example 4 Child Study (2)

example 4 Child Study (2) - Hyperactive Sweet and...

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Hyperactive, Sweet, and Challenging 1 Example #4 Educational Psychology December 2, 2004 Hyperactive, Sweet, and Challenging The Study of Charlie Little boys . . . what a joy! For some reason I always seem to find such delight in the children whom teachers consider to be the “trouble-makers.” This semester I have been observing a little boy, I’ll call him Charlie, who loves attention! My prediction is that he may, in future years, be considered the class clown. However, he will always have a sweet disposition about him that will capture the heart of teachers and peers alike. My first day in the classroom, I was working with Charlie to find words in the “ip” family. When I asked him for examples, he responded with singing, “Hip to the hop to the hip-hippity hop!” He then started talking about animals! Next, all of the children got off task. Vygotsky talked about how one student’s thinking can “snowball” and then it spreads to the other children. Charlie is very easily distracted from schoolwork and his off-task energy spreads to those around him. He is a bright kid, but has trouble focusing on the task-at-hand. While observing Charlie I asked myself which stage I would classify him under Piaget’s theory. I believe that he fits in between the preoperational and concrete-operational stages. While he is still showing signs of egocentrism, he is also forming a logical system of thinking. Charlie requires a lot of one-on-one attention. He often refuses to do his work unless someone is standing beside him yet even when someone is next to him he attempts to tell stories rather than work. He is definitely a talker! One aspect of egocentric behavior that I have seen is sporatic talking. Since he loves to talk, he assumes all the other students should also love to talk. One little girl is especially quiet – mostly contributed to the recent culture change from Mexico to Spokane. Unconfident in her English skills, she tends to speak quietly and seldom. Charlie does not help in boosting her confidence. When he sees
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Hyperactive, Sweet, and Challenging 2 her talking to me he runs over and says, “Is she talking? She never talks. Why doesn’t she ever talk?” Later I explain that some people are less talkative than others, but he still does not understand. Charlie is very “hands-on” when it comes to learning. With a short attention span, using blocks for counting helps to store information in his mind more permanently. Much of his learning is also co- constructed. Every day, every assignment Charlie asks for my help. I have had to be careful in incorporating scaffolding techniques while helping him. I give him only one cue at a time, and then ask him to think on his own. If not told to give it more thought he would continue asking for more and
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example 4 Child Study (2) - Hyperactive Sweet and...

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