Running Head: CHILD STUDY
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Child Study
George Mason University FAST Train Program
EDUC 511
Introduction to Teaching in International Schools
Evelyn Hargett Galán
November 15, 2013
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Statement of Purpose
The purpose of this study was to learn to observe and collect data about an international student
in an international setting to systematically train the mind to glean from data useful information.
This information helps teachers to gain a better understanding of a student and make adjustments
in teaching practices. According to the guidelines provided by George Mason University, this
study is intended to be a tool for learning to observe all aspects of development by gathering data
from a variety of sources and through a variety of means (2011). For this reason, I have
collected a variety work samples, interviewed other staff members who have worked with this
student, interviewed the parents and have conducted my own evaluations and academic
assessments over the weeks that I was the student’s classroom teacher and continuing
observations afterwards. This report demonstrates a variety of aspects as relates to early
childhood development as well as the International Baccalaureate Organization’s Learner
Profile for the Primary Years Program (PYP) and the character traits that are highlighted as goals
for teachers to instill in students (n.d.).
This study was conducted in a two-way bilingual international school located in Mexico, the
largest country in Latin America with a student body of 286 students from 3 year old preschool
through sixth grade in the elementary school. Of these, approximately 83% nationals in
attendance and the remaining 17% percentage are from many different countries throughout
Europe, the Caribbean Islands, both South and North America, Asia and the Middle East (see
Field Notes). In preparing for this study, I selected a student, *Mateo, from my kindergarten
group that seemed to be very intriguing to me as far as his academic abilities, gross motor skill
development, attention span, language acquisition, physical need for movement and a vivid
imagination. I chose him as I considered him to be a child from whom I could learn considerable
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strategies for boys during the early childhood development process as well as in the second
language acquisition process. I conducted this study from August 2013 until November 12, 2013
both as classroom teacher and later as English Coordinator.
Physical Description
*Mateo is five year old male born on February 29, 2008. He is a Mexican citizen with fair
features: fair skinned, blue eyes and of Hispanic heritage. He is always well-groomed, clean and
neat in appearance with the correct, complete uniform of the day. *Mateo is well cared for,
coming to school consistently on time with a healthy lunch and water bottle tucked into his
backpack.
Socio-cultural Context
Family Background
*Mateo is a national citizen of Mexico and both parents speak Spanish in the home. The family
recently relocated this past summer to this city which has brought a lot of change into *Mateo’s
life; a new home, school, city and friends (see Appendix L). They had settled into one apartment
over summer but shortly after school began, found a better location on the beach and chose to
move one more time (see Appendix L). His parents are self-employed and work together to run
a family business promoting and selling sportswear (see Appendix M). Neither parent had the
opportunity to finish their bachelor’s degree but together they have managed to build a
successful business and live a comfortable middle class lifestyle (see Appendix M). The family
spends a lot of time together and little time on electronics throughout the week modeling a
lifestyle of reading and quality time as a happy young family of four (see Appendix M). Three
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of the grandparents are still living and the father’s mother lives locally spending a lot of time
with *Mateo and his little sister.
School Community and Culture
*Centro Educativa de Alegría is located in a coastal town that is heavily dependent on tourism
for a flourishing economy. It is located in a beach town in Mexico, along the eastern shoreline,
which makes it is a great tourist attraction so our students are exposed to more diversity than in
other parts of the country. The school is accredited by the Secretaría de Education Pública and
its program is designed to be a two-way dual-language program with heavy academic emphasis
on Spanish academic achievement. As Spanish is the native language of the country, the owners
of the school carry the firm belief that our school is preparing students to stay here and invest in
Mexico with a global perspective thus English is a secondary bonus (Collier and Thomas, 2009).
English is taught as a foreign language although students do encounter at times people to
converse in their neighborhoods with the higher number of English speaking immigrants residing
here. The English program is built on rigorous curriculum that is facilitated by licensed nativespeaking teachers using American curriculum for language arts while integrating project-based
learning and a constructivist approach through the exploration of science and country studies
(Woolfolk, 2014). *Centro Educativa de Alegría’s vision statement reflects the school’s
direction and community of learners stating that it wishes “to develop bilingual, bicultural
citizens who are well rounded lifelong learners” (see Field Notes). The Spanish staff faces very
little turn-over and few changes have occurred over the past 10 years that I have been here while
the English staff changes by one or two teachers yearly. Many teachers sign up for a second or
third year as the ambience is very healthy and pleasant. We have a strong sense of community
and most of our parents attend every event that we host whether it is school wide or grade level.
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The kindergarten class is a small group of twelve students, most of whom are Mexicans
and learning English is new for them. One student is trilingual and a second student has an
English speaking father but the majority of the students are nationals with Spanish as the mother
tongue. Because of immigration delays, the Canadian classroom teacher that was hired to teach
kindergarten this school year was not able to arrive in time and I filled in as the temporary
kindergarten teacher (seven weeks) while still trying to fulfill my duties as English Coordinator
which gave me plenty of time to observe *Mateo and compare him with his classmates.
Socio Economic Status
Our school’s student body reflects a wealthier socio economic status for a third world
country and most families are comfortable financially while a few make a great effort to have
their children attend *Centro Educativa de Alegría. Our tuition is one of the highest in town as
well as the enrollment and book fees. Most of our parents are well-educated or appreciate the
value of a good education and the opportunities that it entails. Many parents are professionals;
some are small business or restaurant owners while many others are hotel sales staff or senior
management working with the steady flow of tourists that come through our town.
Child’s capabilities in the developmental areas
Physical development
Mateo is a healthy, young boy with a lot of energy, rarely missing school for illness
reasons. He is average height in comparison with his classmates (?) and . He is active and loves
to be outside doing activities that are interactive. When I tested him for his learning styles using
a simple worksheet with pictures, he scored high on bodily/ kinesthetic, naturalistic and
interpersonal (see Appendix K). *Mateo loves playing soccer, is enrolled in karate class and
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spend most of recess running everywhere engaged in imaginary games with classmates. In
physical education his often the one that motivates his classmates to try new games, finds new
ways to play them and thoroughly enjoys each class (See appendix D). He is naturally restless
and I have observed *Mateo countless times get up out of his seat and spin, begin practicing
karate, or just plain lost in his imagination which also takes place in the Spanish class so it is not
language related. Sitting down is difficult for him even to finish a meal at home with his family
(See Appendix L). The school psychologist noted in her observations that *Mateo struggles with
fine motor skills such as writing, pasting, cutting or coloring and requires the attention of an
adult to get through the activity from start to finish (See Appendix E). He is easily frustrated by
fine motor work and escapes frequently into his imagination as an evasive action where he is out
of his seat and off task (See Appendix E). If you observe his drawings and handwriting samples
from September, they are rather primitive and compared with the samples for October and
November, he has made a little bit of progress in regards to more control and form (See
Appendices B and C). His Spanish assessment for October showed much more fine- motor
control and his ability to write smaller, neater letters (See Appendix H). The psychologist also
recommended that he work on lateralization, “the specialization of the two hemispheres of the
brain,” in order to integrate fine motor with the gestalt (sensory) perception which she in turn
believes will help him organize his thoughts more and find it easier to stay on task for longer
periods of time without the need to spin out of control (See Appendix E; Woolfolk, 2014, p.40).
Cognitive development
One of the ways in which I decided to evaluated *Mateo’s cognitive development was
through a series of conservation tasks designed by Piaget to help define which stage of cognitive
develop a child may be in according to his hypothesis (Woolfolk, 2014). Giving him the
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evaluation was a struggle as my Spanish is not perfect so I tried to codeswitch when I could to
help him understand what I was asking him to do and I believe for the most part we were able to
conduct a fair assessment (Baker, 2011). I chose to use the conservation of mass and weight, as
well as the conservation of continuous quantity and the conservation of number in order to
confirm that Mateo was developmentally at a preoperational stage of development (Woolfolk,
2014). He performed each task according to the exactly as expected for his age of five years and
was unable to use logic to solve concrete problems nor was he able to see that weight or size had
not changed simply by changing is shape or spreading the frog-shaped manipulatives apart (see
Appendix F). The only task that showed a little difference was with the conservation of
numbers. *Mateo consistently pointed to his own line as having more as in his mind, the second
line was spread out beyond the finish of his own line and he discounted half the frogmanipulatives in the teacher’s line. So instead of having the same amount, he saw it as he had 5
and the teacher had only 2 or in the second round that he had 7 and the teacher had only 3. He
could not recognize the 7 far apart were still seven or did he give the expected answer that the
spread apart frogs were more than his line that was close together (See Appendix F). This to me
shows support for Piaget’s underestimating children’s abilities as discovered by Gelman and her
colleagues (Woolfolk, 2014). He is able to use semiotic function just as he should be able to as
he is frequently immersed in his imagination using symbols for play such as his finger for a laser
beam in an effort to reenact Star Wars type games on the playground with his fellow classmates
(see Appendix F; Woolfolk, 2014). When tested with the online assessment program, Children’s
Progress, in Spanish, his numeracy skills were approaching expectations while his operations
skills were above expectations which interestingly enough was exactly the same on the
corresponding evaluation in English (See Appendices G and I). His ability to see patterns also
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showed the same results in both languages of approaching expectations (See Appendices G and
I). Looking at his baseline evaluations in mathematics and the use of symbols, reflected those
same skill strengths and weakness; the ability to count and use 1:1 correspondence while
defining patterns and comparing groups was difficult (See Appendix A). When I asked him to
count for me orally he counted to 39 in English with one mistake as he skipped 16 but in Spanish
he counted until 115 perfectly. His 1:1 correspondence has improved has he can now distinguish
up to 15 items (See Appendix J).
*Mateo’s attention span is short; however, and the ability to stay on task for more than
five minutes at a time still evades him according to his new teacher, *Ms. A (see Appendix N).
His parents confirmed that he still cannot sit through a complete meal and finish it without
getting up and running around (see Appendix M). When I questioned them about his piano
lessons, I was surprised to find that he sits at the lesson for a full hour with his teacher and
concentrates the whole session which according to Goleman, playing piano gets him into the
zone of flow where he is fully focused on achieving results (1995). It will take time for him to
self-regulate his body as he is young and developing at a normal rate physically (Woolfolk,
2014).
Linguistic ability
Based on evaluations and my observations, linguistic ability is a strength for *Mateo and he is
developing that skill quickly and according to Vgotsky’s theories on cognitive development
based on language and linguistic ability he is advancing quickly and is in the private speech stage
of development (Woolfolk, 2014). In English class, *Mateo is in the silent stage of acquiring
language; therefore, his verbal engagement is limited and he is observant, listening and catching
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vocabulary (Baker, 2011). When called on to respond, he will try his best and would rarely
volunteer except to perhaps point out the words to the songs we sang as a class. I believe he is in
the private speech stage as he plays imaginatively without speaking at all but it is obvious
something grand is happening in his mind by his actions, the picture he begins to draw or the
game he invents (Woolfolk, 2014). In Spanish class, he is very eager to participate and calls out
answers frequently forgetting to raise his hand and wait his turn which interferes with other
student participation (See Appendix L). When I evaluated his reading skills using DIBELS for
English and IDEL for Spanish, *Mateo scored well above the parameters for his grade level
surprising me by name correctly 29 letters correctly in both languages, identifying first letter
sound correctly, sounding out words in both languages correctly and a solid level of fluency in
non-sense words in both languages (See Appendix J). He has a very real love of literature and
books, mentioning to me that he wanted to have his very own library at home and frequently
reads at home with his parents since he turned four (See Appendix L). Because he gets so much
language literacy support in Spanish and has a natural aptitude, he is learning to read in both
languages quickly as research by Collier and Thomas has found to be true (2009). His reading
scores on the Children’s Progress online assessment showed strong listening skills,
phonics/writing skills and phonemic awareness in both languages. He was weak in the specific
reading section but when I read the summary explanation, I believe it was a language issue as the
questions were language specific so I would tend to discredit this score and rely more heavily on
the DIBELS results for English reading (See Appendices G and I). I have enough information to
prove that he is building a solid skill set for literacy and as he acquires more of the English
language, which his current teacher *Ms. A has commented is growing rapidly, he will excel in
literacy as well with solid fluency and comprehension (See Appendix N).
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Social and emotional ability
Emotionally, I find that *Mateo is a happy, stable little boy with few emotional conflicts and
zero outbursts. He thoroughly enjoys schools, is frequently excited to learn both in a quiet
manner and at other times vocalizing his exuberance as noted by his P.E. teacher (See Appendix
D). Although he was new to the school and everything changed in his life, he handled the
changes very well to the point that teachers did not realize he had moved from another city (See
Appendix L). He did not express the typical anxiety that we tend to observe in our transfer
students such as emotional outbursts and conversations about their other school and friends.
This reflects his high level of resilience and the influence his parents have had on him in forming
a confident boy with a positive attitude with good interpersonal skills at such a young age
(Woolfolk, 2014). I believe that our school played an important role in that smooth transition as
well as we all work towards building caring teacher-student relationships and as a team we
carefully observe our students to help them build positive relationships (Woolfolk, 2014).
Moral Development
According to Kohlberg’s theories of moral development, I believe that *Mateo is at stage
3 of the Conventional Level as he demonstrates consistently a nice disposition and is very much
concerned with being nice to his friends and receiving the same treatment (Woolfolk, 2014).
Several times his mother mentioned his anxiety about a fellow student calling him names or
challenging him to fight; Mateo reasoned that the boys should be nice and that he did not want to
fight back for this reason his mother enrolled him in karate class (See Appendix L). Recently,
Mateo was able to ask his classmate if his sister would enjoy being treated the way this classmate
was treating him and the classmate thought for a moment and responded negatively (See
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Appendix M). He has never been observed intentionally breaking rules or hurting another
classmate in any way but rather simply enjoys school and interacting with those around him with
a quiet, gentle spirit of friendship.
Summary of PYP Learner Elements
Reflecting on *Mateo and his characteristics as a five-year old child, I see a lot of
potential for a student who could exemplify easily the IB learner profile if he continues on this
path through education with many opportunities to explore his creativity and ideas (IBO, n.d.).
The IBO promotes learning that will develop students who are principled, open-minded,
inquirers, caring, communicators, reflective, knowledgeable, balanced, risk-takers and critical
thinkers (n.d.). *Mateo is learning to be principled as he understands the difference between
right and wrong; he shows great interesting in pleasing his teachers and gaining their praise so he
makes an effort to make good choices. He is a caring classmate and is an effective
communicator, easily identifying his feelings as well as expressing himself freely as noted by his
parents during the interview and by myself in the classroom on many occasions (See Appendix
M). He is by nature an inquirer, open-minded; however, I would see traits to instill in him would
be balanced, risk-taker as he is rather cautious and while he is a deep thinker, I don’t believe he
thinks critically as of yet (See Appendix N).
Description of teacher implication for the child
*Mateo’s strengths are many but the weaknesses he needs to develop are holding him
back so it is important to address these and adjust teaching according to his needs so that he can
develop correctly and move forward in his academic career. I believe it is a priority to teach
*Mateo to self-regulate his body and extend the periods of sitting down in one spot past the
average of five minutes and this implies teaching him about himself, giving him coping
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strategies. (Woolfolk, 2014). Teaching *Mateo to self-regulate will empower him to be an
independent learner as currently he can only stay on task with the aid of an adult (Woolfolk,
2014). He is a very active learner so an environment that is constructivist based with many
opportunities to interact, move and build while learning will meet his needs for movement while
learning to self-regulate for quieter, fine-motor work such as journaling and handwriting practice
(Woolfolk, 2014). Differentiating lessons for him as well to make them more challenging as he
is a deep thinking and learning to read much faster than those around him, so it is important that
his work is challenging to increase motivation and self-efficacy which work together to build
self-regulation skills (Tomlinson ,2003; Woolfolk, 2014). Maintaining a partnership relationship
with his parents in teaching self-regulation skills will also benefit *Mateo such as extending
slowly the period of time at the table until he is able to finish his meal without getting up or
practicing piano by himself on a daily basis for 10 minutes and then incrementally increasing the
time (Woolfolk, 2014). He would also benefit from the extra help recommended by the school
psychologist to organize his sensory, control his impulses and work toward boundaries for selfregulation (See Appendix E).
Reflection on the Case Study
Working with kindergarten was a new experience for me and challenged my own sense
of self-efficacy; however, as I grew accustomed to the students, learned their needs, desires and
interests it was easier to teach the curriculum in a way that kept them engaged and learning.
Working with *Mateo and observing his development was a fascinating experience as so many
times I have heard the statement that preschool and kindergarten were not designed for boys. So
when I saw this little boy and all the interesting characteristics he possessed as well as when I
began to get a sense of his intelligence it was interesting to see how an old school classroom
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would be difficult for him. When I wrote my lesson plans, I kept him in mind and was always
looking for ways to engage him differently or to challenge him. I realized how important it is to
recognize development and give children the time they need, knowing that as long as he or she is
a healthy child, in the end it will all balance out. In past years, I have always wanted my little
boys to behave more like girls while writing lesson plans that were suitable for little girls and
excluded restless children. Giving children time to develop, acquire language and writing lesson
plans to include the diversity in the classroom are necessary for a successful bilingual classroom.
I feel like this entire process of testing, studying and using our text as a resource taught me a lot
about early childhood development and has made me a more confident teacher. I look forward
to other opportunities throughout the school year when I can observe students and apply this
same model to find out how to personalize their education and support the teachers.
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References
Baker, C. (2011). Foundations of bilingual education and bilingualism, 5th ed. Bristol:
Multilingual Matters.
Collier, V. P. & Thomas W. P. (2009). Educating English learners for a transformed world.
Albbuquerque: Fuente Press.
George Mason University (2011). Description of requirements: Child-adolescent study.
Retrieved from course Blackboard
https://mymasonportal.gmu.edu/webapps/portal/frameset.jsp?url=%2Fwebapps%2Fblack
board%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_160471_1%26url%3D
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
International Baccalaureate Organization (n.d.). IB learner profile. Retrieved from
http://www.ibo.org/programmes/profile/documents/Learnerprofileguide.pdf
Tomlinson, C. A. (2003). Fulfilling the promise of a differentiated classroom. Alexandria:
ASCD.
Woolfolk, A. (2014). Educational psychology. Active learning edition. (12 ed.). Boston:
Pearson.
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Appendix
Field Notes





School vision statement: “to develop bilingual, bicultural citizens who are well rounded,
lifelong learners”
Primary School Enrollment: 286
Mexican Students: 83%
Languages: Primarily Spanish and English
a. Russian, Catalan, Dutch, German, Hebrew, Norwegian, Italian, Japanese
Foreign Students: 17%
a. Countries: Spain, Argentina, Italy, Norway, Russia, Qatar, USA, Canada, Costa
Rica, Israel, Japan, Philippines, Holland, Germany, Uruguay, Ecuador, Great
Britain
Appendix A
Baseline Assessments in English Class – September 2-6, 2013
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Appendix B
Self-Portrait September
November
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Appendix C
Handwriting samples September
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October Handwriting samples
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Appendix D
Physical Education Teacher Observations / Mid-September
*MATEO
Se desenvuelve bien en clase, se comunica adecuadamente, es respetuoso y sigue las
indicaciones./ He is developing well in class, communicates adequately, is respectful
and follows instructions.
Es muy habilidoso al ejecutar los ejercicios que se le marcan e idea formas diferentes
para lograrlo./ He is very capable of executing the exercises that he is given and forms
different ideas to be able to achieve them.
Al momento del juego se desinhibe y se expresa corporalmente sacando la emoción
con risas y mucha alegría./ As a game is finishing, he is completely uninhibited and
expresses his emotions with laughter and a lot of happiness.
Parece no tener problema con sus compañeros, a todos respeta y con todos participa.
En ocasiones entusiasma y motiva a sus compañeros a realizar el juego./ It seems he
doesn’t have any problems with his classmates, is respectful to all of them and
participates with everyone. On occasion, it is he that motivates and stirs up enthusiasm
in his classmates to participate in a game.
Appendix E
PSYCHOPEDAGOGICAL EVALUATION
Translated from Spanish to English with pseudonyms (*)
Subject Identification:
Name: *Mateo
Age: 5 años
Birthday: February 29, 2008
Grade: Kindergarten
School: *Bilingual International School
Evaluation Period: Sept.- Oct. 2013
Motive for Observation: Requested by school coordination
Pedagogical Areas
 Inefficiently expresses his ideas through free drawings.
 Discriminates shapes, sizes, colors and classifies objects.
 Organizes materials without integrating the use of the cerebrospinal – flow and
what comes next and distal.
 Discriminates letters from numbers.
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 Does not trace letters through transparency paper.
 Cuts, colors, traces, glues in a basic way with help and for short periods of time.
Qualitative Analysis of the Results
*Mateo is a boy with resources for learning and social adaptation notwithstanding, there
exists a potential area for development that cannot be attained due to difficulty with fine
motor expression. He demonstrates an increasing level of energy that he continually
needs to express through movement, without a goal and repetitive by nature. This
characteristic has not allowed him to experience new challenges in an independent way
and is also limiting the ability to structure his thoughts.
He has difficulty in motor expression, as there exists sensory interference at the visual
level that limits the integration of the internal senses: haptic, vestibular and
propioceptive. In such a way that the motor response does not leave a mark in memory
and his motor level limits his advancement. Also, this underlines the observations of
lateralization and his lack of fine motor skills development. There a drastic changes in
the sensory level with every one of the actions be it motor or perception, he manifests
constant confusion and limited basic praxis, the regulation of independent muscle tone
and the development of physical strength, coordination of the gross motor movement
and fine.
Because of these afore mentioned observations, Mateo* has not achieved the ability to
organize his movement and required constant sensory stimulation to integrate the
nervous system. There exist low levels of interest in the typical classroom activities
which manifests in disorganized conduct, without a fixed goal and low quality fine motor
skills.
This characteristic has made it difficult for him to sustain an activity from
beginning to end and attain goals that provide feedback that motivates learning. The
conduct elements that express disorganization within his system are the frustration, the
evasive answer which manifests in fantasy and hypersensitive sensory stimulus.
In regards to language, a level of information comprehension is detected at the
expected level.
Likewise, in the reception, codification and auditory memory that
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currently is his internal structure has reached a potential level of basic logical relations.
He demonstrates the ability to understand concepts appropriate for his age; the lack of
sensory integration is creating an obstacle in the understanding of non-verbal notions
(time and space) in order to establish organized guidelines for his written expression, to
give feedback his motor movement and requires the guidance of an adult. As of yet he
has not achieved lateralization, coordination for fine motor work with his hands or
aspects of graphomotor with parameters that obstruct the integration of gestalt in
perception.
Conclusions
*Mateo would benefit from help with sensory organization that would permit the
expression of impulses appropriately, develop guidelines for harmonious movement and
attention. This would help to build a self-concept of body, integrate laterality, coordinate
fine-motor skills and organize thought structure and perception. These characteristics
will help him regulate his attention and implement modes of conduct that are more
satisfactory and will help him express his capabilities through learning at school and
socially.
ATENTITIVELY
Psic. Maria*
Educational Psychologist
Ced.#
Masters in Psychopedagogy
Ced.#
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Appendix F
Piaget Tests with *Mateo (13:22 minutes)
Transcript
Teacher places two balls of orange playdough that are the same size in front of the student:
“ I have two balls of playdough. Hold them in your hands. Do they look the same to you? Son
los mismos? Do they look the same? Are they like the same size? Son los mismos? The same
size?”
Student: yes
Teacher: “What if I take this one and smash it?
(Teacher smashes one and leaves them in front of the student, one smashed and one round.)
(Student looks bewildered and smashes the other ball, teacher realizes the language barrier and
repeats) “No, no, no leave that one just as it is. Let’s do it again. Make that one into a ball again
and I will fix this one.”
(Student and teacher roll the flat pancakes back into balls.)
Teacher places the two balls in front of him again. “Two balls, do they look the same to you? Se
vean los mismos ahora?
Student: “No.”
Teacher: “¿No? ¿Quieres arreglaros para que se vean los mismos para mí?”
Student feels them and studies them for a moment.
Teahcer: “¿Ya? ¿Se vean los mismos?”
Student: “Si.”
Teacher: “Voy a cambiar solo uno. Vamos a dejar ese así. No te tocas la otra. This one will be
a pancake and the other one will stay just as it is. Which one, now, do you think is bigger? The
ball or the flat pancake?”
Student points to the pancake
Teacher: “That one? Why do you think that one is bigger?” Why? ¿Porque ese es más grande?
Student: “Porque es mas grande.”
Teacher: “Would you like to put this into a ball for me again?”
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Student rolls it in a ball and teacher set them aside
Teacher pulls out 14 orange frogs.
Teacher: “I am going to make two rows of frogs.
Teacher lays out one row of 5
Teacher: “How many do you have?”
Student counts each frog
Student: five
Teacher: “I’m going to make my row now.
Teacher lines up 5 more frogs exactly next to the other row.
Teacher: “This is your row and this is my row. Do we have the same? Do you have more than
more or do I have more than you? La cantidad es lo mismo?”
Student: yeah
Teacher extends her row of five frogs wider than the student’s row
Teacher: “Now, what if I do this? Is it the same?” Is it the same?
Student counts his line and my line but stops on the second frog on my line
Teacher: “Who has more now? Quien tiene mas en su linea? Which line, your line or my line?
Student counts again – his line of five and teacher’s first two and separately the other three
Teacher: “Whose is bigger, who has more, your line or my line”?
Student choose his line as he counted five in his line and counted two in my line and counted the
other three separately even though they were still in the teacher’s line.
Teacher: “Now I’m going to put these back and I am going to give you two more frogs and add
two more to my line. Is it the same?”
Student: No (begins to count again)
Teacher: Is your line the same as my line? Tu linea la misma de mia
Student: yeah
Teacher: Ok, now what if I change mine again? Alright! Who has more? Who has more? Do I
have more or do you have more?”
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Student counts his line all the way to seven and then counts the teacher’s line but stopping at 4
frogs on teacher’s line instead of counting all the way to seven but continues counting the second
line up to 11 rather than beginning again.
Teacher: “so is my line bigger or is your line bigger?”
Student points to his line
Teacher: “Ok, why is yours bigger than mine?” Why did you choose your line?
Long think time pause and student couldn’t explain why he chose his line.
Teacher puts away frogs and pulls out cups and colored water for the measurement of volume
test. Places two clear plastic cups in front of student that are the exact same size and has another
cup with blue water in it.
Teacher: I’ve got some water. What color is the water?
Student: blue
Teacher: I’m going to pour some in here and in here. Do they look the same? Do they look the
same? Se vean los mismos o no – la misma cantidad?
Student: Shakes his head no
Teacher: “What should I fix? Does one need more? Do you want more water here? Ok. Do
they look the same to you now?”
Student: yeah
Teacher now gets the tall, thin, clear cup and pour one of the shorter cup’s water into it.
Teacher: “Which one has more? Are they the same? Which one has more water?
Student: points to the tall cup
Teacher: “Are they the same”
Student: “no”
Teacher: “Which one has more water?”
Student points to the tall glass again
Teacher: “Why does that one have more? Porque ese tiene mas?
Student: “Porque es más alto”
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Teacher: Oh, ok.
Takes tall cup and pours the water back into the shorter cup.
Teacher: If I pour the water back into this cup, are they the same again?
Student: no
Teacher: What is different? What changed?
Points to the left cup
Teacher: Esa tiene mas agua?
Student: si
Teacher: ok
Teacher puts the cups and water away and gets the two orange playdough balls again. She holds
them out in front of the student one in each hand balancing them.
Teacher: One more game. We are going to play with the playdough one more time. Can you
hold the balls in your hands and tell me if they feel the same weight. Si pesan lo mismo. Hold
them in your hands
Student holds them in his hands
Teacher: Do they feel the same?
Student: No
Teacher: No? Which one feels bigger
Student show the right one.
Teacher: that one is bigger? Can you fix it for me? If this one is bigger, what should you do? I
want them to be the same. Yo quiero que sean los mismos entonces apoyan me. Que tienes que
cambiar?
Student adjusts them.
Teacher: Ahora si or no
Student: yeah
Teacher: “This one. Esa va quedar asi. It will stay just like that. But this one we are going to
change. We are going to make into a hotdog. Ok, now, which one is heavier. Cual pesa mas?”
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Student holds both for a time and drops the hotdog, pointing to it on the table
Teacher: “That one? Why?”
Student: “Es mas pesado.”
Teacher: “Ok, you want to make it into a ball for me again?”
End of session.
Appendix G
Children’s Progress English Assessments Results October 14, 2013
Appendix H
Spanish Fall Assessments
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Appendix I
Children’s Progress Spanish Report October 11, 2013
Appendix J
DIBELS/IDEL Results November 8, 2013
November 8, 2013
First Sound Fluency
Letter Naming Fluency
Phonemic Segmentation Fluency
Nonsense Word Fluency
CLS
WWR
Fluidez en el Nombramiento de las Letras
Fluidez en la Segmentación de Fonemas
Fluidez en las Palabras sin Sentido
TSL
NPC
Math Evaluation, November 11, 2013:
Student Score
40
29
43
DIBELS/IDEL Parameters
10
106
25
29
49
17
8
117
36
17
8
20
20
Counting in English 1-15, 17-39 and in Spanish: 1-115. 1:1 Correspondence: up to 15
CHILD STUDY
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Appendix K
Multiple Intelligences Inventory Results – November 11, 2013
Verbal/Linguistic
Logical/Mathematical Intelligence
Visual/Spatial Intelligence
Bodily/Kinesthetic Intelligence
Musical/Rhythmic Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Naturalist
3
3
2
4
3
6
1
5
Appendix L
Staff Interview with Mother in Spanish 9/23/2013 Transcribed
Parent Interview
Pre-school Coordinator (PC), Spanish Teacher (ST), English Teacher (ET), Psychologist (PS), Mother
(M)
M: En Mexico (Mexico City), éramos un grupo de ocho mamas, y allá nos vemos tres veces por semana,
dos con los mismos. Si venimos como quede un grupo muy …, es de cómo muy unido y no fiestero
porque era social infantil deseamos porque era ir al McDonald’s o cualquier lugar de aquí o allá pero aquí
todavía extraña mucho a sus amigos. Todavía de repente empieza ‘Mami, es que si tengo amigos pero no
son mis amigos.’ Es como que todavía o lo que el expresa es que todavía no está como pertenecía. Por
ejemplo, una época quiere ir a África (mascotas), ni chamarritas tengo, eh. Entonces le dijeron, ‘Oye mi
amor, vamos a ver una tortuga?’ y el dice ‘No, mami, es que eso no los podemos llevar.’ Digo, yo sé que
es algo del niño, no. Todavía trae el rollo de que soy nuevo. Todavía no se siente, creo, que pertenecía.
Y papa y yo nos vamos a cambiar de casa esta semana otra vez, para sumarle al movimiento. Nos
encontramos una súper oportunidad. Aparte el cambio es..
PC: inmediato
M: inmediato y de vámonos. Así que no mejor de una vez.
PC: Así cuanto tiempo que llegaron a vivir in Cancun?
M: Julio, dos meses y medio, y viene otra cambia para el niño.
ET: Y en donde estuviera viviendo?
M: Estábamos en la Isola y ahora nos vamos a la playa.
ET: No, pero antes de llegar a Cancun?
M: DF, DF
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PC: Si, pues bueno, es, es normal y yo creo que esta parte del cambio y el no sentirse parte del es absoluto
normal y yo croque los adultos cuando somos recién llegamos, estamos en esa transición de adaptarnos a
las espacios, a la temperatura,
M: todo
PC: Absolutamente todo, a donde tengo que comprar, a donde tengo que encontrar la darme, es
absolutamente todo en que nos tenemos que acostumbrarnos, y en el caso de ellos, aunque es mucho más
rápido su acercamiento a la adaptación, porque ellos tienen mucho más facilidad, nosotros, los adultos,
como que ponemos mas barreras, porque es de nuestras creencias y todo lo que ya tenemos para atrás. Y
para ellos es mucho más fácil, sin embargo es que si son muchas cambios y la parte de los amigos y lo
social es parte de lo que viene en mismo proceso. Tanto de simple el hecho de cambiar de la escuela, el
se siente de la cambia de ciudad, de casa, de la escuela.
M: todo
PC: Son muchas cosas que tenemos que ir en eso proceso con él.
M: Pero ustedes como lo han visto aquí por una cosa obviamente es que uno lo ve desde la casa lo que te
dice y el otro es que lo realmente o el punto de la vista del adulto, porque es verdad, pero es punto de
visto del niño.
PC: En realidad, lo que yo puedo decir que he observado en *Mateo es que no hay un, un, es de, no se
nota el hecho que se está cambiando del ciudad, es cambiando del escuela. Realmente *Mateo es un niño
muy seguro y es un niño muy hábil en este parte social, se relacione mucho con facilidad inclusivo con
los adultos. El es de habla, explica, encuentra lo que siente, lo que pasa, es que no hay problema por ese
lado. Y si pudiéremos decirle que ni si quieres es notarial de que el está teniendo eso cambios de nuestra
punto de visto. Si es importante así que como lo estés viviendo y como lo está sintiendo el pero lo que
nosotros notemos es que no se nota todo eso. Y la relación con sus compañeros, se relaciona
perfectamente bien con todos, juega, con quien se siente, habla, juega, es muy activo, entonces participan
y esta cusiendo en la situación.
M: Ahora temas de, de la pelea que dice*Jorge porque realmente *Mateo esta angustiado, nunca hemos
tenido de verdad que *Mateo pego, nada, que realmente nuestra problema es que aprende a decir esto no
me gusta, a poner altos. Entonces está muy angustiado, porque *Jorge lo retan a pelear, que lo retan a
pelear y que él no quiere que vaya suceder.
ET: Yo he visto que ellos les gustan y están el disfrutándolo, like Star Wars, you know, like laser fighting,
chchchs, y corriendo por todos partes haciéndolo así pero no veo estrés y ni ansiedad. Están
disfrutándolo.
ST: Hm, Hm, si, esta parte de su juego
M: Mientras es un juego, hay que
PC: Ni como, es de agrediendo que sea una parte como violente o que esta retando violencia.
Aparentemente de lo que vemos nosotros es que no está sucediendo y *Mateo está feliz, participando en
la situación. Cuando nosotros vemos que están jugando ya a tocarse o juegos así, se les pregunta, que
CHILD STUDY
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pasa, a que están jugando? Y ellos dicen, es que estamos jugando a las güeritas, o las luchitas o las
espadas o no sé qué. Entonces les preguntan, te gusta eso? Si, si, es el juego. Bueno, cuando no te gusta,
por favor, di alto, yo no quiero jugar eso.
M: Entonces en la parte social, *Mateo esta perfecto.
PC: Definitivamente, yo no sabía que estaban cambiando y todo eso, no podemos saberlo atreves de la
interacción de *Mateo. Inclusivo si hay niños que llegan a decir, es que mi otra escuela, es que los
extrañen, es que mis amigos,
M: Eso es lo que me gusta saber de *Mateo.
PC: Y *Mateo, no para nada, no es algo que
M: Que allá
PC: Ni expresado, ni que se noten en su actitud y su actuar
ET: Se ve bien relajado. Yo puedo estar dando clases y el está en medio del grupo dando vueltas
haciendo karate.
M: Ay, yo sé que está un poco loco, haha
ET: Y yo tengo de decir y no tiene nada de preocupación que está en frente del grupo haciendo sus cosas.
Muy relajado. Y he visto que así aprende, moviendo así, me está escuchando lo que estoy diciendo y si
está leyendo en ingles.
M: Si, va muy bien en ingles porque le encanta ingles. Ya se la suportaba la lengua e inventa sus
canciones en ingles que es una maravillosa
ET: Really? He sings at home?
M: Inventa y canta
ET: No canta conmigo! Haha! Siempre durante los momentos de cantar, siempre esta estudiándome. En
el salón, cuando nos vamos a cantar, siempre esta estudiándome. Pongo siempre 10 canciones al
principio de la clase que tiene que ver con las letras, los sonidos, cosas así. Me vean, me observan
M: Canta mucho en español
ET: Pero no participa entonces no sabe que le gusta cantar
M: Le encanta cantar
ST: Si, le encanta,
M: Le encanta cantar
ST: Si, le encanta, y apenas estuvimos con la actividad del orchestra. Estuvimos viendo videos,
estuvieron ellos formando su orchestra, y el viernes concluimos con su orchestra
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M: Que lastima que él no viene
ST: Todos felices, les encantan esta semana. Y es de, y si eso, solamente que conmigo habla mucho
durante la clase, está participando y participando entonces si tengo que regularlo un poquito para sus otros
compañeros pueden participar.
M: Ok
ST: Pero es de
PC: Muestra precisamente todo esa seguridad de, ‘yo sé esa tema’, y además si tiene conocimientos y la
portación es muy buena, y la tema que está tratando. Si, realmente, es seguro, va muy bien. Allí vamos.
M: Y por la parte académico, va como al pan o se por lo que hemos recaudo de hecho eso era el asunto
de esa junto de lo direccionalidad. Ósea lo que se hace falta es, nada más si es cierto, si no, el sentido
así que a veces hace nos angustia.
ST: Es parte de estar trabajando continuamente. Estar corriendo todo esa parte.
M: ok
PC: Ahorita está en el proceso justamente de la direccionalidad con respeto a las letras. He, A veces por
comodidad, la toma de los instrumentos para escribir no es correcta con los tres dedos como debe ser y lo
está haciendo con más dedos o de una manera inadecuada con el lápiz. Y la direccionalidad de las letras
por comodidad y lo que sea, empieza a veces de abajo por arriba, a veces de arriba por abajo, a veces
derecha a izquierdo o a veces izquierdo a derecha, y ahorita justo en esa momento están ya ubicando
espacio grafica y la direccionalidad correcto entonces se han detenido en cuanto en la letra escritura
cursivo en español
M: Le cuesta mucho
PC: Que es bueno es parte de ese proceso. La letra script siempre se escribe de arriba por abajo y la
cursiva de abajo hacia arriba. Entonces hay algunas por costumbre lo han hecho al reversa y por *Mateo
se necesita un poco de práctica, en esa direccionalidad y es por eso lo comentarios de que requiere
practicar con la direccionalidad y las letra. Y más con las letras como la i en la mayúscula. Lo está
haciéndolo en el salón pero tiene que practicar. Se está observando todo eso en toda la escritura y letras y
he llegado el momento que les van mandar un ejemplo, una tabla de ejemplo, con toda la direccionalidad
para que en casa cuando se escribe lo usa para observar y haciendo la tarea sabe en donde escribir.
M: y eso no nos puedo ya mandar para que irlo, como no educarlo, pero irlo como que aprenda. Porque él
escribe mayúsculas, minúsculas revueltas. Revuelva minúsculas y por a veces le dice, no. Qué bueno que
les ponían, porque allá no les ponen, pero con rojo, no? Le digo, mida, con la mayúscula, con rojo, no te
puedo ir en medio, porque te quede rojo, pero si nos pueden mandarlo, me parece bien para irle igual.
PC: Ahorita no se mandaría por el momento porque se están trabajando letra por letra
M: Es que lo bueno y malo con *Mateo.
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ET: Si se puedo enfocarse en su nombre y puedes empezar con su nombre. Estamos trabajando con eso
en ingles con los nombres. Que sea mayúscula y la demás minúscula.
PC: Y van identificando
ET: Varios pongan una mayúscula en medio y estamos enfocado en eso ahorita y también con las letras.
M: Ok, Por ejemplo, de lo que mas el gusta de la escuela es definitivamente la letra escritura. Ósea de
repente agarro una agenda y de repente, solita agarra una agenda, y de repente, que haces, ‘es que es una
investigación’. Ah, muy bien, *Mateo. El ultimo año por ejemplo, le toco el Spider Man, seguramente le
va picar un araña para que le pica a él. Por ejemplo, el apunta mucha, tiene muchas ganas después y
tampoco no quiero frenarlo en casa. Está muy motivado con la letra escritura.
PC: Esta motivado?
M: Muy motivado con la letra.
PC: Hay diferentes es de formas de manejo de la escritura, de la letra escritura. Esta parte de lo que es su
propio interés, donde vamos a permitir que se exprese todo lo que él quiera con sus símbolos, con sus
trazos, con sus letras, con sus palabras que lo empiezan de escribir o que se preguntan ‘cómo se escribe’ y
le ayudemos y él lo reproduce, eso es abierto, es permitido.
M: Ok
PC: Y la otra forma es la que vaya directamente como tarea. Donde sí me voy a sentar, si me voy a
dirigir que él la escribe de hacia arriba de abajo, que la cursiva de abajo por arriba, la palabra correcta y
el inicio con la mayúscula cuando es nombre proprio o cuando es el inicio de la oración. Que voy
cuidando eso detalles cuando estoy con él y se escribe de la obligación como de tarea o como un
parágrafo que voy a pedir. Pero si es espontaneo, allí se puede permitir que sea abierta que se seria que el
escriba como el lo siente y como él lo quiere. Y también más adelante se les va acordar hay que
motivarles para que escriben cartas, para que escriben recaudos, para que escriben notas a su papa o que
copian recetas o que inventen su propia recetas o inventen sus procedimientos por sus propias
investigaciones para experimentos y eso se van a seguir haciendo, abiertos, que escriben, que expresan lo
que sienten y de acuerdo de lo que ellos entienden.
M: De acuerdo, *Mateo tiene un ano ósea entrando a KIII, KII se empezó mucho, a mucho, mucho a leer,
si es un niño quien esta acostumbrado de agarrar un libro. En la casa hay muchos libros, somos de libros,
y ahorita está mucho con la, quiero letra escritura, pero se enojan, me dice, ‘mami, es que no me queda
derechito’, mira que hay un renglón que tiene que traer otro ritmo y eso no afecta en la escuela?
PC: No, mira, al contrario de beneficio es porque esa interés le va ayudar que avance mucha mejor.
M: Bueno, por ejemplo, en los tiempos que se las están ensenando la /a/ por ejemplo en el salón no es
cuando, *Mateo, se pongan de pie para dar vueltas y se pierda?
ET: Para mí, si
ST: Para mí, no
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M: Es que nunca puede ser un riesgo, no sé.
ET: Para mí, al motivarlo a escribir tengo que sentarme a lado del niño, y recibir los otros niños a lado del
niño. Cualificar todo el trabajo de la demás a lado del niño para que siga trabajando y por eso estoy muy
interesada escuchar que tiene mucha motivación en la casa. Porque en ingles, tengo que jalarlo para
hacerlo y motivarlo porque no tiene interés. Si todos están escribiendo la letra /m/, el es el ultimo de
empezar.
M: Pero es que más bien o lo que vimos acá es totalmente en ver se toma. Ya me lo sé. Yo me la se la /m/
porque lo sabe y lo que siga. De verdad, dejarle ir en donde lo permite. Entonces más bien es darle lo que
siga porque la /ma/ ya me lo sé. Por ejemplo, Ósea le decía, le platicaste las sílabas y le digo sí, no es un
niño de mucho iPad, realmente juega, puede pasar una semana y no lo juego y hay semanas que se quede
una hora y no pasa nada. Y había un de silabas y de allí empezó y me decía ‘oye, mami, como son las
silabas y como se juntan y como tengo que hacerle para que realmente sea una silaba perfecta? Decía
*Mateo. Mira pero cuando se ensenan la /m/ la lógica
PC: Su sentido comunal
M: Pero lo que siga, yo ya se la /M/ y yo quiero saber si juntas una /M/ con una /A/
PS: Ya tiene la estructura pero a lo mejor le falta el control
ET: Si, el control
PS: el espacio, la tolerancia
ET: Ok, leer en español es muy fácil. Viene con la letra en frente, mi, ma, mo y la que siga, y la que
siga, pero en ingles, viene por la letra de atrás. Tiene que aprender lo que viene por atrás, lo siguiente, no
antes pero atrás.
PS: En ingles tienes que anticiparte en español no
ET: Mmm, tienes que ver la palabra, y ver la letra y vocales que viene después de la letra para saber si es
una /ă/ o una /ā/ y es de atrás que viene la pronunciación que es a la reversa de español. Es más difícil de
aprender leer en ingles de español. Español es muy fácil y muy sencillo. Los vocales son los mismos
todo el tiempo y en ingles cambia todo el tiempo.
PS: es muy estructurado
ET: y viene por atrás, y si hay motivación en casa puedes acordarle que viene el sonido de atrás y si hay
dos vocales, la primera dice su nombre, es una regla. Pero el está leyendo conmigo pero estamos
empezando sencillo con las vocales cortos.
M: El le encanta ingles, según el, inventa sus canciones.
ET: Lo que el no le gusta es lo ejercicios de trazos, yo creo, la parte difícil para el
PC: La parta grafica
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ET: Y él se siente que es difícil, yo creo, Yo siento como él es un perfeccionista entonces para empezar es
difícil
PS: porque tiene que trabajar direccionalidad
M: y si se enojan, se enojan
ET: Yo puedo ver un nivel de frustración cuando pido que haga eso
PS: Y el es muy activo?
M: muy, es muy activo y sabes de aquí siempre se van a la casa a cambiar, se va a karate dos días, es un
niño que nunca se hace siesta nunca
PS: se duerme bien?
M: a las 8 de la noche, lo metas en la cama y no vuelvas a verlo. Come? Cuesta mucho trabajo el hecho
que está sentado. Si tú lo dejabas comer parado? Come todo, pero sentado, el problema es el hecho que
está sentado.
ET: y que le gusta hacer?
PS: Y en sus emociones, es demasiado fuerte?
M: Es muy expresivo, es sumamente expresivo
PS: Es un niño que tiene una temperamento fuerte entonces tiene que expresarse y moverse
M: Si, si sabe muy bien o conoce muy bien los diferentes tipos de emociones, si te dice, ‘mami, es que
estoy contento, es que estoy triste, es que estoy enojado. Si conoce muy bien y se exprese muy bien.
ET: y se puede jugar solo, estar horas solo con su imaginación?
M: si, le gusta
ET: porque yo he visto una imaginación grande
PS: Se puede sentarse a jugar a veces cosas más pasivos? Leer o no se?
M: Si, si esta con él, ok, por ejemplo, el puede estar en su cuarto un hora solo pero oyes una ruido que
esta brincando la sabana pero si por ejemplo rompecabezas?
PC: solo, no?
M: No, si estas con él? Si, se juegan un buen rato pero es que si tienes que estar con él, firme porque la
atención.
PS: el autorregulación, no? Le tienes que estar allí, mira esta pieza, busca la allí? No sé qué….
M: Si
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PS: Todavía no se interinarse su lengua, no y todavía no tiene esta parte del proceso interno que te vas
diciendo lo que tienes que hacer
M: Ándale, eso es lo que falta
ET: Lo veo muy normal en ingles, porque uno de los procesos de adquiera una idioma es silencio. Un
periodo de escuchar. Todos pasen eso y por eso la mayoridad de mis alumnos no me responden porque
están todos en ese periodo de silencio. Hago mis propias conversaciones muy bien. Estoy muy bueno en
eso y contestarme yo. Cuando yo veo sus trabajos, se ve que entiende sus trabajos, se ve que entiende las
indicaciones, entiende lo que tiene que hacer. Solo está en este proceso, observándome, escuchándome,
aprendiendo más vocabulario por medio de escuchar. Y dice el mas silencio se puede tener durante esta
época, cuando empiezan de hablar, hablan muy bien.
PC: el momento cuando el chip gira es el momento cuando empiezan a hablar.
M: observando, observando, pide a veces que pongan la película en ingles, pues ahorita está empezando
pero está observando.
PC: yo pienso, si tendríamos que madura esta parte de autorregulación
PS: Mira lo que yo he visto de esta autorregulación, es que el necesita un consiento del tiempo. Entonces
necesitas poner un calendario en tu cuarto en su recamara, que vaya marcando como pasan las días en su
calendario, y le vas poniendo cuando tocan deportes, por ejemplo, que le toca que uniforme que llevar, o
le pones una pelotita el día antes entonces que cheque que uniforme le toca y que le pone listo entonces se
va hacerlo mas consiente, de lo que esta ocurriendo en el momento presente y al anticiparse y en lo que
siga, el proceso lo que siga entonces eso lo va con más autonomía y con ese le sirve mucho la estructura y
todo esa organización. Si siempre le arreglan su recamara, un día ve con él y dile oye que vamos a
clasificar la ropa: esta es el cajón de los calcetines y eso de las playeras y no sé qué y te ayudaran a
clasificar su closet.
M: No, la verdad, es que el ya lo se
PS: Si? Y también de sus juguetes y sus cosas
M: Si, eso si se hacen, si, ósea que le dices, *Mateo cámbiate, y agarro un calcetín, y él sabe perfecto en
donde encontrarlo.
PS: Si, pero sabes qué? Es importante que el haga una estructura. Cuando llegas con toda la ropa a su
recamará, tu le dices, mira haz tu una estructura, un orden en su recamara y se pongan su propia estructura
y el tenga como más claro como se organizan las cosas porque el puede saber en donde están pero el
necesito saber cómo internalizar como hacerlo. Porque nada mas la siga, es como una pauta que ya está
hecha y ya es un automática
PC: y sin pensarlo
PS: Y también lo que funciona mucho en auto regularización es hacer mucho énfasis en pensar antes de
hablar. Que interiorice, que reflexione, mucho énfasis en estas palabras. Vamos a reflexionar, vamos a
pensar al ver lo que pensamos. A ver lo que siente, y lo que te dice, Pararlo un tantito, un segunditos,
CHILD STUDY
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M: eso es lo que *Mateo tiene que trabajar
PS: Y en conjunto, esta cuestiones más una buen escritura hace que se vayan conteniendo, si es muy
azgerroso, porque a veces hay niños que nos les gustan ensuciarse
M: Bueno, no más bien se levante y dice, ya quiero lavarme los manos pero si juega con la nena y hacer
todo lo que la castilla
PS: Porque tiene mucho con la tolerancia a la frustración es como la tolerancia a una sensación entonces
se pongan resistol en los manos y se tiene que trabajar con la tolerancia hasta que se seca. La tolerancia
de las sensaciones. Son cosas que yo he visto que funciona
M: Si, no, adelante
PC: Si eso, y bueno igual irlo motivando en cada vez sus tiempos de mantenerse sentado en de
mantenerse una actividad más pasiva le va ayudar con tiempos poquito más largos. Por ejemplo, en
comer, si es importante, que se mantengan sentado hasta que terminan de comer. Entonces ir motivando
cosas interesantes, como juegas de mesa, y el que participan como familia y que él se mantenga,
M: Es que aquí si hay, Si pongamos uno está al reversa, tienes que estar muy pendiente de del que él no
juega solo, puede estar…
PC: Tiene que apoyarle
PS: Sabes que lo del comido, lo que funcione es que empezar con la sopa. Y dar una vuelta a la mesa
nada más.
PC: Hasta que se termina la sopa así por para el es más difícil entonces no vamos hacerlo durante toda la
sopa, fruta, y todo pero no, empezando más sencillo para que no se frustre.
PS: No, no, no, hasta que terminas la sopa
PC: Vamos hacer un reto, nuestro reto o te ganan hacerlo un juego
PS: y luego tiene que ver mucho con la estructura y las días.
M: lo intenta, no la párate pero lo intenta
PS: Y luego tiene que ver mucho con la estructura en las actividades también de los cubiertos por
ejemplo. Que el participa en llevarlos platos a la mesa, los cosas que él les gusta. Sabe como escuchar,
Luego siga apartando la carne. Si sabe pedir llenar el vaso de la jara. Si sabe llevar los platos sin dejarles
caigan la comida en la concina. Cosas que a ellos les gusta que se hace como reto
M: Ok
PC: cuanta presión, cuanta atención, cuanto aprensión, Seria ir trabajando estas cosas y en clases vamos a
seguir trabajando en estos cosas para vaya ayudándole estructurando esto auto regulación y en clase tiene
que seguir trabajando en mantenerse quieto para todo esa proceso de mantenerse con la aprendizaje, sin
necesidad de movimiento.
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M: pero si se desesperado, si están un rato quieto, no?
ST: Conmigo si está quieto, eh, se permanece sentado. Conmigo el problema es que cuanto en la cuestión
de que, le cuesta trabajo mantener callado y escuchar de sus compañeros porque están participando y
tiene el idea que quiere expresarle en el momento entonces en eso estoy trabajando. Ya participaste, darte
tu compañero una oportunidad. Vamos a escucharlo, que también escucha
PC: y contener esa impulso de que el participa inmediatamente
ST: Conmigo es esa parte y nada más porque lo demás es parte del trabajo
ET: Si se puede mantener quieto, porque nunca levanta su mano para participar en la clase de ingles. Si se
puede mantenerse quieto.
PS: faltan las herramientas para poder participar
PC: si, es esa parte
ET: no estoy de acuerdo porque varios me contestan en español y sabe que hablo español y que a veces
hablo español.
M: me dice a mí, si hablo en español, la miss no me entiende
ET: Ah, no, yo estoy a veces hablándoles en español para hacerles relajar un poco y darles un break,
porque dos horas de escuchar ingles es durísimo cuando un adulto solo aguanta 20 minutos, no, so les doy
un break a veces, explican en ingles y les dan una breve explicación en español para que no terminan
dormidos en mi salón.
PC: si igual los tiempos de cada actividad van de acuerdo sus periodos de atención. Aun en español, yo
he visto que terminan su trabajo rápido y aprovecha su tiempo para ir al dar una vuelto o para ir a visitar
el vecino de atrás o comentar.
M: realmente allá hicieron un niño que muchísimo buscaba los niños. La verdad es que es un niño
realmente muy social y le gusta mucho que hacer su grupo y platicar mucho con él a lado pero todavía
no…
PC: todavía no pero es normal,
ET: Si, y no esta rechazado para nada,
M: No, no, no, no, no rechazado
ET: Los niños leen con él, juegan con el
M: como no le gusta
PS: le gusta ser bien intergrado, no
M: uh, ha, le gusta ser parte de un equipo, tal vez. Sabe que están en un equipo, no puedo echar la mano
porque soy nuevo
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ET: pero pedí unas observaciones de la maestra de educación física y ella quienes me comentaba que es el
que motiva todo el grupo al participar
M: Es que no se cómo te digo, es como nombre le muy líder en la parte social, aquí no he obtenido esta
liderazgo y afortunadamente es un líder bien, muy líder y si se puede
PS: bueno eso está adentro su proceso normal
PC: bueno y acordamos que no está cambiando de sola casa era, de cuidad, escuela, todo
M: es lo que te he dicho
PS: darle tiempo
M: ya vamos estar 2.5 meses
ET: pero va estar bien, es un niño muy feliz. Les dijeron una hoja para dibujar para mi, y el dibujaron una
arcoíris, y el abajo, y le pidieron, explícame tu dibujo, y él me dijeron, es yo jugando abajo el arcoíris. Es
un niño muy feliz.
SP: si muy feliz
PC: no hay que preocuparse, so apoyarle, vigilar sus trazos, y acordar cuando es espontaneo es libre y es
de apoyando en la parte de estructura para ir regulando sus movimientos. Igual cuando lo vemos muy
acelerado, haciendo las cosas con su acción así entonces, ayudarle bajar un poco, a ver respira, tranquilo,
para que no sea si te ayudo pero si. Y si acordándole que si
M: y hoy empieza justamente, el piano, necesitamos un poco de equilibro, tienes que concentrar, tienes
que sentar, no hay forma para tocar si no está sentado
ET: Yo pongo música de piano todos los días. En eso estamos trabajando. Ludovico Einaudi de Italia es
excelente
M: él quería guitara eléctrica pero le convencieron el piano. No es su instrumento numero un
ET: Siga con al karate también porque él esta disfrutándolo
M: es una disciplina
ET: Si, ellos trabajan en eso y en la concentración.
M: es una disciplina total y ensenan esta parte de defenderse. Que es una tema que hemos trabajado con
*Mateo, que siento feo al decirle que no. Pues no, a veces no hagas esto y no me gusta, es mi cuerpo.
He pasado recibe de espalda golpe y se siente feo porque es su amigo y como lo trata con los niños.
Mami, es que Santiago, ya lo perdone mama, estaba confundido,
PC: y si motivarlo, que no importe que es un accidente o si lo perdonaron, pero avisa, avisa aquellos
quienes están alrededor.
M: No, no quiero, no me gusto
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PC: y si al decir alto no se hacen causo, entonces avisa aquellos quienes están alrededor.
M: por eso el karate está bien porque no aceptas, solamente aprendas defenderse.
Appendix M
Interview with both Parents in Spanish 11/11/2013
Family Name: *Hernández
1. What type of work do you do?
They are self-employed and have recently begun a business selling sportswear. They work
together and this is a new project for them. They were selling hardwood floors in DF but
that is not a good option for the climate here.
2. What language do you speak in the home?
Spanish
3. What level of education do you have?
Both parents began studying for our bachelor’s degree but didn’t finish. Father was
studying Business Administration and the Mother was studying Education.
4. What kind of traditions do you have?
They are Catholic but non-practicing on a regular basis. Follow all the traditional Mexican
traditions.
5. Are the grandparents still alive and involved in your kids lives?
Mother’s parents living and involved with the grandkids but live in DF. Father’s mother
still alive and heavily involved with the grandkids.
6. Do you have a lot of books in the home? Do you and your husband enjoy reading? Do you
both model reading for your children?
Yes, there are books in the house and everyone reads. There is little use of electronics
throughout the week.
7. Do you watch a lot of television or use a lot of electronics?
Mateo uses his iPad for short period of time; maximum 20 min. at a time
8. How is piano going?
Piano is going excellent and that is the only time that he sits and pays complete attention
for a full hour. Very engaged and interested in learning. He loves it. He doesn’t practice
yet at home every day by himself but if someone sits with him, he will.
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9. What kind of school was he attending previously?
It was a bilingual school but English was not as good as Spanish and the time in Spanish
was greater than in English. He has learned a lot here at this school.
10. Is he able to sit and eat his dinner now without getting out of his chair?
No, it is still a big battle to eat and finish without moving around.
Appendix N
*Ms. A: current teacher observations 11/12/2013
1. Able to focus on 1 task for 5 minutes maximum (including eating).
2. Enjoys activities where there are actions.
3. Has a large vocabulary (English).
4. “Out of the box” thinking: for example, he gave the phrase ‘partly cloudy’for words that start
with p.
5. Gets bored easily, benefits from differentiated instructions.
6. Thinks deeply
7. Might benefit from a stress ball during lessons.