Running head: P.E.P.S.I.

SCREENING 1

P.E.P.S.I. Screening

Maria Casas

College of Southern Nevada

Edu: 220- 4001

December 6, 2020
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Abstract

This P.E.P.S.I. screening is on Raidel Ramos. After making observations on his physical,

emotional, philosophical, social and intellectual areas, I was able to determine his age

appropriate or inappropriate levels of development. On his physical development Raidel is

bigger than most kids his age and is limited to activities due to his medical condition. Raidel’s

emotional development is similar to his peers since he still exhibits fears and insecurities. For

philosophical development Raidel still has a younger mindset and has trouble sharing his toys. In

place of social development Raidel is a talkative kid who is not shy with strangers but is highly

selective with his friends. Lastly, Raidel’s intellectual development is above his grade level.

Raidel is extremely advanced for his age in math. He is solving multiplication and division

problems at young age. All findings were done thru observation and research as well as some

feedback from Raidel’s teacher Mrs. G and family members.

Keywords: Physical, Emotional, Philosophical, Social, Intellectual, Development

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P.E.P.S.I. Screening

Biography

Raidel Ramos was born on April 9th, 2013. He is the first born in my family and my first

child. Raidel has two younger siblings Randy and Nailea. All three are extremely close, which

leads Raidel to be the overprotective big brother. Raidel reached all his milestones in the correct

time frame except speech. Dad and I were worried something were wrong and managed to look

for options for him to receive speech therapy. After all the sleepless nights trying to figure out

what was wrong with Raidel he was able to say his first words at age of three.

Raidel is an excellent student he loves school. Currently attends 1st grade at Raul

Elizondo Elementary school. At this moment he is having a hard time with online because he

misses going to school every day and seeing his teacher and classmates. Raidel always has good

relationships with his teachers. I hardly have issues with Raidel’s behavior because he

understands his expectations at school.

Raidel has many hobbies but he prefers playing in the outdoors. Since he was a baby Dad

and I would always take trips to go camping. Till this day he is passionate about exploring nature

rather than staying indoors. Raidel is a normal six-year-old with a ton of energy. Playing outside

burns most of his energy and that’s what he needs. He enjoys swimming, playing softball,

digging in the dirt etc. However, he is limited on some activities such as hiking long distances or

playing sports that involve running for long periods of time, due to his pre-existing medical

condition.

Raidel was diagnosed with asthma at the age of two. Ever since then he has come upon

several challenges in his lifetime. Raidel often misses several days of school when he gets sick.

Majority of those sick days are related to his asthma. His condtion also restricts him from
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playing sports. He has told me on several occasions he wants to join a soccer team and its

difficult for him to understand he is not able to.

Physical Development

Raidel’s Physical appearance is bigger than most kids his age. He currently weighs 105

pounds and stands 54 inches tall. He uses kids size 12 in shirts, 10 in pants and 4 in shoes.

According to an article, “The average 6-year-old is about 45 inches tall and weighs approximately

45 pounds” (BabyCenter Staff, 2018, para.1). Dad and I have a difficult time placing him on diets.

Every attempt has been unsuccessful since he is a picky eater. The texture in fruits and vegetables

makes it inevitable for him to eat. I asked him if you try a carrot, I will get you a toy. My first

thoughts where he would agree and try it. According to research, Jack Snowman and Rick

McCown mention the use of positive reinforcement by offering a positive stimulus immediately

after a desired behavior has occurred (2014). However, my attempt failed Raidel would not even

try the carrot even after offering him a positive reinforcement. His quick response was, “Yuck,

that’s disgusting!”. After numerous of failed attempts Dad and I gave up. Therefore, we decided to

try other methods. One of them is engaging him in more physical activities to try and help him

loose some weight.

Physical activities such as jumping on the trampoline and going for walks have helped

Raidel stay active, burn energy and concentrate better. “Most 6-year-olds will have lots of energy

and will need time outdoors to burn it off” (Morin, 2019 para.1) Raidel similar to kids his age has

a ton of energy. Every day, he enjoys being outdoors for at least 30 minutes jumping on the

trampoline or taking a long walk. Doing these activities help him burn some of his energy. On the

days we are not able to go on walks because it’s raining or very windy, Raidel gets anxious
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quickly. Soon after he starts to develop some inappropriate behaviors. According to research,

“Primary grade children are still extremely active. Because they are frequently required to

participate in sedentary pursuits, energy is often released in a form of nervous habits - for example,

pencil chewing, fingernail biting, and general fidgeting” (Snowman & McCown, 2014, p. 84).

This explains why Raidel starts biting his toys and starts bothering his siblings since it is a way to

release his energy. Research findings have found after kids play in recess majority of them are

able to concentrate better. This is known as Cognitive immaturity hypothesis (Snowman &

McCown, 2014, p. 84). This is relevant to Raidel when he takes walks or burns some of his

energy playing when he comes inside, he is able to concentrate better in E-learning.

Raidel demonstrates strong hand-eye coordination while playing sports but has a difficult

time with pencil grasp. As a family we enjoy going to park to play softball. Raidel does an

excellent job in catching the ball and eye coordinating. Research findings say, most kids his age

will refine their motor skills and be able to participate in activities like jumping rope and playing catch

according to (Physical Development: Ages 6-7, 2018, para.2) For this reason Raidel’s physical

development is normal with hand- eye coordination compared to his peers. Playing catch and

jumping the rope are all family activities we do together and Raidel has no problem participating.

On the other hand, Raidel falls behind on his pencil grasp for his age. According to new research,

“A 6-year-old child is mature enough to hold the pencil by using three fingers. Grasping at this

stage is known as tripod pencil grasp” (Roy, 2020 para.16). After many observations, I have

noticed Raidel does not hold his pencil as a tripod pencil grasp as he should. Therefore, I decided

to do some research and came to the conclusion he has a Fisted Grasp. In research from Roy

(2020) He has the pencil grasp of a 1-2-year-old. This information is relevant because Raidel

holds the pencil exactly the same as his 3-year-old sister does.
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Physical Development
12
11
10
9
8
7
Years

6
5
4
3
2
1
0
Weight Physical Activity Pencil Grasp

Figure 1 Raidel compared to his peers.

The bar graph above represents Raidel’s level of physical development compared to his

peers. Raidel currently weighs and measure what a twelve-year-old should. His physical activity

is limited due to his medical condition, asthma which prevents him from joining sports, running

and hiking activities. Raidel needs improvement on his fine motor skills. Currently holds a pencil

in comparison to a two- to three-year-old.

Emotional Development

Raidel has a hard time expressing his feelings to others when he is frustrated. Raidel is a happy

kid. Every day he wakes us with a smile and is ready to start his day. Like most people he encounters

bad days and gets quickly gets discouraged. A bad day for Raidel starts when he does not know the

answer to his teachers’ question. Frustration kicks in immediately and his mood changes instantly. He

starts by wanting to be alone. Next, he proceeds to not want to eat. Later that day I go and have a short

conversation with him. An article states “At this age, children can express feelings, although they
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might need help and time to identify and talk about tricky emotions (5-6 Years: Child

Development, 2020, para.3). For that reason, Raidel has a difficult time expressing his feelings.

He constant needs support from someone to express his emotions. This is normal for a 5- to 6-

year-old to experience. Feelings can be tricky for most kids since they experience a roller-coaster

of emotions, they tend to get confused on how to express them to others.

Raidel cannot differentiate between sarcasm and jokes for a typical 6-year-old. One day

after getting home from school he was quite upset. I quickly asked what was wrong, he replied,

“I don’t like jokes”. I said why, did someone say something mean. He said, “No, I just don’t like

jokes they are not funny to me”. About 10 minutes later I got a call from his teacher and she

explained Raidel got extremely upset at his classmate Jason for telling him a joke. For the rest of

the class Raidel did not want to participate. I had a conversation with him to explain its ok to

joke around sometimes but, he did not listen. According to research, “Children around this age

are developing a sense of humor. They may like simple jokes and funny books and rhymes”

(Milestones for 6-Year-Olds | CS Mott Children’s Hospital | Michigan Medicine, 1995, para. 2)

This does not apply to Raidel. After observing him for several days I came to the conclusion he

is not developing a sense of humor. Raidel will not make funny remarks or laugh at jokes. When

he hears people joking or using sarcasm, he gets annoyed quickly. Raidel is at a stage where he

needs more time to be able to understand jokes and sarcasm and this will happen when he

develops his sense of humor corresponding to his age.

Raidel experiences various insecurities in the dark and with insects similar to other kids

his age. He has many fears and for that reason depends on Dad and me to assist. Raidel fears the

dark. For that reason, he sleeps in the same room as dad and I. One night I observed him play on

his tablet in his room while the lights were on. Everything was fine until I turned off the lights.
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He instantly jumped out of bed and stood next to the door trying to leave the room. I asked, What

are you afraid of, no one is here. He responds, “I am scared of the monsters”. According to

research, “Most children by age 6: Continue to have fears typical of the preschool years, such as

fear of monsters, kidnappers, and large animals” (Milestones for 6-Year-Olds | CS Mott

Children’s Hospital | Michigan Medicine, 1995 para.3) Raidel has parallel fears a typical 6-year-

old has. For that purpose, he fears the dark and monster creatures at night. Raidel also, has a big

fear for insects. About a year in half ago when the Las Vegas Valley was infested with

grasshoppers he would have tantrums leaving the house. Approximately would take us 30

minutes to get him into the car. The fact of just seeing one grasshopper ruined our trip to the

store.

Emotional Development
7
Age: Year and Months

0
Self-Expression Humor Insecurities

Figure 2 Raidel compared to his peers.

The bar graph above displays Raidel’s emotional development compared. Most six-year-

old have a difficult time expressing their feelings to others and need assistance from others.

Jokes and sarcasm are characteristics kids demonstrate when they start to develop humor. Raidel
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hates jokes therefore he scored below his peers. Similar to other six-year old’s Raidel has

insecurities and fears with darkness and insects appropriate for his age development.

Philosophical Development

Raidel understands to follow rules and does not question them when they are established.

Raidel has three rules in the house. First rule is to keep his room organized and clean. Next, rule

is to not fight with his siblings. Third rule is to not use his tablet after 8 pm Monday thru Friday.

For the most part he is very good at following the rules. He knows if a rule is Brocken there will

be consequences. One night after going upstairs to do homework I hear voices and decide to

come downstairs to check up on him. I see him laughing under the covers, yet he does not know

I am in the room. I shut the door loud to let him know I am there. Immediately he pretends to be

sleeping. I come up to him and ask where you using your tablet? He quickly responds, “No mom

I was having a bad dream”. According to Piaget’s Moral development theory children ranging

from four to ten do not question rules, but frequently break them because they don’t understand

them completely. (Snowman & McCown, 2014, pp. 59). Raidel for the most part does not

question rules. My thoughts are he broke this rule because he did not understand completely. The

tablet rule only applies Monday thru Friday. Monday was the day of the incident and he thought

it was the weekend because I stayed late doing homework. Since we have a routine, and I broke

it; led him to think it was a Saturday or Sunday which are they days I stay up late. Therefore, my

actions mislead him to think it was ok to use it. Yet he lied to me because he was afraid to get in

trouble. After asking him the second time are you lying to me? Were you using your tablet? Do

you understand you’re not supposed to be using your tablet after 8 pm on a Monday? He

responds, “Yes, Mom I am sorry I thought it was Sunday” Raidel understood he broke a rule at

first, he denied it but later came to say the truth.

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Raidel understands the moral of not keeping objects who don’t belong to him. On

Saturday evening we went to Walmart to look for some Halloween decorations. While we were

looking for some pumpkins there was a kid around 8 to 9 years old who dropped a five- dollar

bill. Raidel was the first to notice and picks up the five-dollar bill, by that time the kid had

already left. Raidel comes to me and asks me to help him find its owner. We walked down the

store from isle to isle trying to find the kid. Luckily, we found him and gave him back his

money. The kid seemed to be thankful and surprised of Raidel’s action. As we were leaving the

store, I asked Raidel, if he knew he did a good or bad action. He responded, “Mom that money

did not belong to me, I had to give it back”. I felt very proud as a parent because my first

thoughts were, I have raised my son to be an honest person. According to Kohlberg’s stages of

moral reasoning based on Raidel’s observation he meets stage 3: Good-boy or nice girl

orientation. Your parents will be proud of you if your honest (Snowman & McCown, 2014, pp.

61). Every time Raidel does a good action I reinforce his actions with positive feedback such as

Mom and Dad will be proud of you.

Raidel is territorial when it comes to sharing his toys with others. When his cousins come

to visit Raidel attempts to hide his toys. He does not even let his siblings use them. An article

states, “Children between the ages 5 and 6 typically think in terms of distributive justice, or the

idea that material goods or "stuff" should be fairly shared” (Oswalt, 1995–2020 para.2). Raidel

for his age does not meet the expectations of fairly sharing his toys. However, this attitude has

always been the same since he was two years old. We have conversations to try and get him to

share with others because its fair but till this day have not succeed. He knows the consequences

of not sharing his toys and it does not bother him. Especially if it’s a new toy. For that reason, for

Christmas, we have to get him and his brother the same presents to avoid fights between them.
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For his age according to research he should be sharing his toys to avoid punishment as Piaget’s

stages of moral reasoning (Snowman & McCown, 2014, pp. 61). Yet, Raidel is the oldest and

should understand but he still has progress to make.

Philosophical Development
7
Age: Year and Months

0
Following Rules Honesty Sharing

Figure 3 Raidel compared to his peers.

The bar graph displays Raidel’s level of philosophical development compared to his

peers. Raidel meets the proper level of development for following rules and honesty. When rules

are established Raidel does not question them. He is very honest if he finds an object that’s not

his he gives it back. However, Raidel scored below his peers on the sharing category because he

does not share his belongings with no one.

Social Development

Raidel is an extremely talkative and outgoing kid. Every time we to eat he is the first

person to initiate a conversation. This behavior started happening about 1 year ago when all of a

sudden, he became more open. My husband I were quite surprised since he was a very shy boy at

age of two. Every time a stranger would tell him something or ask a question he would freeze

and not know what to do. Completely the opposite of now. He enjoys having conversations with
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strangers and asking several questions. According to an article on child development children at

this age talk a lot, even when no one is the room (5-6 Years: Child Development, 2020 para. 4)

For this reason, this is a normal development for Raidel. Similar to kids his age he talks and talks

without a pause. In addition, talking for long periods of time has also caused a disruption in some

of Raidel’s classes. From time to time the teacher has to remind Raidel to use his inside voice or

to keep quiet. Raidel talking in class causes him not to concentrate because he cannot focus. One

method that Mrs. G told me she did was separating Raidel and Jason his classmate.

Raidel is at a stage where he is selective when it comes to his friends. When Mrs. G

moved him and Jason to different tables Raidel was quite upset because he did not have his

buddy to talk to. Even thou Raidel is very talkative and outgoing he likes to keep his close

friends very limited. For instance, he only has one best friend, Jason. When Jason does not come

to class, Raidel has a hard time adjusting to play with his other classmates. As stated by Jack

Snowman and Rick McCown Children become somewhat more selective in their choice of

friends and start to have a more permanent best friend (2015). In consequence of this

development Raidel is at his appropriate age. Raidel is more selective when it comes to his

friends because in his mind Jason is his friend who he mutual understanding. Even thou Raidel is

selective with his friends he engages in only playing with boys more than girls.

Raidel feels more comfortable playing with boys than girls. When Raidel is home he

plays with his younger brother Randy. Even thou Randy is younger than him they get along quite

well. When Raidel’s younger sister Nailea wants to play with Randy and him, they avoid her.

Jack Snowman and Rick McCown mention boys are much more likely than girls to engage- in

rough play (2015). For this reason, Raidel dislikes to play with Nailea because she is the first one

to cry when they wrestle. Another similar scenario happened at a birthday party. All the kids
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were jumping on a big jumpy house when a girl came up to me and said Raidel was pushing her.

Immediately I went to see what was happening. Raidel and all the boys were engaging in

wrestling match. As stated by Jack Snowman and Rick McCown many boys in particular may

indulge in punching, wrestling or shoving (2015). Raidel meets the same characteristics as a

result of this development for his age. Raidel feels more comfortable playing with boys than girls

because boys tend to engage in more rough play.

Social Development
7
6.5
6
Age: Year and Month

5.5
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Communication Selective Gender Playing Preference

Figure 4 Raidel compared to his peers.

The bar graph above displays Raidel’s social development compared to his peers. Raidel

is at appropriate level for the following categories motioned in the chart: Communication,

Selective and Gender playing preference. Based on observations Raidel has excellent

communication skills when approaching a stranger to ask a question. He does not feel shy or

intimated. Raidel is also selective when it comes to choosing his friends and that is normal for

his age too. Gender playing preferences is another area in which six-year old’s do. Most boys at

this age prefer to play with other boys because of rough play.

Intellectual Development
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Raidel is not able to focus on a task he dislikes for more than 10 minutes. One day after

getting home from work I got a call from his teacher Mrs. G. She tells me Raidel did not want to

participate in reading because he said he felt sick. Surprised to hear that I go to Raidel’s room to

see if he is really sick. As I enter the room he is laughing and eating popcorn watching a movie.

Confused to see nothing wrong with him I still ask, are you ok? Mrs. G called and said you did

not take her class because you felt sick. Rapidly he responds, “Yes I am very sick”. Still not

believing him I said, well since your sick you’re going to have to stay in this weekend. He

replies, “Mom, where are you going?”. I said to Brian Head Utah but, since your sick you will

have to stay with grandma. Shocked at my response he stood up from the couch and says, “Mom

I am not sick, I want to go to Brian Head with you. I’m sorry I lied but I don’t like reading”.

After my conversation with Raidel I called his teacher and asked her a couple questions. My

suspicions were right Raidel is not doing good in reading and writing. As claimed by Grow on

webmd.com mentions a 6-year-old should focus on a task for more than 15 minutes (2017).

Raidel is below in this cognitive area. He cannot concentrate on a task he dislikes because he

suddenly starts wondering off. Mrs. G has mentioned she has tried to make the reading activities

as exciting as possible and she has used tokens as a reinforcement. However, Raidel will not

participate. Totally the opposite with Math.

Raidel has mathematical abilities higher to his age development. Math class is one of his

favorites, he volunteers every time Mrs. G asks a question. According to, Howard Gardner

conception of intelligence are divided into eight types: Logical mathematical, Linguistic,

Musical, Spatial, Bodily-kinesthetic, Interpersonal, Intrapersonal and Naturalist. (2015, p.124).

Based on my observations Raidel, exhibits higher levels for the Logical mathematical domain.

Mrs. G asked him what he wanted to be when he grew up and Raidel mentioned being a math
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teacher. Mrs. G has also brought to my attention Raidel scored higher for his grade level on the

Nevada Standardized Test. At age of 6 years old Raidel is able to multiply and divide. Morin

states a child in first and second grade should be able to do basic addition and subtraction up to

20. (Morin, 2020, para 6). Therefore, Raidel exceeds in his mathematical abilities. Gardner

mentions the Logical mathematical components a person who shares similar traits as,

“Sensitivity to, and capacity to discern, logical or numerical patterns; ability to handle long

chains of reasoning” (Snowman & McCown, 2014, pp. 125). Consequently, to the previous

mentioned traits, Raidel has the ability to stay for long periods of time solving a math problem.

Whereas when it comes to reading since he cannot concentrate for more than 10 minutes, I have

observed him talking to himself.

Raidel has the habit of talking to himself when he is working on an activity he dislikes.

For example, one day after eating breakfast and going to do E-learning he started talking to

himself. At first, I was confused and thought he had an imaginary friend. Puzzled I ask him if he

was talking to me. He replies no but does not give me further explanation. Jack Snowman and

Rick McCown mention Vygotsky called private speech the transition of speaking to others and

thinking to oneself (2015). For that reason, its normal for Raidel to have the tendency to talk to

himself which is normal for 6-to-seven-year old’s. Private speech is a form child use to clarify

their thoughts. Raidel exhibits this behavior primarily while reading. According to Jack

Snowman and Rick McCow this happens more frequently while solving difficult problems in

math or reading unfamiliar material (2015, p. 88). However, Raidel only talks to himself when

doing activities, he dislikes as reading.

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Intellectual Development
10
Age: Year and Month 9
8
7
6
5
4
3
2
1
0
Concentration Problem solving Private Speech

Figure 5 shows Raidel’s Intellectual development is above a six-year-old.

The bar above represents Raidel’s intellectual development. Based on three categories:

Concentration, problem solving and Private speech. Raidels strength is problem solving he

scores higher than any kid his age. At only six years old’s he is multiplying and dividing. Raidel

has a difficult time concentrating in subjects as reading and last Raidel has the tendency to talk to

himself once in a while which is the development appropriate to his age.

Recommendations

Raidel is a six-year-old who needs to have constant physical activity to burn some of his

energy and stay healthy. For Raidel being bigger than most kids his age will have secondary

problems if he does not eat healthy and main a physical routine. His medical condition restricts

him from completing many activities he enjoys such as hiking and playing sports. However,

these restrictions should not limit Raidel’s ability to stay active if the activities are done correct.

For example, if Raidel is not able to hike long distances or running long periods of time. Raidel

should consider taking walks or while playing taking short breaks in between to prevent him

from losing his breath.

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Emotionally Raidel is developing appropriately to his age level. His fears and phobias

will still be there for some time. Nevertheless, Raidel should consider slowly transitioning to

sleeping alone in his room during the daytime. Since he is afraid of the dark creating a routine

can increase the chances of him adapting slowly and losing his fears.

Philosophically Raidel needs to make improvements and get into the habit of sharing his

personal belongings. Raidel is very territorial with his toys. His siblings, cousins and friends

cannot touch them before he gets aggressive and takes them away. Yet, Raidel should start

sharing some of his belongings. Perhaps to initiate playing a game like show and tell. In this

game he will let others touch and hold his belongings while at the same time he is expressing his

connection to the toy.

Socially Raidel is very talkative and outgoing which is normal for his age. He is not

afraid to approach a stranger and ask a question. He is very selective with his friends which is

also normal for his age development. However, he could improve by not talking in class and

disrupting his classmates. A method Mrs. G could implement is to let students have breaks to

stretch and talk to one another for 3 minutes and that lets them release some frustration.

Intellectually Raidel is a very smart kid. He is completing third grade level problems at

this time when he is only in first grade. Raidel has the logical mathematical intelligence

according to Howard Garner theory of multiple intelligences (2015, p.124). “Piaget clearly

believed that peer interactions do more to spur cognitive development than do interactions with

adults” (Snowman & McCown, 2014, pp. 45). Raidel could improve in his reading skills by

taking turns with his siblings and peers reading a book. As Piaget believed engaging peers in

activities, he dislikes could help him build stronger relations with subjects he disfavors.
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Raidel's Overall Development

Physical Emotional Philosophical Social Intellectual

Raidel Peers

Figure 6 shows Raidel’s development staged compared to other 6-year-olds.

Overall Raidel is a kid who displays different levels of maturity in his physical,

emotional, philosophical, social and intellectual development. For teachers and parents, it is

valuable to know his level for each development stage to determine the areas he is mastered and

the areas he needs help. The graph above represents the different levels of development based on

observation and research.

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References

Physical

BabyCenter Staff. (2018, November 7). Your 6-year-old: Growing up. BabyCenter. Retrieved

November 11, 2020 from https://www.babycenter.com/child/6-years-old/your-6-year-

old-growing-up_10329817

Snowman, J., & McCown, R. (2015). Psychology applied to teaching (14th ed.) Stamford, CT:

Cengage Learning, page 240

Morin, A. (2019). Everything You Need to Know About Your 6-Year-Old’s Development.

Retrieved November 11,2020 from Verywell Family.https://www.verywellfamily.com/6-

year-old-developmental-milestones-620703, para.1

Snowman, J., & McCown, R. (2015). Psychology applied to teaching (14th ed.) Stamford, CT:

Cengage Learning, page 84

Physical Development: Ages 6-7. (2018). Kidcentral Tn. Retrieved November 16, 2020 from

https://www.kidcentraltn.com/development/6-7-years/physical-development-ages-6-

7.html ,para. 2

Roy, M. (2020, January 10). Pencil Grip Stages for Kids Between 1-7-Year-Old. Firesara.

Retrieved November 20, 2020 from https://www.firesara.com/blogs/handwriting/pencil-

grip-stages-for-kids-between-1-7-year-old, para.16

Emotional

5-6 years: child development. (2020, July 1). Raising Children Network. Retrieved

November 11, 2020 from https://raisingchildren.net.au/schoolage/development

/developmenttracker/5-6-years, para 3
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Oswalt, A. (1995–2020). Early Childhood Moral Development - Child Development &

Parenting: Early (3-7). Retrieved November 12, 2020 from Grace Point.

https://www.gracepointwellness.org/462-child-development-parenting-early-3-

7/article/12769-early-childhood-moral-development, para 2

Oswalt, A. (1995–2020). Early Childhood Moral Development - Child Development &

Parenting: Early (3-7). Retrieved November 12, 2020 from Grace Point.

https://www.gracepointwellness.org/462-child-development-parenting-early-3-

7/article/12769-early-childhood-moral-development, para 3

Philosophical

Oswalt, A. (1995–2020). Early Childhood Moral Development - Child Development &

Parenting: Early (3-7). Retrieved November 12, 2020 from Grace Point.

https://www.gracepointwellness.org/462-child-development-parenting-early-3-

7/article/12769-early-childhood-moral-development

Snowman, J., & McCown, R. (2015). Psychology applied to teaching (14th ed.) Stamford, CT:

Cengage Learning. Pg 59

Snowman, J., & McCown, R. (2015). Psychology applied to teaching (14th ed.) Stamford, CT:

Cengage Learning.Pg 61

Social

5-6 years: child development. (2020, July 1). Raising Children Network. Retrieved

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P.E.P.S.I SCREENING

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Cengage Learning, page 85

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Intellectual

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