After reading the William case study, assess and explain William's behavior based on theories and research related to school-aged development.

Case Study: William Part 4

Six-year old William is now in Kindergarten. As long as William can play and work on his own, he has no problem. He likes to build with blocks and push cars around. He often repeats the same actions over and over. He rarely interacts with the other children but follows the routines of the classroom. He does not like make-believe games and seems to have no imagination. When there are changes in routine, William is at his worst, crying and refusing to do what he is asked to do. He rarely shows any affection even when his mom drops him off or picks him up. His parents work shifts so that one of them is always there to take care of the children. They have no family close-by; and both parents appear reserved and don't engage much with the other parents and care-givers waiting at the kindergarten door. William's step-father has attended his parent teacher interviews, but did not volunteer much information about William or the rest of their family. He appears to have no concerns about William.

In paragraph form, please address each of the following questions:

Which developmental milestones is William "on track" with?

Are there any areas of development that you are concerned with? If so, why?

What are William's strengths?

How does William's development compare to the development of a 6-year old?

What would you like to discuss with the parents?