Case Study Of A Child

Age 11 Female
ELIZABETH MCDONALD
EDU 220 - 1001
 Physical Development
● Aware/ Self-conscience
of body
● Developing secondary
sex characteristics
BRIEF
BRIEF OVERVIEW
Emotional Development
● Unregulated emotions
● Easily annoyed
● Often worries
● Inquizitive
● Makes excuses

Cognitive/Intellectual Development
OVERVIEW
OF 11-YEAR-OLDOF
● Problem-solving skills ● Analyzing skills
FEMALE
11-YEAR-OLD ● Research-driven ● Participates in intricate
● Good memory
OBSERVATION hobbies

OBSERVATION Psychosocial/Social
Development
Moral/Character
Developments
● Sensitive ● Wants to be like friends
● Easily embarrassed by ● Deep understanding of right
parental affection from wrong
● Idolizes heroes ● Experiences peer pressure
 TYPICAL PHYSICAL
DEVELOPMENTS
● Is increasingly aware of body
● Developing secondary sex characteristics
● Self-conscience
● Growth spurt has begun
● Menstrual period begins
● Develops interest in crafts and music
● Interest in sexual desires

(Medline, 2017); (Child Development Institute 2015); and (University of Washington, 1993)
 TYPICAL PHYSICAL DEVELOPMENT LEVEL
ACCORDING TO SNOWMAN

● Appearance is awkward and unproportioned

“During the middle school years, the average child will grow 2 to 4 inches and gain 8 to 10 pounds per year.
Physical growth tends to be both rapid and uneven”.
(Snowman, J. & McCown, R., 2015, p.93).
● Girls look physically older than boys their age

● Growth spurt begins earlier for girls at age 11 and around age 13 for boys, resulting in girls looking physically
older than boys their age.
● Adolescent begins to experience puberty changes to include hormonal changes, sexual urges, physical changes in
sex organs and pubic and underarm hair begin to grow.
(Snowman, J. & McCown, R., 2015)
 TYPICAL PHYSICAL DEVELOPMENT LEVEL
ACCORDING TO SNOWMAN (cont.)
- Early-maturing boys:
high self image, popular, higher probability of substance abuse and delinquent behavior in addition to have relationships
with older peers

- Late-maturing boys:
Seeks attention, lots of energy and movement, low self-esteem, not educationally motivated and not popular or well
liked by peers

- Early-maturing girls:
low self-image, “more likely to drink, smoke, and date earlier: greater likelihood of eating disorder and depression”
(Snowman, J. & McCown, R., 2015, p.94).

- Late-maturing girls:
popular among peers, extroverted, high self confidence, and viewed as attractive.
(Snowman, J. & McCown, R., 2015)
 11-YEAR-OLD PHYSICAL DEVELOPMENT
CHARACTERISTICS (OBSERVATION)

The 11-year-old girl I observed fits many of the typical characteristics of a girl her age. Her growth spurt has
already begun as she stand at about 5 feet and gained at least 10 pounds. She has already started her menstrual cycle at
age 11 and has clear developments of of secondary sexual characteristics such as breast and underarm hair. I found it
surprising that she was not self- conscious about her sexual characteristics or even compared herself to other girls her
age, howeve,r she was self-conscious about her weight. Because she is going through her growth spurt, her body
appears disproportionate. She has lean, muscular legs, but carries the bulk of her weight in her midsection. She is
aware of this fact and that she weighs more than most of her friends and mentions often that she is bothered by the size
of her stomach. When I observed her looking in the mirror at herself before church, wearing a new beautiful dress she
recently picked out, she tried sucking in her stomach before grabbing it and looking disappointed.
 11-YEAR-OLD PHYSICAL DEVELOPMENT
CHARACTERISTICS (OBSERVATION) (cont.)
While she would be considered an early-maturing girl, she does not fit the typical characteristics according to Snowman.
Yes, at times her self-image is low, however she is viewed as a pretty, smart and successful girl among her peers. She has a
strong relationship with both her parents and a large support system of older peers and mentors. Although she has had
“crushes” on boys, she is still easily disgusted and embarrassed at the mention of kissing and sex. She prefers to perfect her
craft in playing the guitar and catching up on superhero shows and comic books.
 PHYSICAL DEVELOPMENT
RECOMMENDATIONS
● Answer questions about bodily changes openly and
honestly
(University of Washington, 1993)
● Ensure that girls understand menstruation. Both boys and
girls need sexual education
(University of Washington, 1993)
● Provide support and encouragement for youth’s quest for
new skills. Don’t minimize or dismiss his/her lack of
confidence
(University of Washington, 1993)
● Adolescents most often need privacy to understand the
changes taking place in their bodies. Ideally, they
should be allowed to have their own bedroom. If this is
not possible, they should have at least some private
space
(Center for Disease Control and Prevention, 2019)
● Teasing an adolescent child about physical changes is
inappropriate. It may lead to self-consciousness and
embarrassment.
(Center for Disease Control and Prevention, 2019)
 TYPICAL EMOTIONAL BEHAVIORS
● Moody
● Over dramatic about their own feelings
● Worries often and cries easily
(University of Washington, 1993)

“In early adolescence, the peer group most often consists of non-romantic friendships. These often include
"cliques," gangs, or clubs. Members of the peer group often try to act alike, dress alike, have secret codes or rituals,
and participate in the same activities”
(Medline, 2017)

● Able to understand the points of views of others

● Battles with peer pressure
● Cares more about friendships
(Child Development Institute 2015)
 TYPICAL EMOTIONAL BEHAVIORS
ACCORDING TO SNOWMAN
According to Snowman, this age group is recognized as a time of stress and a rollercoaster of emotions.

“Feelings of confusion, anxiety, and depression; extreme mood swings; and low levels of self-confidence are felt
to be typical of this age group”.
(Snowman, J. & McCown, R., 2015, p.97)

Because this age group is going through so many changes at once, it leaves them feeling both self-conscious and
self-centered. Changes in schools, friends, physical appearance, being the youngest student on campus, and more
difficult classes and grades can leave emerging adolescents feeling overwhelmed and not sure of themselves. Although
they may be aware that others are going through the same thing, they still have a difficult time grasping that they are
not alone. Instead, they believe what they are going through is unique and that it is all about them, their changes,
challenges, and problems and express disbelief in parents being able to understand how they feel.
(Snowman, J. & McCown, R., 2015)
 11-YEAR-OLD EMOTIONAL
BEHAVIOR CHARACTERISTICS
(observation)
My 11-year-old did show signs of extreme moodiness, fear, and lots of crying. While her emotions appear highly
unregulated, she is aware of this fact but not why. When out to dinner celebrating a family members birthday, she kept asking her
parents when were they going to leave and go home. When her parents responded with soon, her eyes began to water and she
silently shook her head. When probed by her mother about what was bothering her, a flood of emotions came forth. My 11-year-
old expressed that she is stressed out with homework, grades, chores, and not getting enough sleep. Speaking through the the
tears in the middle of the restaurant, she expressed fear of not completing a math homework assignment that was due that night
and would possibly not be able to bring her grade of a B up to an A. When her father told her it will be okay and she will get it
done with no excuses, she becomes even more stressed and feels like her dad does not understand her stress and problem. She is
easily overwhelmed and is hard on herself when she does not excel or succeed. She cries very easily and is quickly upset by her
siblings which leaves her feeling alone and isolated.
 EMOTIONAL DEVELOPMENT
RECOMMENDATIONS
● Help child set the rules and decide own responsibilities. Give child opportunity to make decisions.
(University of Washington, 1993)

● Don't overreact to moodiness and exaggerated positions.

(University of Washington, 1993)

● Be understanding and supportive

(University of Washington, 1993)
 EMOTIONAL DEVELOPMENT
RECOMMENDATIONS (cont.)
● Staying calm during moodiness or emotional outbursts, which often stem from asserting independence or
expressing individuality, prevents situations from escalating
(Child Development Institute 2015)

● Giving time, space and privacy allows the youth to sort through his or her feelings and makes he or she more
likely to confide in parents
(Child Development Institute 2015)

● Keeping open lines of communication and clear, yet negotiable, limits or boundaries may help reduce major
conflicts.
(University of Washington, 1993)
 TYPICAL COGNITIVE/INTELLECTUAL
DEVELOPMENTS
● Uses logic
● Challenges the logic of others, especially adults
(University of Washington, 1993)

● Shows confidence in speech and ability to speak

“She’s better at abstract thinking, problem-solving and reasoning hypothetically so you can expect some interesting
discussions.”
(Child Development Institute 2015)

● Interested in facts
● Memory and thinking ability has improved
● Finds pleasure in group projects
● Has the ability to understand more difficult math concepts
(Medline, 2017)
 COGNITIVE/INTELLECTUAL
DEVELOPMENTS ACCORDING TO
PIAGET & VYGOTSKY

Piaget Vygotsky
Psychological Tools:
Formal Operational Stage: “These are cognitive devices and procedures with
which we communicate and explore the world around us.
Ability to solve problems by analyzing them mentality They both aid and change our mental functioning”
in more than one way before determining a solution. (Snowman, J. & McCown, R., 2015, p. 51)

Children are able to “generalize and engage in mental There is are no cognitive levels (per se) because each
trial and error by thinking up hypotheses and testing them in individual’s cognitive ability is solely based upon the social
their heads” and cultural influences / interactions in his or her life.
(Snowman, J. & McCown, R., 2015, p. 43)
 11-YEAR-OLD
COGNITIVE/INTELLECTUAL
CHARACTERISTICS (observation)
My 11-year-old could be the poster child for the typical cognitive / intellectual characteristic of this age. She is
interested in facts and has an amazing memory of them. She is known as a walking encyclopedia and prides herself on
such. When it was snowing here in Las Vegas, she was allowed to play in the snow in the front yard with her mother.
While her mother was recording and mentioning how rare snow was in their neck of the woods, my 11-year-old began
to state facts about climate change and global warming and how it is the cause of all the changes in “common”
weather being seen all over the world. She simply did not give her opinion, instead she listed scientific studies and
researched facts. Her speech is saturated in intelligence, confidence and wisdom and is often told she is smart and
wise beyond her years. Not only does she enjoy working in group settings, she prefers to lead them.

She analyzes her problems mentally and finds solutions by process of elimination. When discussing how she will
solve an issue among her and her friends, she puts herself in every single person's shoes who was involved in the
conflict and talked out each one of their perspectives before finalizing her own solution to peer conflict.
 11-YEAR-OLD COGNITIVE/INTELLECTUAL
CHARACTERISTICS (observation) (cont.)
She gives a visual example to Vygotsky’s theory. She is a product of her parents and her environment. Her desire
for facts and research and ability to memorize and attain information is an exact mirror of her father. Her father
constantly encourages her to expand her knowledge and gives her tips on how to achieve his level of intellect and
beyond. Her mother is very analytical and therefore, so is she. Her mother consistently leads her to think and sort
through problems with her brain and weigh out all possible solutions in all things, but more so when dealing with
relational issues. When her friends are struggling with problems, she is the one they go to for counsil. Her mother is a
counselor to many as well and her daughter verbalizes that she recognizes this in her mother. Both her mother and
father do not waiver in the physiological tools they are passing on to her.
 COGNITIVE/INTELLECTUAL DEVELOPMENTS
RECOMMENDATIONS
● Don't become defensive; child is not challenging your
authority on purpose
(University of Washington, 1993)
● Accept youth's feelings but try to help youth evaluate
his/her works more objectively
(University of Washington, 1993)
● Encouraging youth to be proud of accomplishments and
effort and supporting him or her when things don’t go so
well will bolster his or her confidence and self-esteem.
(Child Development Institute 2015)
● It’s likely the youth just moved to a new school and
might need support or guidance with the additional
academic challenges they are facing
(Child Development Institute 2015)
● Although adolescents always challenge authority
figures, they need or want limits. Limits provide a
safe boundary for them to grow and function. Limit-
setting means having pre-set rules and regulations
about their behavior
(Center for Disease Control and Prevention, 2019)
 TYPICAL PSYCHOSOCIAL/SOCIAL
DEVELOPMENTS
● Idolizes Heros ● Desires to spend more time with friends
● Easily gets her feelings hurt in social settings ● Accepted by friends is of high importance
● Enjoys group activities ● Less communicative with parents
● Acts like friends
● Loyal to friends
(Child Development Institute 2015)

● Creates and maintains relationships

● Feels safe among peer group
(Medline, 2017)
● Unpleasant to live with
● Prefers organization
● Enjoys competitive games
● Thinks it's important to be a part of a club
(University of Washington, 1993)
 PSYCHOSOCIAL/SOCIAL DEVELOPMENTS
ACCORDING TO ERIKSON
“Identity Versus Role Confusion”
Identity results from the 11-year-old:
when he or she has clear, well-communicated
feedback on their behavior in various situations and
settings. Favorable reactions from others provides
the guide for an adolescent to know who they are
and their role in society.
(Snowman, J. & McCown, R., 2015)
Role Confusion results from the
11-year-old:
when feedback and reactions of others is minimal to not
consistent. For example, if a parent is not consistent with
boundaries and discipline, the child at this stage may feel
lost and not know what is appropriate behavior and what
is not acceptable.
(Snowman, J. & McCown, R., 2015)
 11-YEAR-OLD PSYCHOSOCIAL/SOCIAL
CHARACTERISTICS (observation)
When I observing my 11-year-old I noticed she fits the typical child her age by idolizing heroes. She is obsessed with the
everything related to the Flash. She binge watches the show on Netflix, looks up Flash explanations on YouTube, reads Flash
comics, wears a Flash t-shirt, and has a crush on the lead character who plays the Flash on the CW series.
 11-YEAR-OLD PSYCHOSOCIAL/SOCIAL
CHARACTERISTICS
Where she is different from the typical 11-year-old is that her parents opinion of her matters more than her friends and she
has a very open communicative relationship with her mother. Earlier in the year when she first started 6th grade she was
conforming to her peers and their bad behavior and desperately wanted to be accepted by the ones she considered her friends.
One day when she was deeply hurt by a friend at school, she called her mother from the school bus on the way home and
cried to her about how she was mistreated and asked her mother’s advice. I observed her telling her mother that she is her best
friend and is thankful that no matter what she goes through she can control her emotions at school because she knows when she
gets home she can let it all out to her mother who loves her and does not judge her or gossip about her. Her mother is the only
one who has this role in her life.
 PSYCHOSOCIAL/SOCIAL DEVELOPMENTS
RECOMMENDATIONS
● Be tolerant.
(University of Washington, 1993)
● Set limits, but give opportunities for independence
whenever possible.
(University of Washington, 1993)
● Provide for organized activities in sport or clubs
(University of Washington, 1993)
● The teenager's quest to become independent is a normal
part of development. The parent should not see it as a
rejection or loss of control. Parents need to be constant
and consistent.
(Center for Disease Control and Prevention, 2019)
● Be available to listen to the child's ideas without
dominating the child's independent identity
(Center for Disease Control and Prevention, 2019)

● Encourage her to take part in group activities and, by

respecting her friendships and meeting her friends’
parents,
(Child Development Institute 2015)
 TYPICAL MORAL/CHARACTER
DEVELOPMENTS
● Has a strong to desire to conform to the morals of friends
(University of Washington, 1993)

● Questions old values while maintaining who they are

(Medline, 2017)

● Starts to have a deep understanding of right and wrong

● Realizes everything is not about them
(Child Development Institute 2015)
 TYPICAL MORAL/CHARACTER
DEVELOPMENTS ACCORDING TO KOHLBERG

Conventional Morality
2 stages:

Good boy - nice girl orientation

“The right action is one that would be carried out by someone whose behavior is likely to
please or impress others” (Snowman, J. & McCown, R., 2015, p. 61)

Law-and-order orientation
“To maintain the social order, fixed rules must be established and obeyed . It is essential
to respect authority” (Snowman, J. & McCown, R., 2015, p. 61)
 11-YEAR-OLD MORAL
CHARACTERISTICS (observation)
My 11-year-old who I observed cares deeply about her friendships. Being in a new school as a sixth grade middle
schooler, she has battled peer pressure as the opinions of her friends is important to her. Although she comes from a
home where cursing, sexually explicit language, and gossip is non existent and her parents have a high standard of
refraining from such behavior, I observed her gossipping to her group of friends about another girl they all did not like.
While she did not use foul language, she engaged her friends her were and laughed with them and participated in
hurtful gossip. My 11-year-old child also verbalized that she was being tempted and pressured to engage in the
language her friends were using even at home among her siblings when they made her upset.

When confronted by her mother, she cried and realized that is not who she wants to be and was ashamed and
confused that she could stray so far from what she knew was morally right. After this talk, I witnessed her standing up
for other kids instead of participating in gossip about them. She since distanced herself from the “wrong crowd” and
changed titles from friends to associates. While she is picked on for this choice, she has a strong sense of who she is
and what she stands for and has no regrets of no longer being in the “in” crowd.
 MORAL/CHARACTER DEVELOPMENTS
RECOMMENDATIONS
● Assist child in examining morals of the group without condemnation. Recognize youth's need to belong to a peer
group outside the family.
(University of Washington, 1993)

● Be aware of the values of the group and help the youngster understand the consequences of own choices among
group values.
(University of Washington, 1993)

● identify and deal with any bad influences before they become a problem.
(Child Development Institute 2016)
 MORAL/CHARACTER DEVELOPMENTS
RECOMMENDATIONS (cont.)
● Involving him or her in family decision-making, giving set chores and showing an active interest in his or her
education will not only help develop a sense of responsibility but allow you to reinforce the positive values he or
she needs for later life.
(Child Development Institute 2016)

● Although adolescents always challenge authority figures, they need or want limits. Limits provide a safe boundary
for them to grow and function. Limit-setting means having pre-set rules and regulations about their behavior.
(Center for Disease Control and Prevention, 2019)
 REFERENCES
Center for Disease Control and Prevention. (2017). Child development. Retrieved
from https://www.cdc.gov/ncbddd/childdevelopment/facts.html (Links to an external site.)Links to an external site
Child Development Institute (2015). The ages and stages of child development. Retrieved
from https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc
Medline (2017). Adolescent Development. Retrieved
from https://medlineplus.gov/ency/article/002003.htm (Links to an external site
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. Retrieved from
http://http://depts.washington.edu/allcwe2/fosterparents/training/cdevguid/cdg13.htm#PHYSICAL