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Courtney Rankin Dr. DeCarlo Infancy, Childhood and Adolescents 28 November 2011

Visit 1 (October 14, 2011) Cognitive In this section describe thought processes, perceptual abilities, attention organization, problem solving, decision making and language mastery Cora When I met Cora at the CDC, I was initially surprised at how out-going she was. She also seems like she is the leader of the group and kept introducing all the other children to me. She is very attentive and pays attention well to her teacher along with the assistants. For example, they have circle time at the CDC which is when all the children sit in a circle and sing songs based on the alphabet. She pays attention to which letter and which song they are singing for the day and eagerly participates. Also, when I would ask her questions, for instance what she was being for Halloween, her age, or if she had any pets, she would answer me instead of ignoring me or lose her focus on the questions like some of other children did. During snack time I noticed that Cora would unfold her napkin and decided to pour all of her snack onto the napkin instead of just eating her snack from the bag. She also uses language very well, using complete sentences and proper grammar.

Lily

Lily, also like Cora, is a very attentive child. She also pays attention to her teacher and the assistants when providing instructions. She listens when the teacher tells her to wash her hands before snack time and sits silently waiting for everyone to be finished cleaning up and folds her hands like everyone is told to. However, she did not pay any attention to me when I would try to talk to her. I am uncertain of how well she solicits language mainly because she does not talk much to anyone, including the teacher, her peers, and myself. I did notice she likes to stay very well organized. During snack time, she unfolded her napkin, opened up her juice box and her bag of crackers and then began to snack; cleaning up any crumbs she would leave. She also demonstrated organizational skills when she was playing with a puzzle during play time. She would turn over all the pieces to make building easier and when it was time to clean up she put the pieces away. Then, in a very organized fashion, stacked the pieces on top of each other into the box. Social In this section describe how the child interacts with others, the types of play, handling conflict and understanding of rules and directions Cora While observing, I noticed that Cora is a very friendly child and interacts well with others. Although, she did solicit solitary play more often. She demonstrated this while playing with blocks and the food station by herself, using private speech. She follows directions very well. For instance, when she is told to take a seat for circle time she does so waiting patiently for the teacher to begin unlike some of the other children who liked to run around and play. I also noticed that she seems to like to gain attention from her teacher and peers. When they were done singing

at circle time, Cora yelled out the ABCs to show everyone that she was able to do so. However, she was interrupting the teacher when she was trying to dismiss the children for snack. Lily Lily does not seem to interact well with others mainly because she doesnt have conversations with anybody. This includes the teacher and the assistants, from what I observed today. She mostly demonstrates solitary play along with on-looker play. When she was building the puzzle by herself, she seemed to lose concentration or interest and she began to watch two boys who were building figurines and playing. I also noticed that she seems to avoid boys more than she does girls. During snack time, another male observer that was there sat at her table. When he did, she got up and sat at another table with an angry look on her face. Also, during play time when she was building the puzzle, the two boys who were building the figurines came over to help finish. She showed that same angry face and moved over to where I was sitting on the floor away from them. Lily also seems to follow instructions fairly well. She sat where she was told to for circle time but she did not participate during the sing-a-long. She also follows directions when the teacher tells her to roll up her sleeves and wash her hands before snack time, after using the bathroom, and to sit silently with her hands folded while everyone else finishes cleaning up. Emotional In this section describe the childs ability to control when and how emotions are initiated and sustained including but not limited to pride, guilt, shame and embarrassment

Cora After observing Cora, she seems to be a very happy girl and does not let things get her frustrated. She is able to regulate her emotions very well. For instance, when she was playing at the food station, another child came over and began to play taking the toys away from Cora. Instead of Cora getting upset with the other student, she simply went off and played with another toy and it did not seem to affect her. She did show embarrassment during snack time. They were given juice boxes that Cora seemed to struggle with. Every time she would go to pick up the juice box, some of it would spill out onto the table. She did not seem to get frustrated by this or angry, but she did seem to be embarrassed by not being able to drink from it. She calmly said I dont think Im thirsty anymore and set it aside. She did end up going back to the drink but still kept spilling it. She eventually just threw it away. She also showed pride, as I stated earlier, by sharing the ABCs with everyone during circle time. Lily As I stated earlier, Lily showed anger today towards the boys that came to sit next to her while she was building the puzzle and by the other observer who was a male that came to sit beside her during snack time. Although her facial expression showed anger, she did not take it out on the boys, demonstrating that she is able to control her anger. She also demonstrated pride when completing the puzzle, ignoring the fact that the boys were still there. Physical In this section describe the development of gross and fine motor skills particularly in context of risk taking and exploration

Cora Cora showed a great use of gross motor skills today. She would run around and climb the stairs to get to a specific play area for the children. I did notice that she struggled with some fine motor skills. For example, she had trouble opening the juice boxes during snack time and asked me if I would help her. She also asked me to help her when it was time to go home to put on her jacket and button it up for her. I noticed that even though I was a stranger to her, she did not have any trouble asking me to help her and was very eager to meet me. She would ask me questions when I would ask her a question. Lily Unlike Cora, Lily seemed to be less explorative. She would sit with her toys and play with them by herself instead of running around with some of the other children during playtime. She also did not seem very eager to meet me and was very quiet. She showed a great use of motor skills and struggled with some fine motor skills. Instead of asking for help when she needed it, she waited until someone came to her. When it was time to leave, she tried to put on her coat but couldnt seem to get her other arm in the sleeve. Instead of asking for help like Cora did, she continued to try until I came over to ask if she needed me to help. She nodded yes. I also noticed that when she was building the puzzle she could not get any of the pieces to fit even though they matched. I assisted her, and placed the puzzle piece to the one it fit to and she would press down on it so that they would connect properly. Other In this section describe how the interaction of social, emotional, physical and cognitive development manifest in the general experiences in their day to day

world Cora After observing Cora today I feel that she is advanced socially. She seems to be the leader of the group and socializes with anyone, including myself, easily. It seems that she is typical when it comes to physical development. Just like all the other children in the CDC that are age 3, she seems to struggle a little with fine motor skills but does well with gross motor skills, especially when it comes to play time. Lily When I met Lily, she was really shy and not very talkative. I feel that she is not very well advanced with her social skills because of her lack of communication with other children in the CDC and even the adults who work there. It also seems that she tries to avoid boys more than girls when it comes to interacting with each other. Since she lacked so much in social interaction, it was hard to observe her and to try and understand what she was thinking. As of now, it seems that she also is less advanced in cognitive abilities for those reasons.

Visit 2 (October 21, 2011) Cognitive In this section describe thought processes, perceptual abilities, attention, organization, problem solving, decision making and language mastery Cora Today, when I was observing Cora, I once again noticed during snack time that she likes to spill her food out onto her napkin. The children were also given a cup of water which made drinking much easier for Cora. They had popcorn today and I noticed that Cora liked to dip the popcorn into the water. I asked her why she was doing this and she said it makes the popcorn taste buttery. She offered me a piece after dipping it into the water and, to me, it tasted less buttery. She continued to show that she has great language skills. She also, again, would pay attention to the teachers and the assistants during circle time. Although, this time she did not participate as much during the sing-along as she did the previous Friday. During play time today, she decided to go with the group that was playing with the IPads. When she was playing, she kept saying that she wanted to play the flying game but could not remember what it was called. She asked the instructor for this game but she was unsure of what game Cora was talking about. Instead of waiting around and getting stuck on wanting to play this game, she decided to play her second favorite. This game is called Cookie Doodle. She showed her organization skills when playing this game by creating cookies and organizing them in the cookie jar according to the different Holidays. For example, she would make a pumpkin cookie, a ghost cookie and a witch cookie and would have them line up in order

where it listed all the cookies she made. Lily When I went over to say hello to Lily she looked at me and asked Were you here last week? I told her that I was and she then asked me Could you sit beside me and play with the blocks with me? I was very surprised that she would even begin a conversation with me because of how quiet she was that previous Friday. We went over with another group of children and sat down to play with the blocks. I asked her what she wanted to spell out and she responded Im going to spell my name. When she set the blocks down, she reached to get they y block but another girl had already taken them. I asked her if she wanted to spell something else and she told me I only want to spell my name. During this activity, she conversed with me a little more than from the first day that I observed her. Because of this, I noticed that she had an English accent but she spoke very well and used proper grammar. She continued to pay close attention to the teachers and, this time, she did not ignore me when I would talk to her. She also demonstrated organization skills again today when she was playing with the blocks. She made sure that all of her blocks were blue. When she put the blocks away, she made sure they were very neat and organized. She also decided to play with the IPad today after snack time. The game on the IPad that she chose to play was one that you trace letters using your finger. What confused me was when she was tracing the letter I, I asked her if she knew what letter it was and she said no. She knew what the letter "I" was when she was playing with the letter blocks, however.

Social

In this section describe how the child interacts with others, the types of play, handling conflict and understanding of rules and directions Cora When I was observing Cora today, the first thing she did was bring me a book. She asked me Will you please read to me? We sat down on the floor and I began to read to her. I asked her if she could read to me and she said No silly, I cant read but I can sound out letters. She then began making the sounds for different letters she came across in the book. After I read her the book, she went over to the pile to get another book. This time another little girl went over to Cora and took the book she wanted. I observed the two girls to see if one would offer to share. Of course, because they are so young it did not surprise me when they began to fight over the book. An assistant went over to the two girls and told the other girl that Cora had the book first, so she gave it back to her and walked away pouting. Cora, on the other hand, was very happy she got the book. During playtime with the IPads, Cora and the other children demonstrated parallel play. Each of them was also very quiet, including Cora. She was very focused on playing with the IPad and did not talk as much as she normally does. She also understands how to use the IPad and when she does run into difficulty with it she is able to figure out how it works. For instance, she was playing with this fish game where you would take care of your own fish. She was unsure of how to feed the fish but she figured it out very quickly. This could possibly be from experience playing with other games on the IPad. During snack time, Cora sat next to a little boy at their table. He must not have

been feeling very well and Cora acted as if she was his mother, trying to make him feel better by patting him on the shoulder repeatedly saying Its okay. Lily During playtime today Lily, displayed parallel play while playing next to a group of other children with the letter blocks. Lily and the other children played with the blocks separately from each other. Most of the older children around ages 4 and 5 would interact with each other. Lily did not. During IPad time, none of the children interacted with each other, including Lily. She did follow the directions very well with the IPad games. Even though she cannot read, she is able to understand the directions by the pictures that are given. For example, when playing the Cookie Doodle game, she knows that she needs to bake the cookie when a picture of the oven appears showing that she understands what the game was telling her to do. I have noticed that Lily does follow rules well and understands when a teacher or assistant tells her to do something. For example, because of the directions given to the children for going to the bathroom, Lily knew to roll up her sleeves and wash her hands up to her elbows without the teacher even telling her to do so. This shows that she does understand directions and that she remembers them so she does not need to be told again. Emotional In this section describe the childs ability to control when and how emotions are initiated and sustained including but not limited to pride, guilt, shame and embarrassment Cora

When I observed Cora today, I noticed that she is still rather happy and does not let things get to her. The only anger and frustration she showed today was when the little girl took the book from her that she wanted me to read. But, because the assistant told the other girl to give Cora the book back since she had it first, that anger and frustration did not last long. During the time they were arguing, Cora did not harm the other girl and was able to control her frustration towards her. This demonstrated again that Cora is able to regulate her emotions. She also showed pride today after completing a game on the IPad. She was very happy to win. When I first said hello to Cora, I noticed that she had two purple Band-Aids on her face. I asked her what happened and she told me she scratched herself. I asked her if she put the Band-Aids on herself and she said No, my mommy did with a smile on her face acting as if she was proud of wearing the purple Band-Aids. Lily When it comes to sharing, it is no surprise to me that Lily does not do it very well. Before I came in to observe today, the children had Show and Tell. Lily brought in a little doll that she kept inside her purse. During playtime, a girl game up to Lily asked, Can I see your doll please? Lily did not respond to the girl. Her reaction was zipping up her purse to hide the doll and put it behind her back with an angry look on her face. Also, by what I have observed so far, it doesnt seem that Lily likes to interact with others. She doesnt seem to even confront the other children. For instance, when her blocks were taken away from her by another girl, she just turned around and pouted instead of

trying to get them back. Towards the end of the hour I was observing, Lily stopped responding to me and interacting with me as well. During IPad time, she did get real excited when she would complete a game. Like Cora, she displayed pride. Physical In this section describe the development of gross and fine motor skills particularly in context of risk taking and exploration Cora Cora continued to show great gross motor skills today running around the classroom and exploring multiple play areas. For instance, once she became bored with me reading to her, she would go to play with something else such as the building blocks. During snack time when the boy she was sitting next to wasnt feeling well, she would try to sneak his popcorn. She kept reaching across the table towards the snack when people were not watching. I assumed she thought she would get in trouble but she took the risk and grabbed a piece one at a time. Finally, an assistant told her she could have the snack, so she grabbed a huge handful of the popcorn and shoved it into her mouth. Lily Unlike Cora, Lily doesnt seem to demonstrate exploration during play time. She just seems to stick to one thing until it is time to move on. She demonstrated today that she again lacks fine motor skills. While playing with the letter blocks, she was unable to keep a hold on the blocks while connecting them together. She had to ask me for help. Also, when playing with the IPad, when the game required her to lift the IPad up and shake it, she hardly would

lift it off of the table as if she was afraid she would drop it. Other In this section describe how the interaction of social, emotional, physical and cognitive development manifest in the general experiences in their day to day world Cora It seems that Cora is very well advanced for her age because of how willing she is to experiment with new things. She also displayed great cognitive abilities because of how well she pays attention to her teachers. This is something that she will be able to carry out with her throughout her schooling and even at home. She also seems to be very polite, even with me as a stranger, saying please and thank you when it is appropriate. An example would be when she wanted me to read her a book she made sure to say please. Lily I feel that Lily is a typical three-year-old when it comes to sharing. Children at that age do not really know what it means to share or even want to do it. While her ability to share seems typical of a three-year-old, her communication skills still seem to be lacking. A girl came up to Lily and asked if she could player with her doll in a very polite way. Lily didnt respond to the other girl at all. She displayed a lack of fine motor skills again today while trying to play with the building blocks.

Visit 3 and 4 (October 28, 2011) (2 Hours of Observation 10:00-11:00 11:00-12:00) Cognitive In this section describe thought processes, perceptual abilities, attention, organization, problem solving, decision making and language mastery Cora Today, for show and tell, Cora brought in an item of great importance to her. It was a snow globe given to her by her grandparents. When she was asked if she wanted to pass it around to the group, she said I cant pass it around, I cant let it break. I found this decision to be very wise and was surprised that she understood how the snow globe is fragile. After show and tell, she made sure to place it in the box and put it in her backpack. She seemed to lack attention today after show and tell when it was time to switch classrooms. When the teachers addressed the students to return, she stayed behind to continue playing with a game. She continued this until an assistant went over to help put the game away and directed her to the other room. Later during the day, Cora found a toy lying on the ground that another girl brought in for show and tell. Instead of returning it to the girl or the teacher, she decided it was hers, she said Oh, this is my toy. I must have forgotten it. Another little girl came up to her and asked her to play with it and she told her she could. Lily For snack time, I went over and sat by Lily at her table. She was quiet for the first couple minutes until I asked her what she was being for trick or treat at the CDC. She got really excited and went on about being Cinderella. She said I get

to be Cinderella and I just watched the movie. The little mice kept singing Cinderellie, Cinderellie and they were funny. I asked her if she remembered Gus Gus, a mouse from the movie, and she said I dont remember. I described Gus Gus to her and then she finally understood which mouse I was talking about. She continued to talk to me which was surprising because Ive never seen her talk this much to anyone. She was talking to me about her crackers and how she loved eating them with soup. She said, I dont like tomato soup, I like clam chowder. It was interesting to me to see a three-year-old who likes clam chowder. Some of the things she said to me I had difficulty understanding. After hearing her talk so much, I realized that she talks really fast. Combining that with her accent, it is sometimes hard to understand her. I was thinking that because she does have an accent that sounds different that it may keep her from talking with the other children. Social In this section describe how the child interacts with others, the types of play, handling conflict and understanding of rules and directions Cora During play time today, Cora was playing next to another little girl. If someone else came up to them and asked them to play, they would say no. They were also starting act out the items that they were playing. They would talk back and forth to each other, disguising their voices to act like the toys they were using. When I was reading to one of the children, Cora came over and sat down beside us. They brought me a Halloween book that was similar to a Wheres Waldo book. In the book, it gives multiple objects to find on each page. I would ask Cora to find

an object and the other girl to find another object. At first, they were doing well. Then they started to demonstrate that they are unable to share. Cora kept trying to hide the book from the girl, not letting her see to find an object. The girl finally gave up and went to play with something else. Lily Throughout the day, Lily kept trying to get me to follow her. She first took me to the art station, where she made a picture. I asked her if she could write her name and she told me no. She asked me if I could write it for her. Instead, I marked little dashes that she could trace to make her name. During this time, there were other children at the table. They did not talk to each other. When I went to other play stations with Lily, she would leave every time when another child came up to the station to play. At first, I thought it was just boys she didnt like to interact with based on my first observation. However, even when girls would come to play, she would leave. She only would play with me and that still surprised me based on how our first few interactions had occurred. Emotional In this section describe the childs ability to control when and how emotions are initiated and sustained including but not limited to pride, guilt, shame and embarrassment Cora When Cora took the other girls toy, she did not seem bothered by it. She did not show guilt or shame. When she was asked by an assistant if the toy really was hers, she said no and gave it to her and went off to play. When she was showing her snow globe for show and tell, she was displaying how proud she was to have

it. She even kept showing it to people when the other children were talking about their objects sometimes interrupting them unable to control how excited and proud she was. Lily During play time, because Lily would not stay at a station when other children would come join her, she was becoming frustrated. She kept moving from room to room, looking for a place where other children were not playing, instead of telling other children to leave. When she found a place to play without interruptions, she was happy and no longer frustrated. Physical In this section describe the development of gross and fine motor skills particularly in context of risk taking and exploration Cora In the morning, Cora was having a difficult time placing her book bag onto her hook. The teacher went over and attempted to help but Cora demanded that she would do it on her own, and she did. During play time, Cora did not move around from one play station to the next. Instead of exploring all of the play stations, she stayed sitting at one station. When it was time to go, Cora asked me to help put her jacket on. She was able to get one arm in but not the other. She also wasnt able to button it up. Lily Today, Lily was more active then she had been in the past. Like I stated earlier, she kept moving from one play station to the next, which she had not done while I previously observed her. When she was at the art station, I noticed that she held

her pencil oddly. I asked her to hold it in another way and she was unable to get a good grip on it, but she did keep attempting to do it the way i showed her. Lily also had trouble putting on her coat and needed assistance to zip it up. Other In this section describe how the interaction of social, emotional, physical and cognitive development manifest in the general experiences in their day to day world Cora Cora struggled today as it related to some fine motor skills. She was having difficulties hanging her bag on the hook. She was persistent in doing it herself and refused help when one of the assistants came to help. Socially, Cora seemed to be a little more isolated today. She was playing with one other girl and wouldnt allow any of the other children to come play with them. Emotionally, Cora showed a lot of pride today when it came to her show-and-tell snow globe. She also showed cognitive understanding as it related to how special and breakable the snow globe was. Lily Lily struggled with her fine motor skills today. I noticed while she was using a pencil that she was holding it funny. I showed her the proper way to hold it but she was not comfortable doing it. She also struggled putting her jacket on at the end of the day. She was a lot more active today moving from play station to play station, however, she was doing so out of frustration when some of the other children would come to her station. Lily did show improvement in her social skills, however. It seems like it may take Lily some time to get comfortable with a

person. She was quiet with me the first few minutes at snack time, but once I asked her about trick-or-treating, she seemed to get real excited and talkative. I suspect that she may stay quiet because of her English accent being different from how the other children sound, as well.

Visit 5 (November 4, 2011) Cognitive In this section describe thought processes, perceptual abilities, attention, organization, problem solving, decision making and language mastery Cora Today, Cora was acting differently than I had seen previously. She would not pay attention to the teacher and the assistants. When it was circle time, instead of participating in the sing-a-long, she would move around on the floor and was constantly trying to leave. Throughout snack time, she crossed her arms repeatedly saying Im cold. I believe she was doing this for attention because she would only do it when an assistant was talking to another child. Cora also was not listening when it was time to put toys away. Instead, she kept playing until someone had to finally go and get her. She also started a fight with her sister who is in the older class at the CDC. They were fighting about who has to put the toys away that they were playing with. Usually, Cora has no problem cleaning up after herself, but today she refused to do so. Lily During snack time, Lily asked me why my necklace was so long and wanted to play with it. I told her my necklace really isnt that long but she disagreed. She said Its long to me. She also told me that she had a cold and kept a tissue in her pocket. She also said Every time I blow my nose, I have to wash my hands. I asked her why and she told me Thats the rules. Social In this section describe how the child interacts with others, the types of play, handling conflict and understanding of rules and directions

Cora When I came in to the CDC today, I saw Cora and Lily playing together. They were not displaying parallel play like they usually do. Instead they were actually interacting with each other and with their toys. Cora was not following directions very well today. During snack time, she kept leaning back in her chair causing it to tip. When someone told her to stop because she would get hurt she responded, No I wont. For play time, there are only allowed certain amount of children at each station. Even though Cora knew a station was full, she kept trying to play there instead of going somewhere else. Every time an assistant would redirect her to another area, she would just go back. Lily As I stated earlier, Lily knew that each time she would blow her nose she had to wash her hands. When she went to wash her hands after blowing her nose, she told me I have to make sure I scrub all the germs off. This showed me that she understands the reasons why she has to wash her hands after blowing her nose. During play time, Lily and another girl had to share a cup of water at the painting station. Lily was not happy about that. When she would ask an assistant for another cup, the assistant said that she has to share. Lily refused to paint until she got her own cup of water, and she did. Emotional In this section describe the childs ability to control when and how emotions are initiated and sustained including but not limited to pride, guilt, shame and embarrassment Cora

Today, during snack time the children were given cartons of orange juice. Most of the children needed help opening them. When I offered to assist Cora, she told me that she wanted to try on her own. It took her a while to do it, but she eventually got it open. She was very proud of her accomplishment and kept telling the other children at the table how she could open up the carton by herself. She also made sure to tell the teachers that she did so as well. Lily At the painting station, Lily made multiple paintings. One particular painting was of a rainbow. She told me that she did not know how to make one and asked me to help. I held on to the bottom of the paintbrush while she held onto the top and painted the first color onto the paper. She continued to paint the rest of the colors by herself as I told her which color came next. When she finished, she smiled and said Thank you. She was very happy and proud that she learned how to paint a rainbow and continued painting that same rainbow several times. Like I have already stated, Lily had a cold today. While she was painting, her nose kept running. Instead of being embarrassed by the runny nose, she acted like it was no big deal. Physical In this section describe the development of gross and fine motor skills particularly in context of risk taking and exploration Cora Cora tried something new today for the first time. She tried opening her carton of juice for snack time. She struggled a little but she was able to get it open, as I already stated.

Lily After show-and-tell, Lily struggled to tie on a flower that was on her toy. She displayed a lack of fine motor skills with not being able to tie it. Each time it would fall off, she would ask an assistant to help. One assistant asked Lily if she would like to try it on her own, but she refused to do so. I also noticed that she holds a paint brush the same way she holds her pencils, which is in an odd way to me. The assistant that was in charge of the painting station tried to place the paintbrush in Lilys hand the correct way. She told the assistant that she cant hold it that way and continued painting the way she is more comfortable. Other In this section describe how the interaction of social, emotional, physical and cognitive development manifest in the general experiences in their day to day world Cora Cora showed an unusually low cognitive ability today. She was not paying attention to her teachers, she was not listening when it was time to clean up the toys and she even started a fight with her sister. She was playing and interacting with Lily today and they were doing more than just parallel play. She did show great emotional pride when she was able to open her juice carton without assistance. This also shows an improvement in her fine motor skills as well. Lily Lily and Cora were playing and interacting with each other today when I came to the CDC. It was nice to see them getting along so well. She was a lot more talkative today with me and even discussed with me the rules of blowing her

nose because she had a cold. Her communication skills seem to be improving each time I get to observe her. However, she still was not very happy when she had to share her cup of water today while painting pictures. She actually refused to paint until she got her own cup of water. Lily is also still showing a lack of fine motor skills. She struggled tying a piece on to her show-and-tell toy today. I also noticed that she held her paintbrush oddly just like she held her pencil last time I observed her. The assistant tried to show her the proper way to hold the paint brush, but she stated that she could not do it properly and went back to the way she was doing it prior.

Visit 6 and 7 (November 11, 2011) (2 Hours of Observation 10:00-11:00 11:00-12:00) Cognitive In this section describe thought processes, perceptual abilities, attention, organization, problem solving, decision making and language mastery Cora Unlike last week, Cora was paying attention to the assistants and teachers very well. During circle time, she participated in the sing-a-long. When it was play time, Cora went to play at the reading station. When she noticed everyone going to the play dough station, she decided she wanted to join. Although she did not play with any of the other children, it still seemed like she wanted to be around them. When she was playing with the play dough, she would pretend to use the scissors as an alligator mouth. When Lily asked Cora to pass a pair of the scissors, Cora said, Theyre not scissors, theyre alligators. She said to Lily, You have to cut like this, and started to cut the play dough making chomping sounds. Lily did not do this. Lily After show-and-tell when Lily was playing with her toy horses she brought, she pretended that the bigger horse was the smaller horses mother. She said The mommy horse needs to kiss the baby horse and she then had the larger horse kiss the smaller horse. When I asked her why she was kissing her Lily said, She has a boo-boo and mommy needs to make it better. During play time when Lily went to the play dough station, she made sure to clean up when she was done. She even picked up the toys the other children were

playing with and put them in their proper boxes. Social In this section describe how the child interacts with others, the types of play, handling conflict and understanding of rules and directions Cora When I met up with Cora, she told me and an assistant that she wanted her parents. The assistant told Cora that she has to wait for her parents to come and for school to be over. After Cora told the assistant this, she kept being clingy to that assistant. During circle time, Cora would try to sit on the assistants lap. The assistant would keep telling Cora that she has to sit on the floor. During snack time, Cora again tried to sit on another assistants lap, but she was told that she had to stay seated. Cora did not understand that she was not allowed to sit on the assistants lap and tried to do so repeatedly. During play time, she went to the play dough station. There she solicited parallel play as she played beside Lily. Lily After show-and-tell, Lily continued to play with her toy horses she brought in. I asked her if she wanted to play somewhere else with the other children and she told me no. When the teacher got the IPads out, Lily told me she wanted to play with it. When she went over to the table she asked an assistant for an IPad. The assistant told Lily that if she plays she has to share with another child because they did not have enough IPads. Lily refused to play and went back to playing with her horses. The teacher then came up to Lily and told her that she could play with her IPad if she wanted. Lily joined the rest of the

table and played with the IPad. Emotional In this section describe the childs ability to control when and how emotions are initiated and sustained including but not limited to pride, guilt, shame and embarrassment Cora Today during playtime, Cora wanted to play with these pictures that you would sew a piece of thread into with a plastic needle. Cora never played with it before and when she learned how she showed that she was proud of her accomplishment. She stood up and started dancing around and went over to another girl and said You have to try this! She told Cora that she did not want to because she already could do it. That, however, did not take away from Coras excitement. Lily Before snack time, the students are required to go to the bathroom and wash their hands before they can eat. Today Lily was struggling to go to the bathroom. When she asked if she was okay by the teacher, Lily would ask her to leave the bathroom. When she was done, she went over to her snack table and sat with her head down. The teacher went over to Lily and asked her if she was not feeling well. Lily responded Im fine. She seemed to be embarrassed by the fact that it took her a long time to use the bathroom today. She also seemed embarrassed that she was the only one eating because all of the other children were finished. She kept trying to throw her snack away so she would be able to be done with snack time.

Physical

In this section describe the development of gross and fine motor skills particularly in context of risk taking and exploration Cora During playtime when Cora was playing with the pictures and sewing materials mentioned above, she initially did not want to play with it. She told me she was afraid of needles. I encouraged her to play with the pictures and try to sew the thread through them. At first she struggled to get a good hold on the needle and also struggled to weave it through the picture. After a few tries she had mastered it. When it was time to leave, Cora was able to put her jacket on with very little difficulty. The assistant asked Cora if she could button it on her own. Cora began to try to button her coat but only was able to get it half way through the hole. The assistant had to help her with the rest but praised Cora for trying. Lily Lily showed no interest today in playing with anything new. For most of the beginning that I was there, she refused to play with anything other than the horses she brought in for show-and-tell. During play time, she decided to play with play dough and refused to change to any of the other play stations. While playing with the play dough, the children were given toy scissors to use. Instead of holding the scissors correctly, Lily would hold them with both hands. I showed her how I held scissors and asked her if she could do the same. She shook her head no and did not bother to try. She was comfortable with the way she was using them. When it was time to go, she grabbed her

coat from her hook and tried to put it on. She told me that she wanted to do it by herself but she could only get one arm in. She needed assistance for the other arm and to zip the coat up. Other In this section describe how the interaction of social, emotional, physical and cognitive development manifest in the general experiences in their day to day world Cora Cora returned to her usual attentive self this week. She was paying attention during circle time and was also participating in the sing-a-long as well. She showed excellent progress in fine motor skills today when she learned how to use the plastic needle to properly attach things to the pictures. She also showed great pride in being able to do this. She even went as far as to tell another one of the children that she was able to do it and that they have to try it too. She was also able to put her jacket on herself. Socially, while she did not seem too interested in actually playing with the other children, it did seem like she still wanted to be near them. Lily Lily showed little interest in being social with the other children at the CDC today. She only wanted to play with the horses that she brought in for showand-tell and she only wanted to play with the play dough station. She refused to move from that station when she was asked to. She showed embarrassment today after she was using the bathroom. She was in there longer than the other students and when she came out, she seemed embarrassed that she was in

there so long and that she was the only person still eating their snack and not playing. She was so embarrassed that she tried to throw the snack away multiple times. Lily still struggles with her fine motor skills as well. She uses scissors with both hands and showed no interest in trying to hold them properly when it was demonstrated for her. She also struggled putting her jacket on again at the end of the day. She was able to put one arm through but needed help with the other arm and zipping the jacket.