CASE STUDY OF

A CHILD AGE 12
Alyia Davis
EDU 220 - 1001
 BRIEF OVERVIEW OF 12-YEAR-OLD
OBSERVATION
Physical Development

• May go through a growth spurt

• Starts to show sign of puberty, including muscle growth in boys and girls starting their cycle.

Emotional Development

• Concerns about self image

• Rebelling or indulging in risky behavior

Moral/Character Development

• Empathy

• Respect and forgiveness

Psychosocial/Social Development

• Might prefer to be around friends rather than with family members

• Becomes part of a gang or club

Cognitive/Intellectual Development

• Can work through more complex problems

• Stronger sense of right and wrong

TYPICAL PHYSICAL
DEVELOPMENTS
• Experiences sudden and rapid increases in height,
weight, and strength.

• Acne appears, especially with certain types of skin.

• Is concerned with his/her appearance.

• May act on sexual desires.

(University of Washington, 1993)

TYPICAL PHYSICAL DEVELOPMENT
LEVEL ACCORDING TO SNOWMAN
• Will grow 2 to 4 inches per year.

• Gain 8 to 10 pounds per year.

• Beginning of growth spurt for boys

• Concerns and curiosity about sex

(Snowman, J. & McCown, R., 2013)

12-YEAR-OLD PHYSICAL
DEVELOPMENT CHARACTERISTICS
(OBSERVATION)
I observed the my 12 year old nephew, during my
observation I noticed that he has been needing a lot
more sleep than usual. He is also taller than most
boys his age but is not gaining the amount of weight
he should be at his age. He is starting to develop
pimples and body hair. He has not yet shown any
interest in the opposite sex that is more than a
friendship.
PHYSICAL DEVELOPMENT
RECOMMENDATIONS
• Bone-strengthening: Children and adolescents should spend 3 days a week
doing a physical activity that focuses on bone-strengthening.

• Muscle-strengthening: At this age adolescence should be spending part of

there 60 minuets physical activity on muscle-strengthening

• Aerobic: Most of the 60 minutes or more per day should be either moderate- or
vigorous- intensity aerobic physical activity and should include vigorous-
intensity physical activity on at least 3 days a week.

(Center for Disease Control and Prevention, 2017)

TYPICAL EMOTIONAL BEHAVIORS
• Commonly sulks; directs verbal anger at authority figure.
(Center for Disease Control and Prevention, 2017)

• Worries
about grades, appearance, and popularity; is
withdrawn, introspective.
(Center for Disease Control and Prevention, 2017)

May make painful comparisons about themselves with

their peers.
(Medline, 2017)
TYPICAL EMOTIONAL BEHAVIORS
ACCORDING TO SNOWMAN
• Adolescents experience more intense positive and
negative emotions than do adults

• Most find this a difficult time period and suffer from

anxiety, low self-esteem, and depression.

• The adolescent assumes that adults can not

understand their thoughts of feelings.
(Snowman, J. & McCown, R., 2013)
12-YEAR-OLD EMOTIONAL
BEHAVIOR CHARACTERISTICS
The emotional behavior I observed from my 12 year old
nephew was spot on to the typical emotional behaviors
for his age. When I would try to talk to him about his
emotions he was very uneasy and keep telling me I just
would not understand what he is going through, as if I
haven't been his age before. Before leaving with his
friends he spent at least an hour getting ready and
finding the perfect outfit, to make sure he would look
good enough to impress his friends. A few times I
asked him to just stay in a hang out with me but he
always preferred to go out with his friends instead.
EMOTIONAL DEVELOPMENT
RECOMMENDATIONS
• Accept feelings and expect respect for your feelings as
well.
(University of Washington, 1993)
• Don't dismiss youth's concerns; provide accurate feedback.
(University of Washington, 1993)

• Parentsneed to impart a moral code that the child

gradually internalizes.
(Child Development Institute, 2015)
TYPICAL COGNITIVE/
INTELLECTUAL DEVELOPMENTS
• Can express feelings better when he/she does talk
and can work their way through more complex
problems.
(Child Development Institute, 2015)

• Thrives on arguments and discussions.

• Needs to feel important in world and to believe in

something.

• May read a great deal.

(University of Washington, 1993)
COGNITIVE/INTELLECTUAL
DEVELOPMENTS ACCORDING TO PIAGET
& VYGOTSKY
Piaget

Formal Operational State

• Piaget believed that in the stage the adolescent is so concerned

about what others think especially his/her peers, the adolescent will
put themselves in harms way to indulge in risky behavior.
(Snowman, J. & McCown, R., 2013, p. 45)

Vygotsky

How Instruction Affects Cognitive Development

Theoretical learning involves using psychological tools to learn

scientific concepts.
(Snowman, J. & McCown, R., 2013, p. 50)
12-YEAR-OLD COGNITIVE/INTELLECTUAL
CHARACTERISTICS

I fell the my 12 year old fits right into most of the

typical cognitive/intellectual characteristics with the
way he loves to win a discussion on any topic that is
put into play. I also noticed that the 12 year old was
admit on putting his 2 cents into conversations around
the hows. I feel he did this to feel important, that what
he had to say mattered. I feel he is not to the point
were he is looking for something to believe in but he is
starting to idolize different people close to him.
COGNITIVE/INTELLECTUAL
DEVELOPMENTS
RECOMMENDATIONS
• Don't let discussions lead into a heated arguments

• Encourage him/her to join causes that will help make a

difference.

• Encourage exploration of thought and deed, suggest

positive readings or videos on the topic.
(University of Washington, 1993)
PSYCHOSOCIAL/SOCIAL
DEVELOPMENTS
• Will not like “Old fashion parenting”

• Boys will shy aware from showing affection

• Would rather spend time with someone of the

opposite sex

• Will get annoyed by younger children.

(University of Washington, 1993)
PSYCHOSOCIAL/SOCIAL
DEVELOPMENTS ACCORDING TO
ERIKSON
ERIKSON

Stages Of Psychosocial Development

• “ The goal at this stage is development of the roles

and skills that will prepare adolescents to take a
meaningful place in adult society.”
(Snowman, J. & McCown, R., 2013, p. 30)
12-YEAR-OLD PSYCHOSOCIAL/
SOCIAL CHARACTERISTICS
I have noticed that my 12 year does not have the
typical characteristics of a child his age with is
comes to being social. He has a very strong
relationship with his younger siblings and tries to do
everything in his power to be a good rule model to
them. He is very affectionate not only with his siblings
but gives everyone a hug and says I love you before
leaving the house. He has showed no interest in
spending more time with the opposite sex and usually
hangs around the same group of boys.
PSYCHOSOCIAL/SOCIAL
DEVELOPMENTS
RECOMMENDATIONS
• Do not take anything personally.

• Do not overwhelm the teen but still continue to

show affection.

• Allow them to be independent.

• Be clear, firm and flexible.

(University of Washington, 1993)
TYPICAL MORAL/CHARACTER
DEVELOPMENTS
• Will weigh alternative and make decisions for
themselves

• Is more likely to be honest than to lie

• Worries about grades

(University of Washington, 1993)
12-YEAR-OLD MORAL
CHARACTERISTICS
I have noticed that my 12 year old nephew is very
honest and will admit his wrongs. He has said a lot
that certain things are unfair when he does not get his
way and explains why he should be able to make his
own decisions. He is very outgoing and will always
willing to help a friend in need. He does not tend to
break rules but will make decisions that are not the
best for him. He is hard to convince that he is not
always right.
MORAL/CHARACTER DEVELOPMENTS
RECOMMENDATIONS
• Be someone they can count on

• Be reassuring

• Have an open hear to listen

REFERENCES

Center for Disease Control and Prevention. (2017). Child development. 

Retrieved from  https://www.cdc.gov/ncbddd/childdevelopment/facts.html 

Child Development Institute (2015). The ages and stages of child development. 

Retrieved from   https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc

Snowman, J. & McCown, R. (2013). ED PSYCH. Belmont, CA: Wadsworth, Cengage Learning.

University of Washington. (1993). Child development: Using the child development

guide. Retrieved from http://depts.washington.edu/allcwe2/fosterparents/training/
chidev/cd06.htm