Case Study of a Child Age 5

Shelbi Robinson-White
EDU 220-1004
Terri Wyckoff
2/27/2022
Physical - Behaviors
Typical behaviors for textbook age 5 child include: good gross motor
coordination such as jumping, kicking, running, tumbling, etc.
(University of Washington, 1993)
Age 5 children are typically toilet trained. Children at this age are more
susceptible to frequent sickness due to multiple environments.
(University of Washington, 1993)
Aches and pains start to become more present in children this age; aches
such as headaches and body aches. Children age 5 start to become
hypersensitive to “little” pains.
(University of Washington, 1993)
Physical- Development Level
Slavin (2021) stated the typical development level for age 5 is preschool
level.
(Slavin, R.E., 2021)
Physical – Observed Child Characteristics
• Meets:
-Child is typical in the toilet training aspect— fully independent.
• Does not meet:
-Child fumbles randomly during gross motor coordination,
however typically well balanced.
-Child does not exhibit a hypersensitivity to little pains, self-
regulates well.
Physical - Recommendations
• Continue consistent peer interactions and providing opportunities to
develop friendships and relationships.
(University of Washington, 1993)
• Allowing gross motor opportunities to continue coordination
development
(Virtual Lab School, n.d.)
• Provide plenty of protein and nutrients in diet as physical exertion is
becoming more frequent
(University of Washington, 1993)
Emotional - Behaviors
Child age 5 become interested in activities for the sake of being
involved and they are more verbal with their needs and ideas.
(University of Washington, 1993)
They become more willing to work with peers instead of against them in
a competition.
(University of Washington, 1993)
Children at this age have a better sense of contentment and are typically
closer to their mom.
(University of Washington, 1993)
Emotional – Development Level
Slavin (2021) stated the typical development level for age 5 is preschool
level.
(Slavin, R.E., 2021)
Emotional – Observed Child Characteristics
• Meets:
-Child does appear to be closer with mother.
-Child does verbalize ideas*
• Does not meet:
-Child is more interested in activities based on teacher/adult
involvement rather than peer involvement.
-Child still needs to be prompted and/or reminded to voice needs—
*ideas are always verbalized.
Emotional - Recommendations
• Provide space that is safe for emotional outlets as well as humor
(University of Washington, 1993)
• Provide opportunities to show child they can do things on their own to
help self-esteem
(University of Washington, 1993)
• Promote friendships within environment and communities such as
neighborhood, school, daycare, etc.
(Virtual Lab School, n.d.)
Cognitive/Intellectual - Behaviors
Child age 5 has an increased attention span and enjoys self help roles;
wants to be more independent in every day tasks.
(University of Washington, 1993)
Child at this age also typically enjoys role learning such as: “counting,
naming, opposites, body parts, etc.”
(University of Washington, 1993)
Cognitive/Intellectual – Development Level
Piaget (2021) stated the typically development stage for age 5 is
preoperational stage.
-Piaget (2021) stated that children develop intellectually in 4 stages
through new abilities and information processing.
(Slavin, R.E., 2021)
Vygotsky (2021) and Bronfenbrenner (2021) stated the child will be in
the mesosystem.
-Vygotsky (2021) believed that most cognitive development
stemmed from outside input such as culture; like Bronfenbrenner
(2021) mesosystem level shows.
(Slavin, R.E., 2021)
Cognitive/Intellectual – Observed Child
Characteristics
• Meets:
-Child does have an increased attention span from past year.
-Child shows signs of wanting to be independent; however, presents with
difficulty if not given every step.
-Child seem to enjoy labeling body parts and matching
opposites/puzzles.
• Does not meet:
-Child still presents with some difficulty if not given every step of being
independent
Cognitive/Intellectual - Recommendations
• Provide new language and words for learner to hear and explore
during conversations
(University of Washington, 1993)
-Children by age 5 should have 10,000 words in their vocabulary
(Riley Children's Health: Indiana University Health, Indiana University
School of Medicine, 2021)
• Allow child to utilize their imagination in any way they can
(imaginary friends, fantasy life, etc.)
(Virtual Lab School, n.d.)
• Respond to child in a calm and predictable way; ignore attention
seeking behaviors and provide praise/recognition for target behaviors
(University of Washington, 1993)
Psychosocial/Social - Behaviors
Child at age 5 are typically friendly and social— they enjoy interaction.
They gear more towards gentle play rather than aggressive.
(University of Washington, 1993)
Friendships with peers start to become semi-important. At this point,
they start to enjoy assuming “adult roles” in playing.
(University of Washington, 1993)
Psychosocial/Social – Development Level
Erikson (2021) stated that child age 5 are Stage 3: initiative vs. guilt.
“—children’s continuously maturing motor and language skills permit
them to be increasingly aggressive and vigorous in the exploration of
both their social and physical environment. “
(Slavin, R.E., 2021)
Psychosocial/Social – Observed Child
Characteristics
• Meets:
-Child enjoys gentle play much more than aggressive— aggressive play
is very aversive.
-Child assumes teacher role when not at school and parent role while at
school.
• Does not meet:
-Peers still seems to be much less important than adults/teachers to this
child; child appears social and friendly with peers, however, shows more
interest in peers if adult is near by or interacting with peers as well.
Psychosocial/Social - Recommendations
• Encourage group play through school, daycare, friend groups as much
as possible
(University of Washington, 1993)
• Allow child to participate in manageable adult roles with adult there
for support
(University of Washington, 1993)
Examples: tie shoes, feed themselves, cut things out, etc.
(Riley Children's Health: Indiana University Health, Indiana University
School of Medicine, 2021)
• Provide structured timeline, activities, and environments for child with
rules and responsibilities to follow within them
(Virtual Lab School, n.d.)
Moral/Character - Behaviors
Child age 5 start showing maladaptive behaviors more frequently (i.e.,
lying, cheating, etc.) Things become more exaggerate with stories told
by this child.
(University of Washington, 1993)
Child at this age tend to be good for the sake of praise and approval.
They also begin to recognize that others have wants and needs.
(University of Washington, 1993)
Moral/Character – Development Level
Kohlberg (2021) stated that a child age 5 is in Stage 3: Conventional
Level.
“Judgment regarding one’s behavior is determined by others’ approval.”
(Slavin, R.E., 2021)
“Early morality develops as children want to please their parents and
others of importance. This is commonly known as the "good boy" or
"good girl" stage.”
(U.S. National Library of Medicine, 2022)
Moral/Character – Observed Child
Characteristics
• Meets:
-Child seeks praise and approval from adults and appears frustrated if
she goes long periods of time without any.
-Child was observed checking on peers and adults that appear to be in
distress and/or looking for something.
• Does not meet:
-Child has not been observed to produce any maladaptive behaviors
as in lying, cheating, etc.; however, child does tend to exaggerate stories
and ideas.
Moral/Character - Recommendations
• Present action-to-consequence opportunities when they arise— utilize
them as a learning opportunity
(University of Washington, 1993)
• Build trust in adult/teacher in all their provided their environments
(University of Washington, 1993)
• Monkey-See, Monkey-Do; Model target moral behavior and
characteristics
(University of Washington, 1993)
• Structure and routine is important to a preschooler, as well as
discipline which allows them to face new challenges with the choices
they’ve made.
(U.S. National Library of Medicine, 2022)
References
Riley Children's Health: Indiana University Health, Indiana University School of Medicine
(2021). Health Information: Development & Wellbeing.
https://www.rileychildrens.org/health-info?openTab=wellness
Slavin, R.E. (2022). Educational Psychology: Theory and Practice (13th ed.). Pearson.
ISBN: 9780135753118
University of Washington. (1993). Child development: Using the child development guide.
http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm
U.S. National Library of Medicine. (2022, February 4). Preschooler development:
Medlineplus medical encyclopedia. MedlinePlus.
https://medlineplus.gov/ency/article/002013.htm
Virtual Lab School. (n.d.). Professional Development for Child and Youth Educators.
https://www.virtuallabschool.org/learn