Child Learning Case Study: Fun Care Early Child Development

Zack White is a 4 year old child who began Preschool 2 months ago with Fun Care Early Childhood Centre in the care of his teacher Ms. Apple. Mrs. White Zack’s mother explain to Ms. Apple during their interview session that, this is Zack’s first experience in a preschool setting and exposure to children his age. Mrs. White stated her interest in Fun Care Early Childhood Centre is to allow Zack the opportunity to learn interaction and socialization skills. Zack is from a Single-Parent Family and he’s the only child to his parents. Ms. Apple being aware of this information taught it would be best to allow Zack to settle for a few weeks before following the rigid program. Approximately, 3 weeks attending the Centre Ms. Apple starting observing
Apple. Ms. Apple explained all the observational findings which were made about Zack’ behaviours at school. Mrs. White express some of her concerns which she notice about Zack at home. Mrs. White was a bit hesitant in believing her son has an impairment, however, after much discussion both parents agree to meet with a speech and language therapist, as well as, the psychologist, to discuss Zacks’ behaviors. Ms. Apple plan strategies to support Zack’s learning. Some of the strategies outline to assist Zack’s leaning were structured play in which language and social skills were embedded, positive behavioral supports and a weekly progress report to Zack’s mother. It was determined that the interventions they tried had not been successful and decided to proceed with individual psychological and speech and language evaluations. The results of these evaluations and with the recommendations of his team qualified him as eligible for special education services. Cody displayed the following characteristics in his interactions in the classroom. He often did not respond to oral communication, his speech was echolalic, where he repeated the last words heard with little understanding, and he avoided eye contact. He spent most of his time lining up the toys or stacking blocks in a specific order. When other children entered his play area Cody immediately left the setting. He did not participate in group activities including circle time. Transitions were difficult and he had frequent tantrums. Eventually, she agreed to the identification because Cody would be able to stay in his regular classroom. In this environment, he received speech and language therapy through a speech and language pathologist. In addition, he was provided with specific educational interventions for the development of his academic and social skills through the services of an itinerant early childhood