ECE430 Week Two Case Study Focus: Students Each day Mrs. Ashland enters her classroom excited to make a difference in the lives of her 15 students. She has grown to know her students very well and knows their strengths and individual areas of need. We will meet and learn more about six of Mrs. Ashland’s students in the next few weeks. Johnny Johnny is an independent 4-year-old boy. Mrs. Ashland’s class is the first opportunity Johnny has had to attend school. As a result, he has some difficulty following the classroom routines such as sharing and following directions. When Johnny is not at school, he usually rides his tricycle or bounces his basketball in his backyard. During outside play, Mrs. Ashland noticed that Johnny is advanced when it comes to his gross motor skills and can easily run, throw, skip, hop, and climb. Mrs. Ashland also noticed that during center time Johnny frequently avoids the art center. When she observed Johnny in the art center, Mrs. Ashland noticed that he had some trouble with his fine motor skills such as cutting, tracing, coloring, and holding markers. Mrs. Ashland wondered if this is why he avoids that center. Johnny does communicate well with his peers and he has a rich vocabulary for a child his age. Mrs. Ashland attributes this to his love of stories. Johnny frequently raises his hand to answer questions during circle time and beams with pride when he is praised for his answers by Mrs. Ashland. Johnny does well socially, but when given the choice to play with classmates or to play alone, he almost always chooses to play by himself. At the beginning of the school year, when Mrs. Ashland asked Johnny what he likes to do, he told her, “I like to play by myself a lot because my parents are usually busy working.” Mrs. Ashland encourages Johnny to play collaboratively with his peers, but once she engages with other children, he quickly switches to an independent activity. Johnny does care about his peers. For example, if Johnny sees one of his classmates crying, he will bring them a tissue. Maya Maya is 4 years old and one of the most curious students in Mrs. Ashland’s class this year. Maya recently moved to the United States from Mexico and is eager to learn as much as she can about her new environment. Maya is drawn to books with numbers and loves to draw. During the first few weeks of the school year, Mrs. Ashland was able to observe that Maya is developing her fine and gross motor skills by practicing her cutting, tracing letters, jumping, running, and climbing. In fact, Mrs. Ashland has noted that Maya gravitates toward independent activities. Maya speaks in short, two- to three-word phrases, and often struggles to communicate her needs. Despite these challenges, Maya does not become frustrated; instead, she either draws a picture or takes Mrs. Ashland’s hand and shows her what she can’t say. ,Often, Mrs. A ...

1. ECE430 Week Two Case Study
Focus: Students
Each day Mrs. Ashland enters her classroom excited to make a
difference in the lives of her 15 students. She has grown to
know her
students very well and knows their strengths and individual
areas of
need. We will meet and learn more about six of Mrs. Ashland’s
students
in the next few weeks.
Johnny
Johnny is an independent 4-year-old boy. Mrs. Ashland’s class
is the first
opportunity Johnny has had to attend school. As a result, he has
some difficulty
following the classroom routines such as sharing and following
directions. When
Johnny is not at school, he usually rides his tricycle or bounces

2. his basketball in
his backyard.
During outside play, Mrs. Ashland noticed that Johnny is
advanced when it
comes to his gross motor skills and can easily run, throw, skip,
hop, and climb.
Mrs. Ashland also noticed that during center time Johnny
frequently avoids the
art center. When she observed Johnny in the art center, Mrs.
Ashland noticed
that he had some trouble with his fine motor skills such as
cutting, tracing, coloring, and holding
markers. Mrs. Ashland wondered if this is why he avoids that
center.
Johnny does communicate well with his peers and he has a rich
vocabulary for a child his age. Mrs.
Ashland attributes this to his love of stories. Johnny frequently
raises his hand to answer questions
during circle time and beams with pride when he is praised for
his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play
with classmates or to play alone, he
almost always chooses to play by himself. At the beginning of

3. the school year, when Mrs. Ashland
asked Johnny what he likes to do, he told her, “I like to play by
myself a lot because my parents are
usually busy working.” Mrs. Ashland encourages Johnny to play
collaboratively with his peers, but
once she engages with other children, he quickly switches to an
independent activity. Johnny does
care about his peers. For example, if Johnny sees one of his
classmates crying, he will bring them a
tissue.
Maya
Maya is 4 years old and one of the most curious students in
Mrs.
Ashland’s class this year. Maya recently moved to the United
States
from Mexico and is eager to learn as much as she can about her
new
environment. Maya is drawn to books with numbers and loves to
draw.
During the first few weeks of the school year, Mrs. Ashland was
able to
observe that Maya is developing her fine and gross motor skills
by

4. practicing her cutting, tracing letters, jumping, running, and
climbing. In fact, Mrs. Ashland has noted
that Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often
struggles to communicate her needs.
Despite these challenges, Maya does not become frustrated;
instead, she either draws a picture or
takes Mrs. Ashland’s hand and shows her what she can’t say.
,Often, Mrs. Ashland hears Maya say a
new word that she couldn’t say the day before!
ECE430 Week Two Case Study
Focus: Students
Socially, Maya struggles to interact with her peers due to her
limited proficiency in English. Maya
usually engages in independent or parallel play. Recently, Mrs.
Ashland has noticed Maya starting to
walk up to other students in the class during playtime and
believes that she will soon start to
participate in cooperative play.

5. Jane
Jane is a bubbly and happy 4-year-old. Jane has always had
positive
experiences in Mrs. Ashland’s class. Jane’s mother has told
Mrs.
Ashland that she often finds Jane playing school with her dolls
at
home. Jane’s after school activities include ballet and soccer at
a local
community center.
Jane has an Individualized Education Plan (IEP) that contains
goals for
fine motor skills. Specifically, the goals in her IEP focus on
using an appropriate grasp with a pencil
and copying simple shapes. The occupational therapist comes to
Mrs. Ashland’s classroom once a
week to work with Jane on these goals. Jane’s gross motor skills
are advanced. During outside play,
Jane can often be found jumping rope.
Along with having IEP goals for fine motor skills, Jane’s IEP
contains language goals. Jane uses two-
to three-word phrases for communicating with both Mrs.
Ashland and her peers. The speech language

6. pathologist visits Jane twice a month and provides Mrs. Ashland
with strategies for helping Jane to
improve her communication abilities. Mrs. Ashland also
encourages Jane to play with friends to
provide her with authentic opportunities to use language.
Jane seeks out opportunities to interact with her peers whenever
possible. During center time, she
chooses activities that she can do with a partner. When a new
student joins the classroom, Jane is the
first one to smile and invite her new classmate to play.
Caleb
Caleb is an almost 5-year-old in Mrs. Ashland’s class. He loves
cars, animals,
television shows about superheroes, macaroni and cheese, and
playing soccer.
His favorite movie is Cars. Caleb has a fun loving, energetic,
and silly
personality. Caleb doesn’t like it when he is told he can’t do
something and
usually pouts when this happens.
Mrs. Ashland has observed Caleb doing well with many gross
motor and self-
help skills that include running, going up and down stairs,

7. jumping, hopping,
getting himself dressed, and using the restroom on his own.
Although Caleb
has mastered many self-help and gross motor skills, Mrs.
Ashland has noticed
during daily observations that Caleb could improve some of his
fine motor
skills such as cutting with scissors and tracing.
Caleb communicates well with his peers and enjoys listening to
stories. When talking with Mrs.
Ashland, he uses sentences of varied length and has a strong
expressive and receptive vocabulary.
Caleb enjoys playing games like Memory and Candy Land,
using his strong memory skills and the
beginnings of understanding numbers. He participates
interactively in circle timeand is able to answer
questions. , Caleb is able to stay engaged in learning and has
shown development in all pre-academic
skills.
Caleb also does well socially. Mrs. Ashland has observed Caleb
expressing a wide range of emotions,
which include happiness, sadness, confusion, and frightfulness.
Through classroom observations,

8. ECE430 Week Two Case Study
Focus: Students
Mrs. Ashland has noticed that Caleb has self-confidence and
that he likes to try new things. Caleb’s
actions suggest that he feels safe and comfortable in new
environments. When a new student joins the
class, Mrs. Ashland has Caleb show them around. Caleb does
not have trouble making friends with
peers, but seems to avoid certain children in the class. During
the day, Caleb engages in collaborative
play, parallel play, and independent play with little direction.
Kayla
Kayla turned 4 years old just before the school year started,
making her the
youngest child in Mrs. Ashland’s class. Kayla enjoys playing
dress up, looking
at books, dictating stories, and art. Even though Kayla has had
mostly positive
experiences at school, she cries frequently and often tells Mrs.
Ashland that she

9. is sad.
When it comes to fine and gross motor skills, Kayla is meeting
all of her
developmental milestones. Mrs. Ashland has observed Kayla in
the art centers
and has seen firsthand how well she can cut, color, trace, and
draw. When
outside, Kayla smiles as she runs, climbs, and rides a tricycle.
Kayla’s communication skills are within normal limits for 4-
year-olds. She frequently spends her
time in the writing center drawing elaborate pictures. When
Mrs. Ashland has Kayla dictate the story
to her, Kayla uses vocabulary that is advanced for her age.
When Kayla doesn’t understand the
directions she has been given, she asks Mrs. Ashland to explain
to her how to complete the activity or
task.
Kayla struggles socially with her classmates. Mrs. Ashland
believes that part of this is related to
Kayla’s crying for extended periods of time in the class. When
her peers show empathy toward her,
she often puts her head in her lap and continues to cry. Kayla
also gets frustrated easily. For example,

10. if Kayla is transitioning from playing a game to cleaning up,
she will become frustrated when she
can’t get all of the pieces to fit in the box. When she finally
gets the pieces to fit the box, the box will
have smashed and torn corners. Mrs. Ashland worries that
Kayla’s crying and tantrums have made the
other children in the class avoid playing with her.
Jack
Jack is a 4-year-old who likes to tell the other children in the
class what
to do. Mrs. Ashland has tried to build a relationship with Jack
by
learning about his interests. Mrs. Ashland has discovered that
Jack
loves dogs, football, candy, and watching the Disney Channel.
As a
result of her efforts to get to know him, Jack enjoys sharing
about his
hobbies with Mrs. Ashland.
Throughout the day, Jack demonstrates mastery of his fine and
gross motor skills by eating with
utensils, walking, coloring, dressing, playing ball, and climbing
on playground equipment. Jack

11. enjoys playing ball and climbing so much that Mrs. Ashland has
to frequently remind him that he can
only do these activities during outside play time. Jack’s usual
response to Mrs. Ashland’s reminders
is that he is allowed to play ball and climb on the furniture
inside at his house.
Jack frequently shares his thoughts or feelings about something,
which demonstrates his strong verbal
skills. Although Jack is capable of following multi-step
directions, Mrs. Ashland has documented that
ECE430 Week Two Case Study
Focus: Students
he often chooses not to follow them. Throughout the day, Jack
engages in conversations with his
classmates while participating in various activities in the
different centers in the classroom.
When it comes to his social skills, Jack struggles to get along
with his peers. At the start of center
time, Jack announces, “I’m the leader” to his classmates. If one
of his peers lets them know that they

12. are the special helper of the week at that center, Jack will yell
at him/her and say that he is the boss.
In some instances, Jack has even pushed his classmates when
they have told him he is not in charge
of them.
Discussion 1
Veronica Brooks
3/13/2017 8:49:45 PM
Dear Mrs. Ford,
I received word that you would like for me to write you a letter
about the curriculum that I have chosen to use in my
classroom. After reading Week 2 Case Study of Mrs.
Ashland’s, I have had an opportunity to review what is going on
with the students Jane, Caleb, Johnny, Maya and Jake. From
my review, I have realized that each of the children are very
independent and have their own creative style about
themselves. I have chosen the best model for the children
would be the Creative Curriculum.
Little Johnny has had an opportunity, to read one of Mrs.
Ashland’s book and I believe since he if found his interest in
reading, he will expand on that by sharing different and
interesting stories with his class. Maya, has difficulty with the
language barrier, but she is very motivated when it comes to
cutting, jumping and running. Jane, is a very bubbly and
enthusiastic child that enjoys jump rope. Jane is also on an
Individualized Education Plan (IEP), this plan keeps her on
track for improvement on her motor skills.
All of the children have special interests and enjoy being
creative within the areas of activity that they play in. The
children began kind of to themselves but as time goes on, they

13. began to interact with one another. This curriculum is suited
for this classroom because it will concentrate on their
developmental and growth skills.
Respond
wk2d1_jackson
Amanda Jackson
3/15/2017 12:17:48 PM
Dear Mrs. Ford,
Thank you for choosing me to write a letter about
recommending a planned curriculum to use within the
classroom. I feel that the project learning approach is the best
curriculum to use, and will meet the needs of Johnny, Maya,
Jane, Caleb, Kayla, and Jack. "Perhaps the most child-centered
of the first three models of curriculum design, project learning
emerges from children's stated interests, or interests the teacher
observes but that may be unconscious or undeveloped in the
children" (Krogh, 2013, p. 3.3). Projects helps make
"differentiated instruction" for each child easier. "Projects grow
naturally from units and themes" (Krogh, 2013, p. 3.3). We
could take a virtual tour at a zoo, and that could lead to in-depth
projects on different animals from the zoo, and teaming the
children above together on one of the animals they share an
interest in. Having the children work together will help
encourage each other. Placing one child that excels in an area
that another child may need help in. Children can learn from
their peers, and that helps build self-confidence in the children.
A good example would be putting Johnny that excels
in vocabulary with Maya that sometime struggles with putting

14. sentences together. Each child can bring something to the table
to help the other children with. "Project learning allows for
individual and group work, team planning and collaboration,
and in-depth study according to children's interest" (Krogh,
2013, p. 3.3). Using the project learning approach will make
"differentiated instruction" much easier in the classroom, and
will help ensure each child's needs are met in the classroom.
Thank You,
Mrs. Ashland
References
Krogh, S. (2013). A bridge to the classroom and early care:
ECE capstone. San Diego, CA: Bridgepoint Education, Inc.
Respond
(an instructor response)
RE: wk2d1_jackson
Instructor DeBiase
3/16/2017 10:39:36 AM
Amanda and Class,
You have great accommodations listed here Amanda! One
common mistake that I see educators make is not including
specific accommodations and modifications for students to meet
individual needs. In the lesson planning stages, a teacher needs
to identify all activities within the lesson, think of potential
barriers or missed opportunities for specific students given
these activities and then determine needed

15. accommodations/modifications so that ALL students have the
opportunity to master the content being taught.
On a scale of 1-5, how much experience have you had with
differentiation and identifying accommodations for students (1
being no experience and 5 being a lot of experience)?
Respond
Case Study Analysis
Kimberly Garee
3/15/2017 12:35:30 PM
I will be using a single subject approach with integration of
cross-curricular skills through a project approach for curriculum
planning that will allow the lessons to address the needs of the
individuals in my class while building a strong foundation in
core subjects. “Systematic planning of a single subject ensures
specific knowledge and skills will not be lost” while the project
approach provides opportunities for differentiation and
incorporation of the children’s interests (Krogh & Groark, 2013,
Approaches to Curriculum Development, para. 2). Project
learning also “allows for individual and group work” as well as
“team planning and collaboration” (Krogh & Groark, 2013,
Approaches to Curriculum Development, para. 12). By initially
focusing on a single subject “with integration taking place
later,” the students will be given the benefits of both the single
subject approach and an integrated curriculum (Krogh &
Groark, 2013, Approaches to Curriculum Development, para. 3).
This integration could be accomplished through the use of class
projects based on the interests and needs of the children in the

16. class, including skills and subjects across the curriculum.
Noting that several of the children in the class need some help
in developing their social skills and fine motor skills, these
would be two areas of focus for development through
integration and the project approach. Johnny and Caleb could
use some practice in fine motor skills, and Jane has an IEP with
goals for improving her fine motor skills. On the other hand,
Maya, Kayla, and Jack are at or beyond the expected
development in their fine motor skills. Therefore, I would pair
students who are strong in their fine motor skills with students
who are weaker in this area to work on a project together for
peer-to-peer modeling of these skills. Also, this project would
allow for socialization in small and large groups, at which time
students such as Johnny, Maya, Kayla, and Jack, who struggle
in certain areas socially could work in groups that include some
of the students with stronger social skills such as Jane and
Caleb. In addition, the students who need some support in
language development like Jane whose IEP includes language
goals and Maya who is an ESL student could be given
opportunities to learn new words and ways of communicating
through dramatic play and emphasis on vocabulary during the
single subject focus of the lessons.
For example, when planning a lesson focused on reading
comprehension, using the book “The Very Hungry Caterpillar,”
prior to reading the book as a group with the class, we would
review and post vocabulary words with pictorial descriptions as
well as listing the words in Maya’s first language in order to
assist Maya and Jane with their language development. We
would also develop a plan for presenting a play based on this
book, and the students would be paired as noted above to
decorate the props needed for the play, utilizing their fine motor
skills in cutting and pasting tissue paper onto the cutouts that
will be used in the play while also integrating art and dramatic
play into the lesson plan. We would continue to read this book
and review the vocabulary words as a group as we practice for
the final play and prepare the props. There would be plenty of

17. time for discussion in the large group reading time as well as
socialization in pairs and small groups as we work on the props
and the presentation of the play, which will also provide
opportunities for working on social skills, communication, and
language development. While the main focus of this lesson is
reading comprehension through the understanding of the
sequence, setting, characters, and storyline, we will also be
integrating social skills, fine motor skills, and language
development through the integration of a project into this
lesson, which will address the specific developmental needs of
the children in the class and reinforce the learning in the core
component of reading comprehension.
The single subject approach with integration allows for the
building of a strong base in the components of the core subject
area while also providing opportunities to address the specific
needs of the individual students in the development of skills and
knowledge across the board.
References:
Krogh, S. L., & Groark, C. J. (2013). A bridge to the classroom
and early care: A capstone. Retrieved
from https://content.ashford.edu/books/AUECE430.13.1.
Kim
Respond
(an instructor response)
RE: Case Study Analysis
Instructor DeBiase
3/16/2017 10:25:35 AM
Kim and Class,

18. Learner centered/individualized approaches do take into account
student interests and work to meet the needs of students. The
opposite of learner centered is teacher directed or direct
instruction, in which the teacher plans lessons "to the middle"
and walks students through the learning of a new targeted
standard or skill, models it, practices it and then assesses it.
How would a teacher structure such an approach so that it
doesn't turn in to a bunch of activities with little direction or
objectives?
Respond