The paper will focus on a simulated case of young boy, Brown, who is violent, uncontrollable, maintains poor eye contact with individuals, has poor language and speech, reiterates words and activities. It is possible that Brown has autism disorders and speech delays. The traits developed after some time because he does not spend most of the time with his mother and aunt who provide day-care facilities. An analysis and intervention strategy is required to assist Brown in improving his condition. Brown will consult a pediatrician to get directions on the actions they should take. Brown’s pediatrician will work with his mother to get help from a local education facility for a pathologist to carry out an analysis of his problem. Besides, Brown needs a psychologist to examine his social and emotional behaviors. The special will carry out multiple tests with Brown to determine the effective ways of satisfying his needs. After completing the analysis with Brown, an individualized education strategy will be formulated. Brown has to be qualified for special facilities for the approach to be created. The purpose of the personalized education strategy is to make sure that Brown will meet his social, emotional, and education goals.
Part 1: Simulated Case Study
Brown is a four-year-old boy who lives with his mother in a metropolitan area. His mother works in a retail shop on a full-time basis in a stall and attends evening classes to get a degree in business studies. Most of the time Brown stays with his aunt who offers child care services because his mother has to work and study. The children that Brown’s aunt looks after range from infants to seven years. The kids are given the freedom to play with their toys because his aunt cannot provide them with attention at the same time. Brown plays by himself aside from the other kids. Brown does not socialize with other children on a daily basis. Brown is violent, uncontrollable, cannot complete sentences, displays poor eye contact when facing someone, and reiterates vocabulary along with actions. He commonly plays with his ball and talks to it, but his speech is poor. Brown’s mother arrives home at 9 pm after a long day from work and school. She gets free time on weekends which spend most of the time sleeping to get enough rest. When Brown’s mother gets home, she has no time to talk to him because she is tired and has complete her house chores. Brown does not receive much attention from his mother and aunt which is different from the children of his age. This has caused Brown to have limited chances of learning on new items, skills, and being inquisitive.
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Brown is in the pre-operational stage of Piaget in childhood development. It is essential for him to get opportunities that will improve his speech and vocabulary. Learning in the pre-operational stage is enhanced through interacting with other children and repeating the words that are spoken by the adults. The children copy the behaviors of their playmates when they socialize with them. Brown is in an essential stage of childhood development which builds up the child’s vocabulary and reasoning skills. In this stage, the children learn how to socialize with adults and their peers. Per Brown's surroundings and behaviors, it is possible that he is on the autistic domain and encounters delays in speech or vocabulary. According to Bastable and Dart (2007), children should be supervised and controlled when carrying out activities in during their childhood advancement phase. Children can carry out chores independently, but they lack skills of making decisions (naecy, n.d). Vygotsky claimed that children are dependent on other individuals particularly parents who give them directions on the activities they should carry out. It is evident that Brown’s learning surroundings have affected his development process because he does not get time to interact with his aunt or mother.
Case Intervention Analysis: Early Childhood
Firstly, it is critical to get an understanding of development achievements of a child with four years such as Brown. Children with the age of four years have the potential of reading storybooks and can memorize parts of the story. The children can complete sentences that comprise of five words, give stories, mention their names, and utilize future tenses (Vijaya Krishnan, n.d). Additionally, the children aged four years have the capability of counting numbers one to ten, conversant with more than four colors, exposed to things such as money, and have acquired independent skills. In the social and emotional perspective, children with four years have to interact with the peers, follow the original rules, focus on things that require attention, participate in daily conversations (American Academy of Pediatrics, 2017). Vygotsky claimed that child development occurs in two phases including the interpsychological and intrapsychological. In the interpsychological period, children acquire knowledge through interacting with their individuals, but in the intrapsychological stage, they meditate on the knowledge learned in the first phase. Vygotsky believed that meditation is an essential factor in childhood development. According to Turuk (2008), meditation is the role played crucial people in the lives of the learners through shaping their skills. Cognitive improvement becomes effective when social interactions are established between people who have high-skills and knowledge. Learners can get benefits from folding scarves and meditation. A participant who has acquired knowledge can form by means of language and a supportive environment in which the learner can take part to receive high levels of competency (Turuk, 2008).
Brown does not participate in social interactions on a daily basis which have affected his early childhood improvement including vocabulary along with cognitive experience. The surroundings of Brown have influenced his functioning and development. Per Bronfenbrenner’s Ecological principle, the micro-system of a child is the surroundings which include home, school or daycare, and society (Ryan n.d). A child must go through three stages that include exo-system, macro-system, and chrono-system. In the chrono-system, reformations take place due to the effects of changes and stability of the child’s surroundings (Paquette & Ryan, n.d.). In case Brown does not get exposure to speech and social interactions, he cannot go beyond the chrono-system. The surroundings of Brown cannot be accountable for his autistic spectrum of the speech. He may be having challenges in speech, vocabulary, and autism which his him from achieving the milestones of a child with four years.
Brown should consult a pediatrician who will establish the actions that should be taken. It is possible that the pediatrician will request Brown’s mother to visit an education facility including Child Find . The body provides free facilities of diagnosis and intervention to qualified children. The subsequent action that can be carried out is an analysis of Brown’s vocabulary and the speech by a qualified pathologist. The pathologist will take part in proving the facilities offered by Child Find to assist Brown. After completing the process, Brown can get an opportunity for accessing speech and language facilities that will help him improve on the delays. Brown can get a chance of enrolling in a Kindergarten. There is a possibility that Brown will require the speech and language services, but it has to be determined by the therapist after carrying out assessments of his improvements. Brown will have consultations with a psychologist to assess the functionality of his social, behavioral, and emotional elements. In case he is found with some autism symptoms, he will go through a social and emotional analysis such as the effects of autistic disorder signs (Autism Spectrum Disorders, 2012).
The second intervention is the mission to improve Brown's social functioning to enable him adequately communicates with his playmates. The emotional function of Brown should be developed to assist him in socializing with his peers, mother, and aunt. There should be a focused intervention that aims to promote his communication skills that will improve his eye contact with people. An analysis that will help Brown will be the determination of his behaviors such as lack of interacting with people such as his mother and aunt. After the analysis has been completed, it is essential to use the results for formulating an intervention plan.
An individualized education strategy should be created in case Brown needs and has qualified for the vocabulary and speech facilities. The plan should include the particular mission for Brown, intervention strategies to assist in speech delays, and absence of social experience. Brown should have the legal interventions for three years and continuous analysis to determine his progress on the mission along with responses. The goals and responses should be changed after some time to make that change will happen on his condition. The facilities are provided by for free in preschools that have experts in speech and language. This will help Brown get out of the day-care surroundings that do not add value to him. Brown will have an opportunity to learn proper vocabulary, socialize with the age-mates, develop social and emotional behaviors. It is clear that Brown should enroll for the individualized education strategy on speech concerning the results are given by the pathologist. He can also get a customized education strategy in Kindergarten on developing his social and emotional behaviors which are helpful in making preparations for higher institutions.
Conclusion
In the course of this paper, Brown, a four-year-old boy, lived in an environment that did not enhance his social interactions with people. At home, his mother was busy with work and studies which limited their time for communications. His aunt gave attention to the infants and let the other children play with their toys. Brown did not develop the typical childhood improvement milestones such as emotional, vocabulary, speech, and social experience. It was important for Brown to get chances of improving and practicing social and language skills in the pre-operational stage which is an essential stage for childhood development. Brown did not receive attention from his mother and aunt which resulted in the event of characters and delays which are signs of autistic disorders and poor communication skills. The developmental challenges of Brown were to be addressed to offer the individual needs that he requires. Brown’s mother consulted a pediatrician to give the steps to take on the developmental problems. The pediatricians gave recommendations that Brown should go to an education authority to get pathologist who will analyze his condition. The pathologist was to carry out an assessment and create an intervention strategy. The pathologist and psychologist recommended that Brown is qualified for an individualized education strategy for improving interventions, communication skills, social, and emotional behaviors. The performance of Brown will be monitored by the specialist to make sure that he is making improvements on his condition. The individualized education strategy will assist the professionals to work in an effective manner satisfy the individual needs of Brown and make preparations for his education.
References
American Academy of Pediatrics. (2017). Retrieved from https://www.aap.org/en-us/Pages/Default.aspx
Autism Spectrum Disorders: Guide to evidence-based interventions. (2012). Missouri Autism Guidelines Initiative . Retrieved from www.autismguidelines.dmh.mo.gov/documents/interventions.pdf
Bastable, S. B. & Dart, M. A. (2007). Chapter 5: Developmental stages of the learner. 1-50 . Retrieved from http://www.jblearning.com/samples/0763751375/46436_CH05_000_000.pdf
naeyc. (n.d.). Principles of child development and learning that inform developmentally appropriate practice . Retrieved from naeyc: https://oldweb.naeyc.org/about/positions/dap3.asp
Paquette, D. & Ryan, J. (n.d.). Bronfenbrenner’s ecological systems theory. MS FrontPage. National-Louis University. Retrieved from http://www.floridahealth.gov/alternatesites/cms-kids/providers/early_steps/training/documents/bronfenbrenners_ecological.pdf
Ryan, D. P.–J. (n.d.). Bronfenbrenner’s Ecological Systems Theory . Retrieved from Florida health: http://www.floridahealth.gov/alternatesites/cms-kids/providers/early_steps/training/documents/bronfenbrenners_ecological.pdf
Turuk, M. C. (2008). The relevance and implications of Vygotsky’s sociocultural theory in the second language classroom, Vol. 5, 244-262
Vijaya Krishnan, P. (n.d.). Early Child Development: A Conceptual Model . Retrieved from http://www.cup.ualberta.ca/wp-content/uploads/2013/04/ConceptualModelCUPwebsite_10April13.pdf.
APPENDICES
Appendix One
The case is about a four-year-old child, Brown, who experiences developmental challenges in his childhood. Brown cannot be controlled, is violent, lacks fluency in speech, and does not interact with people. His mother is busy to spend time with him, and his aunt does not give him attention. Brown is left all alone to interact with his toys and talks with them. He isolates himself from other kids because he has poor social skills. The traits portrayed by Brown are signs of autism which needs to be rectified soon to avoid its effects during adulthood. He needs assistance from a pathologist and psychologist before enrolling in the Kindergarten.
