CASE STUDY OF A CHILD AGE 5

JADIEL GARCIA

Lorena Hernandez
Professor Wyckoff
Edu 220-1001
June 24,2022
 ABSTRACT
Physical Development Emotional development Cognitive/intellectual
- Has large muscle - Demonstrates the understanding development
coordination of his and others feelings - Increased attention span
- Jumps, runs, hops frequently - Acknowledges those around him - Uses self skills to asses
his own solutions
- - curious

- Student meets expectations - Student meets

- Student exceeds
expectations
Psychosocial/social development
- Forms friendships and
relationships with others
- Begins to share or take turns
with others
expectations
Moral/character/philosophical
development
- Takes responsibility for their own
actions
- Takes impulsive decisions

- Student does not meet - Student meets expectations

expectations
 • Large muscle coordination
• Jumping, running, skating, tumbling, throwing and
TYPICAL kicking large balls, seem compelling and exciting for
PHYSICAL many children.

BEHAVIORS • Child usually has good control over toileting and

elimination
(Ellsworth, 1998)
 • Physical developmental milestones met
• The child I observe can kick a ball with his dominant
foot and can color neatly.
• The child I observe can tell me a full story of what he
did throughout the day using proper grammer.
PHYSIC AL • The child I observe is capable of speaking in English
DEVELOPMENT and Spanish
OBSERVATIONS • Physical developmental milestones not met
• The child I observe does not dress himself
• The child I observe is not able to write any alphabet
letters or write out his own name.
• The child I observed is unable to wipe after himself
when using the bathroom.
 RECOMMENDATIONS FOR CONTINUED PHYSIC AL
DEVELOPMENT IN A CHILD OF AGE 5

• Carry out a three step sequence when giving directions to your child as it is easier for the child
to remember with less reminders.
(Wisner, 2022)
• pay attention to what your child fears or what he ir afraid of and help overcome those fears.
Example; if your child is still afraid of riding the bike without your help keep practicing and
slowly allow him to ride without your help.
(pbs, 2022)
• Design or take your child to an obstacle course where they will be able to practice their
jumping, running, hoping, and standing on one leg, or balance coordination.
(VLS, 2021)
 • Develops Responsibility, guild and pride
( child development institute, 2019)
TYPICAL
EMOTIONAL
BEHAVIORS • Closer with mother during this time
period
(Ellsworth, 1998)
 TYPICAL EMOTIONAL DEVELOPMENT
LEVELS ACCORDING TO SLAVIN

• At the age of 5 children will no longer want to do things with the relationship
or help from parents.
• Eager for approval
• “Students will began to take importance in self concept. The way I. which tey
perceive their strengths, weakness, abilities, attitudes, and values” (Slavin, 2022,
p. 54).
 • Emotional development milestones met
• The child that I observed expresses feelings like
frustration and jelousy because he lives with two
EMOTIONAL younger siblings who he shares attention with.
DEVELOPMENT • Emotional development milestones not met
OBSERVATIONS • The child I observed has several unexpected outburst
OBSERVED of anger and sadness
• The child I observe enjoys working with some of his
cousins but feels the need to compete with other
cousins he has close to home
 RECOMMENDATIONS FOR CONTINUED
EMOTIONAL DEVELOPMENT IN A CHILD OF
AGE 5

• Help your child through the steps to solve problems when she is upset
• “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 ,2017,para. 4)
• This will help prevent your child from having unexpected outburst when the child
is told no or is not getting permission to do or have what he wants.

(CDC ,2017)
 • Attention Span increase
TYPICAL • Enjoys utilizing skills to manage self and
CO GN I T I V E / I N T
ELLECT UA L help self -- dressing, cleaning, bathing,
BE H AV I O R S etc.
(Ellsworth, 1998)
 TYPIC AL COGNITIVE/INTELLECTUAL
DEVELOPMENT LEVELS ACCORDING
TOPIAGET, VYGOTOSKY, AND
BRONFENBRENNER

• “Play has an important role in Vygotsky’s theories of development, because it

allows children to freely explore ways of thinking and acting that are above
their current level of functioning” (Slavin, 2022, p. 54).
• Perform solitary play , play done alone
• perform parellel play , play done with others who are side by side by them
• Perform associative play while taking turns
• Perform cooperating play , working together to complete a task
• (Slavin, 2022, p. 54).
 • Cognitive/intellectual development milestones
met
• The child that I observed uses skills to help bathe
himself.
• The child I observe is able to name 5 colors correctly
• The child I observed understand and pronounces his
favorite food items including vegetables that he enjoys
eating daily.
COGNITIVE/INTELLECTUAL • The child I observed ask frequent questions like “what
DEVELOPMENT BEHAVIORS happened” “why is she crying “ Why”.
OBSERVED • Cognitive/intelectual development milestones
not met
• The child I observed is unable to count
• The child I observed is unable to recognize letters.
• The child I observed struggles follo0wing direction that
are not in his favor.
• The child I observe does not pretend play with his toys
or what is available around him
 R E CO M M E N DAT I O N S FO R CO N T I N UE D
CO GN I T I V E / I N T E LLE CT UA L D E V E LO P M E N T I N A
CH I LD O F AGE 5

• Give your child props and toys for pretend play

(University of Washington, 1993)
• Give your child choices for when deciding what to snack on , play, or wear. This will allow
your child to think clearly about the decision he or she will make.
(CDC,2017)
• Typically a child of 4-5 years old will ask several questions their curiosity is just now
expanding so it’s recommended that a parents answers those questions patiently.
(University of Washington, 1993)
 • Plays with both boys and girls equally and can play
with one person or a whole group of people.
Children usually prefer to play with those who are
TYPICAL the same sex
SOCIAL (University of Washington, 1993)
DEVELOPM • Generally friendly and helpful, enjoying the
ENT interactions with others

BEHAVIORS (Ellsworth, 1998)

 TYPICAL SOCIAL DEVELOPMENT LEVELS
ACCORDING TO ERIKSON

• Erikson describes the typical social development of students at the age of 5 as

wanting to complete independent actions and cooperating with other groups
inside a classroom. (Slavin, 2022, p. 54).
• Children begin to complete task with others (Slavin, 2022, p. 54).
 • Social development milestones met
• At the park the child played respectfully with others\.
• The child I observe like having conversations with
everyone. (For example during dinner the child sat at
the dining table with everyone else and he is making
eye contact to those who are speaking and he speaks
SOCIAL DEVLOPMENT about his daily routine)
BEHAVIORS OBSERVED • Social development milestones not met
• The child that observe relies on physical aggression
like pushing with his cousin who is opposite from his
gender.
• The child that I observed does not group play
properly , he does not like to take turns with his
cousin from the opposite gender.
 RECOMMENDATIONS FOR CONTINUED
SOCIAL DEVELOPMENT IN A CHILD OF AGE 5

• Respond to the child’s initial conversation

• ”Expect child to take simple responsibilities and follow simple rules, such as taking turns”
(University of Washington, 1993, para 4)
• encourage group play and take your child to places where he can social interacted with
others his age.
(University of Washington, 1993)
 • “Is interested in being good, but may tell untruths or
blame others for wrongdoings because of intense
desire to please and do right. “University of
Washington, 1993, para. 5)
TYPICAL • (Wants to have everyone’s approval
MORAL/ (Ellsworth, 1998)
CHARACTER • Bosses others around to make himself looke good
BEHAVIORS and be approved.
(Ellsworth, 1998)
 TYPIC AL MORAL/CHARACTER
DEVELOPMENT LEVELS ACCORDING TO
KOHLBERG

• “Young children are more rigid in their views of right and wrong than older
children and adults tend to be.” (Slavin, 2022, p. 49).
• Children know that rules exist but they don’t necessarily folllow them
• Kohlberg says that “Children simply obey authority figures to avoid being
punished” (Slavin, 2022, p. 49).
 Moral/character development milestones not
met
• The child I observed does not take responsibility and
he blames others for his actions.
MORAL/CHARACTER
BEHAVIORS • The child want to always do what is right to him and
does not like others to tell him he is wrong.
OBSERVED
• The child I observe does not know what is right and
wrong he think that play fighting is normal with his 1
year old siblings just like it normal to do at his boxing
class.
 R E CO M M E N DAT I O N S FO R CO N T I N UE D
M O R A L/ CH A R ACT E R D E V E LO P M E N T I N A CH I LD O F
AGE 5

• Help the child be responsible and take responsibility for his own actions instead of
blaming others.
• Let your child know that he lying is not the correct thing to do and encourage to them
that it is okay to be wrong and make mistakes but that everyone has to take responsibility
for their own actions.
• University of Washington, 1993)
• Encourage your child to be a helper if he seeking the desire to be approved or accepted.
• (pbs, 2022)
 Refrences

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 (Links to an external site.)

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

https://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%C2%A0(links%20to%20an%20external%20site.)

PBS (2021) Learn & grow by age.

https://www.pbs.org/parents/learn- (Links to an external site.)grow/age-3

Slavin, R.E. (2021). Educational Psychology: Theory and Practice, (13th ed.) Pearson.
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.)