Learning Plan for Alex

Running head: LEARNING PLAN
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LEARNING PLAN
Name of the Student
Name of University
Author’s note

LEARNING PLAN
INDIVIDUALIZED LEARNING PLAN
Child’s Name: Alex
Date of Birth: 4 years 6 months
Summary & Background
Alex is a 4 years old child that stays with his mother, father and his older brother. Alex
gets along well with his grandparents and stays with them from 8:00 AM to 4 P.M. The physical
and the cognitive development in Alex has been found to be normal as per his age. However he
feels difficulty in pronouncing the some words. Ales sometimes acts socially toeards his friends
if he could not express his feeling properly. Alex often become restless during the lesson time
and distracts other children
Alex shows interest in constructive play and puzzles. Alex loves socialization as he has
got many friends. According to the anecdotal records, Alex has interests in music and the
movement programs.
Alex attends the preschool schedule for four days a week between 9 A.M and 5 P.M. The
preschool activities taking place in the center involves free play, group timing, and have ample
space for the outdoor play. There are five interest areas in the classroom, a block corner, a book
corner, a science corner and a crafts table.

LEARNING PLAN
Details of the main points of concern (types of behavior)
Some of the behaviors of concern that can be pointed out in this session is that Alex
suffers from a language delay and when he is unable to express his feelings he often become
approaches his peers physically which might irritate his others friends. One of the concerning
behavior of Alex is that he feels distracted during the lesson times and has a tendency to disturb
other kids around him. During a mathematics class, Alex's attention drifted after 7 minutes, after
which Alex's attention drifted and Alex started rolling on the floor poking the other children who
were listening to the instructor. Alex repeated the same behaviors even after he was told to sit
still. Eventually when he was moved to sit beside the teacher, he started to show the same
behavior.
Another concerning behaviors that has been pointed out is that Alex often became
irritated if another children intervened in his work. Alex pushed aside Georgia, when Georgia
tried to fit the puzzle piece in the puzzle that Alex had been attempting.
Analysis and Interpretation
It is evident from the anecdotal records, the Alex often becomes restless during the group
lesson times that required listening and where he had to follow multiple instructions. It is
difficult to assess the true reason of inattention (Poulou 2015). Distractions and inattentiveness
are found to be common in children suffering from attention- Deficit /Hyperactivity disorder.
Certain children might face problem in prioritizing with the tasks. But it should be remembered
that all the problems related to paying attention are not ADHD( Devecchi et al., 2015). A child
who is facing problems to focus in school might have some chronic worries or the child simply
might not like the subject that he is being compelled to listen to It has to be mentioned that lack

LEARNING PLAN
of understanding of the material might distract the child from taking part in the class activity, as
since it has already been said that Alex had been good in socializing and hence it feels annoyed
seeing other children playing attention towards anything that he does not like. Crogman and
Trebeau Crogman (2016) have stated that it is necessary to assess the learning style of each and
every child. In many cases children find it difficult to stay in track with the studying. The
learning styles of each and every child are different, for example there are visual learners,
auditory learners, the kinesthetic learners (Crogman and Trebeau Crogman 2016). The anecdotal
record states that Alex loves constructive play that indicates that he is probably a kinesthetic
learner and information retention in the child is poor with audio elements and lectures.
Alex has displayed some disruptive behavior such as pocking and the disturbing other
children during the study time. Hitting or pushing other children and showing aggressive
behavior had also been found in some of the cases. Alex might develop negative perception or
might feel alone when he finds no interest in the lesson but still finds his other peer listening with
interests. According to Erickson’s theory of psychosocial development, the initiative vs. guilt is
the stage that falls within this age group. As a children reaches a pre-school stage, they become
capable of initiating activities and asserting control over their world by the help of social
interaction and play. In such a stage, children might become disruptive or might feel insecured if
they found things not going according to their preferences or their initiatives misfiring (Poulou
2015). They also might develop feelings of guilt, for not being attentive to the classroom.
According to Dittman et al. (2016) kids might face problems with cognition or might suffer from
mood disorders that makes them manifest anger. Tsai, Hung and Lu (2012) have stated that
children suffering from disruptive mood dysregulation disorder can cause chronic tantrums or
irritability or ongoing temper tantrums. In most of running records it has been found that Alex