Case Study

Julia Garcia
EDU 220 of a Child
Age 3
 Physical Development
❖ Have all 20 primary teeth
Brief ❖ Grow 2 to 3 inches a year
Overview of ❖ Gains 4 to 5 pounds a year
3-year-old
child Cognitive/Intellectual Development
development ❖ Vocabulary increases
in
developmental ❖ Eye-hand coordination improves
areas ❖ Being able to learn and work will be exciting for them
 Psychosocial/Social Development
❖ Children begin to pay more attention to messages from
children their age
❖ A Sense of humor appears such as giggling
❖ Use of more verbal refusals instead of "no"
Continued Emotional Development
❖ They can adapt easily to change or can be anxious
❖ Some can have intense concentration or high
distractibility
❖ Develop a perfectionist or adventurer personality
 ❖Postural control is capable and more natural
(Ellsworth, 1999)

❖Walking, running and stair walking is efficient

Typical (Ellsworth, 1999)

Physical ❖Can feed themselves with utensils

Behaviors (University of Washington, 1993)

❖Can dress but cannot tie shoes

(University of Washington, 1993)
 ❖Extremely active and have greater control of their bodies
❖"Preschoolers' large muscles are more developed than those
that control fingers and hands. Therefore, preschoolers may be
quite clumsy at, or physically incapable of, such skills as tying
Typical shoes and buttoning coats"
Physical (Snowman & McCown, 2015, pg. 77)

Development
❖Children do not know when to slow down at times
Level ❖Their bodies are flexible and durable, but their bones that
According To protect their brain are still soft.
❖Children have difficulty focusing their eyes on small objects
Snowman which makes their eye-hand coordination not perfect

(Snowman & McCown, 2015)

 Meets development milestones:
❖ I observed that the 3-year-old girl was playing tag with an
older child, and she was able to run fast and smoothly.

❖ She was also able to get on and off her tricycle with no
3-Year-Old trouble. She was also able to ride it forward, backward
Physical and in circles.
Development
Characteristics ❖ She was able to climb up and down the jungle gym
that had a rock climbing section quite easily.
(Observations)
❖ As she was walking up and down the jungle gym ladder, I
noticed that she had one foot on each step.
 ❖Supervise physical activities. Set limits if necessary
(University of Washington, 1993)

❖Allow opportunities for the child to dress themselves and

let them pick out their clothes.
(University of Washington, 1993)
Physical Development
Recommendations
❖Have age-appropriate play equipment but let your
child choose what to play.
(CDC, 2019)

❖10–13 hours of sleep

(CDC, 2019)
 ❖They are sensitive about the feelings of other people
towards themselves.
(University of Washington, 1993)

❖Might act out emotionally at situations or people when

Typical they have difficult feelings
(University of Washington, 1993)
Emotional
Behaviors ❖ Show fear of separation
(Child Development Institute, 2015)

❖Develop anger issues and a sense of humor

 ❖Their emotions are expressed freely and openly

❖"Anger outburst are frequent"

(Snowman & McCown, 2015, pg. 81)
Typical
Emotional ❖Constantly seeking approval
Development
According To ❖Jealousy among classmates
Snowman

(Snowman & McCown, 2015)

 Meets development milestones:
❖When the 3-year-old girl saw her friend who is two years
older than her, she ran to him, smiling and laughing. She
hugged him, and they both run to the jungle gym
3-Year-Old
Emotional
❖The children were playing hide and seek. The 3-year-old
Behavior was taking turns hiding and seeking with the older boy.
Characteristics
(Observations) ❖While playing hide and seek, the older boy had fallen and
started to cry. The 3-year-old rushed to him and patted his
head and said, "Are you okay?"
 ❖ Parents should pay attention to their children's behavior
, so they can help them name their emotions
(Parents, 2020)

❖An age-appropriate daily routine or chores can help a

Emotional child feel like an essential part of the family and enhance
Development self-esteem.
Recommendations
(CDC, 2019)

❖Showing and expressing your love for your child can

develop a warm relationship
(University of Washington, 1993)
 ❖ Able to use the words describing the past, present and
future
(Ellsworth, 1999)

❖ Able to use direction words such as up, on, under,

around
Typical Cognitive/ (Ellsworth, 1999)
Intellectual
Behaviors ❖ They are curious and interested
(University of Washington, 1993)

❖Carry on with learning through their senses.

(University of Washington, 1993)
 Piaget's Preoperational Stage
❖Begin to imitate the behaviors of other people
❖"Strong tendency to focus attention on only one
Cognitive/ characteristic of an object or aspect of a problem or
event at a time"
Intellectual
Developments (Snowman & McCown, 2015, pg. 42)
According To
Piaget & Vygotsky
Vygotsky ❖ "Schools shape children's thought processes to reflect
that which the culture values"
(Snowman & McCown, 2015, pg. 51)
 Meets developmental milestones:

❖The 3-year-old sat down and grabbed a book called "The

Very Hungry Caterpillar" and began to flip the pages
easily.
3-Year-Old
Cognitive/Intellectual ❖She was able to complete a four piece puzzle with shapes.
characteristics She took a few tries but figured it out on her own.
(Observations)
❖The 3-year-old had a fake baby which she would feed and
put to sleep.

❖When I arrived at the 3-year-olds home, she was able

to turn the door handle and let me in easily.
 ❖ Help explain to them the cause-and-effect of relationships
(Child Development Institute, 2015)

❖ Always answer their questions honestly

Cognitive/Intellectual ❖ Assist them with putting their feelings and ideas into words.
Developments (Child Development Institute, 2015)
Recommendations
❖ "Be clear and consistent when disciplining your child. Explain
and show the behavior that you expect from her. Whenever
you tell her no, follow up with what he should be doing
instead"
(CDC, 2019)
 ❖Begins to see the difference between men and women
actions
(Child Development Institute, 2015)

Typical
❖Begin to show interests in others
Psychosocial/Social
(Child Development Institute, 2015)
Behaviors

❖Boys tend to be more aggressive during play than girls

(Ellsworth, 1999)
 Autonomy versus Shame and Doubt
❖ Once children at this age have learned to trust or
mistrust their parents, their parents should
influence independence on them
(Snowman & McCown, 2015, p. 29)
Typical
❖ When children at this age are encouraged to do what
Psychosocial/Social they are capable of doing at their pace will help them
Developments develop autonomy
According To (Snowman & McCown, 2015)
Erikson ❖When these children are not free to do things on their
own or are shamed for not behaving a certain way, it will
create feelings of self-doubt.
(Snowman & McCown, 2015)
 Meets developmental milestones:
❖When the 3-year-old was playing with her dinosaurs, and
her friend wanted to join in, she would repeatedly say
"mine" to the dinosaurs her friend tried to grab.
3-Year-Old ❖When the 3-year-old saw her older friend take off his
Psychosocial/Social shoes and socks to play in the sandbox, she did the
Characteristics same.
(Observations) ❖The 3-year-old was able to put her socks and shoes back
on after playing in the sandbox.
Does not meet developmental milestones:
❖She is unable to easily be separated from her parents for
a few minutes.
 ❖Become a Role Model for your child
(Child Development Institute, 2015)

Psychosocial/Social ❖Help the child find socially acceptable ways of dealing

Developments with others.
Recommendations (CDC, 2019)

❖Encouraging your child to interact with other children

(CDC, 2019)
 ❖Not always understanding right from wrong
(Ellsworth, 1999)
❖Never intentionally hurt others
Typical (Ellsworth, 1999)
Moral/Character/
❖Do not understand the difference between truth and
Philosophical fiction
Behaviors
(Parents, 2020)
❖They can identify things that make them feel grateful
(Parents, 2020)
 ❖“Kohlberg believed that moral reasoning proceeds through a
fixed sequence of stages. In early stages, children’s
understanding of moral issues is narrow, concrete, and self-
centered. 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
Moral/Character/ the welfare of others.”

Philosophical (Snowman & McCown, 2015, pg. 60)

Developments Level 1: Preconventional Morality
According to ❖Do not understand the rules of society
Kohlberg ❖Stage 1: Punishment-obedience orientation
▪ When a child stays out of trouble, they will avoid
being punished
❖Stage 2: Instrumental relativist orientation
▪ When a child follows the rules, they will get a benefit in return
(Snowman & McCown, 2015)
 Meets developmental milestones:

❖ When the 3-year-old's parents give her a snack or a

drink, she will always say "Please" and "Thank you".
Moral/Character/
Philosophical
Characteristics ❖ While playing on the jungle gym, the 3-year-old showed
some fear when trying to go down the slide so she went
(Observations) down very slowly.

❖ When it was time to clean up she helped pick up all her

toys and put them where they belong.
 ❖"Sharing three good things that happened that day will be
a great way to connect"
(Parents, 2020)

❖When children start to show fear, giving them emotional

support and sharing information about how to overcome
Moral/Character/ their fears can help them work through them
Philosophical
Developments
❖Descriptive praises help children develop perseverance
Recommendations

❖Encourage and give your child opportunities to help

around the house
(Parents, 2020)
 CDC. (2019, February 19). Child Development Basics. Centers for Disease
Control and Prevention.
https://www.cdc.gov/ncbddd/childdevelopment/facts.html
Child Development Institute. (1999). Know Your Child Better By Learning
The Ages & Stages Of Child Development. Child Development Institute.
https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc
Ellsworth, J. (1999). Lesson. Jan.Ucc.Nau.Edu.
http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.html

References Parents, P. K. for. (2020, June 18). Learning Resources for Age 3. PBS KIDS
for Parents. https://www.pbs.org/parents/learn-grow/age-3
Snowman, J., & Mccown, R. R. (2015). Psychology applied to teaching.
Cengage Learning.
University of Washington. (1993). Child Development: Using the Child
Development Guide. Depts.Washington.Edu.
http://depts.washington.edu/allcwe2/fosterparents/training/chidev/
cd06.htm