Cinderella Case Study

I screened a forty-five-month and twenty-seven-day old child named C.F. using the Ages and Stages Questionnaire (ASQ). She has a nontraditional family, as her parents are together but not living in the same house. She is with her mom during weekdays and they travel to her dad’s house on weekends. Both her parents are teachers and she goes to daycare while her mom is at work. She used to have a babysitter, however, her mother enrolled her in daycare so she can be exposed to children her age. C.F. was born full-term and has not had any concerning medical problems, and her parents are healthy as well. Their apartment is baby-proofed and her parents have car seats appropriate for her height and weight.
A 48-month questionnaire was utilized based on the child’s calculated age, which included communication, gross motor, fine motor, problem solving, personal-social, and overall performance. She answered simple questions, demonstrated proper use of plurals and tenses, classified objects, and used connecting words like “because” and “and”

She was able to obey simple commands, distinguish colors and sizes, and loved to “play-act”. Her favorite is pretending to be Cinderella where she would put on her shoes and ask to wrap her in a blanket so she can have her “princess dress”, look at the clock, and ask to be chased until she leaves one shoe behind. For the personal-social domain, the only thing she did not do well was using utensils to get food. Most of the time she would ask if she could have some food to put on her plate. However, she uses a spoon and fork to eat. Her mother also reported that she serves food to C.F., but she tries to do it by herself sometimes. Her attempt to independence was also observed, as she washed her hands with soap and water, and brushed her teeth without asking for help. She also told stories about her friends from school, which are all vital components of the ASQ (Squires & Bricker,