1

Case Study Artifacts

Christine Phan
College of Southern Nevada
Professor Theri Wyckoff
April 17, 2024
2

Introduction
Days of Observation Conducted
Interview Dates:

 February 3 at 1:23 pm, I had the chance to be on a Facebook Messenger call with my
sister and her son and was able to observe her son during that time.
 February 6 a 9:40 pm, I was able to observe him again through Facebook Messenger of
how he is like at home.
 February 7, at 11:33 am, I was able to have a conversation with both parents on
messenger about the child. Later that day, I was able to observe the child again and had a
conversation with his mother at 8:45 pm.
Child’s Background Information

 Name: Noah

 Age: 5

 Race or Ethnicity: Mexican-Asian

 Relationship with the child: Aunt

 The child’s parental or guardian’s gender: Male and Female

 The child’s parental or guardian’s age: Mother: 27 // Father: 30

 Parental Situation: single parents

 Siblings: 1 baby bother

 Home type: Apartment

 Moves in child’s life: 1, from grandparents’ home to an apartment.

 Parents Occupation: Mother: Hospital // Father: Dad’s Furniture Company

Education History

 School Attended: Piñon Hills Elementary

 Current School: Ramona Elementary School

 Grade Level: Pre-school

3
 # of School Attended: 2
 History of type of education: public school
 Progress in Education: normal grade
Typical Development of a 5-year-old and Noah’s Development
Physical Development
Typical Physical Development
Hops, but may also be able to skip.
(Children’s Neuropsychological Services,
2023)
Can control their restroom or elimination
on their own. (Children’s
Neuropsychological Services, 2023)
Mastering physical skills. (Stewart,
Michigan State University, 2021)
Asking a lot of "why" questions. (NIH
Medline Plus. (2021). Preschooler
Running will look like a hurdle walk.
(2009, p. 45)
Meets or Doesn’t Meet Standards
Meet Standard
Ex. Noah goes to the recreational park or
when he is at school, he hops on one foot
and then alternates with the other when
he is playing on the playground.
Meet Standard
Ex. When we are in public or at home, he
asks one of his aunts to take him to the
restroom and he goes on his own.
Meet Standard
Ex. Noah started swimming in the pool
and is gradually learning on his own.
Meet Standard
Ex. When we went out as a family, he
would try to touch things and his mom
and dad would talk to him and tell him
not to touch them because it is not meant
to be touched and he would respond
“Why”.
Meet Standard
Ex. He would play with his grandparents
4
Prone to be sick. (2009, p. 45)
Can be clumsy. (2009, p. 45)
Can ride a tricycle/bike. (Center for
Disease Control and Prevention, 2021)
Gaining/losing weight. (Riley Children’s
Health)
Can swim in the pool. (Centers for Disease Meet Standard
Control and Prevention, 2021)
Social-Emotional Development
and his dad and he would run around
which looked like hurdles.
Meet Standard
Ex. He would come visit me in town and
he would catch the fever the next day.
Sometimes he would arrive here with a
fever.
Meet Standard
Ex. He would be playing Mario Party on
Nintendo Switch and would accidentally
drop the Nintendo.
Meet Standard
Ex. He got his first tricycle when he was
4 years old and when he first started
using the tricycle, he did not know what
to do or how to ride it but as soon as he
kept learning, he knew how to ride the
tricycle.
Meets Standard
Ex. When he came to visit, he would gain
some weight, and then the next time he
visited, he lost weight.
Ex. At first, he did not know how to
swim, until his parents bought him a
smaller pool, he enjoyed it and then
wanted to go in the bigger pool, so his
parents put floaties around his arm and he
enjoyed swimming in the big pool.
5
Typical Social-Emotional Development
Empathy begins. (PBS, 2022)
Enjoy music, dancing and likes to act
(Children’s Neuropsychologist Services,
2023)
Verbally expressing their needs and ideas.
(Ellsworth, J. 1998)
Enjoy being around and building a bond
with adults such as parents/guardians or
teachers/administrators. (Ellsworth, 1998)
Starts to understand about working in
groups. (Slavin, 2021, p. 54)
Can see how others’ thoughts, feelings,
and viewpoints can differ from their own.
(Slavin, 2021, p. 54)
Have voluntary actions for others. (Slavin,
2021, p. 54)
Starts developing friendship but can also
have many best friends. (Stewart,
Meets or Doesn’t Meet Standards
Meets Standard
Ex. At school, he would show kindness to
his peers and would help his peers.
Meet Standard
Ex. At home, when the music is playing
in the background, he would stop playing
games just to go dance to the music in the
living room.
Meet Standard
Ex. Noah would express his needs such
as when he is hungry, he would verbally
express his hunger and then he would be
fed food.
Meet Standard
Ex. Every day when he wakes up, he
would always say “Good morning” and
give hugs to his parents and grandparents.
Meet Standard
Ex. Noah loves working together with his
peers at school, such as playing or doing
group time.
Does Not Meet Standard
Ex. Noah is still learning to differ his
viewpoint from others because when
people give their viewpoints, he is
hearing it but not listening.
1
Meet Standard
Ex. When Noah goes to school, he would
6
Michigan State University)
Wants to please and be liked by friends.
(Children’s Neuropsychological Services)
Follow directions. (Riley Children’s
Health)
Cognitive Development
Typical Cognitive Development
Start developing skills by talking, asking
questions, and reading books. (Riley
Children's Health: Indiana University
Health, Indiana University School of
Medicine,
2021)
Starting to learn about give-and-take.
(PBS, 2022)
Can count numbers and things they see.
(Children’s Neuropsychological Services,
2023)
be excited to play with his peers, and
sometimes when he is at home, he would
always mention a friend.
Meet Standard
Ex. He would want to be with his friends
and try to do what his friends or peers are
doing just because he wants them to like
him and accept him in the group.
Meet Standard
Ex. He is strong and highly
knowledgeable about following directions
at school, and at home.
Meets or Doesn’t Meet Standards
Meet Standard
Ex. At school, he would want to read
books, play with his peers, and do
activities meanwhile at home, he would
talk to his grandparents, parents and even
his aunts.
Meet Standard
Ex. Noah would have a toy and when his
baby brother wanted to play with it, he
would give it to him to play and when
someone had something he wanted, he
would ask first before taking it.
Meet Standard
Ex. He would mention shapes or signs
and numbers on buildings or billboards
7
Know how to read from left to right. (PBS, Meet Standard
2022)
Know the difference between the letters of
the Alphabet. (PBS, 2022)
Expanding their vocabulary. (PBS, 2022)
Piaget’s Preoperational Stage: can use
symbols to identify objects, meanwhile
remaining
egocentric. (Slavin, 2021, p. 26)
Vygotsky: believes that getting signs or
information from others and deliberate
teaching,
they can think and problem-solve. (Slavin,
2021, p. 33)
Bronfenbrenner Mesosystem Level: is
impacted by the environment and adults
that they
are surrounded by or encounter, such as
parents, friends, neighborhood, peers,
school,
and church. (Slavin, 2021, p. 35)
Know how to bounce or catch a ball.
((NIH Medline Plus. (2021).
when we were driving around town.
Ex. He would read signs and books from
left to right.
Meet Standard
Ex. He would always say the alphabet
letters when he was eating or using his
tablet.
Meet Standard
Ex. Noah would try to understand or ask
questions on a word and will try to have a
good understanding of the word to use it
in his vocabulary skills.
Does Not Meet Standard
Ex. Noah can be able to identify some of
the objects, but as for symbols, he is still
learning them.
Meet Standard
Ex. He would question his surroundings
or even sometimes what someone was
saying, and he would problem-solve
himself.
Meet Standard
Ex. Noah is impacted by those
surrounding him because he picks up
words, languages, or even actions that
others do and mirrors them.
Meet Standard
Ex. He would catch a ball or even try to
8
Preschooler development)
Drawing a shape. (Children’s
Neuropsychological Services)
Naming colors. (NIH Medline Plus.
(2021).
Preschooler development)
Psychosocial Development
Typical Psychosocial Development
Feeling self-doubt of oneself if they can
succeed. (PBS, 2022)
May feel belittled and compare themselves
to their peers. (NIH Medline Plus. (2021).
Preschooler development)
Wants to be accepted by everyone such as
friends. (Children’s Neuropsychological
Services, 2023
Erikson Stage III: Initiative Versus Guilt
bounce a ball when he was playing
outside.
Meet Standard
Ex. He would be given paper and colored
crayons and would start writing his
names and making shapes such as
squares, circles, triangles, and even a
heart.
Meet Standard
Ex. Noah will see crayons lying around
that he was using and when he picks up
the crayons, he will name the colors.
Meets or Doesn’t Meet Standards
Meet Standard
Ex. When he is playing Mario Party and
is unable to be successful, I noticed he
would cry and be sad that he is not able to
be successful in completing the game.
Does Not Meet Standard
Ex. He does not have much of this
because he is the type who would enjoy
who he is and what he does.
Does Not Meet Standard
Ex. He would want to be with his friends
and play with them, but he is not close to
trying to be accepted by people or his
friends.
Meet Standard
9
Maturing their motor and language skills.
(Slavin, 2021, p. 47)
Erikson Stage III: Initiative Versus Guilt
Starts finding out who they may become.
(Slavin, 2021, p. 47)
Erikson Stage III: Initiative Versus Guilt
Can start feeling guilty when punished.
(Slavin, 2021, p. 47)
Being independent. (Stewart, Michigan
State University, 2021)
Wants to play soccer. (Centers for Disease
Control and Prevention, 2021
Ex. Every day he would talk in full
sentences and sometimes develop an
understanding of the sentence so when he
says it again he knows how to say it.
Does Not Meet Standard
Ex. He does not meet the standards
because he is still learning and
developing verbal communication.
Meet Standard
Ex. He feels sad or guilty when he gets in
trouble for not sharing his toys or playdoh
with his baby brother.
Meet Standard
Ex. He would like to sometimes wonder
off on his own or try to get water himself
in his water cup.
Meet Standard
Ex. He sees his dad play soccer and
sometimes he would ask to play soccer
with him.
10
Moral Development
Typical Moral Development
Finding ways to be more successful.
(Stewart, Michigan State University, 2021) Ex. When he is trying to learn activities
Having the courage to go to school for the
first time. (PBS, 2022)
Starts to develop feelings of being scared
or relaxed. (PBS, 2022)
Developed an understanding of what is
right and wrong. (NIH Medline Plus,
2021).
Preschooler development
In Piaget’s moral reasoning, the
autonomous morality stage, the children
focus more on actions than the intent of
the action. (Slavin, 2021, p. 49)
In Piaget’s moral reasoning, heteronomous
morality stage, children play by their own
rules because they are not capable of
Meets or Doesn’t Meet Standards
Meet Standard
and he feels he is failing, he will try again
and find obstacles to be successful in the
activities.
Meet Standard
Ex. When he first started school, as a
normal 5-year-old, you would expect him
to cry but he was excited for the first day
of school.
Meet Standard
Ex. He would sometimes be scared to go
to the bathroom on his own or he would
ask for the nightlight to be left on.
Meet Standard
Ex. He would climb a chair to grab a cup
or a plate without even sometimes asking
for help and he knew that was the wrong
thing to do because if a child cannot
reach something, they would be required
to ask for help instead of climbing chairs
or counters.
Meet Standard
Ex. He would think that he got in trouble
for hitting his dad but didn’t realize the
intention of his action.
Does Not Meet Standard
Ex. When playing video games with his
dad, he would not go by the rules of the
11
interacting cooperatively and
therefore are unable to engage with others.
(Slavin, 2021, p. 50)
In Piaget’s moral reasoning, the
heteronomous stage, children can
understand the rules but are inconsistent in
following them. (Slavin, 2021, p. 50)
According to Kohlberg’s Moral
Reasoning, Stage 1, the preconventional
level of morality, the child avoid getting
punished. (Sllvin, 2021, p. 52)
According to Kohlberg’s Moral
Reasoning, Stage 2, the conventional level, Ex. He would ask people, grandparents,
the child find interest and judgment in
other people’s opinions. (Slavin, 2021, p.
52
According to Kohlberg’s Moral
Reasoning, Stage 1, the preconventional
level of morality, children can consider
people’s feelings and be in their shoes.
(Slavin, 2021, p. 52)
Understanding of fair share. (Stewart,
Michigan State University, 2021)
game, he would go by his rules or
sometimes his dad would not follow the
rules and would make Noah the winner of
the game.
Meet Standard
Ex. He plays Mario Party and he
understands and follows the game
through but as soon as he fails and loses,
he does not follow the rules thoroughly
and tries to win another way.
Meet Standard
Ex. Noah would be playing with his baby
brother or cousin and he would do
everything to avoid getting in trouble if
one of them cried.
Meet Standard
parents, or even aunts questions that they
find the answer to interesting.
Meet Standard
Ex. He would comfort his mom
sometimes when he is not feeling well or
is sad by giving her hugs and kisses.
Meet Standard
Ex. He would play with a toy and when
his baby cousin wanted to play with it, he
would hand the toy over to him so he can
play with it while he grabbed another toy
to play with or watch tv.
12

Wants to please those that are important to Meet Standard

them, known as “good boy” or “good
girl”. (NIH Medline Plus, 2021).
Preschooler development
Ex. When he wants to play games or
wants to go outside, he would try to do
something to please his parents or his
aunts and show that he is a behaving
correctly to be a “good boy” so they
would take him to the pak.

Noah’s Development Progress

Noah

Developmental Social-
Physical Cognitive Psychosocial Moral
Progress, Age: Emotional

100% Meets

Standard

80% Meets

Standard

60% Meets

Standard

40% Meets

Standard

20% Meets

Standard
13

Recommendations

Physical Development

 Allow them to dress and undress independently. (University of Washington, 1993)

 Allow a variety of food to eat, but don’t force them to eat anything. (University of

Washington, 1993)

 Giving the child a wellness check and ensuring immunization is up to date especially to

start school. (Morin, A. 2021)

 Checking outdoor playgroup equipment to make sure that there are no loose parts for the

child’s safety. (Center for Disease Control and Prevention, 2021)

Social-Emotional Development

 Don’t shame a child for their interest in sexual differences. (University of Washington,

1993)

 Teach child to use verbal words when they are feeling their emotions. (American

Psychological Association, 2022)

 Encourage the child to be with friends and other children to understand about friendship

and sharing. (Center for Disease Control and Prevention, 2021)

 Explain and practice the game rules and let the child know that winning can be fun and

losing can feel terrible. (Child Development Institute, 2019)

 Provide a safe environment for the child such as school, home, neighborhood, or

recreational park. (Virtual Lab School, 2021)

Cognitive Development
14

 Provide opportunities for the child to print their name and observe objects. (University of

Washington, 1993)

 Provide the child with pointing out the differences between reality and fantasy.

(American Psychological Association, 2022)

 Provide the child chores such as help prepping the table before the meal or putting the

dishes away after a meal. (Morin, A. 2021)

 Continue to nurture and read books to the child. (Center for Disease Control and

Prevention, 2021).

 Be clear when disciplining a child, such as telling the child “No” and following up with

what they should do instead. (Center for Disease Control and Prevention, 2021)

 Help the child develop good language skills by speaking to them in complete sentences.

(Center for Disease Control and Prevention, 2021).

 Help with problem solving. (Center for Disease Control and Prevention, 2021)

 Teach them to be safe with strangers. (Center for Disease Control and Prevention, 2021)

 Show them books, give them simple math and shapes, give them crafts, and even play

music for the child for their gross and fine motor skills. (Child Development Institute,

2019)

 Limit Screen time. (Center for Disease Control and Prevention, 2021)

Psychosocial Development

 Provide nurturing to the child. (Virtual Lab School, 2021)

 Support the child’s interest in activities or talent. (Virtual Lab School, 2021)

 Recognize the child’s feelings and temperaments. (Virtual Lab School, 2021)
15

 Encourage them to embrace themselves. (Virtual Lab School, 2021)

 Show them that giving empathy, compassion, and gratitude is ok. (Virtual Lab School,

2021)

Moral Development

 Acknowledge the child for attempting their own beliefs. (University of Washington,

1993)

 Don’t always punish the child. (University of Washington, 1993)

 Keeping children away from situations that would create fear such as acts of violence,

verbal/physical abuse, or even watching violence on TV. (American Psychological

Association, 2022)

 Help the child navigate to their feelings and share their emotions. (Morin, A. 2021)

 Help the child prepare themselves for their first day of school. (Child Development

Institute, 2019)
 16

References

American Psychological Association. (2022). ACT Raising Safe Kids Program Factsheets and

Handouts. https://www.apa.org/act/resources/fact-sheets

Center for Disease Control and Prevention. (2021). Child development: Positive parenting

tips. https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/index.htmlLinks to an

external site.

Child Development Institute (2019). The ages and stages of child

development. https://childdevelopmentinfo.com/ages- stages/#.WR3Id_QrLrcLinks to an

external site.

Children's Neuropsychological Services. "Developmental Milestones for 5 Year Olds." Children's

Neuropsychological Services, 27 Jan. 2014,

www.childrensneuropsych.com/parents-guide/milestones/5-years/#toggleMenu.

Ellsworth, J'Anne. "Lesson." NAU-jan, jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.html.

MedlinePlus. "Preschooler Development: MedlinePlus Medical Encyclopedia." MedlinePlus - Health

Information from the National Library of Medicine, medlineplus.gov/ency/article/002013.htm.

Morin, A. (2021). How to Help Your Child Handle Teasing. https://www.verywellfamily.com/a-guide-to-

the-moral-development-of-preschoolers-4144880

PBS Kids. "Emotions Self Awareness at Age 5." PBS KIDS for Parents, www.pbs.org/parents/learn-

grow/age-5/emotions-self-awareness.

Riley Children’s Health. "Growth & Development: 3-5 Years." Riley Children's Health, 23 Mar. 2016,

www.rileychildrens.org/health-info/growth-development-3-5-years.
 17

Stewart, Janelle. "6- to 8-year-olds: Ages and Stages of Youth Development." MSU Extension,

4 Jan. 2013,

www.canr.msu.edu/news/6_to_8_year_olds_ages_and_stages_of_youth_development

University of Washington. (1993). Child development: Using the child development guide.

http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm

Virtual Lab School. (2021). Professional Development for Child and Youth

Educators. https://www.virtuallabschool.org/learn