Case Study of a Child Age: 5

EDU 220-1004
Their Wyckoff
Shannel Miller
02/27/2022
 PHYSICAL (RESOURCES)

• Children at this age are typically becoming more and more active. Children at this
age start to become interested and excited about sports and start to pick up on
early foundations (kicking, throwing, running etc.)
(Child Development Institute, 2019)
• Can become more sensitive to touch and minor injuries (falling and scraping their
knee, hair pulling, etc.)
(Ellsworth, J. 1998)
• Children this age can dress themselves and can manipulate more complex
fascinators (buttons, zippers, etc.)
(Riley Children’s Health: Indiana University, 2021)
• The child's body continues to grow and develop from top to bottom. Their
bodies stretch out to improve weight distribution and posture.
(Riley Children’s Health: Indiana University, 2021)
• Using/going to the bathroom has become an independent and successful task.
(University of Washington, 1993)
 PHYSICAL (TYPICAL VS OBSERVED)

Typical Physical Development Observed Physical

Age: 5 Development Age: 5 (Jared)
• Interest in being active and participating • Jared loves to participate in active activities and
in sports sports (going outside and kicking a ball, throwing
a ball and playing catch)
• Independent and successful bathroom
• Jared can go to the bathroom on his own
usage
successfully, and rarely has accidents. He can tell
• Dressing self when it is time for him to use the restroom on
his own.
• Body becomes more proportional
physically • Jared can dress himself and change himself into
new clothes if needed. He buttons his own
buttons on his shirts and pants and can zip his
pants as well.
 RECOMMENDATIONS FOR CONTINUED
PHYSICAL DEVELOPMENT

• Let the child do and accomplish tasks independently (getting dressed,

brushing their teeth/hair, going to the bathroom, clean/organize their
room or toys, etc.)
(Morin, Amy. 2021)
• Explore play with your child, as play is the jumping start point for the
child's imagination and creativity outlet. It is important to show
interest in fantasy play to open their imagination. Make sure to ask
questions to expand the child's mind and play.
(Child Development Institute, 2019)
 EMOTIONAL (RESOURCES)

• Can be outwardly more aggressive and assertive, tend to test limits and sees
how far they can push people.
(University of Washington, 1993)
• The idea of other people and other families become interesting
(Riley Children’s Hospital: Indiana University Health, 2021)
• Develop a sense of self-confidence but still need times of reassurance by a
parental figure.
(PBS, 2021)
• Has a sense of what is fantasy and what is reality, can distinguish in play.
(Virtual Lab School, n.d.)
 EMOTIONAL (SLAVIN)

• The idea of friends and other families becomes increasingly important. Children
can learn a lot from interacting and playing with their peers such as learning
each others likes and dislikes, how they interact with one another, how to
resolve conflicting views, taking turns, etc.
(Slavin, 2021. Pg. 54)
• Participating in Prosocial behaviors such as showing a peer comfort or showing
that they can work together.
(Slavin, 2021. Pg. 54)
• Exploring play allows them to further develop who they are and how they
interact with their peers around them. There are four categories of play:
Solitary (the child typically plays alone, watching their peers play around them),
Parallel (two peers do the dame task while keeping to themselves), Associative
(two peers doing the same task while interacting with one another like taking
turns) or Cooperative (two peers come together to perform a task together
with the same end goal).
(Slavin, 2021. Pg. 54)
 EMOTIONAL (TYPICAL VS OBSERVED)
Typical Emotional
Development Age: 5
• Tests limits and can be outwardly
aggressive
• The idea of others becomes fascinating
• Has a sense of self confidence but still at
times needs reassurance.
• Can differentiate between fantasy vs
reality
Observed Emotional Behavior
Age: 5 (Jared)
• Jared sometimes mentions “hitting” or
“punching” people or objects for no reason.
There is violence mentioned where there
doesn’t need to be.
• He can do things like wash his hands on his
own, but sometimes he wants reassurance
so he will call you over to the sink to
“show” you how he washes his hands.
• Jared used to have an imaginary friend when
he was younger. Now when I ask him about
the imaginary friend, he knows the friend
was made up.
 RECOMMENDATIONS FOR CONTINUED
EMOTIONAL DEVELOPMENT

• Empathize with the child's feelings

(Morin, Amy. 2021)
• Provide emotional stability
(University of Washington, 1993)
• Encourage and participate in fantasy and reality play
(Child Development Institute, 2019)
 COGNITIVE/INTELLECTUAL
(RESOURCES)

• Can understand what they have done vs what they will do

(ACT Raising Safe Kids program, 2021)
• Increased number skills
(Child Development Institute, 2019)
• Can focus on things/tasks for longer
(Ellsworth, J. 1998)
• More complex vocabulary skills
(Morin, Amy 2021)
 COGNITIVE/INTELLECTUAL (PAIGET,
VYGOTSKY AND BROFENBRENNER)

Brofenbrenner Paiget Vygotsky

• ”A child’s development is
affected by social and
institutional influences.”
• (Slavin, 2021, p. 37)
• Mesosystem Biological
Theory
• Preoperational Stage (Ages
• “Cognitive development is
2-7)
strongly linked to input from
• “Can use symbols to represent others.”
objects in the world. They have (Slavin, 2021, p. 33)
a greater capacity to think
about things”
(Slavin, 2021, p. 26)
 COGNITIVE/INTELLECTUAL (TYPICAL VS
OBSERVED)
Typical Cognitive/Intellectual
Development Age: 5
• Can comprehend past/present/future
• Increased number and vocabulary skills
• Can pay attention to tasks/activities for
longer
Observed
Cognitive/Intellectual
Development Age: 5 (Jared)
• Jared can tell me stories about what he
did yesterday. He can also tell me what he
will do tomorrow.
• Jared can count past 10
• Jared can pay attention to a whole movie
instead of a show.
 RECOMMENDATIONS FOR CONTINUED
COGNITIVE/INTELLECTUAL DEVELOPMENT

• Be patient
(University of Washington, 1993)
• Expand vocabulary with conversation and games
(University of Washington, 1993)
• Ignore inappropriate language
(Center for Disease Control and prevention, 2017)
 PSYCHOSOCIAL/SOCIAL (RESOURCES)

• Individualized ways to cope with emotions

(ACT Raising Safe Kids Program, 2021)
• Likes to take on more dominant rolls in play
(Ellsworth, J. 1998)
• Generally friendly, but can be choosier when it comes to picking
friends
(Morin, Amy 2021)
 PSYCHOSOCIAL/SOCIAL (ERIKSON)

• “People pass through eight psychosocial stages in their lifetime.”

(Slavin, 2021, p. 47)
• Stage III: Initiative Versus Guilt (3 to 6 Years)
”Child can be increasingly aggressive in the exploration of their social and
physical environment.”
(Slavin, 2021, p. 47)
 PSYCHOSOCIAL/SOCIAL (TYPICAL VS
OBSERVED)
Typical Psychosocial/Social
Development Age: 5
• Individual ways of coping with emotions
• Takes more dominant rolls in play
• Generally friendly, but can be choosy with
friends
Observed Psychosocial/Social
Development Age: 5 (Jared)
• Jared has high anxiety. He has fidget
spinners and fidget cubes to play with
when he is feeling anxious.
• Jared likes to “be in charge” when playing
a game. He takes to delegating roll.
• Jared is a friendly kid, but he tells me he
old has “two BEST friends” at school
 RECOMMENDATIONS FOR CONTINUED
PSYCHOSOCIAL/SOCIAL DEVELOPMENT

• Allow time for independent play

(Child Development Institute, 2019)
• Allow and encourage play with other children
(University of Washington, 1993)
• Allow child to participate in more complex tasks (folding laundry)
(University of Washington, 1993)
 MORAL/CHARACTER/PHILOSOPHICAL
(RESOURCES)

• Wants and needs to be “good”

(Ellsworth, J. 1998)
• Is aware of right vs. wrong
(University of Washington, 1993)
• Increase in “lying”
(University of Washington, 1993)
 MORAL/CHARACTER/PHILOSOPHICAL
(KOHLBERG)

• “People pass through a series of six stages of moral judgment or

reasoning.”
(Slavin, 2021, p. 51)
• II. Conventional Level
Stage 3: “good Boy-Good Girl” Orientation.
-“Judgment regarding one’s behavior is determined by others
approval. Being “nice” helps earn that approval.”
(Slavin, 2021, p. 51)
 MORAL/CHARACTER/PHILOSOPHICAL
(TYPICAL VS OBSERVED)
Typical
Moral/Character/Philosophical
Development Age: 5
• Need to “be good”
• Aware of the idea of right vs. wrong
• Increase of “lying”
Observed
Moral/Character/Philosophical
Development Age: 5
• Jared does tell white lies during play or in
normal conversation.
• Jared does things that he knows adults or
older people would like (throwing away
his trash, cleaning up his messes, saying
please and thank you)
• Jared will say things like “because you just
have too” in play or in conversations.
 RECOMMENDATIONS TO CONTINUE
MORAL/CHARACTER/PHILOSOPHIC AL
DEVELOPMENT

• “Help the child to take responsibility for their actions”

(University of Washington, 1993)
• Be gracious with unwanted behaviors (lying)
(University of Washington, 1993)
• Encourage conversations about why certain behaviors are not
favorable/morally correct
(Center for Disease Control and Prevention, 2017)
 REFERENCES

ACT Raising Safe Kids Program. (2021). Factsheets and Handouts. https://www.apa.org/act/resources/fact-sheets
Center for Disease Control and Prevention. (2017). Child
development. https://www.cdc.gov/ncbddd/childdevelopment/facts.html
Child Development Institute (2019). The ages and stages of child development. https://childdevelopmentinfo.com/ages-
stages/#.WR3Id_QrLrc
Ellsworth, J. (1998). Online lesson: PEPSI as a screening tool. (Links to an external
site.)http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.html
Morin, Amy. (2021). Child Development: Milestones and Parenting Tips. https://www.verywellfamily.com/child-
development-overview-4172261
PBS (2021) Learn & grow by age. https://www.pbs.org/parents/learn- (Links to an external site.)grow/age-3
Riley Children's Health: Indiana Univesity Health, Indiana University School of Medicine (2021). Health
Information: Development & Wellbeing. https://www.rileychildrens.org/health-info?openTab=wellness
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.)
Virtual Lab School. (n.d.). Professional Development for Child and Youth
Educators. https://www.virtuallabschool.org/learn (Links to an external site.)