case study child development

Learning Goal: I’m working on a education & teaching writing question and need an explanation and answer to help me learn.

You will be an EC administrator for this case study. You will use this case study to develop

accommodations or modifications for meaningful inclusion in an EC general education classroom

These adaptations may include changes in the environment, modified outcomes, specialized

interventions, differentiated materials, and assistive technology. As the EC administrator, you will

also make recommendations to support the EC teacher.

Case Study: Personal Space

Ms. Carol is a teacher in a 4 year old general education EC preschool classroom. Maddie is an

attractive little girl diagnosed with Pervasive Development Disorder or PDD; a form of mild autism

She has been in Ms. Carol’s EC general education classroom for three months

Maddie likes to have her own space and demonstrates very aggressive behavior when people come

in to the space that she doesn’t know or possibly trust. She allows her parents and her teacher to

come into her space frequently. Some of the other classmates are allowed in her space, but not

everyone. Actually, it is only rare that 2 children are consistently allowed in. The frustration with the

teacher is that she never knows which child will be let in or what is going to make Maddie lose

control.

By lose control, Ms. Carol means pushing them away to throwing things at them. It seems to

escalate as it progresses. She will start with a simple motion or even a disgruntled sound but if the

other person does not read this clue, then she will escalate until she gets her message across.

There are no stressors in her life that would show cause for her to need her own space.

The EC Program Director had advised Ms. Carol to observe Maddie, follow her lead, start from

where she is developmentally and give her the tools she needs. Find how she learns best and start

from there! However, we are now three months into the school year and Maddie needs to be able to

function in a classroom setting in order to be successful. She is four and will be going to

Kindergarten next year. If Maddie can be successful in Kindergarten in a group setting, she will be

successful in school. Ms. Carol plans a meeting with the C Program Director to discuss some

evidence-based strategies to address Maddie’s behavioral challenges.

For the final exam, you are the EC Program Director. You are advising Ms. Carol how she might

make adaptations to support Maddie’s successful inclusion in the EC classroom and prepare her for

Kindergarten. Discuss your recommendations for each item (label your items) supporting them with

evidence-based examples. Use APA citations from NAEYC and early childhood research (articles or

textbooks).

This Final Exam requires a Title page, APA in-paper citations and a Reference page. (No Abstract

or running head is required.) There is no required length as it is expected you will address each item

fully and completely at the graduate level. This is an opportunity for you to demonstrate your

mastery of inclusion in early childhood education.

** typically assignments in this category generally

run about 4-5 pages in length

Here are the categories. Label your sections.

Participation in Group Activities: (consider time, options, locations, opportunity for movement)

Instructional for the Whole Group: (concept of ‘personal space’, role-playing, practice at circle time.

Maddie’s participation)

Replacement Activities: (Maddie does an alternative activity at a table just outside the circle.)

Explain why this is a valuable strategy for Maddie and the other students. How is it providing the

foundation for future success?

Classroom Design: (physical location and arrangement of furniture materials/centers/supplies

/activities)

Teacher “global awareness”: (teacher’s ability to close her eyes in a classroom and know exactly

where every child is and what they are doing and where you need to go first). Ms. Carol can read

Maddie’s cues when she is about to “go off” from across the room. This is a teachable moment.

What can Ms. Carol do and say to teach Maddie how to respond appropriately and teach other

students about Maddie’s cues?

Educating classroom aide and parents: How can Ms. Carol teach adults about respecting

everyone’s space and to read other people’s “body cues”?

Creating several spaces in the classroom where children can get away: How can Ms. Carol create

“alone” places in her classroom for all students to use?

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