Introduction
This paper focuses on the observation of a three-year-old child, referred to as Ezra, within a preschool classroom setting on February 25, 2026. As a pre-K teacher undertaking studies in early childhood education, I conducted this observation at my workplace to understand Ezra’s behavior before his transition to my class, which primarily consists of four- and five-year-olds. Ezra, who is reported to have Attention Deficit Hyperactivity Disorder (ADHD), was observed during morning meeting and center activities under the guidance of two teachers. The purpose of this observation was to identify potential behavioral triggers and contributing factors to his actions, which have led to his class transfer due to challenging behaviors. Using the Wonders of Learning curriculum framework, with the inquiry question of the week being “What do my five senses tell me about the environment?”, this paper explores Ezra’s social interactions, emotional regulation, and engagement in structured and unstructured activities. The analysis draws on developmental theories and empirical research to interpret his behavior and suggest strategies for supporting his integration into a new classroom environment.
Observation Context and Methodology
The observation took place in a preschool classroom during a typical daily routine, including morning meeting (circle time) and center-based activities. I positioned myself as a non-participant observer to minimize disruption, focusing on Ezra’s interactions with peers and teachers over a period of approximately two hours. The classroom was managed by two teachers who facilitated activities aligned with the Wonders of Learning curriculum, emphasizing inquiry-based learning through sensory exploration. My primary aim was to document specific behaviors—such as physical actions, verbal responses, and social engagement—that might indicate underlying triggers or patterns. Notes were taken on Ezra’s ability to follow instructions, interact with peers, and respond to teacher interventions. This observational approach aligns with naturalistic methods commonly used in early childhood research to capture authentic behaviors in familiar environments (MacNaughton & Williams, 2009).
Behavioral Patterns and Challenges
During the morning meeting, Ezra initially participated well, sitting appropriately for the first ten minutes. However, he soon displayed restlessness, a characteristic often associated with ADHD, by making sounds, fidgeting, and attempting to engage peers through conversation. When ignored, his actions escalated to physical intrusions, such as poking classmates and invading their personal space. A notable incident occurred when he tripped a peer returning from the bathroom, seemingly without provocation. This behavior suggests difficulties with impulse control, a hallmark of ADHD, which often manifests in early childhood as challenges in regulating physical actions (Barkley, 2015).
Following this incident, Ezra was directed to sit in the library area to reflect on his actions. However, he appeared disengaged, indiscriminately handling books rather than processing the consequence. This lack of response to redirection highlights a potential challenge in applying traditional disciplinary strategies with young children who have ADHD, as they may struggle with self-reflection without structured guidance (DuPaul & Stoner, 2014).
During center time, Ezra’s behavior further underscored his social and emotional challenges. While peers engaged in collaborative play under the theme of sensory exploration, Ezra disrupted activities in the block center by destroying structures built by classmates. When questioned by the teacher, his response—“because I wanted to”—indicated a lack of empathy or understanding of the impact of his actions. Furthermore, his dismissive attitude (“I don’t care what you say”) and subsequent departure to another center suggest limited receptiveness to adult authority at that moment. Such interactions align with research indicating that children with ADHD often struggle with social reciprocity, frequently appearing aggressive or intrusive to peers (Hoza, 2007).
I also observed that Ezra’s attempts to join peer groups were often unsuccessful, as his approach was abrupt and forceful. For instance, he grabbed materials without asking and pushed classmates unexpectedly during transitions or while at centers. These actions appeared more frequent when the lead teacher was occupied, suggesting opportunistic behavior or a need for consistent supervision. This pattern reflects a broader difficulty with social communication, a critical area of development at this age (Copple & Bredekamp, 2009).
Teacher Responses and Classroom Dynamics
The teachers’ responses to Ezra’s behavior demonstrated a commitment to fairness and empathy. The lead teacher consistently sought to understand both sides of conflicts by speaking calmly with Ezra and affected peers. However, Ezra’s lack of verbal explanation often resulted in him being redirected to another area without deeper dialogue. While this approach maintained classroom order, it appeared less effective in engaging Ezra emotionally or behaviorally, as he continued similar actions in the new center. Research suggests that children with behavioral challenges benefit from explicit social-emotional coaching, where adults model and discuss appropriate reactions rather than relying solely on redirection (Webster-Stratton & Reid, 2010).
Interestingly, during small group time with the lead teacher, Ezra displayed notable focus and engagement in structured tasks. Unlike some peers in my class who rush academic activities to return to play, Ezra completed his work attentively. This observation indicates that structured, one-on-one or small group settings may provide the focused attention and reduced stimulation he needs to thrive, a finding consistent with studies on ADHD interventions (DuPaul & Stoner, 2014).
Analysis and Implications for Practice
Ezra’s observed behaviors point to underlying challenges in impulse control, social communication, and emotional regulation, likely compounded by ADHD. Developmental theories, such as Vygotsky’s sociocultural perspective, emphasize the role of peer interaction and adult scaffolding in learning social norms (Vygotsky, 1978). Ezra’s difficulties in joining group play without disruption suggest a need for targeted support in communication skills. His expectation that peers will automatically include him, coupled with his aggressive approach, may contribute to social isolation, as evidenced by classmates’ hesitance to engage with him.
To address these challenges, I propose integrating social-emotional learning (SEL) strategies into the classroom routine. For instance, reading a storybook about using “kind hands” and effective communication, followed by puppet role-play or group discussions, could help Ezra and his peers internalize positive behaviors. Such activities align with evidence-based SEL programs that enhance empathy and conflict resolution skills in young children (Durlak et al., 2011). Additionally, providing Ezra with explicit prompts or visual cues during transitions—such as a reminder card for asking to join play—could support his social integration.
Teachers might also benefit from professional development on ADHD-specific strategies, such as breaking tasks into smaller steps or using positive reinforcement to acknowledge desired behaviors (Barkley, 2015). While the classroom already employs a balanced approach to discipline, a more individualized behavior plan for Ezra could ensure consistency in addressing his needs without alienating him from peers.
Conclusion
This observation of Ezra highlights the complexities of supporting a young child with behavioral challenges in a preschool setting. His difficulties with impulse control, social interaction, and response to redirection underscore the interplay between developmental conditions like ADHD and environmental factors. While the teachers demonstrated patience and fairness, their strategies occasionally fell short of engaging Ezra in meaningful reflection, suggesting a need for more tailored interventions. By incorporating social-emotional learning activities and individualized support, educators can better facilitate Ezra’s transition to a new class and foster positive peer relationships. Ultimately, this case study reinforces the importance of understanding each child’s unique needs within the broader context of early childhood education, ensuring that classroom practices promote both individual growth and collective harmony. As I prepare to welcome Ezra into my class, these insights will guide my approach to creating an inclusive and supportive learning environment.
References
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- Copple, C. and Bredekamp, S. (2009) Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. 3rd ed. National Association for the Education of Young Children.
- DuPaul, G. J. and Stoner, G. (2014) ADHD in the Schools: Assessment and Intervention Strategies. 3rd ed. Guilford Press.
- Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. and Schellinger, K. B. (2011) The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
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- Vygotsky, L. S. (1978) Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
- Webster-Stratton, C. and Reid, M. J. (2010) A comprehensive approach to addressing behavioral and emotional challenges in young children. In: Strain, P. S., Guralnick, M. J. and Walker, H. M. (eds.) Preventing and Remediating Emotional and Behavioral Disorders in Young Children. Brookes Publishing.
