Developmental

Report
A report discussing the findings
of the development of two
children between the ages of
five and eight, through
researching their cognitive,
physical, language, socialemotional and motivational
development.
Name: Holly Turner
Student number: 11521803
Charles Sturt University Albury
campus

Subject: EED109 Learners and

Learning
Subject Coordinator Stephanie
Garoni

Table of Contents
Introduction
3
Cognitive
Development4
Physical
Development..
5

Language
Development...6
Social-Emotional
Development..7
Motivational
Development8
Conclusion
...9
Appendices
10-27
References
.28

Introduction
During my placement at St. Annes Primary School, North Albury, I
conducted multiple tests, activities and discussions with two of the

students enrolled in the kindergarten classroom, in an effort to

understand how they are developing. These two children, further
more to be known as Child A and Child B, presented very different
outcomes in the areas of cognitive, physical, language, socialemotional and motivational development. As both these children are
6 years and 3 months old, respectively, a significant reason for
these diverse findings may be due to their environmental
influences, as explored in Bronfenbrenners Ecological theory
(Hoffnung, Hoffnung, Hine, Seifert & Smith, 2010).
Child As microsystem has deeply impacted her development. Child
A has an older sibling who has special needs, so the familys focus is
primarily on her older sibling (Appendix 2). This has resulted in Child
A being very independent, and very empathetic towards her peers,
believing that it is important to put others before yourself (Appendix
2). Child A appears to get along with everyone and ensures that no
other student is excluded (Appendix 2). She also willingly assists
other children with their schoolwork if they are having difficulty
(Appendix 2). Child As parents also got a divorce earlier in the
year, however she has coped well, and both parents are still actively
involved in Child As life (Appendix 2).
Child Bs microsystem has defined his development. Child B comes
from a physically active family, so his favourite hobbies include
motorbike riding, swimming and playing football (Appendix 2). His
parents are very supportive of his school and are regularly involved
in school activities and fundraisers (Appendix 2). Child B gets along
with everyone, and excludes no one (Appendix 2). He is the middle
child of three, and is the only son in the family, so as a result, he
often takes upon a leader role in group situations, and likes to help
fellow students with their work if need be (Appendix 2). He is very
confident in his own abilities, and has high self-efficacy (Appendix
2).

Cognitive Development
Through his research, Jean Piaget found that children between the
ages of five and eight are in the Preoperational stage of
development. At this stage, children should be beginning to develop
their language and communication skills, problem solving skills and
are often very egocentric (Churchill et al., 2011). Piagets theory
also discussed his belief that children in middle childhood become
skilled at concrete operations (Hoffnung et al., 2010, p.273).
Through conducting multiple tests with children, Piaget determined
what stages of cognitive development children were in; nonconserving, transitional or conserving (Hoffnung et al., 2010).
Another cognitive theorist, Lev Vygotsky, developed a social
cognitive theory, which is based on the concept of scaffolding, and
discusses the Zone of Proximal Development (ZPD), and the
importance of a More Knowledgeable Other (MKO) to assist learners
to bridge this gap (Churchill et al., 2011, p.77).
Through conducting two of Piagets cognitive tests, I have found
that Child A is in the transitional-conserving stage of development.
Child A is able to recognise that the transformation has not affected
the original quantity/size of objects, however she cannot yet
profoundly give an explanation to her thinking (Appendix 3).
Through midyear testing, I also found that Child A reads at the stage
of a level 10, which is equivalent to that of a child aged 6 years and
7 months (Appendix 4). I also found that Child A is a very fast
learner. From comparing her work, predominantly her handwriting,
from the beginning of the year to midyear, Child A has improved
dramatically with the help of an MKO; her teacher (Appendices 5
and 6).
When conducting two of Piagets cognitive tests on Child B, I found
that he is in the non-conserving stage of development. Child B
strongly believed that the insignificant transformation changed the

amount/size of the original object (Appendix 3). He also failed to

follow direction in the second test and wrongly lined up the straws
(Appendix 3). Through midyear testing, I also found that he reads at
a stage of level 7, which is the average level for his age, and
equivalents to a child aged 6 years and 2 months (Appendix 7).
Through scaffolding Child B has also developed his writing skills
and has improved his position on his ZPD. Through comparing his
writing from the beginning of the year to midyear, there is a clear
improvement (Appendices 8 and 9).

Physical Development
Arnold Gesells maturation theory explored the nature vs nurture
debate to establish whether the environment we are raised in
affects our physical development more than our biological heritage
does (A basic introduction to child development theories, 2002).
Hoffnung et al. (2010) details that children between the ages of 4.5
and 5.5 years are beginning to develop their gross motor skills, such
as balancing on one foot, as well as developing their fine motor
skills, such as using scissors and drawing.
Child A has adopted multiple gross motor skills, such as being able
to skip with rope and hop on both left and right feet (Appendix 10).
She has also developed her fine motor skills, and is able to copy a
diamond, as well as copy adults handwriting (Appendix 10). Child
As physical development seems to depend upon her environment
rather than on her biological heritage. As detailed in Appendix 10,
Child A easily learnt how to run and skip once another child had
showed her how to do so, demonstrating how she is influenced by
those around her.
Child B is a very active child (Appendix 2). He has developed
multiple gross motor skills, such as being able to hop on both left

and right feet, as well as being able to jump and turn at the same
time (Appendix 11). Child B has also developed his fine motor skills,
and is able to copy a diamond and colour within the lines carefully
(Appendix 11). I believe Child Bs physical development is
influenced by his biological heritage. As detailed in Appendix 2,
Child B comes from a very active family, so his physical
development is most likely due to strong athletic genes passed
down to him from his parents.

Language Development
B.F. Skinner believed that childrens language was developed
through operant conditioning (Hoffnung et al. 2010). As discussed
by Gitcho and Ramscar (n.d.) childrens language development
depends on the childs imitation of those around them, as well as
the response the child receives for their speech. Between early
childhood and middle childhood, children are beginning to improve
their pragmatics and syntax as they acquire a wider vocabulary and
learn more adult definitions of the words they know (Middle
childhood: cognitive and language development, 2008).
Child A has developed a fluent and comprehensible speech
(Appendix 12). She speaks clear sentences using a customary
vocabulary, however, Child A occasionally uses slang language,
such as the word gonna for going too, as I have highlighted in
Appendix 12. Most likely, this slang language would have been
imitated from a parent or another adult prior to coming to school. As
well as her good quality language skills, Child A is also a very strong
reader and writer, as discussed earlier in Appendices 4 and 6.
Child B is able to speak clear, comprehensive sentences using a
standard vocabulary (Appendix 12). Child B often uses slang
language, however, such as cuz for because and gonna for

going too (Appendix 12). I believe Child B most likely imitated

these words prior to arriving at school. Child B also occasionally
stutters in his sentences; I have underlined three occasions in
Appendix 12. As well as this, Child B commonly uses the word um
at the beginning and in the middle of his sentences; I have
highlighted three instances of this on Appendix 12. Child B is at the
expected level of reading and writing for his age group, as shown in
Appendices 7 and 9.

Social- Emotional Development

Erik Eriksons psychosocial theory details eight psychosocial stages
of development in which crisis need to be overcome. Erikson
believed that children between the ages of five and eight were in
the crisis titled industry vs inferiority (Hoffnung et al. 2010). Within
this stage, children begin to develop their intellectual and social
skills and must attempt to become a competent member of school
and society (Hoffnung et al. 2010). Another social theorist is Albert
Bandura. Banduras social learning theory details how children learn
by observing others, and how a childs self efficacy can influence
their learning and development (Churchill et al., 2011).
Child A appears to fit into school quite well, and seems to get along
with everyone (Appendix 2). She works very well with others and
always ensures that no student is excluded (Appendix 2). I believe
Child As consideration for others could be largely due to her
familys constant care of her disabled older sister, which
demonstrates that children can obtain social skills through

observing others. Child As difficult medical upbringing has also

made her very empathetic, independent and very mature for her
age (Appendix 2). Child A presents a high self-efficacy, which allows
her to strive high in academics and continue to improve
(Appendices 2 and 13).
Child B has adjusted into school very easily (Appendix 2). He seems
to get along with everyone, and works well with others in groups
(Appendix 2). I believe that being the only son in his family
influences Child B to take up a leader role in the classroom
(Appendix 2). He often wants to help other students with their work
if they are seeking assistance, and always ensures that no student is
excluded (Appendix 2). The teachers have often referred to Child B
as the most confident child in kinder (Appendix 2). Child B presents
a very high self efficacy (Appendix 14), and is always the first to
volunteer for an activity (Appendix 2).

Motivational Development
B.F. Skinners operant conditioning theory detailed how either
positive or negative responses to a childs actions could influence
their motivational development, through the affect it could have on
a childs self efficacy (Churchill et al., 2011). Motivation can either
occur in one of two ways; intrinsically or extrinsically (Hoffnung et
al. 2010). As discussed by Hoffnung et al. (2010), by providing
scaffolding for students and by giving them tasks that are of an
appropriate level for them, children are more likely to gain self
esteem and be motivated to learn.

Child A has very high self efficacy and self esteem (Appendix 13). As
is shown in Appendix 15, Child As favourite subject is writing. I
believe a large reason for this is that she is very strong in this area,
and also writing allows her to have freedom to write about things
that interest her (Appendix 15). As is noted on Appendix 13, Child A
believes that stories are boring, as she prefers more hands-on
activities. However, she always participates in stories and seems to
enjoy them. Child A also expressed she enjoys all of her classes
(Appendix 13). As Child A enjoys all of her classes and she takes
part in all activities willingly, I believe that she is intrinsically
motivated.
Child B has very high self efficacy and self esteem (Appendix 13).
He continually presents high confidence within himself and his
abilities, especially in the area of sport; his favourite subject
(Appendix 16). I believe his love for sport has been influenced by his
familys physically active lifestyle (Appendix 2). Child B has had a lot
of experience in this field, so he would be very confident in this area
(Appendix 2). Child B has stated that he does not enjoy writing
(Appendix 14), however he participates in it willingly and takes pride
in what he puts on the paper (Appendix 16). I believe that Child B is
intrinsically motivated, as he wants to have a go at everything
(Appendix 2) and puts in a lot of effort (Appendix 16).

Conclusion
According to childhood development theorists, both Child A and
Child B are at the expected stage of development for their age
group. Both are beginning to develop their skills in language and
physical development, and both have obtained important skills that

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are vital in social and emotional situations. Although Child A and

Child B have presented different development levels in certain
areas, such as their cognitive development (Appendix 3), it is clear
from the above findings that Child A and Child B are developing at
the estimated rate.

References
A basic introduction to child development theories, (2002). NSW
Curriculum Framework for Children's Services: A practice of
relationships. Retrieved from
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http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/7401/docu
ments/theories_outline.pdf
Churchill, R., Furguson, P., Godhino, S., Johnson, N. F., Keddie, A.,
Letts, W., . . . Vick, M. (2011). Teaching making a difference. Milton:
John Wiley & Sons Australia.
Gitcho, N., Ramscar, M., n.d. Developmental change and the nature
of learning in childhood. Stanford: Stanford University. 11(7).
Retrieved from
http://psych.stanford.edu/~michael/papers/Ramscar_tics.pdf
Hoffnung, M., Hoffnung, R. J., Hine, A., Seifert. K. L., & Smith, R.B.
(2010). Childhood (1st ed.). Milton: John Wiley & Sons Australia
Magna Systems (Producer). (2008). Middle childhood: cognitive and
language development (Video). Video summary available from
http://www.google.com.au/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDcQFjAC&url=
http%3A%2F%2Fmcweb1guides.s3.amazonaws.com
%2F520157.pdf&ei=BVQxUoHZDYbtiAedroCwBQ&usg=AFQjCNGDna
FH7NFzDzocxds10eaXaBWkcw&bvm=bv.52109249,d.aGc

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