CHILD STUDY: IRUPE SARAZA

BY: SHARON GARCIA

EDEC 220
Ms. Pollock

Introduction:
For my case study I observed Irupe Eliseu Saraza, she is a little girl with golden brown
hair that falls above her shoulders and bangs that drape her eye brows. She has wide
inquisitive brown eyes that make up her round face. Irupe's birthday is February 20, 2013
which makes her 21 months. Irupe's family consists of her mother, her father, her older
brother Nawen; who is four years old, who also attended The Children's School but was later
transferred to a special needs school. At the time of Irupe's enrollment the family was residing
in a house but were later relocating to an apartment complex. Irupe's mother is from
Argentina and her father is American, her mother speaks to her only in spanish while her
father speaks only in english. Irupe's parents are both students at Sonoma State University.
Irupe attend The Children's School in the Rosebud classroom, she started in the Rosebud
classroom when she was 13 months old, the rosebud is her first childcare experience, before
she stayed with her mother. She used to visit the school with her father when they would drop
off and pick up Nawen while he attended the Dandelion classroom, which makes her familiar
to the environment. Irupe attends the Rosebud classroom monday through friday from nine in
the morning to four in the afternoon most day, Monday's and Wednesday's she leaves at
noon. Her father is the one who drops her off in the morning and picks her up as well. I was
interested in the cognitive development of a child learning two languages, spanish from the
mother and english from the dad and which language was becoming the one she used the
most. I found Irupe fascinating; because she was growing up bilingual.
Cognitive Development:
Irupes is in the mastery sense of the word in cognitive development. According to
Piaget she is in the sensory motor stage of development where she is constructing knowledge
through her senses (taste, smell, sight and hearing) where a child develops object

permanence and associates objects with actions (in class presentation). She is also learning
about social knowledge Children learn rules for behavior and knowledge about peoples
actions through their involvement with people (Beaty, p. 162). As well physical knowledge
Children learn about objects in their environment by physically manipulating them. They
begin to construct the mental concepts of shape, size, and color about these objects (Beaty,
p. 162). Irupe on several occasions displays curiosity towards objects she has used before. In
one occasion Irupe was using her fine motor skills in picking up a paint brush covered in paint
and use up and down motions on the outside easel, when she picks up the paint brush and
takes it to several different parts of the yard (logs by the wooden house, big outside play
structure and sand area) Children start by messing around with the brushes and paints,
perhaps filling a page with color then covering it with another color. They are manipulating the
medium (Beaty, p.166-167). This is evident in Appendix 2 in her DRDP for curiosity she is
discovering ideas yet she is emerging to the next level. This is also apparent in appendix 1,
picture 4 Irupe is pushing the button to a food processor apprehensive and waiting to see
what happens when she does push it. In another occasion (appendix 1 picture 1) she is
touching a corn cob that a teacher had just cut, to feel it's texture, you can see her do this by
using her index finger. She then proceed to take it to the sand area as well as the play house.
Irupe has demonstrated that she is discovering ideas (appendix 2 DRDP) of problem
solving specifically intuitive reasoning Is based on appearances of things. They may think
one object is similar than another because it looks that way... (Beaty, p.187). Irupe was using
her gross motor skills to push a blue push car on her way up the hill in the yard, when she
saw that it was stuck she used her whole body to pick up the push car and walk up the hill
and then sit on it and then use her legs to move. There was another moment in which Irupe
displayed cause and effect, curiosity, problem solving as well as memory. She was at the blue
sensory table with another child, The child splashed, she laughed and he splashed her again.

They repeated this interaction until Irupe said No! Ashley said, Irupe isn't laughing anymore
__(child's name) she said 'no'. So the child splashed her again, she laughed and he
splashed her again.
Irupe has also been discovering the ideas of symbolic play and imitation(appendix 2
DRDP); Irupe one morning walked around the Rosebud classroom when she stopped by a
basket that contains robes in different colors, she used her pincer grasp and was able to open
the collar and place it over her head, first the blue one, then the yellow one and then the red
robe. She walked over to the reading corner and saw her reflection in the mirror (appedix 1
picture 3). In Appendix 1, picture 5; Irupe is not only multi-tasking by sitting on the blue
squirrel toy but also participating in symbolic play by feeding the bear from the blue cup. Irupe
at another occasion observed other children as well as a teacher dancing (participating in
onlooker play) then she started dancing as well participating in imitation as well as parallel
play(dancing). In appendix 1, picture 2 you can see Irupe imitating a teacher, the teacher had
on a pair of safety glasses and Irupe is trying to do the same thing.
Irupe displays interest in literacy ...but later turning each page separately and looking
at it intently (Beaty, p. 245). At one time Irupe flips the pages of the book I can, can you?
she spends a longer time looking at the page with the slide on it which is evident in appendix
3, picture 1. Another example of recognition of symbols using predictable books Those that
contain selections with repetitive structures that enable children to anticipate the next word,
line or episode (Beaty, p.249). Irupe carries a book to a teacher, she points to the monkeys
jumping on the bed and she says casa. This is evident in appendix 5 DRDP, in which she is
discovering ideas in literacy. There is evidence of Irupe's emergent writing in which she uses
her palmer grasp yet uses her index finger and thumb to place them approximately where you
would place them if you were writing (appendix 3 picture 2) and you can see the controlled

writing she does in appendix 6, picture 1-4.

Irupe also displays math concepts (logical mathematics). A teacher is reading a book
about numbers, and she reads four children ask for more and Irupe says quatro. She is
recognizing number association, which reflects in appendix 5 DRDP 19. Another example in
which she demonstrates classification and matching; Irupe walks into the classroom and on
the table sees a horse and a pig and sings EIEIO and MOO MOO. According to Beaty a
child Focuses on,takes in, and evaluates data about the new object on the basis of what the
brain has previously processes about a similar object (Beaty, p.172). Irupe also
demonstrates understanding of space and size Early in life the infant develops size
constancy, the ability to see the size of an object as constant no matter if it is close or far
away (Beaty, p.171). Irupe one morning in the Rosebud yard squeezed her body into a
corner behind the climber(Appendix 3, picture 3). Another example Irupe filled a funnel with
water by submerging it into the blue sensory table and picking it up out of the water.
Irupe has demonstrated an understanding of language. One morning Irupe's dad was
taking of her shoes and she said zapatos. Irupe Become(s) familiar with the names and
tasks by repeating them many times in many forms. Through repetition and trial and error,
they finally get it right (Beaty,p.182). Another example Irupe says Maya, Maya, Maya when
she shes notices maya in the bathroom as she was washing her hands(Appendix 4 DRDP
16). Irupe is at the one word stage which is also known as using Holophrases A toddler
acquire more names of object and action words, they say these single words over and over,
not necessarily because they are demanding something, but because they are in the mastery
stage of language acquisition. Repetition is the name of the game. (Beaty, p.199). This can
also be observed in appendix 5 in the running record where Irupe goes on a tangent of
speaking english to everyone one morning. Another example of Irupe comprehending

language, responsiveness to language and attention maintenance. Irupe one morning

observed a teacher drying off the blue bike she points to an area that has sand on it, and the
teacher hands her a towel and she wipes the sand off that she pointed too.
Physical Development:
Irupe is a 21 months old with short brown hair and bangs that are cut above her
eyebrows, she has light brown hair with dark brown eyes. She is relatively median height
compared to the rest of the Rosebuds, her health seems to be very healthy, active and
curious with signs of robustness. Irupe's Coordination is confident, she analyzes the situation
first and will then watch as other children try an activity and then will try it for herself. Irupe
enjoys pushing and pulling toys (appendix 7 picture1-2) while walking,carries toys from place
to place (appendix 7 picture 3),helps feed self; enjoys holding spoon and drinking from a cup
and stacks two to four objects with reasonable accuracy. Irupe's has been building on her
motor and perceptual development. Irupe's preferred physical activity is to push the blue car
all across the Rosebud yard, I have noticed she will try any physical activity that is available,
wether its gross motor or fine motor. According to Marrotz Improving motor skills enable
toddlers to move about on their own, to explore, and to test their surroundings (Marrotz,
p.112).
Irupe demonstrates gross motor development including climbing (appendix 7 picture 57) as well as when she tried to climb a pumpkin she uses her hands to help balance her
whole body in lifting her legs one after the other (appendix 8, appendix 7 picture 5) which
involves use of the arms as well as the legs (Beaty, p.138) or balls(appendix 7 picture 1)
When it involves balls they can handle at their level of accomplishment (Beaty, p.139) or
attempts to jump (appendix 7 picture 7) uses bouncing steps.. (Beaty, p.140). Irupe has a
preference when climbing using her left foot first (Appendix 7 picture 5,6). An example of

gross motor,fine motor, balance and eye hand coordination in the anecdote (Appendix 10
DRDP) ; Irupe pushed/rolled two push toys, at the same time while holding one in each hand.
Irupe here is using her palmer grasp to hold on to the two push toys and push them (appendix
10 DRDP).
Irupe's fine motor development Involves the fine muscles that control the extremities
(Beaty,p.144). In the appendix 9, picture 4 it show Irupe holding a roller paint brush, in picture
2 Irupe is grasping using her palmer grasp while stacking rings, in picture 1, she is lifting an
apple shaped brush with both hands. In picture 5 she is using pinchers to grab a yellow ball
and in picture 8 using a spatula to scoop colored sand. In picture 7 she also uses the pincer
grasp to pick a flower in between her thumb and forefinger, while staring at the camera.These
are all examples of Irupe using prehension the ability to grasp an object and let go (Beaty,
p.146). In appendix 10 Irupe is discovering new ideas of gross motor development, exploring
as well as making complex movements.
Social/Emotional Development:
Irupe is discovering ideas when it comes to emotions. Irupe as she arrives in the
morning always has a smile on her face, she always greets children as they arrive and sits on
different teachers laps. Irupe becomes excited if she sees a familiar face usually expresses
this with a yell or a big smile Joy does not occur so much on its own as it does as a by
product of something else: a pleasant experience, a happy thought,a good friendship
(Beaty,p.95). The only time I have seen Irupe become distress is when she wants a toy from
another child an the child doesn't want to let it go. Irupe usually expresses her emotions
physically, using facial expression, she still doesn't put words to what is making her feel a
certain way, but she will squeal and scream. When Irupe is upset she cry's like when she falls
or gets stuck, when she gets stuck she will either squeal and point to the problem (her being

stuck).
Irupe's temperament in which explains her emotional disposition to always seem at
ease with everything is a very easy one (appendix 13) there is evidence that shows her
approach is positive and easy, her adaptability to new situations is high, for the most part her
mood, attention span as well as being regular is somewhat high which explain her emotional
state Developing control over one's emotions is know as emotional competence (Beaty, p .
78).
An example in which Irupe demonstrates self regulation in communicating her needs,
Interaction with peers, impulse control, seeking other's help to regulate self was when she
was holding a bear (appendix 1 picture 5) another child pulled the bear from her grasp, Irupe
held on pulling back yelling Mine and began to yell louder, cry and make eye contact with a
teacher when the child didn't let go. This is an example of what Beaty calls self esteem (right
of possession) Right of possession... a child believes he should have a toy because he
wants it. The fact that another child is playing with it does not count in his mind (Beaty, p.65).
In appendix 12 there is an example of Irupe communicating her needs and understanding of
possession in which Irupe wanted a red car by stating Mine! while she was trying to take it
from another child even though she already had many cars. According to appendix 12 DRDP
11,12,13 Irupe is discovering ideas of interacting with peers and getting her point across, and
vocalizing mine when she has had something in her possession. Irupe is also interacting in
reciprocal communication which means understanding between her and either another child
or an adult. In appendix 14 DRDP (anecdotal record) Irupe sees a teacher drying off a bike,
she points to an area that has sand on it, and the teacher hands her the towel and Irupe
wipes the sand off here Irupe is entering cooperative relationship with their teachers in which
the teacher guides and supports them, and the children comply with the teachers

request(Beaty,p.58).
Irupe is also learning to identify herself, her connection to others, her ability and
expressing her self as well as empathy Among the most important aspects of the child's
growing persona is his development of self-concept his sense of self that includes both his
self-image and his self-esteem. (Beaty,p.53). An example of Identity of self and connection to
others Irupe in the yard turned around and looked at a teacher and said I see you! when the
teacher said I see you! she giggled stomped her feel and again said I see you! This is also
demonstrated in Appendix 11 picture 1,3,5 in which Irupe is sitting on the balance beam
behind another child and that child is behind a teacher, she understands her position in the
line, she doesn't try and sit on the child in front of her not tries to sit on the lap of the teacher,
she is participating in a game that only they understand. In picture 3 Irupe is fascinated with
her self in a robe she brought outside to the yard she identifies that she looks different then
she did that morning as well as different from the other children. In picture 4 and 5 Irupe is not
trying to push the child in the pictures over or try to take what the child is interested in, she is
content with participating in the same activity with the other child because she recognizes
herself in the picture and her connection to the environment. Which leads way into her
participating in parallel play which is evident in appendix 11 picture 6 as well as appendix 9
picture 1 Irupe is playing with the objects in front of her along side other children, whether it
be brushes or blocks she is understanding she can play along side children and get her
needs met at the same time (appendix 15).
Conclusion:
Irupe has a very strong memory, she initiates the same songs and games with the
teachers everyday. She remembers the names of most if not all of her peers and
communicates her needs. Irupe has is a very clear communicator and uses her words and

signs to express her needs, she uses English and Spanish to communicate with teachers and
peers. She expresses herself by sating no, mine! when another child tried to take a toy from
her. She also asks for more! when she wants more food. Irupe is very interested in literacybased activities. Whether its drawing, reading, singing or photographs. She initiates these
types of activities. She knows the words of twinkle twinkle little star and sings to herself
during routines or play. She reads itsy bitsy spider from beginning to end.
Areas that Irupe is working on, is empathy, Daily routines and interaction with peers.
Irupe is beginning to show that she is unconformable when others are upset. She is also
beginning to use words to describe emotions or feelings. She uses the word funny to
describe experiences or people that make her laugh. Irupe has become very familiar with
daily routines, she follows the daily routines with support from her teachers and sometimes on
her own. She also follows safety rules related to the daily routines such as staying seated
while eating when reminded by teachers. She is beginning to show an understanding of her
toileting needs and is communicating with teachers when she needs a diaper change. Irupe
has become more and more interested in her peers this semester, she engages in parallel
play near her peers and shares toys with her peers during play. She is also experimenting
with communicating with her peers using single words and word combinations.

Parent Conference Plan:

As the parent teacher conference starts, I would like to star by describing something Irupe did
that day, Irupe today was counting in spanish and english, she would start 'uno, dos, tres,
diez, one, two, three, four' while playing with blocks on the picnic table.

1. What can I learn from the parents about Irupe at home?

What would you love for me to know that I don't see in the classroom?
How does Irupe communicate her feelings to both of you, or her brother?
Does Irupe interact with other children her age besides her brother?
Are there any concerns you have for Irupe? Socially? Physically? emotionally?
What are you hopes for Irupe next semester?
2. What are the most important things to share with Irupe's parents?
Irupe has a very strong memory. She initiates the same songs and games with particular
teachers each day. She remembers the names of most (if not all) of her peers and
communicates their names on a regular basis. She remembers the names of songs and
books and also remembers details about stories that have been read to her.
Irupe has always been a very clear communicator and uses words and signs to express
herself. She uses both English and Spanish words to communicate with her teachers and
peers. She expresses herself by saying, No! Mine! when another child tries to take a toy
from her. She also asks for More! when she is eating and wants more food.
Irupe is very interested in literacy-based activities, whether it is drawing, reading, singing, or
looking at photographs. She initiates these types of activities in her free time. She can
predict what will happen next in familiar stories that she has read over and over. She knows

the words of Twinkle Twinkle Little Star and sings to herself during routines or play. She
reads the Itsy Bitsy Spider from beginning to end. (Mention that on one occasion she was
outside in the yard singing 'Ring around the Rosy' to herself while circling the umbrellas).
3. What are the next steps to suggest to the childs parent?
I believe that at home as well as in school, by providing Irupe with support when feeling
empathetic around another child. Continue to provide Irupe with language that describes
emotions and support in expressing her own emotions.
Continuing to provide Irupe with a predictable, consistent daily routine with the ability to follow
the routines independently and with support as needed in different situations (because she
will soon transition to the Dandelion classroom)
Continuing to provide Irupe with opportunities to interact with her peers during group project
and free play situations. Providing Irupe verbal and body language to communicate with her
peers during play.
I would also bring up a new and fascinating thing that might interest her parents, that she
is know letting teachers know when she has gone to the bathroom. I would ask the
parent if they wish for the teachers to ask if she wishes to use the potty and so see
how this evolves.