I have known and worked with Jessica Collins since February 1995. Since April of this year I have noticed a dramatic change in Jessica's behaviour and disposition. I am delighted to say that Jessica seems a much happier little girl who now willingly seeks appropriate and positive interactions with adults and other children in her kindergarten group. On my last visit to the kindergarten I observed the following:
- Jessica appeared more interested in the group session. She attended to the story being dramatised and imitated the actions in the songs. While she did not join in the chorus of the story, she watched with interest and did not become distracted. On previous visits to the kindergarten I would observe Jessica sitting at the back of the group, not attending to what was going on and interacting with the kinder assistant or aide who was seated near her. During the second mat session Jessica came to the mat when the instruction was given to the group and did not need an individual prompt. She seated herself close to the front and listened to the taped story and looked at the book without becoming distracted.
- During activity time Jessica selected activities. Once chosen, she was able to carry out the necessary preparations (eg putting on a smock, getting equipment) also by herself. She chose a pasting activity and was able to carry this out independently even though the directions for the activity had been given 30-40 minutes previously. She spent approximately 20 minutes on her work until it was time to pack up. She was painstaking in her work and this was in contrast to previous occasions that I had observed her at kindergarten.
- Jessica was observed approaching groups of children and requesting appropriately that she be allowed to play with them. Eg. "Can I play here too?" She requested additional materials from the other children and was also heard describing her own play. "Can I have a little more playdoh? I'm covering my horsey and I need more playdoh to cover my horse." "I blew some of the leaves onto the floor."
- When another child took a piece of equipment that she had been using, Jessica said "that's Jessica's" and did not become aggressive with the other child as would have usually happened in the past.
- In the past Jessica's attitude towards me had always been oppositional and defiant. On this occasion Jessica was keen to spend time telling me about things in the room. The language she used was complex and showed considerable improvement.
I have also spoken to Jessica's kindergarten teacher and she says that she can also see dramatic differences in Jessica. While I have only seen her twice since this occasion and only for a few minutes each time, I have found Jessica's behaviour to be consistent with that which I observed during my visit to the kindergarten.
Julie Halls
Early Intervention Teacher
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