Humanities
EC200/EEC2613 Rasmussen College Mod 5 Jenna's Development Case Study

EC200EEC2613

Rasmussen College

Question Description

Review the following Assessment Data Report covering a 30 day period for Jenna (4 years old). Evaluate the report for strengths of Jenna's development and areas where Jenna could use support.

Jenna - Age: 4 years

Cognitive Development

Number and early mathematical skills: "Calendar Time," Jenna is able to count to ten verbally. She requires more assistance when counting with one-to-one correspondence, especially to stop counting when all the objects have been counted. When playing with a large amount of blocks, Jenna is able to give another student "some" of her blocks. She demonstrates understanding of more than, many/few during sand/water, block, and other manipulative play.

Jenna has difficulty putting together puzzles with more than 6 pieces. She will attempt to "force" pieces into place despite there being no physical connection/match between the pieces in either shape or content/image. She easily gives up and will move to another area without completing the puzzle.

Social Development

Play skills: Jenna is a friendly child who enjoys playing in all areas of the setting. She plays at the parallel and cooperative level with her classmates. When playing in the Home Living area. Jenna takes part in simple dramatic play such as taking care of the baby dolls and making food. At times, she will dress up and pretend to be someone else. but these play scenarios are usually initiated by the educator.

Learning style: Jenna responds best to a small group setting that allows for physical and verbal modeling. Her ability to focus during whole group activities has improved since joining the class, but it is still inconsistent. During classroom discussions and book talk, Jenna must be asked a direct question in order to her to participate. She rarely volunteers answers on her own. She responds well to both verbal praise and tangible reinforcements. She learns best through hands-on work and visual/auditory cues.

Motor Development

Gross Motor: When playing in large areas, such as on the playground. Jenna is able to manipulate a tricycle, run, and dance without losing her balance. However, when Jenna is in tighter quarters-such as the classroom- she has a tendency to knock things over. For example, she knocks over her plate or drink at least once a day during mealtimes. When attempting to walk around block structures. Jenna tends to knock them over instead of walking over or around the structures.After

After reviewing the data in the report above, write 2-3 page Evaluation Report. Your report should be in APA format. reflect professional language, and use proper spelling/grammar. It should also include a references page containing at least two (2) credible references from your can research on the topic.

Final Answer

Attached.

Outline
Introduction
Body
Conclusion


Running head: EVALUATION REPORT ON JENNA

Evaluation report on Jenna
Name of student
Name of course
Affiliated institution
Instructor’s name
Date

1

2

EVALUATION REPORT ON JENNA
Evaluation report on Jenna
Her Strengths
Child development is a swift process that combines natural learning and accumulating
knowledge from the environment and those surrounding the baby as he or she grows. It is
evident that Jenna is proceeding well with a few strengths and a long way to go which is normal
at her age. Some of her strengths include cognitive development where she has the ability to
count to ten verbally, and can also recognise when she has more blocks than she needs hence

offering some to her friends. Her understanding is not just about numbers but also words used in
measurements even though not in ...

peachblack (34233)
UIUC

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