Case Study of Emily, Age 11

Study conducted by: Mr. Adrian E. Duarte

College of Southern Nevada
Education 220 - Principles of Education Psychology
Professor Wyckoff
1 October 2018
Abstract
• According to the typical physical developments Snowman describes, Emily is in the normal range
of growth and is at the average age for when puberty tends to begin.
• Moreover, Emily does tend to hold emotions within herself; however, she is vocal on confusion
about how she identifies with her identity. Studies presented within Author Snowman’s textbook,
ED PSYCH, corroborate that this is normal for this age group (11-13). To this point, the author
states that “Studies show trends of confusion, anxiety, depression, a low self-confidence among
middle school ages children” (Snowman & McCowan, 2013, p. 62).
• Emily is in the standard typical development stage for cognition and intellect, according to
standards presented by Piaget and Vygotsky.
• Erikson, who believes that Industry vs. Inferiority is typical development for middle schoolers
around age 11, and Identity vs. Role Confusion to be typical development for adolescents 12 to 18,
would determine that Emily is a year ahead for her age in typical development.
• Based on the typical developmental level according to Kohlberg, Emily is borderline for below
average and average for typical development in morality and character.
Physical
Observed Recommendations
• Growth Spurt • Children aged 11 may be and tend to be sensitive
• Puberty changes and worried about body changes
• Talk with child about the physical and emotional
• Develops much quicker than boys in around the
changes of puberty.
same age and in same grade level
• Typical physical development for girls, like Emily, • In “Developmental Milestones for Typical Fourth
begin at about age 11, and they mature faster than and Fifth Graders” by Author Amanda Morin, she
boys, according to Snowman (Snowman & states, “Ten- and 11-year-olds are growing so fast
McCowan, 2013, p. 59). that they may have big appetites and need a lot of
sleep” (Morin, n.d.)
• Emily falls within the typical physical development
that Snowman describes in • If the child is not athletic or seldom enjoys sports,
ED PSYCH. help him or her find a sport or physical activity that
he or she will enjoy.
Emotional
Observed
• Behaves nonchalantly
• Prefers not to socialize when not necessary, may be
due to introverted mindset.
• Snowman presents studies that show trends of
confusion, anxiety, depression, a low self-confidence
among middle school ages children. Snowman
continues stating that “As a result of the continued
influence of egocentric thought, middle school
students are typically self-conscious and self-
centered” (Snowman & McCowan, 2013, p. 62).
• Emily expresses confusion with self-identity, which is
normal for this age group based on studies presented
in ED PSYCH; however, she is conventional with the
typical developments of this age group (Snowman &
McCowan, 2013).
Recommendations
• May exhibit self-conscious emotions regarding
their body changes
• Encourage child to create his or her own
identity, regardless of social norms or
stereotypes.
• Peer pressure experiences become more
apparent in school
• Talk with child about manners, etiquette, and
respect.
• It is imperative for parents and guardians to
establish an open-relationship with their
children, in which the child may approach
them for any reason.
Cognitive/Intellectual
Observed Recommendations
• Face academic challenges • Spend time with your child and discuss friends,
accomplishments, and possible challenges.
• Understand the perspectives of others
• Be involved with your child’s school.
• In middle school, attention span increases with the large
number of classes attending • Understand the perspectives of others

• Piaget notions that around middle school age, rules • Encourage your child to join school and
became a set of agreements reached by mutual consent.
community groups.
Cognition and intellect become more complex that • Have the child set short and long-term goals
children this age should understand abstract details and • Encourage children at this age to read every day.
psyche (Snowman & McCowan, 2013, p. 41).
(Snowman & McCowan, 2013)
• Emily, who is currently enrolled in a number of
accelerated courses, is expanding her knowledge and
psyche to understand more abstract concepts.
Social
Observed
• Outgoing and very vocal around relatives
• Enjoys socializing and spending the majority of her
leisure time on technology.
• The concept of identity formation includes psychosocial
stages of development.
• Industry vs. Inferiority is typical development for middle
schoolers around age 11. Identity vs. Role Confusion is
typical development for adolescents 12 to 18, according
to Erikson (Snowman & McCowan, 2013, p. 19). Emily
is a year ahead for her age in typical development, based
on Erikson’s findings.
• Emily has become more confident in social encounters
(CDI).
Recommendations
• Discuss the meaning of friends with this age group.
• Mood changes may prevail and the need for privacy
becomes more apparent at this age; thus,
recommendation include give them more space to gather
their own ideas and thought (no more “babying”), and
give them the privacy that desire. (Morin, n.d.).
• This age group is highly erratic in their emotions, parents
and guardians should show patience with individuals
around the age of 11 (Anthony, n.d.).
• Competition among students for a limited number of
rewards damages one’s self-worth vis-à-vis their intrinsic
motivation (Snowman & McCowan, 2013, p. 239).
Moral/Character
Observed
• The child begins to reason abstractly (Jana, 2018)
• Physical representation and mental representation
(Jana, 2018)
• At this age, children conform to the conventional rules
and morals of society. This age group is focused on
impression, acceptance, and seeks justification from
self and others. Kohlberg presents conventional
morality and law-and-order orientation concepts
(Snowman & McCowan, 2013, p. 49)
• “As children develop the ability to put themselves into
someone else's shoes, their appreciation of morality
becomes more autonomous (self-directed),” according
to Angela Morelli and Dr. Mark Dombeck (Morelli &
Dombeck, n.d.)
Recommendations
• Collaborate on the establishment of rules, their
benefits, and the negative consequences, if broken.
• According to Mom Junction:
• Motivate child to act within the acceptable
norms.
• Identify and acknowledge of the emotions in
the early stages will help your child know you
empathize with him.
• Praise your child whenever he acts positively
and demonstrates morally correct behavior.
This will help him know what is expected of
him.
• Your children look up to you and follow you
closely. So, practice what you preach and be
the role model they need you to be.
(Jana, 2018)
References
Anthony, M. (n.d.). Social Development in Pre-Teens: What You Need to Know. Retrieved from
https://www.scholastic.com/parents/family-life/social-emotional-learning/development-
milestones/social-development-11-13-year-olds.html
Center for Disease Control and Prevention. (2017). Child Development. Retrieved from
https://www.cdc.gov/ncbddd/childdevelopment/facts.html.
Child Development Institute (2015). The Ages and Stages of Child Development. Retrieved from
https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc.
Jana, S. (2018, September 27). Moral Development In Children: What Are Its Stages And What You
Should Do. Retrieved from www.momjunction.com/articles/stages-of-moral-development-in-
children_0082017/#gref
Morin, A. (n.d.). Developmental Milestones for Typical Fourth and Fifth Graders. Retrieved from
www.understood.org/en/learning-attention-issues/signs-symptoms/developmental-
milestones/developmental-milestones-for-typical-fourth-and-fifth-graders
Morin, A. (n.d.). Social and Emotional Skills: What to Expect at Different Ages. Retrieved from
www.understood.org/en/learning-attention-issues/signs-symptoms/age-by-age-learning-skills/social-
and-emotional-skills-what-to-expect-at-different-ages
Snowman, J. & McCown, R. (2013). ED PSYCH. Belmont, CA: Wadsworth, Cengage Learning