CASE STUDY OF A

CHILD AGE 3
Maisy Mathews
EDU 220 – 1001 – 1002
 BRIEF SUMMARY OF CHILD’S DEVELOPMENT IN
THEIR DEVELOPMENTAL AREAS
Physical Development Emotional Development Cognitive/Intellectual Development
(Center for Disease Control and Prevention, 2020) (Center for Disease Control and Prevention, 2020)
(Center for Disease Control and Prevention,
2020)
• Shows concern for crying friend • Can do puzzles with 3 or 4 pieces
• Climbs • Understands what “two” means
• Shows a wide range of emotions
• Runs • Plays pretend with dolls and animals
• Separates easily from mom and dad
• Pedals a tricycle • Copies a circle
• May get upset with major changes in
• Walks up and down stairs routine • Turns book pages one at a time
Psychosocial/Social Development Moral/Character/Philosophical
(Center for Disease Control and Prevention, 2020) Development
(University of Washington, 1993)
• Copies adults and friends
• Wants to be good
• Takes turns in games
• Cannot carry out promises
• Understands the idea of “mine” and “his” or • Expresses independence
“hers”
 TYPICAL PHYSICAL BEHAVIORS

• Can run, kick, jump, throw a ball, push, and pull (University of Washington,
1993)

• Manipulate small objects with hand (University of Washington, 1993)

• Control bowels, but later can control bladder (University of Washington,
1993)
 TYPICAL PHYSICAL DEVELOPMENTAL LEVEL
ACCORDING TO SNOWMAN
(Snowman, J. & McCown, R., 2015, pg. 77)
• Extremely active
• Good control over their bodies
• Need to run, climb, and jump
• Need frequent resting periods
• Large muscle is more developed
• Fingers and hands are more easily controlled
• Can be clumsy
• Harder time tying shoes and buttoning up their
clothes
• Avoid small-motor skilled activities
• Bone around brain is still soft
• Gender differences are noticeable
• Difficult to focus on small objects with their eyes
3-YEAR-OLD PHYSICAL DEVELOPMENT
CHARACTERISTICS OBSERVATION

***Could not do a real observation***

 PHYSICAL DEVELOPMENT
RECOMMENDATIONS
(Snowman, J. & McCown, R., 2015, pg. 77)

• Make sure the child is getting enough exercise as well as rest

• Provide activities that use the large muscles

• Always watch child while playing

 TYPICAL EMOTIONAL BEHAVIORS
• Need for development with sense of self (University of Washington, 1993)
• Tests his/her powers with “No!” (University of Washington, 1993)
• Shows a lot of emotions, laughs, squeals, throws temper tantrums, and cries
violently (University of Washington, 1993)
• Fears loud noises, quick movements, large animals, and mother’s departure
(University of Washington, 1993)
 TYPICAL EMOTIONAL DEVELOPMENTAL
LEVEL ACCORDING TO SNOWMAN
(Snowman, J. & McCown, R., 2015, pg. 81)

• Express openly and freely

• Anger bursts out frequently
• Jealously is very common
• Seek approval
• Compete for attention and affection
• Frequent temper tantrums
3-YEAR-OLD EMOTIONAL DEVELOPMENT
CHARACTERISTICS OBSERVATION

***Could not do a real observation***

 EMOTIONAL DEVELOPMENT
RECOMMENDATIONS

(Snowman, J. & McCown, R., 2015, pg. 81)

• Give children an equal amount of attention

• Try to avoid situations where anger and tantrums can occur

 TYPICAL COGNITIVE/INTELLECTUAL
BEHAVIORS
• Learns through senses (University of Washington, 1993)

• Very curious (University of Washington, 1993)

• Short attention span (University of Washington, 1993)

• Uses three – to – four – word sentences (University of Washington, 1993)

• Sing simple songs and say rhymes (University of Washington, 1993)

 COGNITIVE/INTELLECTUAL DEVELOPMENTS
ACCORDING TO PIAGET AND VYGOTSKY
Piaget’s Cognitive Development Theory sums
up to be “human beings inherit two basic
tendencies: organization and adaptation.”
(Snowman, J. & McCown, R., 2015, pg. 38)
Between two to seven years, the
preoperational stage occurs, which is
“…ability to conserve and decenter but not
capable of operations and unable to mentally
reverse actions.” (Snowman, J. & McCown,
R., 2015, pg. 40)
“function of both social and cultural forces.” (Snowman,
J. & McCown, R., 2015, pg. 51)
Vygotsky believed that social interaction was “the
primary cause of cognitive development.” (Snowman, J.
& McCown, R., 2015, pg. 51)
“Create a dialogue with the student. A child’s understanding
of concepts, procedures, and principles becomes more
systematic and organized as a result of the exchange of
questions, explanations, and feedback between teacher
and child” (Snowman, J. & McCown, R., 2015, pg.
55)
 3-YEAR-OLD COGNITIVE/INTELLECTUAL
DEVELOPMENT CHARACTERISTICS OBSERVATION

***Could not do a real observation***

 COGNITIVE/INTELLECTUAL
DEVELOPMENTS RECOMMENDATIONS
(Snowman, J. & McCown, R., 2015, pg. 50-51)

• Children need organization in order to function properly and be focused.

• Communication is key

• Being in social settings is needed for healthy cognitive development

• Social interaction is positive to learning

 TYPICAL PSYCHOSOCIAL/SOCIAL
BEHAVIORS
• Mother is still very important (University of Washington, 1993)

• Does not like strangers (University of Washington, 1993)

• Imitates adult behavior (University of Washington, 1993)

• Can do things with others (University of Washington, 1993)

 TYPICAL PSYCHOSOCIAL/SOCIAL
DEVELOPMENTS ACCORDING TO ERIKSON
“acceptance of one’s appearance, knowledge about where one is going, and recognition from those
who count.” (Snowman, J. & McCown, R., 2015, pg. 36)

• Gender role development

Autonomy Versus Shame and Doubt (Two to Three Years of Age; Preschool):
(Snowman, J. & McCown, R., 2015, pg. 29)
After trust is built, children are expected to gain independence. If encouraged, the child will gain a
sense of autonomy (the willingness to control one’s behavior). Self doubt occurs when parents or
teachers push the child with too many things.
3-YEAR-OLD PSYCHOSOCIAL/SOCIAL DEVELOPMENT
CHARACTERISTICS OBSERVATION

***Could not do a real observation***

 PSYCHOSOCIAL/SOCIAL
DEVELOPMENTS RECOMMENDATIONS

“encourage boys to become more sensitive to the needs of others and girls to
be more achievement oriented.” (Snowman, J. & McCown, R., 2015, pg. 37)

• Allow equality between both genders (an equal voice)

 TYPICAL MORAL/CHARACTER/PHILOSOPHICAL
BEHAVIORS

• Self-reliant (University of Washington, 1993)

• Wants to be good (University of Washington, 1993)

• Not yet mature enough to be able to come through with promises

(University of Washington, 1993)
 MORAL/CHARACTER/PHILOSOPHICAL
DEVELOPMENTS ACCORDING TO KOHLBERG

“In the early stages, children’s understanding of moral issues is narrow, concrete, and
self-centered.” (Snowman, J. & McCown, R., 2015, pg. 60)

Level 1: Preconventional Morality (Snowman, J. & McCown, R., 2015, pg. 61)
Children do not understand rules of the world.
Stage 1: Punishment-obedience oriented. Punishment is avoided by not getting in trouble in
the first place.
Stage 2: Instrumental relativist oriented. Action is judged to be right if one’s owns needs are
satisfied. Rules that are being obeyed end up with some sort of benefit in return.
MORAL/CHARACTER/PHILOSOPHICAL
CHARACTERISTICS OBSERVATION

***Could not do a real observation***

MORAL/CHARACTER/PHILOSOPHICAL
DEVELOPMENTS RECOMMENDATIONS
(Snowman, J. & McCown, R., 2015, pg. 60)

Allow children to have their own opinions and ideas, but still guide them.
 REFERENCES
Center for Disease Control and Prevention. (2020). Child development.
https://www.cdc.gov/ncbddd/childdevelopment/facts.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.
http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm (Links to an external
site.)