Professional Documents
Culture Documents
Wendy Garcia
PEPSI: Understanding the Whole Child 2
Abstract
Paris Taylor is a three year old girl. She lives only with her mother and her
brother, Patrick, who is nine years old. Her mother works at Subway full time. This is the
first time Paris attended an early childhood program. She is currently enrolled in
preschool at Acelero Learning. They are a company affiliated with Headstart; which
provides child care for low income families. During the beginning of the school year,
Pariss behavior became challenging for the teachers because she refused to meet
expectations. Paris refused to cooperate and participate with other classmates. Paris
began hitting teachers when she was told what to do. Every time Paris is removed from a
prefer choice, she began throwing chairs and hitting her classmates. Her sentences
consisted of maximum five words (ex. No, I dont want). When behaviors were brought
up to mother, the mother responded by saying that Paris did not act like that at home.
During the home visit, the teacher witnessed Paris wrestling with her older brother. Her
brother told her to stop and push Paris off him, mom told son that he needed to stop
hurting his sister and disregarded the fact that Paris had been told to stop. When mother
dropped Paris off in the morning, Paris started hitting her mother. Her mother called the
teacher to take Paris away from her because she had to go to work. When mother left,
Paris began crying. After 10 minutes Paris sooth herself down with the help of the
teachers; just after that mother came back and told Paris she was going to be back later
PEPSI: Understanding the Whole Child 3
Physical
During the physical section of the PEPSI Model, the Gross motor control
increases. On Paris, her balance wasnt fully developed. She failed to walk in a straight
line guided by a tape. When teacher demonstrated how to stand on one foot, Paris fell
down. Paris attempted to kick a ball three times. Two out of those three times, she lost
balance and fell backwards. She used on hand to throw. Paris precession on motion failed
when she was asked to make a pyramid with three squared blocks. She was asked to draw
a cross after the teacher demonstrated how to do it and Paris did two vertical lines.
Emotional
During this stage, self help skills improve and some children become more
interested in other children. Paris was not able to recognized emotions in herself or other
people. Images of feelings where presented to her along with sentences stating the words
I feel _____. Paris snatch toys from children during choice time. She refuse to take
turns even with teacher assistance. She kept on saying, Mine, No, Mine. During read
out loud, Paris had high distractibility. She peeled off the pictures on the wall. When a
new teacher came into the room, Paris hugged them and said, Im sad.
Philosophical
During this stage, child does not differentiate between right and wrong but is able
to recognize what makes the caregivers upset. Paris started responding well to
consistency and structure within the classroom. After hitting a classmate and pulling her
PEPSI: Understanding the Whole Child 4
hair, Paris was asked, Why did you do that. Paris responded by saying, Im mad, my
friend sad.
Social
During this stage socialize play begins. Paris started following what another
classmate is doing. She follows her during mealtime and outside time. During choice
time, Paris is invited to play in housekeeping. Paris agrees to play and says, I am sister.
During outside time, another classmates tapped Paris shoulder and said, Paris, you cant
catch me. Paris begins giggling. While washing hands, Paris hit another girl and said
Move. Teacher began helping Paris see others viewpoints and suggested the word
Excuse me.
Intellectual
During this stage teacher assists child to move from sensory to a more concrete
use of the mind. Throughout this month Paris expressions have consisted in present tense.
She does not talk about past events. Her sentences are limited to few words pertaining
mostly to something she needs, feels, or wants. Teacher prompts Paris on counting.
Teacher uses bears to facilitate the one on one correspondence and eye to hand
coordination. Paris approached teacher and said, Look Ms. Karla I hurt
PEPSI: Understanding the Whole Child 5
Intellectual
Social
Emotional
Physical
The chart above compares the developmental progress of Paris to her peer group.
Strengths
From the last observations and information gathered of Paris, many suggestions
were offered to her mother. We started doing a behavioral tracking report. This allowed
us to recognize at what time and after what circumstance a behavior occurred. After
collecting different times and moments, we realized that Paris had difficulty expressing
herself with words. Many times the frustration of not being able to communicate
aggravated her. Her mother was willing to cooperate and decided to accept help from
Child Find and Paris is currently in speech therapy classes. Paris is able to express her
emotions and recognized other peoples feelings. This has increased her empathy towards
others. One of the things that was mentioned to mom was to establish consequences after
every action especially at home. When applied in a supportive way, this will increase her
discipline.
PEPSI: Understanding the Whole Child 6