CASE STUDY OF

A CHILD AGE 10
BRIEF OVERVIEW OF 10-YEAR-OLD OBSERVATION

Physical Development Psychosocial/Social Development

❖ Active in physical activities ❖ Group orientation
❖ Spindly ❖ Strong sense of justice
Emotional Development
❖ Observes behaviors
❖ Developing independence
Moral/Character/Philosophical
❖ Cries when angry
Development
❖ Fluctuating moods
❖ Very competitive
Cognitive/Intellectual Development
❖ Good communication skills ❖ Accepts mistakes

❖ Critical thinking skills ❖ Obeys requests

 TYPICAL PHYSICAL DEVELOPMENT
❖ Involvement in rough play, primarily boys
(University of Washington, 1993)
❖ Girls might have rapid weight gain
(University of Washington, 1993)
❖ Changes of puberty, especially for girls
(Center for Disease Control and Prevention, 2017)
❖ Good body control
(Child Development Institute, 2015)
❖ Sexual awareness
(Ellsworth, 1998)
❖ Becoming more mature
(Ellsworth, 1998)
 TYPICAL PHYSICAL DEVELOPMENT LEVEL ACCORDING TO
SNOWMAN

❖ Both sexes start to get thinner and stronger

❖ Obesity becomes a risk since they have more control over their eating habits, which
can lead them to overeat
❖ Boys tend to surpass girls at sports-related activities
❖ Girls are more likely to outperform boys on activities that require flexibility, balance,
and rhythmic movements
❖ Relative calm period, “growth in height and weight tends to be consistent and
moderate”
(Snowman, J. & McCown, R., 2015, pg. 89)

(Snowman, J. & McCown, R., 2015)

 10-YEAR-OLD PHYSICAL DEVELOPMENT CHARACTERISTICS
(OBSERVATION)

Meets developmental milestones:

❖ The ten-year-old I observed is taller than most kids her age.
❖ She likes to perform physical activities that require rhythmic movements. She loves
dancing as well as sport-related activities. She is very into baseball, basketball, and
soccer.
Does not meet developmental milestones:
❖ She is lower than average weight so her family has to keep track of her eating habits
in order for her to eat more.
 PHYSICAL DEVELOPMENT RECOMMENDATIONS
❖ Implement opportunities to maintain interest, create team games
(University of Washington, 1993)
❖ Provide good nutrition such as fruits and vegetables, healthier meals
(Center for Disease Control and Prevention, 2017)
❖ Teach changes of puberty, explain the menstruation cycle
(University of Washington, 1993)
❖ Exercise at least three times a week, “combination of aerobic, strength and muscle-
building activities”
(Child Development Institute, 2015)
❖ 9-12 hours of sleep a day
(Center for Disease Control and Prevention, 2017)
 TYPICAL EMOTIONAL BEHAVIORS
❖ May exhibit behavior problems
(University of Washington, 1993)
❖ Becoming independent, dependable, and trustworthy
(University of Washington, 1993)
❖ May cry when angry
(Child Development Institute, 2015)
❖ Age of dreams- “dreams of future greatness, presidency, greatest pitcher in the
league..”
(Ellsworth, 1998)
❖ May present issues with eating or body image
(Center for Disease Control and Prevention, 2017)
TYPICAL EMOTIONAL BEHAVIORS ACCORDING TO SNOWMAN

❖ They develop self-image based on

❖ Things learned over time,
❖ Comparing themselves with others in different categories
❖ Their emotions and how they control them
❖ The way in which parents, teachers, and friends communicate with them
❖ They might involve in delinquent behavior because of “disruptive family
relationships, social rejection, and school failure”
(Snowman, J. & McCown, R., 2015, pg. 91)
(Snowman, J. & McCown, R., 2015)
 10-YEAR-OLD EMOTIONAL BEHAVIOR CHARACTERISTICS
(OBSERVATION)

Meets developmental milestones:

❖ The ten-year-old I observed shows to be getting more independent. She does not
need that much help to do her homework.
❖ She usually cries when she is angry and frustrated, but soon she forgets and starts
acting as if nothing happened.
❖ Her moods change frequently as she is experimenting different emotions.
❖ She is developing her self-image.
 EMOTIONAL DEVELOPMENT RECOMMENDATIONS
❖ “Letthe child know you accept him/her, even though you do not approve of specific
behaviors”
(University of Washington, 1993)
❖ Give opportunities for independence and dependability
(University of Washington, 1993)
❖ Help them develop their own sense of right and wrong
(Center for Disease Control and Prevention, 2017)
❖ Talk about emotional changes of puberty
(Center for Disease Control and Prevention, 2017)
❖ Help them build self-esteem
(Child Development Institute, 2015)
 TYPICAL COGNITIVE/INTELLECTUAL DEVELOPMENTS
❖ Has the potential to do more abstract thinking and reasoning
(University of Washington, 1993)
❖ Likes reading, writing and using books
(University of Washington, 1993)
❖ Better verbal communication skills
(Child Development Institute, 2015)
❖ Encounter more academic challenges at school
(Center for Disease Control and Prevention, 2017)
❖ Understands more clearly the point of view of others
(Center for Disease Control and Prevention, 2017)
❖ “Learning styles may become evident”
(Ellsworth, 1998)
TYPICAL COGNITIVE/INTELLECTUAL DEVELOPMENTS ACCORDING
TO PIAGET AND VYGOTSKY

Piaget Vygotsky
Concrete Operational Stage ❖ Culture, social interaction, and formal
❖ They tend to understand more logic- instruction are “the major forces that
based tasks shape learning and thinking”
(Snowman, J. & McCown, R., 2015, pg.
❖ They become “more capable of learning
50)
advanced concepts”
(Snowman, J. & McCown, R., 2015, pg.
43)
(Snowman, J. & McCown, R., 2015)
 10-YEAR-OLD COGNITIVE/INTELLECTUAL CHARACTERISTICS
(OBSERVATION)

Meets developmental milestones:

❖ The ten-year-old girl I observed loves reading and writing. She likes to collect rocks
and minerals.
❖ She is really good at leading hard conversations.
❖ Her critical thinking skills are evident, and she is constantly thinking outside the box.
❖ She is always wondering why and how things happened.
 COGNITIVE/INTELLECTUAL DEVELOPMENTS
RECOMMENDATIONS

❖ “Adjust learning opportunities to child’s interests and increased attention span”

(University of Washington, 1993)
❖ Provide time to “think, meditate, and discuss”
(University of Washington, 1993)
❖ Give opportunities to read, write, and use books
(University of Washington, 1993)
❖ Encourage them to use logical thinking
(University of Washington, 1993)
❖ Stimulate reading every day
(Center for Disease Control and Prevention, 2017)
 TYPICAL PSYCHOSOCIAL/SOCIAL DEVELOPMENT

❖ Differences in personalities, characteristics, and interests between boys and girls

(University of Washington, 1993)
❖ Selective of friends, especially within the same sex
(University of Washington, 1993)
❖ Create stronger complex relationships
(Center for Disease Control and Prevention, 2017)
❖ Affectionate with parents
(Child Development Institute, 2015)
❖ Strong sense of justice, focus on what’s wrong rather than what’s right
(Child Development Institute, 2015)
❖ Time for belonging and clubs
(Ellsworth, 1998)
 TYPICAL PSYCHOSOCIAL/SOCIAL DEVELOPMENT ACCORDING
TO ERIKSON

Industry Versus Inferiority

❖ “Behavior is dominated by intellectual curiosity and performance”
(Snowman, J. & McCown, R., 2015, pg. 29)
❖ Industry results if they are praised for trying and encouraged to finish tasks
❖ Feelings of inferiority result if they are not encouraged and praised or if their efforts
are unsuccessful
(Snowman, J. & McCown, R., 2015)
 10-YEAR-OLD PSYCHOSOCIAL/SOCIAL CHARACTERISTICS
(OBSERVATION)

Meets developmental milestones:

❖ My ten-year-old likes to work both independently and in groups. However, she
prefers to interact with people. When she plays, she usually likes to include others.
❖ She is always advocating to do the right thing.
❖ I noticed that she chooses her friends based on their personality and behavior. She
does not like to interact with aggressive people. She has three best friends, one girl
and two boys, which are her classmates inside school.
 PSYCHOSOCIAL/SOCIAL DEVELOPMENTS RECOMMENDATIONS

❖ “Accept natural separation of boys and girls”

(University of Washington, 1993)
❖ Encourage friendships and help those who have few or no friends
(University of Washington, 1993)
❖ Spend time with them
(University of Washington, 1993)
❖ Encourage them to join school and community groups
(Centers for Disease Control and Prevention, 2017)
❖ Talk to them about peer pressure
(Centers for Disease Control and Prevention, 2017)
TYPICAL MORAL/CHARACTER/PHILOSOPHICAL DEVELOPMENTS

❖ Competitive and aware of fairness

(University of Washington, 1993)
❖ Becoming more capable of accepting mistakes
(University of Washington, 1993)
❖ Develop conscience of right and wrong, but may overact and rebel against it
(University of Washington, 1993)
❖ Payback begins to be valued
(Ellsworth, 1998)
❖ Willing to obey and perform adult requests
(Ellsworth, 1998)
 TYPICAL MORAL/CHARACTER/PHILOSOPHICAL
DEVELOPMENTS ACCORDING TO KOHLBERG
❖ “As their ability to understand the world in which they live increases, their judgments about what
constitutes acceptable moral behavior becomes broader, more abstract, and based on the welfare
of others”
(Snowman, J. & McCown, R., 2015, pg. 60)
❖ Moral reasoning proceeds through stages
Level 2: Conventional Morality
❖ Conform to rules of a society
❖ Stage 3: Good boy – nice girl orientation
❖ Right action in order to please or impress others
❖ Stage 4: Law-and-order orientation
❖ Rules and authority must be obeyed
(Snowman, J. & McCown, R., 2015)
 10-YEAR-OLD MORAL/CHARACTER/PHILOSOPHICAL
CHARACTERISTICS (OBSERVATION)

Meets developmental milestones:

❖ I observed that my ten-year-old is very competitive, and she tends to cry
when losing on competitive activities.
❖ She does accept her mistakes and takes responsibility for them by saying
sorry and tries to fix them.
❖ She is good at obeying mandates as she performs the requests her mom
tells her to do.
 MORAL/CHARACTER/PHILOSOPHICAL DEVELOPMENTS
RECOMMENDATIONS
❖ Help them understand that losing is part of playing in competitive activities
(University of Washington, 1993)
❖ Help them learn to take responsibility for behavior
(University of Washington, 1993)
❖ Praise their efforts and achievements; show them affection
(Child Development Institute, 2015)
❖ Discuss with them about respecting others and tell them how to deal when others are
disrespectful
(Center for Disease Control and Prevention, 2017)
❖ Use discipline to guide and protect them, instead of punishment to make them feel bad
about themselves
(Center for Disease Control and Prevention, 2017)
 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/#.WR3ld_QrLrc
Ellsworth, J. (1998). Online Lesson: PEPSI as a Screening Tool. Retrieved from
http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.html
Snowman, J. & McCown, R. (2015). Psychology Applied to Teaching, 14th ed. Stamford, CT: Cengage
Learning.
University of Washington. (1993). Child Development: Using the Child Development Guide. Retrieved
from https://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm