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PEPSI: Case Study with Recommendations for Growth

Maci Kesler

EDU 220: Principles of Education Psychology

June 5, 2013
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PEPSI Case Study with Recommendations for Growth

Child’s First Name ____Rachelle____________________ Child’s Age ______8_______

Physical Development

Physical Typical Development (Child’s Name) Actual Observed

Height
Weight
Build Most children become “taller, leaner,
and stronger”, and the girls are likely to
be similar size if not bigger than the
boys (Woolfolk 81).
Gender Female
Appearance
Agility This age gets tired easily and they may
need to take brakes (Ellsworth1996).
Posture
Coordination
Gross Muscle Children of this age are very active and
their skills improve during this stage,
their balance has improved and they
have a lower center of gravity
(Woolfolk 80).
Small Muscle The small muscle is further developing
“making reading and writing easier,”
(Ellsworth 1996). This development
would include tying shoes and
fastening buttons (Woolfolk).
Development
She is slim and has and athletic body type.
She has clear skin with a good complexion.
Good- She runs fast and has a long
stamina, she can jump rope for long
periods.
Slouchy- She sits a lot usually slouching
over.
Okay- She dances and swims well, but
unable to perform any type of gymnastics
(cartwheel, summersault, etc.). Her
writing is hard to read and seems
awkward to hold a utensil.
Good- She can ride her scooter and
rollerblade well and she can climb trees
and play well on the jungle gym.
Okay- It is difficult for her to tie her shoes
and zip her coat. She is good at typing and
okay with coloring but should be more
developed.

Emotional Development

Typical Development (Child’s Name) Actual Observed Development

“Small set-backs” in work cause children at this
age to seem like they cannot proceed any further
(Ellsworth 1996). They tend to overdramatize
failure
Rachelle has a tendency to do this frequently, she
is constantly worried about her homework being
finished and correct. If she is stuck on one
problem she needs to ask for help before she can
continue.

According to Ellsworth, children usually have a
good beginnings but “lose steam” towards the
end of the activity.
Failure can result in tears with children at this age
(Ellsworth 1996).
Children at this stage will usually have fewer fears
(Ellsworth 1996).
The children at this age will begin to focus more
on the ‘truth’ and less on the fantasy world
(Ellsworth 1996).
The children will appear to be ready for
everything but at this age they can be easily hurt
(Ellsworth 1996).
Children at this age at often “helpful, cheerful,
and pleasant, as well as, rude, bossy, and selfish”
(PBS.org).
During this stage children may be impatient and
sensitive (PBS.org).
Philosophical/Moral Development
Typical Development
There is typically a good understanding of right
and wrong (Ellsworth 1996).
Children will begin to believe that some
people/actions are bad and some are good
(Ellsworth 1996).
The nature of the child reflects the style of
parenting which is noticeable at this stage
(Ellsworth 1996).
Children at this age have their moralities in
“black and white” and they attempt to avoid
doing these things (Ellsworth 1996).
At this stage, the children usually tattle and say
“that’s not fair,” (Ellsworth 1996).
They will often have increased compassion
towards others (WebMD).
Social Development
Typical Development
Children at this age are very busy and active
(Ellsworth 1996).
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She has great beginnings and usually she keeps
her excitement through the end, she is good
about trying to keep up without losing her
excitement.
When she fails at something she will cry but not
too often, I can definitely see less of this.
She does not have many fears, mainly insects.
Rachelle still focuses on fantasy and doesn’t
seem too interested in the ‘truth’ yet.
She always seems ready for anything but when
she fails, she is very upset about it.
Yes- She is extremely helpful and happy but she is
very bossy and rude as well.
Rachelle is impatient but it will depend on the
thing she is waiting for and she is very sensitive.
(Child’s Name) Actual Observed Development
Rachelle has established a good sense of what is
allowed and what is not.
Yes- She can distinguish the difference of good
and bad actions and the thoughts behind the
actions.
Rachelle is very well behaved and follows
directions and she has good nature.
Yes- She believes that if someone does something
wrong then they must be that way.
Rachelle does not usually say or think things are
‘unfair’, but she does tattle a lot.
Yes- She feels compassion for a lot of situations.
(Child’s Name) Actual Observed Development
No- She is not very busy, she is active when
provoked but, she would be happy to watch TV.
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They are ready for a relationship with someone
outside of the family like a ‘best-friend’
(Ellsworth 1996).
Children will express the need to be close to ‘at
least one of their parents’ (Ellsworth 1996).
They will begin to have the ability to see other
people’s viewpoints (Ellsworth 1996).
At this age, the children tend to experience
‘envy and possessiveness’ (Ellsworth 1996).
No- She is not very interested in making new
friends or going to their houses, or vise-versa.
Yes- She is very close with both of her parents,
very open and talkative.
Yes- She can understand why people do certain
thing, or why certain actions happen.
Rachelle experiences envy, she wants to be like
the girls on TV but she does not really show signs
of possessiveness.

Intellectual Development

Typical Development (Child’s Name) Actual Observed Development

The children at this age are usually interested in
the ‘real world’ such as stars, science (Ellsworth
1996).
Children who are behind seem to be ready to
relearn from their mistakes (Ellsworth 1996).
At this age, children are able to perform concrete
operational thinking (Ellsworth1996). They are
able to do “Hands-on” problems and can perform
reverse thinking (Woolfolk 51).
The children often think more logically (Ellsworth
1996). They are able to use mental isolation to
‘reassemble variables’ (Ellsworth 1996).
Show increased confidence in reading and writing
(WebMD).
Ability to know the date and the day, as well as
the order of the months (SevenCountries).
Rachelle is not very interested in things like the
real world, but rather more materialistic things,
like to make sure her shoes aren’t ruined or what
Selena Gomez is doing.
No- She does not want to try again after she has
failed at the action.
Yes- She is able to think about stories and
imagine a scenario where things would be
different and infer what would happen as a
result.
Rachelle has logical thinking patterns but she is
quick to give up to ask for help. It is hard for her
to follow directions.
Rachelle reads frequently and enjoys it but it is
more difficult for her to write.
She is beginning to grasp the concept of the date
and day, bit she does not fully understand.

(Rachelle’s) Strengths and Growth Needs

Area Child’s Actual Strengths Child’s Growth Needs

Physical Gross Muscle- She has this muscle
strongly developed. She really enjoys
playing outdoor activities and running.
Emotional Rachelle is almost always ready to try
anything is she is given the
opportunity. She has little fear to do
these actions unless influenced.
Philosophical Her moral development is her
strongest point of development. She is
very understanding and well behaved.
Small Muscle- She needs work on this
muscle because it is harder for her to
button her shirt or color pictures.
Rachelle is still focused on the fantasy
world and has little interesting the real
world and science, instead she imagines
fairies in her room.
Rachelle often tattles on people but she
does not have a concept of things being
‘unfair’.
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She knows what’s right and wrong and

puts it into practice.
Social Rachelle is very close and open with
her family and parents. She also goes
through the feelings of envy when she
sees her other peers or TV. Rachelle is
understanding so it makes it easier for
her to see other people’s viewpoint.
Intellectual Rachelle enjoys reading which makes it
easier for her to perform concrete
operational thinking.
This stage is where Rachelle needs the
most development. She still feels a need
to be close to her family and does not
have much desire to seek a friend outside
of the family. She is not active because of
this, she is inside and sitting around unless
provoked.
Rachelle doesn’t show much interest in
learning the sciences or real world which
makes it harder for her to understand
time, and the date.

Growth Objectives for (Rachelle)

Physical Development Objectives

1. Rachelle should be placed in on a sports team or in gymnastics to keep help stamina and activity level
high and it would help improve her gross muscle even more profoundly. She is already one of the fastest
runners in her grade, so joining a sport would only improve this.

2. She should be placed in an art class where she can use large utensils. This would help he learn to be
more precise and gain control over her actions, which would help improve her small muscles. It is hard
for her to tie he shoes because it is hard for her to coordinate her fingers so a learning to play an
instrument could help her improve with this.

Growth Objective Rationale: The first objective suggests that Rachelle should join an athletic team to
increase her gross muscle abilities and stamina, this would also help her interact with other children that
are her age. According the Erickson’s Stages of Development, she must “deal with the demands to learn
new skills and risk inferiority, failure and incompetence” (Woolfolk 100). The rationale for the second
objective is that “Children should be given the chance to work with large paintbrushes, fat pencils and
crayons… to accommodate their current skills.” (Woolfolk 80) This is why an art class would help
Rachelle to gain control over her current skills and then she will be able to increase her ability.

Emotional Development Objectives

1. Rachelle needs to be given more chances for opportunity and adventure so that she can increase her
ambition which is already established. Her fears are minimal and with increased exposure she will be
more able to overcome them.
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2. She should be introduced to the ‘real world’ sciences and exposed to these types of thoughts to
increase her curiosity about these topics. Rachelle is still focused on a ‘fantasy world’ because she
wishes she could be a dog and have hopes when she goes to her room that fairy’s will be present.

Growth Objective Rationale: The first objective is supported by Erickson’s Stages of Development
(Woolfolk 100), if she is given a chance to fail she will be able to overcome it, which will increase her
ambition. For second rationale, she needs to be introduced to the real world to spark her curiosity
because her surroundings are limited materialistic features. According to the General Principles of
Development (Woolfolk 36), it will take time for her to develop a sense of curiosity for these topics.

Philosophical/Moral Development Objectives

1. Rachelle is very well behaved because of her closeness to her family. She has well developed ideas of
right and wrong that she practices like not to throw trash on the ground, for the earth, not because she
will get into trouble. She has lots of compassion towards other people and animals which shows her
sensitivity. She should volunteer to continue her compassion and morals.

2. Rachelle should be given the opportunity to make her own decisions and learn own to compromise.
She doesn’t understand the concept of something being ‘not fair’ because she knows that’s how it is
already. If she is given the chance to compromise she can understand that something is being taken
which would help her develop an idea of fairness.

Growth Objective Rationale: According to Ellsworth, the child’s actions reflect the parenting, if Rachelle
and he parents volunteered to help the community, it would increase her compassion and morals as
well as increase the relationship with her parents. The second rationale goes back to Erickson’s Stages of
Development (Woolfolk 100), Rachelle must be given the opportunity for failure in order for her to
eventually be able to achieve her goals. By being exposed to failure she will also be able to recognize
‘fairness’.

Social Development Objectives

1. Rachelle has a strong relationship with her parents and she should continue this relationship by doing
activities like cooking and playing games with her parents. This will increase the bond that they have.
She has a good understanding of other people’s viewpoint and she should continue to talk to her
numerous family member to increase her different understandings.

2. She should also be interested in playing with people outside of the family so that she can experience a
different type of relationship. Her parents should set her up on play dates and sleep overs so that she
will be able to experience some sort of independence.
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Growth Objective Rationale: According to Vygotsky’s Sociocultural Perspective (Woolfolk 66), by playing
games with her parents and asking questions it will help her increase social development. By already
doing so, she is able to understand viewpoints of different people and it again increases her compassion.
According the Woolfolk (93), children who do not have close friends, have more failure academically. If
Rachelle seeked friends outside of her family, it would help support her and expand her ideas.

Intellectual Development Objectives

1. Rachelle has a strong interest in reading which helps her to understand different point of view and
comprehension of situations. She should be given more books to read to increase her reading because
she is not motivated enough to retrieve them herself.

2. If Rachelle fails at something she will be less inclined to try it again because she is able to ask for help
for many people. She needs to be given to opportunity to fail and continue to attempt to overcome the
fears of failure. If she cannot reach the cereal she will ask for help instead of getting a stool to retrieve it
herself.

Growth Objective Rationale: According the Woolfolk reading will increase comprehension and increase
test scores. If Rachelle continues to read it can help her to be more compassionate as well as
understanding of other viewpoints. Reading triggers her brain to think of new ideas and concepts. If
Rachelle is given a chance to be independent it will help her to make her own decisions and be more
capable to do simple tasks. According to Erickson, it is important for her to experience failure and gain
new skills.
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Reference List

"Child Development Guide: 8-9 Years." Education.com. Web.

<http://www.education.com/reference/article/Ref_Child_Guide_Eight/>.

"Childhood Milestones Age 8." Children's and Parenting Health Centre. Web.
<http://www.webmd.boots.com/children/guide/childhood-milestones-age-8>.

"Developmental Milestones: Your 8-Year-Old Child." GreatSchools. Web.

<http://www.greatschools.org/special-education/health/903-developmental-milestones-your-8
year-old-child.gs>.

Ellsworth, J'Anne. "Teaching Exceptional Children." ESE 625. UNLV, Nov.-Dec. 1996. Web.

"The Results List of Search Normal Physical Development in Children." Seven Countries. Web.
<http://website-tools.net/google-keyword/word/normal physical development in children>.

Woolfolk, Anita. Educational Psychology. 12th ed. : Pearson Education, 2014. Print.

"Your Eight Year Old." PBS. PBS, Web.

<http://www.pbs.org/parents/childdevelopmenttracker/eight/index.html>.