I. IntroductionKlara, a 4-year-old African American girl, has been attending the Child Development Center at the College of San Mateo for 2 years. She is an only child and resides with both her mother and father in San Mateo. English is Klara's main language. The College of San Mateo Child Development Center provides early care and educational programs for children ages 3 to 5. The children are divided into classes with a "master" teacher, a "regular" teacher and two or three "associate" teachers. Klara attended class "A", a stimulating and resourceful classroom. Klara was observed for two hours on Monday from 9:00 to 11:00 and for two hours on Wednesday from 9:00 to 11:00. During these two hours, classroom activities consisted of “free time,” “story time,” and an outdoor “play time.” During the observations, a "master" teacher, a "regular" teacher and two "associate" teachers were present. Furthermore, a total of eighteen children were present during the days observed. This case study will examine Klara's biosocial, cognitive and psychosocial development. The Desired Outcomes Developmental Profile (DRDP) was used to observe Klara's development. A DRDP is an established tool used to improve the quality of early care and education programs in California (DRDP). Each domain of the DRDP is analyzed by the measures of “exploration”, “development”, “construction” and “integration”.II. Biosocial development Klara's biosocial development is appropriate for her age. General motor development, balance, fine motor skills, personal care routines, and personal safety were examined in accordance with the DRDP. Global motor development is the review of the child's ability to move coherently. ......er group often, their emotional regulation, empathy, social understanding and relationships will progress and develop (Berger, p. 295, 2012).V. ConclusionKlara is an active and wonderful individual. His attention to activities, peers and teachers conveys his progression and growth towards measures appropriate to his age. By completing this case study, the importance of biosocial, cognitive, and psychosocial measures for the appropriate development of the child and the overall progress of the early childhood center is articulated. ReferencesBerger, K. S. (2012). The developing person: through childhood and adolescence. (9th ed.). New York, NY: Worth Publishers. California Department of Education. (2010). Desired Outcomes Developmental Profile Preschool. Retrieved May 8, 2014, from: http://www.cde.ca.gov/sp/cd/ci/documents/drdp2010preschooleng.pdf