InTASC Standard:

Standard #1: Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences (InTASC, 2013).

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Brief Description of Evidence:

In the fall of 2018, in my EDUC 121 Child and Adolescent and Development class, I completed a child case study. For my case study, I was able to observe my nephew Isaiah, who is eight years old. (I was permitted from Isaiah’s parents to share his real name as well as pictures and videos of him.)

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I collaborated with Isaiah’s family by interviewing Isaiah, his mother, father, siblings, and his paternal grandparents to gather data about Isaiah’s strengths, interests, and needs. I observed Isaiah in different environments; two of which, Riley Hospital and homeschooling, I found most noteworthy.

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At the hospital, I was able to watch how Isaiah’s learning occurs when directions and concepts were explained. I was able to see how he was learning the linguistics and social clues for the hospital staff. He has picked up many of their lingo and manners of speaking. If a word occurred that he thought I wouldn’t understand, he stopped and explained it as the nurses and doctors had previously done for him. Riley’s allowed Isaiah to “test” his own blood by adding the droplets carefully and while dressed in complete lab gear. Riley’s allowed Isaiah to be part of the care for himself so that he could “own” it.

During homeschool, I was able to watch how learning occurred in an organized setting. I observed how Isaiah, as well as his siblings, were able to construct knowledge. I noticed how similar and different their knowledge, and expressions of that knowledge, was from one another.

After observing Isaiah throughout these situations, I was able to apply the Developmental Milestones to see where Isaiah placed in each of the domains. With this, I was able to compose a Child Case which outlines Isaiah’s cognitive, linguistic, social, emotional, and physical development. With this outline, I was able to understand how Isaiah constructs knowledge, acquires skills, and develops discipline thinking skills. 

 

Through the collection of data, I was able to use instructional strategies to create and implement projects for Isaiah to complete. I was able to create two developmentally appropriate projects based on four stages of cognitive development theory by Jean Piaget. According to Piaget’s theory, Isaiah was in the Concrete Operational Stage. During this stage a child’s thinking becomes more logical and organized, but it still very concrete. Through this information, I was able to set my expectations for the projects I created for him.  

The first project was teaching Isaiah how to bake cinnamon rolls. I gave developmentally appropriate instructions, and he followed them. The project objective was to see his physical and linguistic abilities at work.  The second project I had Isaiah create was a “chart of me” which I very loosely based on Urie Bronfenbrenner’s ecological systems theory. Bronfenbrenner’s theory studies children environments starting with the “smallest” which was themselves then grows from there family etc. The theory attempts to understand their development as a result from their different environments, this is illustrated through a chart of circles inside one another and slowly getting larger as the environment grows. The project’s objective was to observe his cognitive and emotional development. 

 

 

Analysis of What I Learned:

Through the processes of observing and documenting to create a case study, I learned how to better assess a learner’s development and design developmentally appropriate and challenging learning experiences.

 

By observing with the guide of the developmental milestones with Isaiah, I learned to recognize patterns of learning and development that vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. I learned how to view the learner’s development more objectively and accurately. I observed and assessed Isaiah’s performance individually and in the group of his siblings.  I used my observations to ask particular questions for discussion to help develop my case study and discover where Isaiah was in the different areas of development. I planned activities to observe specific areas and practiced developmentally appropriate instructions. I wanted, as much as possible, to observe his progress and needs in cognitive, linguistic, social, emotional, and physical development.

 

 How This Artifact Demonstrates my Competence of the InTASC Standard:

I demonstrated my competence in InTASC Standard 1- Learner Development by collaborating multiple times with Isaiah’s family. I observed and documented Isaiah’s cognitive, linguistic, social, emotional, and physical areas. I assessed Isaiah’s performance individually as well as in a group. I created developmental instructions to promote Isaiah’s learning.

I grew in understanding that each learner’s cognitive, linguistic, social, emotional, and physical areas influence learning. I created instructions and made decisions to build on the learners’ strengths as well as needs to further Isaiah’s learning experience. 

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Through my observations and documentation, I consistently refer back to Search Institute’s Developmental Assets® Framework, the Developmental Assets framework the age appropriate relationships, opportunities, skills, values, and commitments expectations for children and adolescents need to grow up healthy, caring, and responsible created by Search Institute. As previously discussed, I also utilized Jean Piaget’s four stages of cognitive development theory to use as my standard to objectively assess Isaiah’s development and growth.