Case Study 1

Case Study W422 Zandria Butts Averett University ED502 Child and Adolescent Psycholo y Dr! "ancy #o$os%" uyn &arch '( 201)

Case Study 2 Introduction &e han is a *uir+y and ener etic ei ht%year old second rader! She is the eldest o, t-o children in a .iddle class ,a.ily! She has a 4 year%old youn er $rother! Both /arents are /resent and active in the child0s li,e! 1his study -as conducted in a classroo. at the school she attends! &e han -as ,a.iliar -ith $oth the environ.ent and ad.inistrator!

Method Durin the study( the child co./leted a series o, activities and /artici/ated in an intervie-! &e an co./leted three Pia etian conservation tas+s! 1hese tas+s included conservation o, .ass usin /lay dou h( conservation o, nu.$er usin /ennies and conservation o, -ei ht also usin /lay dou h! 1he intervie- /ortion included $oth closed and o/en%ended *uestions relatin to her ,a.ily dyna.ics( relationshi/s and interactions -ith /eers( her .otivations and sel,%/erce/tion( and a scenario evaluatin her .oral develo/.ent! She also co./leted a -ritin assi n.ent to assess her /en.anshi/ and -ritin a$ilities!

Results 1he assess.ent $e an $y tal+in to $eco.e .ore ac*uainted -ith one another! We $e an $y discussin her day( -hat -as learned in school and her /artici/ation in the u/co.in talent sho-! 2nitially her res/onses -ere $rie, until the to/ic o, the talent sho-as introduced! &e han intends to do a dance routine alon -ith ,our other ,riends ,or the talent sho-! Durin this interaction she -as ani.ated and enthusiastic a$out her /lans -ith her ,riends!

Case Study ) 1he ,irst intervie- *uestion ,ocused on her interactions -ithin her ,a.ily! &e han stated( 3&y house is +inda $i ! 2t0s on one ,loor and 2 have .y o-n roo.! 2 don0t li+e it -hen "oah 4her youn er $rother5 co.es in .y roo.!3 "e6t &e han -as as+ed -hat she does -hen he enters her roo.! 72 tell hi. leave83 she re/lies! When as+ed i, she al-ays a rees -ith her /arents( she *uic+ly re/lied( 7"o!3 &e han -ent on to state that they o,ten disa ree a$out thin s she -ould li+e to do( es/ecially oin to &cDonalds! 1he ne6t set o, *uestions centered on the structure -ithin her ho.e! 1he rules she ,ollo-s in the ho.e include no runnin in the house( no -atchin television durin the -ee+( and no /lay dates until ood $ehavior is sho-n! She is also e6/ected to +ee/ her roo. clean( $e res/ect,ul and $e res/onsi$le ,or her thin s! When as+ed a$out her conse*uences ,or $rea+in the rules she -as des/ondent a$out losin her Bar$ie dolls( o, -hich she has .ore than 10( includin one 9en doll( and not $ein a$le to have /lay dates! 2n*uires -ere .ade a$out the last ti.e she lost her Bar$ie dolls! She did not recall the last ti.e she lost the. or -hy( $ut -as u/set that she had the. ta+en a-ay! &e han is occasionally allo-ed to .a+e decisions! &e han stated she so.eti.es ets to decide -hat to have ,or dinner and -hich .ovies and television sho-s to -atch as a ,a.ily! &e han states she has one very close ,riend( Aysia! 1hey .et in +inder arten $ut( 7When .y .o. and her 4Aysia5 .o. et to ether( then -e ot to /lay a lot! 1hen she -as .y $est ,riend3( states &e han! 1hey have ,i hts $ut .a+e u/! 1he last ,i ht they had -as over a a.e o, /retend! &e han -as ,orthco.in in her role in the ,i ht statin (3 We -ere /layin a a.e and 2 ot .ad a$out so.ethin she did! But 2 -asn0t /layin ri ht! So -e .ade u/3! She identi,ies havin co..on interests and s/endin

Case Study 4 ti.e to ether .a+es the. $est ,riends! 2n addition to Aysia( &e han also /lays -ith her ,ather and $rother! 72 li+e to /lay hide and see+ -ith .y .o. and dad and tic+le a.e -ith .y dad! &y dad says 20. the $est hider! 2 al-ays hide in their 4/arents5 $athtu$ and they never ,ind .e!3 &e han received A0s and B0s on her .ost recent re/ort card! She ,eels that she is not ood at .ath and -ould li+e to do $etter on the Bench.ar+ tests! 71here -as a C on the reen /iece o, /a/er -ith .y re/ort card! 2 -ant that to $e $etter3! While she li+es havin ood rades( she /ri.arily attends school and does -or+ $ecause it is e6/ected(

not $ecause she has a desire to learn( accordin to her res/onses! &e han -ould li+e to sho- her teacher that she is s.arter than the other students in her class( $ut +no-s she is not( in her o/inion! 1he ne6t set o, *uestions ,ocused on &e han0s /hysical -ell%$ein ! Wei hin ,orty%t-o /ounds( she li+es to dance and /artici/ates in y.nastics! Previously( &e han /artici/ated in the trac+ clu$ -here she en:oyed runnin ( $ut did not -in any o, he races! At ho.e( she e6ercises -ith her ,ather and $rother( li,tin -ei hts( and li+es runnin on the /lay round at school! ;er res/onses to the .oral develo/.ent *uestion -ere $rie,! &e han -as read a scenario a$out a ,riend she o$served sho/li,tin ! While she stated that she -ould in,or. an adult( &e han stated( 720ll tell the /arent a,ter -e leave the store! 20d +ee/ -atchin to $e sure they didn0t do it a ain!3 She $elieves the /arents should +no- -hat they did( $ut did not .ention sayin or doin anythin to sto/ ,ro. doin it -hile they -ere in the store!

Case Study 5 1hree conservation activities -ere ad.inistered durin the session! 1he ,irst -as conservation o, .ass usin /lay dou h! &e han -as handed t-o $all o, /lay dou h o, e*ual sha/e and si<e! She -as as+ed i, there -as the sa.e a.ount in each $all! ;er res/onse a,ter visually o$servin and handlin the. -as that they -ere not the sa.e! "e6t she -as as+ed to .a+e the. the sa.e! A,ter doin so( she stated( 7"o- they are the sa.e83 "e6t( one o, the $alls -as ,lattened into a /anca+e sha/e! A,ter-ards( she -as as+ed i, the there -as the sa.e a.ount in the /anca+e /lay dou h as in the $all o, /lay dou h! 1o this( she re/lied that they -ere the sa.e( 7All you did -as .ash this one!3 1he second tas+ -as conservation o, nu.$er! A rou/ o, ,ourteen /ennies -ere used! 2nitially they -ere s/read on the ta$le e*ually s/aced and evenly ali ned! When as+ed i, there -as .ore in rou/ one or in rou/ t-o( she *uic+ly ans-ers that they are the sa.e! "e6t( the coins in rou/ one -ere s/read out and those in rou/ t-o -ere /ushed closer to ether! 1he sa.e *uestion -as /osed -ith a res/onse o,( 7=o- t-o 4/ennies /ushed a/art5 have .ore! 2t0s lon er!3 1his tas+ -as re/eated addin t-o /ennies to each ro-! >nce a ain( -hen the /ennies -ere evenly s/aced( she deducted that there -as the sa.e! ;o-ever( -hen ro- one( those closest to the su$:ect( -ere ali ned such that they -ere lon er than those closest to .e( her ans-er chan ed! 1his ti.e( &e han counted the nu.$er o, /ennies in each ro- and said( 72t0s the sa.e! ?ou0re tryin to tric+ .e83 1he ,inal tas+ -as conservation o, -ei ht! A ain ta+in the $alls o, /lay dou h into her hands( &e han -as as+ed i, they -ei hed the sa.e! She re/lied that they did a,ter -ei hin the. -ith her hands! "e6t( one $all -as rolled into the sha/e o, a hot

Case Study @ do ! When as+ed i, the hot do /lay dou h -ei hs the sa.e as the $all o, /lay dou h( &e han stated that they -ei hed the sa.e! 7All you did -as roll it &s! Butts(3 stated &e han -hen as+ed -hy! Interpretation Aiven &e han0s a e( accordin to Pia et0s .odel she -ould $e in the ,irst level o, the concrete o/erations sta e! Durin this sta e their thou ht /rocess $eco.e .ore /ra .atic and Badult%li+e3 CEd-ards( 2000D! 1his -as evident in her discussion o, her ,riendshi/ and her overall tone! &e han0s ans-ers -ere very e6/ressive and -orded in an 7adult%li+e3 tone! #istenin to her reason as to -hy she ar ued -ith Aysia sho-ed a$ility to /rocess and evaluate her actions and their contri$ution to the outco.e o, that situation! 1his in,or.ation .ay $e $ene,icial -hen considerin her develo/.ental /rocess! Accordin to Santroc+( /ro.otion ,or a child0s intellectual health -hile in the classroo. -ill allo- the. to advance to a hi her co nitive sta e sooner CSantroc+( 2011D! &e han is o$servant and uses the in,or.ation ained to hel/ he .a+es ,uture decisions! Considerin Bron,en$renner0s .odel( ,a.ily is very in,luential in her develo/.ent CSantroc+( 2011D! 1he do.inatin structure and values ,ro. her ho.e li,e a,,ect her e6/ectations o, her relationshi/s -ith others! She o$viously en:oys her interactions -ith her ,a.ily and e6/ects the sa.e o, her ,riendshi/s! &e han associates lau hin and acce/tance -ith security! When ,aced -ith o//osition ,ro. a /lay.ate( she antici/ates their $ein so.e conse*uence ,or un/leasant $ehavior! Eor this reason( she is a$le to ad.it her role in situations and acce/t the conse*uence o, the action( ho-ever un/leasant it .ay $e! &e han0s ho.e li,e is structuredF there are de,ined rules(

Case Study ' e6/ectations and conse*uences outlined $y the /arents as -ell as a reat deal o, ti.e to ether! Durin the conservation tas+s( &e han -as /er,or.ance -as on /ar -ith Pia et0s e6/ectations CSantroc+( 2011D! She -as a$le to conserve .ass and -ei ht( $ut -as initially tri//ed u/ durin the conservation o, nu.$er! She -as a$le to learn throu h the e6/erience to co.e to the correct conclusion durin the later /art o, the conservation o, nu.$er tas+! 1his ,urther su//ort Gy ots+y0s vie- that learnin throu h sca,,oldin e6/eriences that are .ore enrichin CSantroc+( 2011D! Conclusion &e han is develo/in nor.ally socially( e.otionally( and /hysically! She is .eetin the $ench.ar+s o, child develo/.ent ,or a child her a e!

Case Study H

=e,erences Ed-ards( #eila( ;o/ ood( Iane( =ossen$er ( 9atie( and =ush( 9y.$erley! C20000D &ental Develo/.ent and Education 4Elinders University -e$site5! =etrieved ,ro. htt/JKKehlt!,linders!auKeducationKD#i1K2000KPia etK$e in!ht.! Santruc+( Iohn W! C2011D! Child Develo/.ent! "e- ?or+( "?F &cAra-%;ill Pu$lications!