CASE STUDY OF A Nayely Martinez

CHILD AGED 6 EDU 220

 ABSTRACT
Physical Emotional Cognitive Social Moral/Characte
Development Development Development Development r Development

• Active in sports • Difficulty • Observes • Difficulty socializin • Occasionally tells

controlling the world g with kids of lies
• Develops hand-eye emotions around them same gender
coordination • Blames others for
• Looks to be • Start • Gets into quarrels their actions
• Difficulty focusing accepted to understand
homework/school • Concerned with • Aware of others'
• Able to dress lessons rules feelings
• Looks to be
themselves
independent • Poor Mannerism
• Talks to • Develops sense of
themselves fairness
• Encounters Peer
Pressure from
• Starts to read
friends
books
 PHYSIC AL BEHAVIORS AT AGE 6

• Increase in allergies and Upper respiratory complications

Ellsworth, J. (1998). Online lesson: PEPSI as a screening tool.

• May want to look at bodies of opposite sex such playing doctor or house
• May be at an ugly duckling stage or has growth spurts.
• Eats with fingers and talks with mouth full
• May be full of energy and generally restless such as foot tapping, wiggling, being
unable to sit still
(University of Washington. (1993). Child development: Using the child development
guide)
 TYPIC AL PHYSIC AL DEVELOPMENTAL
LEVEL ACCORDING TO SNOWMAN

• Primary grade children are still extremely active.

• Set up relaxing activities to give children time to rest after being extremely active.
• Children may experience muscle spasms or tiredness from writing too much.
• Children may have a hard time seeing small print, use larger print to help
their eyesight.
• Children can be easily injured due to bones not being fully developed. (Snowman,
J & McCowan, 2015)
 PHYSIC AL DEVELOPMENT OBSERVATION
OF CHILD AGED 6
Developmental met:
• Observed six-year-old dress themselves for school without help from the parent.

• Observed six-year-old follow along to game of Simon says and danced when they weren't eliminated
from the game.

• Observed six-year-old try a new food but they did not like it and advised an adult that they felt like
throwing up.
Developmental not met:
• The six-year-old I observed was eating pasta with his hands. When I asked why didn't he use the fork
that was given to him, he replied "I want to feel the pasta with my hands."

• Six-year-old did not like how their hair looked a certain way so decided to cut their hair.
 PHYSIC AL DEVELOPMENT
RECOMMENDATIONS
• Set a good example of attempting to use utensils instead of hands
• Be aware of symptoms, child will need rest/food to feel better
• Give simple, honest answers in a calm manner
• Don’t force/point out changes in appearances
• Provide or enlist child into wide variety of choices for physical activities
(University of Washington. (1993). Child development: Using the child development
guide)
 TYPIC AL EMOTIONAL DEVELOPMENT
OF CHILD AGED 6

• May feel insecure as a result of drive toward independence

• Finds it difficult to accept criticism, blame, or punishment
• If not the winner, often makes accusations that others are cheating
• The child is center of their world and tends to be boastful
• May be demanding, unadaptable, slow to respond, exhibits violent extremes,
tantrums reappear
(University of Washington. (1993). Child development: Using the child development
guide)
 T Y P IC AL E M OT IO N AL D E V E LO P M ENTAL LE V E L
AC C O R D IN G TO SN OWM AN O F C HILD AGE D 6

• Set up roles of responsibility and rotate students each week so that every student
has a chance of helping the teacher.

• Say more positive encouragement of words then criticism.

• "Children are aware of the feelings of others" (Snowman, J & McCowan, 2015, pg
87)
 EMOTIONAL DEVELOPMENT
OBSERVATION OF A CHILD AGED 6

Development Not Met:

• Six-year-old did not want to let sibling barrow game and started crying because he thought
it was being taken away from him.
• Six-year-old won game of Simon says and was being mean to the other kids by saying "ha-
ha you guys lost."
• Six-year-old pushed their sibling because they were standing in the path he walks.
Developmental met:
• Six-year-old was asked to come downstairs and help take out the trash which they did and
said you're welcome after.
• Six-year-old hugged both their parents before bed and told them "I love you" and the
parents reciprocated back.
 EMOTIONAL DEVELOPMENT
RECOMMENDATIONS

• Give child opportunity of having sense of freedom

• Show compassion, patience, and understanding
• Play games that are more for fun instead of competitive games
• Be acceptive of child’s selfishness
• Set boundaries/limits so that child is aware of inappropriate behavior
(University of Washington. (1993). Child development: Using the child development
guide)
 TYPIC AL COGNITIVE/INTELLECTUAL
BEHAVIORS OF CHILD AGED 6

• May develop a stuttering/lisp problem

• Begins to be organized and have continuous memories
• Knows colors, numbers, and letters
• Will follow instructions and accept supervision from adult
(University of Washington. (1993). Child development: Using the child development
guide)
 T Y P I C A L C O G N I T I V E /I NT E L LE CT UAL L E V E L AC C O R D I NG
TO P I AG E T & V Y G OT SK Y O F C H I L D AG E D 6

Piaget
• Preoperational Stage: Two to Seven
Years
1. "many symbols are derived from mental
imitation and involves both visual images
and bodily sensations." (Snowman, J &
McCowan, 2015, pg 41)
2. "youngsters find it difficult if not impossible
to take another person's point of view."
(Snowman, J & McCowan, 2015, pg 42)
3. "Child has not yet mastered decentration-
ability to think of more than one quality at
a time. (Snowman, J & McCowan, 2015, pg
42)
4. "Children's schemes develop more quickly
when children interact with one another
than they do with adults." (Snowman, J &
McCowan, 2015, pg 52)
Vygotsky
1. "Children gain significantly from the
knowledge and conceptual tools handed
down to them by those who are more
intellectually advanced." (Snowman, J &
McCowan, 2015, pg 52)
2. "Proper development of a child's mind
depends on learning how to use these
psychological tools... occurs only if
classroom instruction is properly
designed." (Snowman, J & McCowan,
2015, pg 53)
 COGNITIVE/INTELLECTUAL DEVELOPMENT
OBSERVATION OF CHILD AGED 6

Developmental Met:
• Six-year-old observed took everything out from their backpack and reorganized it
to help them find things easier.
• Six-year-old observed was working on their math homework. After they finished,
they gave their homework to parent to have it checked. Parent found no mistakes
and let child pick a candy of their choice.
Developmental Not Met:
• Six-year-old observed was trying to talk to their mom but their vocal speech was
affected by lisp and would sometimes also stutter. (Developmental not met)
 COGNITIVE/INTELLECTUAL
DEVELOPMENT RECOMMENDATIONS

• Request a speech therapist if language skills have not shown improvement

(Center for Disease Control and Prevention, 2017)

• Provide child with books to allow more reading time or have them write letter to anyone they want
to send letter
• Provide the ability to the child for activities that will help boost their intellectual such as making
change or practice writing name
• Provide the child with opportunity to be successful in new activities to help build leadership
(University of Washington. (1993). Child development: Using the child development guide)
 TYPIC AL PSYCHOSOCIAL/SOCIAL
BEHAVIORS OF CHILD AGED 6
• May have trouble concentrating
• Identifies with adults outside of families such as neighbors and teachers
• Male children will identify strongly with father
• Child doesn’t like being kissed in public specifically boys
• May be unkind to friends or is a tattletale
• (University of Washington. (1993). Child development: Using the child
development guide)
 TYPIC AL PS YC HOS OC IAL/SOCIAL L EVEL
AC C ORDING TO ERIKS ON OF C HIL D AG ED 6

• INDUSTRY VS INFERIORITY (6-11 years, elementary-middle)

1) "Behavior is dominated by intellectual curiosity and performance."
2) "Children at this stage are encouraged to make and do things well, honest to
persevere, allowed to finish tasks, and praised for trying, industry results"
3) "If the children's effort are unsuccessful or if they are derided or treated as
bothersome, feelings of inferiority results." (Snowman, J & McCowan, 2015, pg
29)
 PYSCHOSOCIAL/SOCIAL DEVELOPMENT
OBSERVATION OF CHILD AGED 6
Developmental not met:
• Six-year-old observed did not want to be kissed by mom when being dropped off
at school because their friends were next to him.
• Six-year-old observed went to mom to tattletale on sibling for not finishing their
food and leaving to go play.
• Six-year-old observed wanted to work out and play video games like their dad.
• The six-year-old I observed was being mean to friend that came over and told
him to go home because he no longer wanted to play with him.
 PSYCHOSOCIAL/SOCIAL DEVELOPMENT
RECOMMENDATIONS
• Talk about friendships, schedule play dates, and be sensitive to temperament
PBS (2019) Learn & grow by age.
• Accept this as being okay
• Provide consistent, caring responses to child’s blame or over-identification
• Be sensitive and be compassionate of feeling
• Guide in making and keeping friends by talking about friendships
(University of Washington. (1993). Child development: Using the child development
guide)
 T Y P IC AL M O R AL/C HAR AC TER /PHILO SO P HIC AL
BE HAV IO R S O F C HILD AGE D 6

• Pessimistic view in their life

• (Ellsworth, J. (1998). Online lesson: PEPSI as a screening tool)
• May blame others for wrongdoing
• Be untruthful and tell lies
• An Internal sense of wrong and right develops
• Cheats to win
(University of Washington. (1993). Child development: Using the child development
guide)
 TYP I C A L M O RA L / CH ARAC TER/PHI LO SOP HIC A L L E VE L
AC C O RD I NG TO KO H L B ERG O F C H I L D AG E D 6

• Level 1: Preconventional morality

• Stage 1: Punishment-obedience orientation: Punishment should be avoided by staying out of
trouble
• Stage 2: Instrumental relativist orientation: Obeying rules should bring some sort of benefit in
return.

• "Judgments about what constitutes acceptable moral behavior becomes broader, more abstract
and based on the welfare of others."
• "Children's understanding of moral issues is narrow, concrete and self-centered." (Snowman, J &
McCowan, 2015, pg 60)
• "A moral person is one who attempts to influence laws and regulations because of a deeply held
principle." (Snowman, J & McCowan, 2015, pg 62)
 M O R AL/C HAR AC TE R/P HILOSO P HIC AL
D E V E LO P M ENT O BSE RVAT IO N O F C HILD AGE D 6

Developmental met:
• Six-year-old observed was playing a card game and hid a card underneath him to
win.
• Six-year-old observed told parent he did his homework. When he was asked to
show it to them, he had not completed homework assignment and had the video
game taken away for lying.
Developmental met:
• Six-year-old observed asked dad if he could help take out the trash instead being
asked to do.
 MORAL/CHARACTER/PHILOSOPHIC AL
DEVELOPMENT RECOMMENDATIONS
• “Gratitude includes recognizing how others help, expressing thanks to others for this
help and identifying/talking about things that make them feel thankful.”
• ”Responsibility might look like getting themselves ready for school in the morning,
helping with specific household chores, and looking for ways to be a helper at school
and in the community”
• “Grit might look like sticking with a task at school, even when it seems difficult;
identifying skills they want to develop and practicing them ; and using strategies when
they feel frustrated
“Compassion might look like giving a hug, making a card, or saying something kind to
help a friend or family member who is feeling sad or upset”
• “Courage might look like reaching out to a peer who needs a friend, trying a new
activity that stretches them and learning new skills that take effort.”
(PBS 2019)
 REFERENCES

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

https://www.cdc.gov/ncbddd/childdevelopment/facts.html
Child Development Institute (2015). The ages and stages of child development.
https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc
Ellsworth, J. (1998). Online lesson: PEPSI as a screening tool.
http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.html
PBS (2019) Learn & grow by age.
https://www.pbs.org/parents/learn-grow/age-3
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