Individual Differences Profile

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Individual Differences Student Profile

Karen Thomander

Instructor: Samra Culum-Williams

EDUC 205: Development/ Individual Differences

Fall 2020
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Individual Differences Student Profile

Growing up I didn’t always appreciate the fact that I knew two languages. It was a

struggle for me as it is for many students in the U.S. Learning a new language as well as keeping

your own is tough. This is the hurdle that a kindergartener named Allison is facing. Although

Allison was born in the U.S. both her parents were immigrants to this country. I​n this student

profile, I will provide a look into the physical, the cognitive, and the socio-emotional

development​ of a student identified as an ​English Language Learner (​ELL). I will also look at

the student’s approach to learning and write down my findings.

General Information

Allison is a five year old, Hispanic female, who is currently a kindergartener. This is her

first year in a school setting as she did not attend a preschool. Allison’s parents are both from

Mexico and moved here when they were young. Allison's mother is a stay at home mom. At

home Spanish is the primary language, although her mom does speak English. According to ​Lev

Vygotsky’s​ ​Sociocultural Theory​ culture is passed down from generation to generation.

Language is a huge part of the culture that is getting passed down to Allison by her parents. At

home​ Allison’s ​routine​ involves helping mom with household chores/running errands in the

mornings. Since her school only does part time kindergarten, Allison attends the afternoon class.

Allison gets dropped off at school by her mom. She arrives prepared for class and is always

smartly dressed with a matching hair bow and mask. After school she rides the bus with her older

sister in 5th grade and older brother in 7th grade. Allison reports that they arrive home to a meal

or snack and are expected to start on any homework for the night. Since she is in kindergarten

her homework is not too complicated. In math she seeks help with the vocabulary, Allison’s

older sister is more likely to help than her brother. Chores are expected to be completed before
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their dad gets home from work. Mom prepares dinner with the help of both girls and they have

dinner together. After dinner they have time to play. Allison usually plays with her older sister or

their family dog.

Physical Development

Allison is a normal kindergarten student. She has long black hair and dark brown eyes.

She is light skinned like her mother and both siblings. Allison appears physically smaller than

other girls in her class but not by very much. Although both her older siblings wear glasses,

Allison does not require this ​accommodation​. Allison does not appear to have any issues with

her hearing. Her speech is not affected by her language or accent.

Cognitive Development

Allison is a kindergarten student who attends Declo Elementary School in Declo Idaho.

She is in the classroom for a small amount of time since they only offer part time kindergarten

classes. They are only in the classroom from 12:15 until 3:05. This also includes time for recess

and 45 minutes for their specials classes. During school time she is offered 30 minutes a day with

an in class English Learner paraprofessional.

Allison’s teacher is worried that she is struggling academically. Allison has not yet

mastered letter names and sounds and can only count to 13 before mixing up the numbers.

However Mrs. Gentry, Allison’s teacher, is using ​intentional​ strategies to help her with her

alphabet and number sequencing. Allison’s current score on the ISIP (K-3 test) is low in letter

recognition and vocabulary with results among the lowest in her class. This is not abnormal for a

student who is learning two languages. ELL students tend to be behind children who only speak

English for some time until they have more exposure with the English language. Having help at

home is an important way to support Allison’s language and academic development. According
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to ​Urie Bronfenbrenner​ who developed the ​ecological systems theory​ which views a child as

developing within a complex system of relationships affected by multiple levels of surrounding

environments. Allison’s academic progress would benefit from the second level of

Bronfenbrenner’s model which is ​mesosystem.​ This is where there are connections between

home, school, neighborhood, and child-care center.

Socio-emotional Development

Allison has developed good relationships with others in her class and participates in

cooperative play​ with classmates. Allison enjoys showing her ​creativity​ by drawing pictures of

her family and dog after she is finished with her class work. Allison lives in a small ​community

out in the country and has few neighbors. Most of the neighbor kids are older than her. Allison

likes to spend time playing with her dog, Toby. Allison was quite shy when I first met her and it

took her a bit to warm up to me. Once Allison was comfortable talking to me, I noticed that it

was easier for her to communicate in Spanish. Allison would begin telling me something in

English and would change to Spanish half way through. Allison would make the switch without

thought or hesitation. It is clear that Allison is more comfortable speaking her native language

(Spanish). Allison’s class has a paraprofessional who is bilingual (Spanish and English) and

helps her in both languages. I feel that Allison having this ​scaffolding​ is beneficial, especially as

it relates to vocabulary comprehension.

Allison has a good ​self-esteem​ and is content with her standing academically, and I

believe her parents are too. Allison’s older siblings are in English Learning classes as well. With

practice and help Allison will become proficient and meet requirements to continue to the next
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grade. I am excited for her to succeed in her schooling. With the help of the English Learning

paraprofessional and others Allison will have the tools she needs to succeed.

Summary of Major Findings

My overall findings were that Allison is a sweet girl who is learning to juggle two

languages at the same time. For this reason education might often be harder for her. Although

Allison suffers with difficulties due to her language barrier, her physical, mental, and emotional

health is well balanced. Allison is well adjusted to her school and the ​traditional classroom

setting as well as having ​peer acceptance​. The first year in school can be challenging for a lot of

students, having a set routine is very important. Allison’s teacher firmly believes that with

practice and continued exposure to English, she will be able to proceed to the next grade. I

personally know the challenges that come with being English Language Learner, but I also know

what an advantage it can be. I believe that Allison will be able to succeed in her academics, and

be able to overcome the challenges that she faces.

References

Berk, L. E., & Meyers, A. B. (2016). ​Infants, children, and adolescents​ (8th ed.). Boston:

Pearson.