Sanchez L, Case Study:

I. Subject
a. Name: MVS
b. Age: 3 years 5 months
c. Race, ancestry: Hispanic
d. Gender: Female

II. Information Source

The sources I used for this case study were the 3 years old checklist, Arizona
early standards, Child development milestone, and the initial interview with
family at the beginning of the year I used also an informal conversation with
mom about MVS routine at home and her interactions with siblings and
adults. I used the information from my notes during my daily observations;
including all areas of MVS development: physical, social- emotional, cognitive,
language and literacy.
III.

Background Information
a. MVS is a three year old girl living in a household of two parents, a six year
old sister and her tween (boy) mom and dad work full time, their
socioeconomic level status fell under low income (requirement for head
start program) both parents finished High School. MVS and her tween are
dropped by mom every morning at grandmas house where they socialize

with a little cousin of same age. After school they spent the rest of the
day with grandma until mom picks them up in the afternoon.
b. MVS is taller than the other three year old peers in the classroom; she is a
good eater with no health problems documented in file. MVS is an active
little girl who participates in daily routine with some reminders.
c. MVS attends school in regular basis, she separates easily from grandma.
Every morning she arrives, she chooses her job, washes hands, gets
breakfast and sits down.
d. According to the two assessment tools, MVS behavioral characteristics and
performance are typical. MVS has opportunities to socialize with children
every day in the classroom and improve her social skills, she begun to
show preferences for some peers when playing in group games. MVS is
becoming more independent when she finishes a drawing she puts it in
her cubby to take it home.

IV. Developmental Performance

a. The areas of interest for MVS are the art area, the animals and the
community people from the block area and the puzzles, her first choice to
play are these materials, she can explore all areas but she is always
carrying two items, animals or community people. At the art area she likes
to draw with markers she uses one color to scribble on paper, she doesnt
stop until all paper is covered. With the puzzles she can spend ten or

fifteen minutes working with puzzles and she chooses the animals or
dinosaur puzzles.
b. The areas of limitation for MVS are social, speech and language she plays
along other children but most of the times she plays by herself, when MVS
is working with a floor puzzle and another child comes to help her she
accepted smiling and she can be working with the other child but her
speech is limited, most of the time she bubbles and is hard to understand
her. She has one to two word sentences, when is free choice and she
chooses an area, she points at the animals or dinosaurs in the block area
and she says Want play.
c. MVS arrives at school with a big smile; she comes and starts her day with
confidence knowing what to do in the morning. MVS always smiles at
peers, she shows affection when a peer is crying she asked What
happen? and touches her head. With the teacher she looks to seat on her
lap or beside her during large group and at dismissal time. When she
saws grandma she smiles and runs to get her stuff from her cubby.
During clean up time MVS has hard time to stop her activity and start
cleaning, and when a friend takes a toy away from her she throws herself
to the floor screaming noo, noo but this behavior is decreasing as
teacher is working with her as a helper during clean up time. She likes to
help to set up the tables during lunch time. MVS shows confidence

meeting her own needs and she only asks for help when she needs to
zipper or un buckle her clothes when she uses the restroom.

V. Conclusion and Recommendations

a. MVS is an active young girl who comes to school every day with a big
smile on her face. She is persistent with activities she likes to do, when
there are new puzzles she can spend 15 or twenty minutes working with
puzzles. MVS is becoming more independent she tries to do things for
herself when the class is coming from outside and they form a line to
wash their hands, MVS gets the spray water bottle to help peers to wet
their hands before getting soap. She shows excitement when there are
materials of her interest. She likes to try new challenging things for her.
Outside she is trying to balance herself on the monkey bars. MVS has few
temper tantrums specially when she is very involved in her play and she
doesnt want to stop. When MVS helps out and she accomplished a task
she smiles at teacher and feels proud when a teacher tells her thank you
b. Currently MVS is receiving speech therapy service, we modified our
classroom activities with a lot of visuals and we included things that we
know she likes and enjoys. We give transitions warnings so she knows
what comes next. We use pictures and model vocabulary for her; we use
a lot of repetitions and easy rhyming songs during transitions. During free
choice we dismiss children in pairs so she can have the opportunity to

socialize with a friend and we also have add group games to encourage
MVS to play cooperatively and take turns.
c. My suggestions for the family is to support MVS with her language
development, I suggest mom to use complete sentences with her and to
encourage verbal responses from her during needs and requests, Mom
and family can use more visuals and word repetition so MVS can build
more vocabulary. One excellent idea is to read short sentences books and
let MSV and her brother read to her. As MVS will develop more vocabulary
she will develop more socials skills.