Child Study Experience

During our first session together, I administered the Tell Me What You Like! interest inventory to my Child Study student, Charlie. Of the 32 to categories listed on the inventory, Charlie claimed he only like to read about three categories – camping, dogs, and cats. His responses to the other topics were animated and exaggerated. His response to reading about animals was “no, they are scary” to love it was “no, that is gross” and to jokes he said “no, they are too silly.” Other responses led me to believe that the motivation that Charlie does have is all extrinsic. For example, when asked if he liked to read about famous scientists he said “no, because people would think that I am weird.” Allowing Charlie to make decisions about what we do during our sessions helps him to put forth more effort. When I allow him to pick out what book we read, he is more engaged throughout the book. When asked to write a letter to someone he doesn’t know (i.e. my teacher) about something he is interested in, he is also more enthusiastic about completing the task. When Charlie feels like he is doing homework he quickly shuts down and does not want to participate any longer. Charlie is also ready to quit when he lacks confidence or makes a mistake during a task. Usually, I move onto another task that will build is confidence and come back to the challenging task later.

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