Case Studt
The Case Study of Child LG
Pen Portrait
For this investigated child study, the child will be known as LG. The aim of this child study is to systematically build up a holistic picture of LG’s development using observations; I will attempt to demonstrate the effects of internal and external influences on LG’s development. LG is a male child aged three years and two months. LG has already been in the setting for 18 months prior to this study and I have already seen dramatic development changes over these 18 months including; potty training, speech and most importantly the development of his independence and self esteem and self confidence.
His parents have agreed to the child study (App.6) names have been removed to give anonymity. I also ensured that I gain ascent from the child via his involvement in the tasks. At no point did I force him to take part in any activities I just observed as he played naturally.
LG attends three sessions a week at Pre School which is located within the local Primary School where his older brother attends. LG learns through play and interacts well with his peers and practitioners, LG has been attending the Pre School for 15 months excluding school holidays. LG has a key person whom he has secured attachments to, and this can be linked to Bowlby’s (1951) attachment theory. The key person is assigned to support LG’s development and a key point of contact with the child’s parent (Education and skills 2007). LG’s key person compiles LG’s next steps and learning journey.
LG’s mum has recently herself started studying in child care and is looking to move into Primary School teaching assistant roles. On the three days that LG attends Pre School mum drops him off before going to a placement in a neighbouring local School. More recently LG has started to get distressed when she leaves, causing separation anxiety. Bowlby’s (1951) states that children form only one strong attachment, usually to the mother this is called monotropy.
Pen Portrait
For this investigated child study, the child will be known as LG. The aim of this child study is to systematically build up a holistic picture of LG’s development using observations; I will attempt to demonstrate the effects of internal and external influences on LG’s development. LG is a male child aged three years and two months. LG has already been in the setting for 18 months prior to this study and I have already seen dramatic development changes over these 18 months including; potty training, speech and most importantly the development of his independence and self esteem and self confidence.
His parents have agreed to the child study (App.6) names have been removed to give anonymity. I also ensured that I gain ascent from the child via his involvement in the tasks. At no point did I force him to take part in any activities I just observed as he played naturally.
LG attends three sessions a week at Pre School which is located within the local Primary School where his older brother attends. LG learns through play and interacts well with his peers and practitioners, LG has been attending the Pre School for 15 months excluding school holidays. LG has a key person whom he has secured attachments to, and this can be linked to Bowlby’s (1951) attachment theory. The key person is assigned to support LG’s development and a key point of contact with the child’s parent (Education and skills 2007). LG’s key person compiles LG’s next steps and learning journey.
LG’s mum has recently herself started studying in child care and is looking to move into Primary School teaching assistant roles. On the three days that LG attends Pre School mum drops him off before going to a placement in a neighbouring local School. More recently LG has started to get distressed when she leaves, causing separation anxiety. Bowlby’s (1951) states that children form only one strong attachment, usually to the mother this is called monotropy.
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