Case Study on "Child: The Story Manuel Rodriguez"

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Child Case Study: The Story Manuel Rodriguez

The arena of children's language development is one that really does incorporate a choice of distinctive theoretical viewpoints. The theoretical subject that has prevailed over all the others in this part for the last twenty-five years or more is that of the amount to which children are pre-planned for the detailed mission of language learning. An associated problem is that of whether language is autonomous of other extents of perception, or is it reliant on upon more all-purpose cognitive aptitudes. With that said, this is a case study of a 7th grade student named Manuel. Manuel is a new arrival -- he or for 8 months, he has been living in the United States. His family comes in from Brasilia, Brazil. Manuel L1 is basically Spanish. Through easygoing debate he specified that he went to private school in Brazil and that basically, "a life that was privileged." Manuel shared that his father Ceasar is a college professor and came to the U.S. because he is on a 4-year project for the United Nations. This information leads me to really think that Manuel has been raised in a prosperous home and has been very educated in his first language. The family contains of his father Ceasar, his mother Nona and his 7-year-old sister Anna.

Manuel really appears to be a little indifferent when it comes down to the school environment. He really does not appear predominantly content or hopeless to be here. I observed that he this child really appears to be weary most of the time. Manuel just sits in the classroom and looks very drowsy. His communication with other pupils gives the impression to be insignificant. I do not really think of him as a chiefl

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y quiet child; Manuel through my observation seems to be a little disinterested. A lot of times it makes me think that the school work or material is just boring to him. I believe that in a lot of nations, education seems to be more of a drill and youngsters are pressed to learn faster than they do here. However, a lot of times children from foreign lands have already been open to what they are presently learning in America.

Findings- Informal and Formal Assessments

I was able to watch and observe Manuel on about 3 different situations. The first was conducted in class. Then the other two occasions were done independently in another room. I was able to really get a good observation of him in class because it was important to see how manual had interaction with his teacher, his other classmates and the text that was offered. From the very first surveillance I was able to garner numerous things about Manuel as a student, his literacy actions and the educational inferences that had been fashioned by getting the bulk of his teaching in a second language.

The first thing I noticed was that Manuel appeared to be pretty unenthusiastic when it came down to utilizing English or speaking at all except if he is spoken to. The issue that had been fashioned here is that he is not really just learning or recollecting the content that the rest of his peers in the classroom are learning. Manuel does not do a lot of participation or really provide that much attention and appears as if he is going through the motions so as not to be reproached by his teacher.

When triggered, I detected that Manuel would habitually lapse back to Spanish or practice an assortment of Spanish and English which is more normally denoted to as "Spanglish." It looked to me as if he would sometimes start to forget and mechanically give a reply in Spanish. It never really seemed as if he would catch himself. He was continuously prompted by the teacher to move to English. A lot of times when he got discouraged he would mumble under to himself in Spanish. In his English Class the teacher would normally try and call on him for a reply.

Manuel facial expression appeared to turn to anger whenever this would occur on occasions. He would sort of utter out the first part of the sentence out of his mouth and would then struggle and ultimately just thrown in the towel and give up. The teacher at that point would then just move on. The expression he utilized most in this class was "forget about it." Manuel's body language had really spoken to the fact that he was not interested in being there at all. He would just sit slumped in his chair. A lot of times his head would go completely down on the table. Manuel did not smile much and had very little to say. He did not really try to make any attempts to do any work unless the teacher had come over to see if he was on task. Usually, she would ask if he was doing any work and even then he essentially just give her the cold shoulder. It was obvious that during that moment that he was getting a kick out of ignoring her. The class appeared to be a bit uncontrolled and on those seconds when his friends were clowning around, Manuel sat in silence just frowning his face. I believe that his incapability to communicate, read and comprehend what was going on around him shared with the absence of provision, scaffolding and appealing material is was guided him to being standoffish in this specific class.

Theory on Scaffolding

Using scaffolding with Manuel is an interesting suggestion. Scaffolding Theory came on the scene in the late 1950s and was introduced by Jerome Bruner, a cognitive psychologist. He utilized the word to define young children's oral language achievement. Facilitated by their parents right at the early stages in their lives where they first start learning how to say their first words, young children are delivered with natural arrangements to absorb a language. Classic examples are things like, bed-time stories and read aloud. (Daniels, 1994). However, Ross's, Bruner, and Wood (1976) impression of scaffolding also counterparts Vygotsky's effort. This idea has been additionally advanced by Jesper Hoffmeyer which he calls the 'semiotic scaffolding'. However the word was never utilized by Vygotsky, interactional funding and the procedure by which adults facilitate a child's efforts to encounter on learning that is new and that has come to be named "scaffolding." Scaffolding characterizes the cooperative communications that are among child and adult that really allows the child to do something that goes beyond his or her self-governing labors. A scaffold is really considered to be a provisional framework that is put up for access and support to significance and taken away as wanted when the child obtains regulator of achievement with a job.

With that said on the theories, in the other two observations I was working alone with Manuel. It was not easy trying to get him to focus especially since he was so aching for the one-on-one attention. He had a lot of questions and instead of reading; he really just wanted to speak. I was able to do a running record from the Teachers College so I would be able to test his pacing, articulation, understanding and overall level. I then was able to see that when he read out loud he was really staying focused on speaking the words correctly that he did not actually understand what he was reading. I then would try and make him read the passage all over again but this time silently and then asked him the knowledge questions. At this specific time, he was capable to retelling the story with much greater accomplishment. I also observed him making some collective grammar and syntax errors. This implementation allowed me to better emphasis on what his problematic parts are. The latter observation had really just involved having Manuel read a very brief short story out loud and then replying some questions which were done in transcribed form. Again, I could measure what issues he was having with grammar, composition and comprehension. When my observations were over, I interviewed Manuel. We started by just talking about his experience with immigration. It was unified as far as I can see. He brought out the issue that his family would really only be here for a couple of years.

Interpretation of Assessment Discoveries -- Student Assets and Challenges

Upon appraisal of Manuel's running record and work data I understood that he really come as at the high beginner end of the range. He really does have a pretty good hold on the present tense. He does know how to use the past tense, but there is normally a few second pause while he conjugates in his head the verb. His terminology is pretty elementary. This is what sort of gets him a little discouraged most of all. He will give it a shot and does a mild job in trying to explain a story and get a… READ MORE

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Quoted Instructions for "Child: The Story Manuel Rodriguez" Assignment:

“

You are to write an original case about some aspect of childhood. The material may be autobiographical, biographical, or fictional (or some combination of the three). 10-15 pages double-spaced in length (10 to 12 pages of the actual case, and 3-5 pages of self-analysis of the case).

The key to writing an effective case is to find a focus, a *****"worthy problem.*****" This may be: a parenting issue, a pivotal experience, a significant other, an ongoing struggle or problem of cognition issue, significant developmental lag or illness, etc. What does not work well is a surface narrative covering multiple events over a long period of time.

The case itself should be marked by engagement and immediacy. It should communicate the significance and power of the material to the individual. There are many ways to do this, but always bear in mind the audience. Let the case sit for a day or two, then go back and read it objectively. Then analyze the case, using relevant theory and the beauty of hindsight to explain how the pieces fit together, what pieces don*****'t fit, what has or has not been resolved. Where is this person in terms of process? What does the case tell us about his/her personal struggle? What does it tell us about adolescence in general? You should draw upon theory that we have covered so far, but because we have not covered the full range you may not yet be able to find the perfect analytic frame in the readings.

A word about confidentiality: I want you to use this opportunity to deal with issues of importance. These papers will not be published or otherwise be distributed. I will read the papers and respect your confidence, but don*****'t write anything you feel uncomfortable having me read. The writing may or may not be therapeutic; if it is, at least part of its value consists of sharing it with an audience.

Criteria for evaluation include the following:

Grading Matrix Child Case Study

Be sure to mark each section with these headings:

Abstract on the case and your findings. - 10 points

Section A: Original Case about some aspect of childhood, at least 10 pages double spaced, APA Margins, last name in header, page number. - 50 points

Section B: Then analyze the case (three to five pages), using relevant theory and the beauty of hindsight to explain how the pieces fit together, what pieces don*****'t fit, what has or has not been resolved. Where is this person in terms of process? What does the case tell us about his/her personal struggle? What does it tell us about adolescence in general? You should draw upon theory that we have covered so far, but because we have not covered the full range you may not yet be able to find the perfect analytic frame in the readings. You are encouraged to bring in other sources other than Berk. - 30 points

References to include Berk - 10 points

1. Coherence: ability to focus on a theme or issue

2. Engagement: ability to create a sense of immediacy and power

3. Development: ability to shape a narrative to tell a clear and effective story

4. Analysis: clarity and insight of perspective on the case

5. Grammar, spelling, etc. are also evaluated. (You will lose 1 point for each error)

6. Case Study Analysis Criteria: (should be the last three to five pages of your study) (Make sure you use the terminology and studies from Berk 1-8 in your analysis as citations)

a. Integrate theory and practice, research and experience, use peer-review journals, this should be a Literature Review

b. Apply questions and challenge theory and research in the field

c. Examine, either directly or from a safe distance, some issues in own lives

dont worry about Berk book I will take care of that

It s going to be

Abstract :an overview of what you covered in the paper 250-500 word max

Section A: the story example: access to health care,divorce, mom and dad laid off child cant go to day care so the child is home watching tv what are the impacts, violance, death of cibling, like an Interview child talking , social worker, grand mother so 2-3 year period, breasfeeding before going to work how the child is responding etc

Section B: case analysis, childhood-todler ex: complication what kind 3-5 pages

References at the end, not on every page

I did 3 pages on bibliography but I dont know how many u need could more or less

thank you *****

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“Child: The Story Manuel Rodriguez.” A1-TermPaper.com, 2012, https://www.a1-termpaper.com/topics/essay/child-case-study-story/2245215. Accessed 1 Jul 2024.

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1. Child: The Story Manuel Rodriguez [Internet]. A1-TermPaper.com. 2012 [cited 1 July 2024]. Available from: https://www.a1-termpaper.com/topics/essay/child-case-study-story/2245215

1. Child: The Story Manuel Rodriguez. A1-TermPaper.com. https://www.a1-termpaper.com/topics/essay/child-case-study-story/2245215. Published 2012. Accessed July 1, 2024.