessica wants help but she still enjoys it (Sheridan, 2007). Louise remembers when she crawled upstairs the first time and gleefully called her from the fourth step (Berger, 2007). Ryan jumps from the third stair now. It is difficult to keep him still. John has attached baby gates at the bottom of the stairs to prevent Jessica and Ryan from climbing without the elders’ supervision (Childhood Development, CASRC). Stair climbing illustrates how multiple factors contribute to the acquisition of milestones (Berger, 2007).

Jessica, I notice, is a contented child but has begun showing independence in selecting the color of the cereal which she wants to consume for a meal which she has sometimes. She usually joins the family at the table for all their 3 meals. Her special penchant for ‘cheeky chikin fly’ is a point of humor for the family. Louise makes a preparation of it so that Jessica can chew it easily and swallow. A bread-spread using butter and yoghurt is another favorite of hers (Childhood Development, CASRC).

Jessica loves her pink toothbrush and so brushing her tiny teeth is a pleasure to her for the time being and she does it in the morning and before sleeping. Louise helps out. The child got compliments from the dentist at her last visit. Cathy has given her a pretty spoon ‘specially made’ (that is what she has told her) for her to consume her food. She is learning to handle it (Sheridan, 2007). Her fingers hold it a little distance from the broader scooped end.

Nevertheless she is able to spoon her bowl contents into her mouth, of course spilling some of it. In the corner of her play room, there is a bucket which holds her toys which range from plastic spoons to picture postcards. Louise has taught her how to drop things in her bucket but she does not always bother (Childhood Development, CASRC). A favorite hobby of hers is to ‘draw’ with the crayons that her cousin left for her.

She makes criss-cross marks on the drawing paper and the wall when her granny is not looking. Ryan meanwhile manages to make pictures of cats and dogs and houses more successfully. Jessica likes to arrange her playthings one on top of each other (Sheridan, 2007). I joined in her game and I could understand that she was well in the path of development. She could arrange six layers of cubes before they get toppled. Her gleeful laughter when the whole stack tumbles down is indicative of her healthy disposition. Ryan sometimes helps her build towers and they have great fun watching the tower topple (Childhood Development, CASRC).

Jessica wears her squeaky shoes when she is taken ‘for a walk’ in the lawn outside for some exercise. Pink is the color of her dress and it needs to have frills. Both grandparents are receptive to the idea that talking frequently and teaching Jessica and Ryan as and when they communicate. Jessica keeps pointing at things or articles which catch her attention (Sheridan, 2007). One of them names it and says some more or tells a nonsense tale attached to it.

Jessica looks at herself in the mirror and points to her body parts and John would be ready to help her name them (Childhood Development, CASRC). Her vocabulary has reached around 30 words by her granny’s assessment (Sheridan, 2007). She has recently started waving good bye to her parents every morning after climbing on the sofa outside on the verandah and wishing them ‘ave a nice day’ (Sheridan, 2007).. It thrills them a lot.

Every day after breakfast, she has a bath. Now her granny is having a problem soaping her as she wants to do it herself and she wheels some toys into her bath too(Sheridan, 2007). She soaps her toy doggie and ‘bathes’ him. Dressing has become a tedious affair with Jessica selecting her own dress, a pink one with frills almost daily. On top of that she keeps changing her selection at least twice (Childhood Development, CASRC).

Louise has to be patient and slowly ‘wean’ her away. Then she slowly turns the pages of her picture book which Cathy got for her. She does not allow Louise to do it. She compares the colors of her dress or Louise’s with the colors in her book and keeps shrieking in delight (Childhood Development, CASRC).. Another favourite pastime is tending to her ‘Barbie’ doll which she has named Lucy.

She feeds her with a spoon, combs her hair, changes her clothes and what not. The other day she dipped her in the bucket of water saying she is ‘smelly’. This is symbolic play (Goldson, 2007). Play is a significant means of learning. It is a very complex process which involves the practice and rehearsal of roles, skills, and relationships. It is a way to integrate the child’s life experiences. There is emotional development, cognitive development and social/motor development. Play has a developmental progression. If last year, peek-a-boo was her favourite game, this year she is playing by herself or with her imaginary friends (Goldson, 2007). Next year she would have her pre-school friends. It is all social development.

Jessica has a habit of making monosyllable answers to the parents’ and grandparents’ queries. Sometimes several ‘nos’ make things difficult (Childhood Development, CASRC). Cathy commented to her mother that the word ‘no’ needs to be removed from their family dictionary till Jessica forgets it. Now she asks for ‘sumthin to dink’ and ‘I thirsty or ‘wanna eat’. Cathy’s neighbor Elaine brings her two and a half year old child over occasionally.

Jessica immediately runs close to her granny and sits on her lap till the other child leaves (Childhood Development, CASRC). Maybe she is worried that she may lose the attention of her granny in the presence of others or it is that she is not that social yet. This is definitely normal going by the milestones. Cathy recites nursery rhymes to her just before she sleeps. She loves ‘Mary had a little lamb’. Louise keeps asking her to show the doggie, kitty etc from her picture books and Jessica happily obliges.

She has learnt the left-to-right technique of going through her pictures. Jessica has her tantrums when Louise restricts her running out of the front door or wishing to play under the tap in the bathroom. Jessica has been introduced to her potty training (Childhood Development, CASRC). She likes it because there are some musical sounds coming from her potty. Brain maturation permits infants to sense full rectum or bladder

and also controls the bowel and bladder sphincters (Goldson, 2007). Jessica for one feels proud when she has been able to inform her granny in time for her to use her potty. Louise makes it a point to praise her ‘accomplishment’. Cathy has specifically advised her parents not to be too strict over this (Goldson, 2007). Jessica was to decide when to go. She reminds them about her son who used to make a big issue due to frequent restrictions by the grandparents.

Sleep is a restful period for Jessica. Though it is accepted that 17% of infants have moderate sleep problems, Jessica is not affected. This is probably because Jessica’s parents are both mentally and physically healthy (Fauroux et al, 2008). Jessica lies on her side (prone position) while sleeping. The supine position is associated with delays in motor development and thereby a delay in the motor milestones (Fauroux et al, 2008). There is a hypothesis that says that children who have greater activity during the night in their sleep and increased sleep disturbances tend to show a delay in the onset of locomotor milestones (McKay, 2006). Thankfully Jessica does not fall in this category.

In the recent times, evidence has emerged which says that earlier motor development is associated with better scholastic performance, better educational outcomes in adulthood and better cognitive functions (Murray et al, 2006). Murray’s study found that “infant motor development was an independent predictor of adult cognition” in some aspects like adolescent behavioural problems.

Jessica’s Colic

Jessica has colic occasionally. She would cry incessantly holding onto her abdomen. It has been estimated that 40% of male and female infants suffer from colic (Joanna Briggs Institute, 2008). Food allergies, gastrointestinal causes, behavioural symptoms, change in bowel or urine excretion patterns, dietary patterns should be taken into consideration. Jessica has only very few colic episodes after Louise reduced cow’s milk from her diet and tried a soy-based formula and then a fibre-enriched formula both of which failed to provide relief to Jessica.

Then at the advice of the paediatrician, Jessica has been started on the hypoallergenic formula (Joanna Briggs Institute, 2008).. Special attention is taken to give sufficient fresh fruit and juices to Jessica so that she does not have constipation. When her symptoms are severe enough she is taken to Cathy’s hospital where the paediatrician advises some antispasmodic injection for relief. However such visits are few and far between now that Jessica is growing up and her diet is well adjusted.

Analysis of Jessica’s development

Jessica is healthy child conforming to the changes of weight, length and head circumference to the 90 th percentile of each parameter in the Revised Growth Charts of Victoria. Her mother had a normal pregnancy which terminated in a normal delivery.

Jessica had no congenital or other abnormalities. She had a fairly normal neonatal and infant period. Her milestones of development were all within normal limits. She has been immunized to most childhood illnesses as indicated in the immunization schedule of Australia. Her mental, locomotor and social developments are appropriate. Her IQ is normal and she is expected to do well in her education. Her warmth reflects the strong interactions among the family members and with the rest of the world.

Reflections

I visited the Ray family on the 25 th of August, 2008 and spent about two days in their home. They welcomed me warmly into the family and permitted me to stay in their guest room. I was surprised that they allowed me to move fairly freely with them and also to join in looking after Jessica. Jessica too took to me and invited me to play with her. I had no difficulties. All my qualms about family nursing practice flew away at their response. I was lucky to get a good start. This has confirmed my option to choose family nursing. I am aware that this may not be the situation in all families. However my mind is made up.

Having never directly faced the clients before, I was a little apprehensive of things. However, I was lucky to get a warm family. The questions that I had prepared came in handy and I could extract plenty of information for my case study. I was able to do the genogram and ecomap of the family and include the maximum information that I gathered. The Calgary Family Assessment Model guided me in putting on paper what I had learned.

I have attempted to include many facets of Jessica’s developmental milestones but I had to limit my findings to stay within the length of paper allowed. I realized that assessing the family as a whole is essential in assessing a child. My confidence has been lifted with this assignment. I have also been able to look for good references. With sufficient preparation, I should be able to face clients and really be efficient in getting the maximum information for study. Interacting with the family has changed my outlook and I expect to go through my study with flying colours.

Berger, Sarah E., (2007), “How and when infants learn to climb”, Infant Behaviour and Development, Vol. 30, Pgs 36-49., ScienceDirect, Elsevier.

Carroli, G.; Villar, J.; Piaggio et al, (2001), “WHO Systematic Reviews of randomized controlled trials of routine antenatal care”, Lancet, Vol 357, Pgs. 1565 – 1570.

Child Development Programme, Child and Adolescent services Research center. Web.

CASRC Enkin, M. et al, (2000), “A guide to effective care in pregnancy and childhood”, 3 rd Ed., Oxford: Oxford University Press, 2000.

Fauroux, Brigitte et al, (2008), “What’s new in paediatric sleep in 2007), Paediatric Respiratory News , Vol 9, Pgs. 139-143, Elsevier.

Goldson, Edward and Reynolds, Ann; (2007), “Normal Development’ in Chapter 2, Current Paediatric diagnosis and treatment, 18th ed, The McGraw Hill Companies.

Hunt, Jennifer M. and Lumley, Judith; (2002), “Are recommendations about routine Antenatal care in Australia consistent and evidence- based”, Medical Journal of Australia (MJA ), Vol 176, Pgs 255-259.

Joanna Briggs Institute, (2005), Early childhood pacifier use in relation to Breastfeeding, SIDS, Infection and Dental malocclusion, Best Practice , Vol 9, Issue 3, page 1-6.

Joanna Briggs Institute, (2008), The effectiveness of interventions for infant colic”, Best Practice, Vol 12, Issue 6, Pgs. 1-4.

Kaakinen et al, (2005), “Family Nursing Assessment and Intervention”, Chapter 8 of Family Health Care Nursing: Theory, Practice and Research by Shirley M.H.Hanson, Joanna Rowe Kaakinen and Vivian Gedaly Duff, 3 rd Ed., F.A.Davis Company.

Mannerkoski, M. et al, (2008), Childhood Growth and Development associated with the need for full time special education at school age , European Journal of Paediatric Neurology.

McKay, Sandra M., (2006), “Longitudinal assessment of leg motor activity and sleep patterns in infants with and without Down’s syndrome”, Infant Behaviour and Development Vol 29, Pgs 153-168.

“Morning Sickness’, Babycentre, Australia Medical Advisory Board, BabyCentre LLC. Web.

Murray, G.K. et al, (2006), Infant motor development and adult cognitive functions, Schizophrenia Research, Vol 81, Pgs 65-74, ScienceDirect, Elsevier.

National Immunisation Schedule, Immunise Australia Programme , Recommended Immunisation Schedules for 0-6 years, Advisory Committee on Immunisation Practices, Department of Health and Human Services, Centre for Disease Control and Prevention, 2008.

Revised CDC Growth Charts, (2005), Department of Education and Early Childhood Development, Government of Australia, Victoria. Web.

Sheridan, Mary D. et al; (2007). From birth to five years : children’s developmental progress, Hawthorn: Australian Council for Educational Research.

“10 steps to healthy pregnancy”, Babycentre, Australia Medical Advisory Board, BabyCentre LLC. Web.

Wen, S.W. et al, (2000), Impact of prenatal glucose on the diagnosis of gestational diabetes and on pregnancy outcomes”, American Journal of Epidemiology, Vol 152, Pgs 1009-1014.

Walkinshaw, S., (2001), “Dietary regulation for gestational diabetes”, (Cochrane Review), In: The Cochrane Library, Issue 2, 2001, Oxford: Update software.

Wright, L.M. and Leahy, M.; (2005), “Calgary Family Assessment Model” in Nurses and Families: A Guide to family Assessment and Intervention, 4 th Ed., Philadelphia, F.A.Davis.

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IvyPanda. (2022, June 28). Family and Child Development Milestones. https://ivypanda.com/essays/family-and-child-development-case-study/

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Home Essay Examples Education Case Study

Case Study: Child Cognitive Development

• Category Education , Psychology
• Subcategory Learning
• Topic Case Study , Cognitive Development

“Children must be taught how to think, not what to think.” — Margaret Mead, cultural anthropologist. Children are full of imagination. They are an explorer, adventurer and scientists. They are curious of everything. They like asking questions. As a kindergarten teacher, we have a responsibility to provide them a correct way of thinking. According to the case, Andrew is a K2 student. He is misunderstood the category of insects and animals. This situation is related the cognitive development of Andrew. Cognitive development refers to how a person thinks. There are various perspectives of cognitive development. The information processing, reasoning, remembering, memory and etc. In the following essay, I am going to suggest and explain an appropriate intervention practice to encourage the cognitive development of Andrew. The roles of the teacher are going to state and elaborate in the following designed improvement proposal.

First and foremost, the cognitive processes with reference and research to the case will be evaluated. Based on the Piaget’s Theory of cognitive development, children establish their understanding around the world through experiences. Among the key processes of cognitive development are schema, assimilation, accommodation, equilibrium, disequilibrium and equilibration.

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For the stage of schema, it is a concept that helps organize and explain information. Based on the Piaget’s Theory, psychological structures to make sense of the experience in organized way. When children learn new things, they will be self-generated the information in order to adapt the new environment. Among different areas of schemas are person, social, self and event. Schema will change with age. When children grow up, they continuously to enhance their knowledge. They are more experienced. This is the reason why schema will change over time. For example, a young child develops the schema of cat. In his mind, the characteristics of the cat is small, has ears, four legs and hair. When he notices the rabbit next time, he will definitely call it a cat. Rabbit is a small living thing, has ears, four legs and hair. It is absolutely fixing the characteristics of cat. However, a schema is developed. The little child thinks that all living objects with hair, ears, four legs and small are cat. According to the provided case, Andrew could identify birds are under the category of animals. In his mind, birds are flying object and have wings. The new developed schema of Andrew is all flying objects with wings are animals. When he observed the butterflies, he noticed that butterflies are flying objects that have wings. Moreover, he thought that butterflies are also animals because they have similar features of birds. At that moment, he did not have any information of insect. This is the reason why he looked confused. This is the process of schema of Andrew.

For the stage of assimilation, it is a concept that helps absorb and evaluate new information. Based on the Piaget’s Theory, he believed that we experienced more to learn new information and assimilate into our prior knowledge and the existing world. Assimilation helps updating children’s knowledge base. It is an important stage for child development. For example, young child may learn mathematics in kindergarten. They will learn some basic principal such as the concept of zero, counting on and counting down. Children keep updating their mathematical knowledge when each skill was taught. Assimilation keep running in their mind in order to absorb the newly formed information. According to the provided case, Andrew thought that butterflies are similar with birds and under the category of animal. During the lesson, Andrew was listening the story of animal. When the picture of bird was shown, he could recognize correctly. In the moment, he knew that living organisms with wings and small are bird and is an animal. After teacher’s praising, he confirmed that thinking. When the butterflies existed, their features were totally similar with birds. Since Andrew knew more, he assimilated this information into his prior knowledge. Therefore, he classified butterfly into the category of animal too. Assimilation took place. Although the new experience can incorporate into Andrew’s existing theories, it is a wrong assimilation. This is because butterfly should under the category of insect instead of the animal. This is the process of assimilation of Andrew.

The cognitive processes with reference to the case has been made clear in the foregoing paragraphs. They are schema and assimilation respectively. In the following paragraphs, I am going to introduce an intervention practice in order to encourage Andrew’s cognitive development. It is an activity that identify the dissimilarity between animal and insect through the colourful pictures.

For the beginning, the education of animal and insect. Since Andrew was just 5, we can provide some basic ideas of the difference between animal and insect. The most common type of animal is mammal. Mammals are usually born a baby. They feed their baby with milk from their breast. Besides, animals are usually with hair and fur. On the other hand, insects are usually lay eggs. Sometimes, they will lay hundred even a thousand. Insects are without any hair and fur. They usually have three pair of legs. Also, insects are divided into two part. The head and the main body part. The difference between animals and insects is quite obvious. In order to increase Andrew’s attention and memorize his knowledge, I will provide a direct teaching. During the practice, I am going to show Andrew a series of pictures of animals and insects with the following characteristics. For the animals, the most commonly are giraffe, zebra, sheep and lion. For the insects, the most commonly are butterfly, mosquito and spider. This is details of the intervention activity for Andrew.

Through showing the pictures and images, these will attract Andrew’s attention and memorize his knowledge. Because of the wrong assimilation of Andrew, an accommodation is required. When the experiences introduce the information that not suitable with the current schemas, we need to create a new schema or modify the old one. Children shift assimilation to accommodation. The old schema of Andrew shows the all flying objects with wings are animals like birds. He does not know that butterfly is under the category of insects. However, we need to update his existing schema and produce a new category of insect for butterfly. Through teaching, we can point out the difference and provide a correct way of thinking. In this moment, teacher need to mention the fault that not every flying object with wings are animals. Animals are usually with hair while insects are not. Animals born a baby and feed them with breast while insects are lay eggs. Through the extremely contrast, the differences of the characteristics between animals and insects are obviously showed. Accommodation is a main process of children’s cognitive development when the wrong assimilation occurred. This can prevent the disequilibrium. It is a cognitive discomfort. That’s means the wrong assimilation continuously affects children’s daily life but the accommodation does not take place. Through teaching, it can accommodate the wrong assimilation in order to take a balance. Equilibration occurs. A process when disequilibrium occurs, children organize their theories to return to a state of equilibration. In addition, the direct teaching is needed. Direct teaching is a suitable method for children to learn the particular notion and expertise. This can increase the response rate and interaction between teacher and children. Teacher can understand what is happening to the child and provide the most suitable solution to help him at once. This is the reason why the direct teaching is used.

The details of intervention practice to encourage Andrew’s cognitive development have been made clear in the foregoing paragraphs. In the following paragraphs, I am going to state and elaborate the roles of teacher in the above proposal.

“When you get, give. When you learn, teach.” — Maya Angelou. As a kindergarten teacher, we all are a role model of children. We are important for children’s growth. We are more experienced than the children. We should use our prior knowledge with the personal experiences to apply into the teaching method. Most kindergarten students are usually between 3-6 years old. It is a major period for them to absorb the new things. It may affect their further development. Besides, children cannot define what is right or wrong at that period because they are still a young child. They believe what we say whether it is correct or not. Therefore, we are responsible to provide a precise way of critical thinking for those children. Teacher need to elaborate the concept to children clearly. Teacher also as a leader that guiding the children. Take an example of the process of accommodation, we need to indicate the mistake to create a new schema and alter the old one. If we do not, the wrong assimilation continuously affect children and lead to disequilibrium. A cognitive discomfort. Refer to the provided case, Andrew do not know the category of animal and insect respectively. If we do not specify the problem, Andrew will confirm the butterfly is under the category of animal. A misunderstanding is then occurring. It will become more serious if the misinterpretation is not be treated. We need to explain that animals are usually with hair and fur while insects are usually with many pair legs. For animals, zebra, lion, sheep and bear are well-known. For insects, spider, bee, butterfly and ant are well-known. This is the role of the teacher in the designed proposal.

In sum and in short, the cognitive processes of the provided case has briefly evaluated. They are schema and assimilation. The intervention practice that encourage Andrew’s cognitive development has explained in details in this essay. Images of different animals and insects are prepared for Andrew to classify. The role of teacher also stated in the foregoing paragraphs.      

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Child’s Development: The Case Study

M. is an appropriately developed girl with specific skills and interests that should be discussed. First of all, she has good locomotor skills as she can interact with multiple objects, care for herself, and perform daily activities without any assistance. It can be seen from her behavior and how she copes with everyday tasks. Furthermore, M. is interested in learning and doing complex tasks. She is persistent and tries to resolve challenges on her own. She is also a friendly and polite girl, open with her friends and teachers. She has good learning dispositions as she is ready to ask for assistance in complex cases and listen to instructions.

At the same time, M. is too avoidant for her age as she prefers playing alone in games that do not demand other children’s involvement. She is also very independent, which results from the lack of attachment. For this reason, it is possible to offer several ideas to stimulate her learning and development. First of all, parents can spend more time with M., reducing the level of independence she has at the moment. It will help to build stronger relations between a child and her parents and make her more emotional and open.

Another idea is to spend more time playing games with M. Play can be a potent tool to stimulate children’s development and address existing issues. Thus, M enjoys creative games, such as building bricks and complex tasks. It means that the parents can start solving puzzles with her. The choice of tasks should be aligned with the current development of a girl. It will stimulate her creativity and cognitive abilities and will be interesting for M. Another idea is trying to engage the girl in playing with other children. Observations show that M. spends much time alone and talking to herself in the mirror. Organizing her meeting with her peers and providing them with the opportunity to start playing might help to make her more active and eliminate the barrier to communication.

Moreover, the parents describe M. as an energetic and creative girl who loves music and drawing. It means that she can attend some drawing classes for children. It will support her interests, stimulate creativity, and provide the basis for interacting with other children. Finally, it is vital to align interaction between an educator and parent as the basis for a successful child’s development. It will help to address the problems discovered when interacting with a child, discuss them with the family, and select the most effective methods to resolve them.

In such a way, the following five suggestions are vital to support M.’s further development and ensure all milestones are achieved. The girl is very active and shows interest in doing creative tasks. At the same time, she lacks communication at home because of the signs of avoidant attachment. It means that it is critical to address these issues. The recommended plan focuses on providing M. with opportunities to spend more time with her family and play with them. It will also cultivate trust and love relations between all members. At the same time, other suggested activities will simulate her intellectual development and ensure her needs for creativity will be fulfilled. By cooperating with parents, it is possible to attain the desired success and help M. to become a good learner and attain success in the future.

Mock Family Meeting

Dear parents! Today we have a meeting to discuss your daughter M., her development, and how she can be supported. First of all, I want to tell you that M. is a perfect child. She is always polite, open, and ready to share her feelings and ideas with people. She often shows me photos of your family as it makes her feel good to talk about you, and she loves all her family members. Moreover, I want to admit that she is also well developed for her age. M. has outstanding locomotor skills, as I noticed she could care for herself independently. She dresses and does bathing, eats, and plays without any assistance, which is very good for a child of her age. I also noticed that she has diversified interests in different fields. She is also creative and ready to learn, which is vital during this phase of development. For this reason, I think our main task is to help M. to continue her development and ensure she will become successful in the future!

Nevertheless, I still want to ask you some questions to understand how we can work together to help M. and resolve some possible issues. First of all, I would like to ask you how much time per day you spend with your daughter? I understand that you work a lot to support her; however, it is also vital to interact with a child and ensure she does not suffer from a deficit of attention. M. is a very independent girl; however, it is not always good as it can be a sign of avoidant attachment emerging because of the lack of attention from parents. I observed she played alone and talked to herself in the mirror, which might be a signal that she does not have many opportunities to talk with her close people at home. For this reason, I am asking you this question and hope you understand me.

I also noticed that M. spends much time playing alone, without other kids. Does she play with other children at home? Socialization is an essential aspect of an individual’s development, and play is a perfect method to help a child to become a member of a group and learn how to interact with others. Moreover, I would like to attract your attention to M.’s dispositions for learning. She is a persistent girl motivated to accomplish difficult tasks and wants to resolve them. From my observations, I see that she might ask for assistance only if she cannot find a solution on her own, and she always listens to instructions carefully. It means that she can be a good learner, and our task is to provide her with activities that would help her to evolve. That is why I would like to ask you if you perform any educational activities with her? It might be useful for her as it will stimulate the faster evolution of her cognitive abilities and support her interest.

I am sure that together we can attain success and create an environment beneficial for M.’s development. She is a clever, active, and talented child, and our primary task is to fulfill her major needs at the moment. For this reason, we should discuss the observations outlined by me and collect additional information about your daughter’s behavior. It would help to plan future actions and create the basis for future achievements and successes. I am sure collaboration is the key to success, so let us do it together!

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All You Wanted to Know About How to Write a Case Study

What do you study in your college? If you are a psychology, sociology, or anthropology student, we bet you might be familiar with what a case study is. This research method is used to study a certain person, group, or situation. In this guide from our dissertation writing service , you will learn how to write a case study professionally, from researching to citing sources properly. Also, we will explore different types of case studies and show you examples — so that you won’t have any other questions left.

What Is a Case Study?

A case study is a subcategory of research design which investigates problems and offers solutions. Case studies can range from academic research studies to corporate promotional tools trying to sell an idea—their scope is quite vast.

What Is the Difference Between a Research Paper and a Case Study?

While research papers turn the reader’s attention to a certain problem, case studies go even further. Case study guidelines require students to pay attention to details, examining issues closely and in-depth using different research methods. For example, case studies may be used to examine court cases if you study Law, or a patient's health history if you study Medicine. Case studies are also used in Marketing, which are thorough, empirically supported analysis of a good or service's performance. Well-designed case studies can be valuable for prospective customers as they can identify and solve the potential customers pain point.

Case studies involve a lot of storytelling – they usually examine particular cases for a person or a group of people. This method of research is very helpful, as it is very practical and can give a lot of hands-on information. Most commonly, the length of the case study is about 500-900 words, which is much less than the length of an average research paper.

The structure of a case study is very similar to storytelling. It has a protagonist or main character, which in your case is actually a problem you are trying to solve. You can use the system of 3 Acts to make it a compelling story. It should have an introduction, rising action, a climax where transformation occurs, falling action, and a solution.

Here is a rough formula for you to use in your case study:

Problem (Act I): > Solution (Act II) > Result (Act III) > Conclusion.

Types of Case Studies

The purpose of a case study is to provide detailed reports on an event, an institution, a place, future customers, or pretty much anything. There are a few common types of case study, but the type depends on the topic. The following are the most common domains where case studies are needed:

• Historical case studies are great to learn from. Historical events have a multitude of source info offering different perspectives. There are always modern parallels where these perspectives can be applied, compared, and thoroughly analyzed.
• Problem-oriented case studies are usually used for solving problems. These are often assigned as theoretical situations where you need to immerse yourself in the situation to examine it. Imagine you’re working for a startup and you’ve just noticed a significant flaw in your product’s design. Before taking it to the senior manager, you want to do a comprehensive study on the issue and provide solutions. On a greater scale, problem-oriented case studies are a vital part of relevant socio-economic discussions.
• Cumulative case studies collect information and offer comparisons. In business, case studies are often used to tell people about the value of a product.
• Critical case studies explore the causes and effects of a certain case.
• Illustrative case studies describe certain events, investigating outcomes and lessons learned.

Need a compelling case study? EssayPro has got you covered. Our experts are ready to provide you with detailed, insightful case studies that capture the essence of real-world scenarios. Elevate your academic work with our professional assistance.

Case Study Format

The case study format is typically made up of eight parts:

• Executive Summary. Explain what you will examine in the case study. Write an overview of the field you’re researching. Make a thesis statement and sum up the results of your observation in a maximum of 2 sentences.
• Background. Provide background information and the most relevant facts. Isolate the issues.
• Case Evaluation. Isolate the sections of the study you want to focus on. In it, explain why something is working or is not working.
• Proposed Solutions. Offer realistic ways to solve what isn’t working or how to improve its current condition. Explain why these solutions work by offering testable evidence.
• Conclusion. Summarize the main points from the case evaluations and proposed solutions. 6. Recommendations. Talk about the strategy that you should choose. Explain why this choice is the most appropriate.
• Implementation. Explain how to put the specific strategies into action.
• References. Provide all the citations.

How to Write a Case Study

Let's discover how to write a case study.

Setting Up the Research

When writing a case study, remember that research should always come first. Reading many different sources and analyzing other points of view will help you come up with more creative solutions. You can also conduct an actual interview to thoroughly investigate the customer story that you'll need for your case study. Including all of the necessary research, writing a case study may take some time. The research process involves doing the following:

• Define your objective. Explain the reason why you’re presenting your subject. Figure out where you will feature your case study; whether it is written, on video, shown as an infographic, streamed as a podcast, etc.
• Determine who will be the right candidate for your case study. Get permission, quotes, and other features that will make your case study effective. Get in touch with your candidate to see if they approve of being part of your work. Study that candidate’s situation and note down what caused it.
• Identify which various consequences could result from the situation. Follow these guidelines on how to start a case study: surf the net to find some general information you might find useful.
• Make a list of credible sources and examine them. Seek out important facts and highlight problems. Always write down your ideas and make sure to brainstorm.
• Focus on several key issues – why they exist, and how they impact your research subject. Think of several unique solutions. Draw from class discussions, readings, and personal experience. When writing a case study, focus on the best solution and explore it in depth. After having all your research in place, writing a case study will be easy. You may first want to check the rubric and criteria of your assignment for the correct case study structure.

Read Also: 'CREDIBLE SOURCES: WHAT ARE THEY?'

Although your instructor might be looking at slightly different criteria, every case study rubric essentially has the same standards. Your professor will want you to exhibit 8 different outcomes:

• Correctly identify the concepts, theories, and practices in the discipline.
• Identify the relevant theories and principles associated with the particular study.
• Evaluate legal and ethical principles and apply them to your decision-making.
• Recognize the global importance and contribution of your case.
• Construct a coherent summary and explanation of the study.
• Demonstrate analytical and critical-thinking skills.
• Explain the interrelationships between the environment and nature.
• Integrate theory and practice of the discipline within the analysis.

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Case Study Outline

Let's look at the structure of an outline based on the issue of the alcoholic addiction of 30 people.

Introduction

• Statement of the issue: Alcoholism is a disease rather than a weakness of character.
• Presentation of the problem: Alcoholism is affecting more than 14 million people in the USA, which makes it the third most common mental illness there.
• Explanation of the terms: In the past, alcoholism was commonly referred to as alcohol dependence or alcohol addiction. Alcoholism is now the more severe stage of this addiction in the disorder spectrum.
• Hypotheses: Drinking in excess can lead to the use of other drugs.
• Importance of your story: How the information you present can help people with their addictions.
• Background of the story: Include an explanation of why you chose this topic.
• Presentation of analysis and data: Describe the criteria for choosing 30 candidates, the structure of the interview, and the outcomes.
• Strong argument 1: ex. X% of candidates dealing with anxiety and depression...
• Strong argument 2: ex. X amount of people started drinking by their mid-teens.
• Strong argument 3: ex. X% of respondents’ parents had issues with alcohol.
• Concluding statement: I have researched if alcoholism is a disease and found out that…
• Recommendations: Ways and actions for preventing alcohol use.

Writing a Case Study Draft

After you’ve done your case study research and written the outline, it’s time to focus on the draft. In a draft, you have to develop and write your case study by using: the data which you collected throughout the research, interviews, and the analysis processes that were undertaken. Follow these rules for the draft:

• Your draft should contain at least 4 sections: an introduction; a body where you should include background information, an explanation of why you decided to do this case study, and a presentation of your main findings; a conclusion where you present data; and references.
• In the introduction, you should set the pace very clearly. You can even raise a question or quote someone you interviewed in the research phase. It must provide adequate background information on the topic. The background may include analyses of previous studies on your topic. Include the aim of your case here as well. Think of it as a thesis statement. The aim must describe the purpose of your work—presenting the issues that you want to tackle. Include background information, such as photos or videos you used when doing the research.
• Describe your unique research process, whether it was through interviews, observations, academic journals, etc. The next point includes providing the results of your research. Tell the audience what you found out. Why is this important, and what could be learned from it? Discuss the real implications of the problem and its significance in the world.
• Include quotes and data (such as findings, percentages, and awards). This will add a personal touch and better credibility to the case you present. Explain what results you find during your interviews in regards to the problem and how it developed. Also, write about solutions which have already been proposed by other people who have already written about this case.
• At the end of your case study, you should offer possible solutions, but don’t worry about solving them yourself.

Use Data to Illustrate Key Points in Your Case Study

Even though your case study is a story, it should be based on evidence. Use as much data as possible to illustrate your point. Without the right data, your case study may appear weak and the readers may not be able to relate to your issue as much as they should. Let's see the examples from essay writing service :

‍ With data: Alcoholism is affecting more than 14 million people in the USA, which makes it the third most common mental illness there. Without data: A lot of people suffer from alcoholism in the United States.

Try to include as many credible sources as possible. You may have terms or sources that could be hard for other cultures to understand. If this is the case, you should include them in the appendix or Notes for the Instructor or Professor.

Finalizing the Draft: Checklist

After you finish drafting your case study, polish it up by answering these ‘ask yourself’ questions and think about how to end your case study:

• Check that you follow the correct case study format, also in regards to text formatting.
• Check that your work is consistent with its referencing and citation style.
• Micro-editing — check for grammar and spelling issues.
• Macro-editing — does ‘the big picture’ come across to the reader? Is there enough raw data, such as real-life examples or personal experiences? Have you made your data collection process completely transparent? Does your analysis provide a clear conclusion, allowing for further research and practice?

Problems to avoid:

• Overgeneralization – Do not go into further research that deviates from the main problem.
• Failure to Document Limitations – Just as you have to clearly state the limitations of a general research study, you must describe the specific limitations inherent in the subject of analysis.
• Failure to Extrapolate All Possible Implications – Just as you don't want to over-generalize from your case study findings, you also have to be thorough in the consideration of all possible outcomes or recommendations derived from your findings.

How to Create a Title Page and Cite a Case Study

Let's see how to create an awesome title page.

Your title page depends on the prescribed citation format. The title page should include:

• A title that attracts some attention and describes your study
• The title should have the words “case study” in it
• The title should range between 5-9 words in length
• Your name and contact information
• Your finished paper should be only 500 to 1,500 words in length.With this type of assignment, write effectively and avoid fluff

Here is a template for the APA and MLA format title page:

There are some cases when you need to cite someone else's study in your own one – therefore, you need to master how to cite a case study. A case study is like a research paper when it comes to citations. You can cite it like you cite a book, depending on what style you need.

Citation Example in MLA ‍ Hill, Linda, Tarun Khanna, and Emily A. Stecker. HCL Technologies. Boston: Harvard Business Publishing, 2008. Print.

Citation Example in APA ‍ Hill, L., Khanna, T., & Stecker, E. A. (2008). HCL Technologies. Boston: Harvard Business Publishing.

Citation Example in Chicago Hill, Linda, Tarun Khanna, and Emily A. Stecker. HCL Technologies.

Case Study Examples

To give you an idea of a professional case study example, we gathered and linked some below.

Eastman Kodak Case Study

Case Study Example: Audi Trains Mexican Autoworkers in Germany

To conclude, a case study is one of the best methods of getting an overview of what happened to a person, a group, or a situation in practice. It allows you to have an in-depth glance at the real-life problems that businesses, healthcare industry, criminal justice, etc. may face. This insight helps us look at such situations in a different light. This is because we see scenarios that we otherwise would not, without necessarily being there. If you need custom essays , try our research paper writing services .

Get Help Form Qualified Writers

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Format: APA

Academic level: College

Paper type: Case Study

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A look at the child’s details reveals that the baby under study still is an infant. During this case study, the child’s age ranged between 19 to 21 months. The study took place between October 2018 and December 2018. The child was fit for study during the whole period. Its birthday was documented to be January 25, 2017. The mother gave birth to the child the natural way. No surgeries were needed during the birth procedure. A look into the child’s medical history reveals that it has had no major complication ever since birth. No serious ailment has ever begotten the child. Furthermore, the child has never undergone any surgical procedure since birth. 

The child’s nuclear family consists of four other members. These are the mom and dad, the big brother, and a labradoodle. They all live in a three bedroom apartment with a large older neighborhood. The apartment is seated in a half acre fenced in yard. The house has two baths. The infant has its own bedroom and sleeps in its crib. The outdoor space has some large push toys although the child spends much of its time playing with the brother, dirt, sticks, and balls. The child spends its day at home. It has a strict schedule as follows: 

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The setting from which the child will be observed most often is the backyard while it is playing. The developmental checklist and types of records to be used include the running record, anecdotal notes, and CDC’s developmental checklists. 

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Example Of Case Study On Connections To Developmental Theories

Example of case study on preschool in flushing, ny, windshield template case study sample, 14- u5a1-windshield survey- 2/5.

Introduction A windshield survey, usually conducted from a car, gives a visual overview of the area, regarding development, and conditions that are prevalent in the community that may affect the health of the population. There is necessity to understand the community in community needs, housing, transportation, health related issues, services, geographic structure, habitat, economy, ethnicity, religion, community needs and strengths, the available resources and the gaps in the resources. This will help in proper planning in effective services within the community.

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Early childhood development is a common stage in human life, which defers in individuals child pace brought about by his/her interaction with the environment. Several factors influence children emotional, cognitive and physical changes some posing challenges to children development. In order to gain insight into children’s behavioral, thinking and strategies a step by step careful observation of the changes are considered for investigation bearing in mind the ages and sex of the children (Swift, 2005). Considering a 4-year-old child (still in early childhood), being is introduced to Brooklyn Flatbush day care with the conditions that he is mentally challenged.

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Early Childhood Development, Case Study Example

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Introduction

Early childhood development has several aspects apart from cognitive and language skills. Socialization and emotional skills can – and often do – develop slower than the rest of the skills. This can be a sign of a condition, such as Aspergers syndrome or slight autism. However, it is also possible that socialization patterns and conditions affect the behavior of the child. Piaget’s theory of play and imitation will help teachers support the child. It is important, however, to discusses the aspects of emotions and social/cognitive views on learning. The social cognitive theory will also be useful in analyzing the case of John and the reasons behind his delayed social and emotional development. This review of the two basic theories; the theory of play by Piaget (1958) and Vygotsky (1987) and the social cognitive theory (Bandura, 1977) will provide the authors with important information about child development, in order to successfully develop an intervention framework for John.

Case Analysis

John’s cognitive development skills are developing according to his age, however, his social and emotional skills seem to stagnate. This can later have an adverse effect on John’s academic achievement. According to Lynch & Simpson (2010, p. 1.),  social skills development can lays the foundation of academic success. The authors created a list of skills that are related to social development, and examining these skills in the case of John will provide the authors with important information on development areas. The social skills determined by Lynch & Simpson (2010) are: empathy, participation in group activities, helping others, communicating with peers, negotiating and solving problems. From the case study of John, it is clear that he does not successfully communicate; he has difficulties with interaction. Further, he does not share, help others or negotiate by taking turns. He lacks generosity and helpfulness among his peers. His inability of expressing his emotions and identifying others’ feelings shows that he lacks empathy.  He is unable to solve problems and often confronts with other children, instead of sharing and negotiating. The case of John is a clear example of underdeveloped social skills, therefore, intervention of educators is needed. John might have developed incorrect responses to experiences he has received from his environment. He might have copied somebody’s behavior, or he would have no knowledge about the consequences of his actions; therefore, he needs to be instructed and directly taught social skills. In the below theory and intervention framework review, the authors attempt to reveal the best methods for teachers to promote John’s emotional and social skills development.

Related Theoretical Perspectives

Development Theories

Social Learning Theory of Cognitive Development. Piaget’s (1964) social learning theory will help teachers determine the social factors of the child’s emotional development. Further, the ideas the author presents about sociomoral development will also be examined. Piaget’s definition of being socialized is to develop a sense of reason based on observations, experiences and interactions within the social environment. Therefore, children who develop social skills can determine the consequences of their actions on a cognitive level, based on their experiences. They learn from others’ responses to their behavior, while perceiving norms of interaction. Based on Piaget’s social learning theory, it is evident that the missing link in John’s case is understanding norms and decoding messages of others.

Vygotsky’s Sociocultural Theory. Building upon Piaget’s social learning theory, Vygotsky (1978) created an important thesis that has a great importance in examining social learning and development. He stated that “learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function” (p. 90.). According to Vygotsky (1978), culture has a major impact on learning. He focuses on the impact of social factors on cognitive development. He further mentions that children’s learning of social skills can be influenced by collaborative dialogues. He emphasized the importance of influences on children’s development.

Learning Theories

Social Learning Theory: Bandura. Bandura (1977) reviewed the role of observatory learning in social skills and emotional development. His social learning theory indicates that there are two types of learning: based on direct experience and that of a result of observing others. (Bandura, 1977, p. 3.) An important statement of his theory is that apart from environmental reinforcement, intrinsic reinforcement also influences behavior. Intrinsic reinforcement is a type of internal reward; something a person feels when the complete an action. For example, John might feel like he is stronger and winning when he refuses to share toys. Understanding these motivations can help educators develop strategies to improve social and emotional skills. The author states that at an early age, environmental stimuli has little or no influence on behavior. However, he also states that inappropriate stimulus control (among children and adults as well) can result in irrational defensive behaviors (p. 17), and this explanation can possibly be valid in the case of John. It is possible that John thinks that sharing and interacting with others is wrong for some reasons or carries negative consequences; the task of the educators is to find out whether this is true.

Behaviorist Theories of Learning. According to this theory, behaviors and learning are based on the relationship between stimulus and response. Experiences are created by stimuli from the environment. Assuming that classical conditioning can be achieved through creating stimulus, this theory is applicable in practice for modifying behavior, managing classrooms and instruction. Classical conditioning has four elements: unconditioned stimulus, conditioned stimulus, unconditioned response and conditioned response. During the classical conditioning process, a neutral stimulus becomes a conditioned one, therefore, it can produce a conditioned response. Driscoll (2000, p. 3) described learning as “a persisting change in performance or performance potential that results from experience and interaction with the world”. Reinforcement and punishment can be delivered through classical conditioning.

Teaching Strategies

In order to create an effective education intervention framework that would help John develop the essential social and emotional skills, however, it is important to review the social environment of the child, described by McDewitt &Ormrod   (n.d.). The authors lists environmental influences based on Bronfenbrenner’s design. The socialization environment of the child consists of the microsystem: child care providers, family members and peers, the mesosystem: relationships within the close environment, exosystem: employers and social agencies, and macrosystem: culture and government. This description alongside with Ormrod’s statement that social cognition is needed to become successful in interpersonal relationships (p. 71) will provide the authors a focus of study: environment, culture and social cognition.

Further, Ormrod (2013) talks about behaviorism in relation with social skills development. He concludes that the basic assumptions of behaviorism are that environments and experiences influence one’s behavior, learning results in a change of behavior, it results in stimuli and responses, as a continuity of events, while learning principles are universal across all species. This statement confirms that the teacher’s initial approach to look into the family environment of John, while observing his emotional responses is correct in this case.

Ormrod (2013, p. 74) provides various reasons for aggressive behavior. When John engages in a fight, this might be a result of poor perspective-taking ability, misinterpretation of social clues, prevalence of self-serving goals (prefers to play on his own), ineffective social problem-solving strategies or belief in the aggression’s appropriateness (lack of understanding social norms, in other words).

In the case of John, educators need to focus on strategies that support him in tackling the above development areas. According to Piaget, play is a form of overcoming ego-centrism. Further, theorists assume that children play to teach themselves, and this is clearly visible in the case of John. Teaching social skills through play is the best approach, according to several authors. Some of the intervention strategies will be reviewed below.

Instrumental Conditioning

Ormrod (2013, p. 270) describes some effective education intervention strategies to address counterproductive emotional responses, detailed in the case study of John. One of the methods he describes is instrumental conditioning. This approach involves reinforcement and punishment of behaviors. In John’s case, praise should be used when he engages in sharing, while he receives punishment when he does not behave according to classroom norms. It is important that the teacher engages in a discussion about norms of behavior with John, before implementing this intervention method, to make sure that he perceives the rules on a cognitive level. The teacher can also use positive reinforcement, when the correct behavior has a positive impact on the result. Using active feedback is another strategy that Ormrod (2013) recommends. Negative reinforcement can be a removal of stimulus, such as taking away playtime. However, the author says that teachers should use this method rarely, and only as a last resort.

The Importance of Play

Tepperman (2007) in his policy brief highlights the importance of play in early years. Play, according to the author, promotes self regulation and social negotiation; a skill that is needed to be developed in the case of John. Tepperman (2007) states that “as children interact with each other, negotiating the sharing of materials or planning imaginative play, they learn concepts and skills in cooperating, advocating one’s own ideas and listening to others, handling frustration, and empathizing with others. (p. 5.) This statement confirms the initial thesis of intervention that the best approach of teachers will be to develop games that improve John’s social and negotiation skills. Focusing on these skills alone through planned games coordinated by the teacher, John could learn patterns of behavior accepted by the majority of children and the teacher. The author recommends that teachers will become facilitators of play through responsive interactions.

Promoting Social Skills through Organized Play and Direct Induction

Lynch & Simpson (2010) state that teachers should arrange play areas and school environment to promote social skills. This involves the placement of toys that encourage cooperative play, generosity and sharing. Further, through observation and organized play, teachers should enhance social functioning, such as role playing, the creation of a dramatic play area and building structures together, when the coordination of the play is the teacher’s task. The authors (Lynch & Simpson, 2010, p. 4) state that “for children who are socially isolated, play offers important occasions for social interaction and skill development”. This indicates that increasing the number of opportunities when John can interact with others through coordinated play will help him overcome his difficulties. It is, however, important that he has positive experiences attached to collaborative play, and that is why teachers need to plan and coordinate the games. Further, the authors suggest that teachers should actively teach social skills. The social skills script provided by the authors (Appendix A) will be useful intervention material for John’s teacher.

In the case of John, this intervention method would be effective, because it would tackle both John’s social isolation and his understanding of social behavioral norms.

Further Intervention Methods to Consider

LeBlanc (1989) talks about methods to support early social skills development, such as: group discussions, environment manipulation, and conflict resolution through role play.  Like Lynch & Simpson, the author focuses on teacher coordination. The policy brief describes children who need to develop their social skills. Based on Piaget’s theory that children learn skills, relationships, communication and conflict resolution skills through peer relationships, the author recommends that positive modeling, feedback from the teacher and information feedback needs to be implemented in the plan.

Boyd, Barnett, Bodrova, Leong & Gomby  (2005) highlight the importance of school and home environment. The authors review studies that evaluate intervention plans and provisions put in place by educators. This intervention recommendation is based on the model of Piaget’s (1964) social learning theory.

Miller and Almon (2009) state that “research shows that children who engage in complex forms of socio-dramatic play have… better social skills, more empathy, more imagination, and more of the subtle capacity to know what others mean”. (p. 7), This statement confirms the above reviewed authors’ intervention recommendations through play. Therefore, the teacher should involve socio-dramatic play and coordinated collaborative play in the intervention plan.

The above reviewed theories of social development and learning, as well as the intervention recommendations have revealed the need for proactive play-focused social skills enhancement strategies’ implementation. Instrumental conditioning should be introduced in play and teaching in order to allow John to understand what is expected of him. Introducing socio-dramatic play in the kindergarten is another approach that focuses on play, instead of direct conditioning. Further, it is recommended that teachers engage in role play and use Lynch, & Simpson’s (2010) direct instruction script example to help John understand the positive aspects of interaction. However, based on Bronfenbrenner’s design, quoted by McDewitt &Ormrod (n.d.), the socialization context of John needs to be reviewed, too. This involves discussions with parents in order to reveal what type of experiences have framed John’s responses. The use of the behaviorist theory of learning would help the teacher reveal the aspects of John’s classical conditioning processes before he entered kindergarten.

The teacher should also modify the play environment to promote collaborative play and actively observe, coordinate activities John is involved in. Finally, to address counterproductive social and emotional responses, the teacher should develop a positive reinforcement strategy.

Bandura, A. (1977) Social learning theory. General Learning Press.

Boyd,J.,  Barnett, S., Bodrova, E.,  Leong, D.& Gomby, D. (2005) Promoting children’s social and emotional development through preschool educatio n. National Institute for Early Education Research.

Driscoll, M. P. (2000). Psychology of learning for instruction (2nd ed.). Boston: Allyn and Bacon.

LeBlanc, L. (1989) Let’s Play: Teaching social skills. Day Care and Early Education.

Lynch, S. & Simpson, C. (2010) Social Skills:Laying the Foundation for Success. Dimensions Of Early Childhood Volume 38, Number 2

Miller, A. & Almon, J. (2009) Crisis in the kindergarten. Why children need to play in school. Alliance for Childhood.

Ormrod, J. (2013) Educational psychology. Developing learners. 8th Edition. Pearson.

Piaget, J. (1964) . Development and Learning. In: R. E. Ripple & V. N. Rockcastle (Eds.)

Piaget, J. (1959).  The language and thought of the child (Vol. 5) . Psychology Press.

Tepperman, J. (ed.) (2007) Play in the early years: key to school success. Policy Brief. Bay Area Early Childhood Funders.

Vygotsky, L. S. (1978).  Mind in society: The development of higher psychological processes . Cambridge, MA: Harvard University Press.

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Child Development

Introduction

The child that has participated in this study is named Thani Hamad. He is four years old and lives with his mother, father, and two siblings, one older and one younger. The names of his parents are Ronan and Arnona. Both of them are educators. The religion that is observed within the family is Islam. Currently, the child does not go to school. However, the parents are already preparing him for this important step. Through the analysis of the theories on early child development and actual observation of the child the paper will discuss the level of development reached by the child and determine the possible prospects regarding his future. 

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Physical Development

Arnold Resell has developed the maturational theory in which he identified the role of nature and heredity in the development of a child (Berk, 2009). Still, there is a long-lasting debate over the biological and social factors that influence the development of a child. Resell asserts that the environment or nurture should be considered the most important contributing factor in the development of a child (Berk, 2009). Resell asserts that the psychological development of a child depends greatly on the caregivers’ efforts and the environment, whereas the physical one is determined mainly by genetics (Berk, 2009). At the same time, he believed that nature was responsible for the physical characteristics of a child. such as eyes, hair. and moving capabilities. Resell collected normative data on several important aspects related to child development and presented the table of developmental events.

Erik Erikson has suggested a theory on the physical, psychological, and emotional development of a child. He asserts that there are eight basic steps of development. The early development of a child involves only three of them (Berk, 2009). The first one lasts from birth to 18 months. During this stage, a child endures a psychological crisis when they learn to trust or mistrust. Further, a child starts to move and becomes more mobile. To develop trust, children should be surrounded by attentive and supportive care. If they are distressed, they should be calmed by their caregivers (Berk, 2009). The second stage lasts from 18 months to three years and contributes to the development of motor and mental skills of a child. in this period, children are physically independent and are capable of performing certain physical tasks without the help of others. Finally, the third stage of early development refers to the development of initiative and ways of dealing with people. In other words, at this stage children learn how to communicate with the world and the people who surround them. Erikson asserts that it is critical for parents to assess the limitations of a child’s physical abilities in order to help them when needed and to prevent certain kinds of danger (Berk, 2009).

As I observed the child, I have noticed the following. First, he was able to perform a number of different tasks quite quickly. For example, he rolled a ball, jumped over objects, pedaled and steered the bike, and logged roll. When the family was preparing to do for a walk, Thani got dressed without the help of his parents. Yet, he still needed some help with the buttons, though at first, he claimed he was able to perform that task on his own. Additionally, Thani was capable of drawing lines and writing words in an imagined language. Overall, Thani has reached the stage when all his gross and fine motor skills are developed. Thus, the child meets the standards of physical development and no deviances have been identified during the observation. 

Cognitive Development

The theories explaining the cognitive development of children frequently focus on what children presume to know. One of the theories suggested by Jean Piaget has specifically challenged teachers to pay attention to the ways children choose to learn what they actually know. In other words, he stressed the importance of the teachers’ involvement in the development of children and observing their reactions to the world. In his theory, Piaget lists the predictable cognitive development stages (Berk, 2009). There are four of them: sensorimotor, preoperational, concrete operational, and formal-operational stages.  He considered that cognitive processes differed a lot at each of the stages and explained mental operations occurring during them (Mooney, 2013). In particular, he focused on how a child thinks, understands, perceives the world, and responds to it. Piaget believed that children tend to learn what they do not know yet (Wood, Smith, & Grossniklaus, 2011). The knowledge is acquired in the process of active operations and experiences. Piaget stresses that mere transportation of objects lets a child presume that there is a certain relationship between the objects.

One of the theories of cognitive development has been suggested by Lev Vygotsky. He asserted that culture has a tremendous role in the development of a child. He believed that adults foster children’s cognitive development through their involvement in the challenges and meaningful experiences (Berk, 2009). The theory of Vygotsky is based on six assumptions. In particular, Vygotsky stresses that the complex mental processes of the child begin as a merely social phenomenon and that language and thoughts might be independent during the first years of life (Berk, 2009). Moreover, he asserted that children could perform challenging tasks in case they are assigned to advanced and competent individuals. Finally, he admits that children develop their cognitive competencies when assigned challenging tasks. Overall, he emphasized the role of teachers and caregivers in the cognitive development of a child.

The child that I have observed does not demonstrate any kind of deviations from normal cognitive development. He showed the ability to solve problems when he asked another child to exchange toys that they were both playing with. This also proves that the child has developed communication skills. Additionally, Thani performed the tasks that he was asked to do and showed a complete understanding of the words said to him. While playing with cubes, he was able to classify them by color and size; thus, his logic capabilities are well developed considering his young age. Moreover, it should be stressed that the child was quite engaged with his activities, which lasted more than 14 minutes. Regarding language development, Thani demonstrates certain deviances in the pronunciation of some of the letters. Thus, I recommended the parents to consult with a doctor in order to prevent complications in the future.

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Social/Emotional Development

John Bowly has provided one of the theories on the early socio-emotional development of children. He asserts that the early relationship with caregivers and surrounding people actually plays a key role in the development of the social and emotional intelligence of a child (Berk, 2009). The theory is known as attachment theory and it analyzes the impact of early relations on the further development of a person. The scientist distinguished four characteristics of attachment (Pollak et al., 2000). The first one, namely proximity maintenance, refers to the desire to be surrounded by the people that one is attached to (Berk, 2009). The second feature is called safe haven and it relates to the activity of getting back or retiring to the people that offer comfort and safety instead of fear and terror. A secure base, the third characteristic of attachment, provides a base of security from which a child can observe and explore the world. Finally, separation distress occurs in cases when a figure of attachment is absent.

Additionally, Albert Bandura has suggested the theory of Social Learning. He asserted that children learn how to behave while observing the actions of other people, including caregivers, friends, children, and others (Berk, 2009). Contradicting the behavioral theories, Bandura stressed external reinforcement and noted that it was not the only way people learn how to behave within the society (Denham et al., 2003). Such feelings as pride, satisfaction, and accomplishment also contribute to the adoption of certain habits and behaviors of a child.

During the observation stage that lasted for nearly two hours, I have noticed that the child is reliable in the eyes of his parents, at least. The parents asked him to look for his younger brother and Thani tried to follow him wherever he moved. He responds to requests and words of his caregivers and is rather pleasant in interactions with his younger brother. In particular, he was willing to share his toys with the child and was also quite helpful when his brother fell and started crying. When I was sitting in the room, Thani tried to talk with me and exchange some basic phrases regarding the weather and my clothes. The parents might support the development of the emotional intelligence of the child by responding adequately to the emotions of the child and teaching him to live with certain emotions. Additionally, I have noticed that Thani is quite good at handling his own emotions. When confronted with pain, he started to cry for a little, then calmed himself and continued playing with his younger brother.

Reflecting on the development theories as well as on the observational case study, I consider that the child under consideration is well-developed in terms of physical, cognitive, and socio-emotional skills. He does exhibit certain linguistic deviances, which can be easily removed with the help of a professional. Additionally, Thani demonstrates extraordinary empathy and developed communication skills.  Another strength of this child refers to his capacity for self-control as well as tendency to be independent while handling his own tasks and problems. Moreover, Thani effectively manages the relationship with the adults and children around him and willingly shares his toys with his playmates. It is possible that in the future he might deal with human-related spheres of activity, such as medicine, education, etc. The motional development of the child may be greatly affected by the parents who are both educators and who possess additional skills and knowledge that positively affects the development of the emotional intelligence of the child. The parents of the child are recommended to develop the linguistic abilities of the child as well as to focus on his motor capabilities in order to ensure a balanced development of the child.

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