Male Aged Four Years ( 48 Months ) - 1224 Words

Introduction The subject of this case study is a male aged four years (48 months). The setting is a voluntary aided faith nursery which follows a religious syllabus. It has children from a specific Islamic background. Within the nursery each child is assigned a key worker, who works with the child on a one to one basis and performs in partnership with parents or/carers to assist their child’s learning and development. There are about 17 children to 6 adults. Child A (as he will be known) has no special educational needs, is an only child and English is his original dialect. Physical There was a specific observation of mention when Child A was in the indoor environment drawing/writing on the whiteboard. Child A represented an image of a†¦show more content†¦Consequently child A, through the scaffolding cycle, would be able to utilise his fine motor skills to do his zip up himself. Hence, child A’s skills are developing through the process of scaffolding, as he will retain this information. Intellectual There was a specific observation of mention when Child A was in the computer corner playing a water themed counting game. When estimating the number of objects on the screen, he used his fingers to count the sea animals, â€Å"1, 2,3,4,5, 6 animals† and looked at me for confirmation asking, â€Å"is it 6?†. This shows that Child A is developing within the usual ranges of development, â€Å"Estimates how many objects they can see and checks by counting them†, (Development Matters in the EYFS, 2012, p.34). Piaget believes children learn best by doing and that they must be additionally active in their own understanding. He also believes that knowledge must be assembled and reassembled by the child. Subsequently Child A, within the stages of schema, would experience a new notion of dealing with numbers. The existing schema does not work as child A has no prior knowledge on counting sea animals. Thus disequilibrium arises until Child A is able to assimilate and accommodate the contemporary knowledge and attain equilibrium. Hence, Child A uses his fingers to count aloud and signify each finger with a specific number. For future recommendation, I would have Child A complete sums where he can count the objects in two