Case Study Rainbow Riders

Corporate Research CenterBy: Hillary Traveline

Rainbow Riders Information• Rainbow Riders CRC• Assigned to the Purple Room• Went at 8am-10am, so during morning drop off and snack• Teachers were Mrs. Jenny and Mrs. Courtney• Class of about 12 students that would get dropped off

periodically throughout the morning• Variety of backgrounds with the students

General Information• Name: Lucas• Age: 3, turned 4 • Birthday: October 2010• White• Short, light brown hair, brown eyes, normal

weight• Enrolled at Rainbow Riders since August• Selected: First child that came up to me,

intrigued because he seemed to have separation issues with his mom.

Motor Development

• Gross Motor Skills: • - Walks and runs without any problem: steady on his

feet• - Climbs up stairs and ladder without any problem.

Can climb up rock wall with help from Mrs. Jenny.• - Jumps off a stump and can land on his feet • - Can swing on the swing with help from Mrs. Jenny-

knows that he needs to pump his legs in order to keep going• - Runs on mulch and goes down slide and jumps off

bottom

Motor Development• Fine Motor Skills

• - Can handle small objects such as pouring milk into glass during snack, making a cheese and cracker sandwich

• - Holds paint brush in right hand- holds with fist. Can paint and keep most of it on the paper

• - Can’t open a water bottle on his own- but can turn water faucet on and off without a problem

• - Can’t zip his jacket by himself but can put it on• - Stacks blocks and can put magnets together. Hooks blocks

together• - Claps and can repeat hand motions to song after Mrs. Jenny

does them

Cognitive Development • Number concepts: Can count to 30, but gets confused with 17,

18, and 19. Knows that a baby is “small” and he is older so he is “bigger.” Can count steps on the ladder.

• Attention and problem solving: Focuses on tasks and building blocks and plays with the blocks for extensive period of times without losing attention. His favorite activity is the blocks and his least favorite seems like writing table, but is open to new things.

• Reasoning ability and learning: Plays with magnetic blocks and “figured out” if he put them together he could make a rocket ship and put animals in it

• Curiosity, creativity and imagination: Isn’t too curious, very shy and sticks to activities he is used to

Language Development• Phonetics: Pronounces words fairly precisely, with some

trouble on tough words• Semantics: Has a decent vocabulary that compares to the

other children in the class. Is able to understand Mrs. Jenny and Mrs. Courtney’s directions. Some other kids in the class understand the directions, but choose not to follow them.

• Syntax: Generally uses correct grammar, sometimes confuses past and present such as “I goed to bed late last night.”

• Pragmatics: Lucas talks very quietly and I never heard him shout. He doesn’t really speak unless he is spoken to, but listens and is very attentive to classmates. Somewhat concerning how quiet he is.

Social Development• Play:

• - Really enjoys playing with blocks and doesn’t mind playing alone. Doesn’t really play with other children unless they approach him first.

• - Can play alongside classmates and is able to share without any problems.

• Very intrigued by blocks and constructing them. Builds houses, rocket ships and tunnels

• His time playing alone is somewhat concerning, because all of the classmates typically play together

• Plays with baby dolls and acts like he is the dad, but doesn’t normally play “house” with other classmates

Interactions with Peers

• Doesn’t really react with other classmates• Very shy and keeps to himself• Never got in a fight or argument with another

classmate• He is very friendly and nice to his peers but isn’t

outgoing• When other students take toys from him he

usually just steps back and lets them take it.• Sympathetic and concerned when another student

throws up in the classroom, is worried about him.

Interaction with Adults• Parents: Clings to his mom when she is dropping him off and

she plays with him while he is there and doesn’t try to play with other children.

• The mom is very sympathetic and comforts him a lot when he is upset she has to leave- very concerning

• Teachers: Sits on Mrs. Jenny’s lap and clings to her when his mom finally leaves. Usually follows her around, and follows all of her directions.

• The teachers usually never have to discipline Lucas, but the teachers give him a good amount of attention because he is usually playing alone

Emotions• Very upset when his mom has to leave. Every time he would

cry and throw a fit and get very emotional when his mom tried to leave.

• She would have to stay for an extensive period of time each time she came to drop him off- between 15 minutes and an hour

• He is a happy-go-lucky kid but he seems to have serious attachment issues when leaving his mom

• Doesn’t really become frustrated with classmates, seems fairly happy and

• Self esteem: Seems to have a low self-esteem because he never plays with other children, but seems content

Developmental Milestones• Cooperates with other children• Plays “dad” with the baby dolls • Can distinguish between fantasy and reality• Knows basic colors and numbers• Understands commands and can follow directions• Knows basic grammar talks in complete sentences• Can go up and down stairs, while also holding things in his

hand• Can hold a paintbrush and paint• Developmental Concern: emotional attachment to mother

when leaving, doesn’t openly approach other children to play

Developmental Evaluation• Social: Needs more interaction with peers and less with mom

and teachers- somewhat concerning, but doesn’t have problems when approached by classmates

• Emotional: Attachment issues with mom, but caring towards others

• Cognitive: Age appropriate problem solving and speech. • Seems developmentally appropriate in “school” aspects• Needs work on separation and more interaction with peers his

own age.• Suggestions: Play dates with peers and encouraged interaction

in the classroom. Less time spent with teachers and parents in the classroom.