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Case Study

Minh Chau Doan

College of Southern Nevada

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Introduction

I observed Keith who is the second child of three in his family. He is 39 months old and

has two sisters. One of his sisters is six years old, and the other is one years old. Excluding his

sisters, he lives in a household with his grandpa, grandma, and his mother in a rented house.

Keith's father passed away in a car accident. His grandfather is retired. Keith's grandma and

mother are the only ones who work.

Keith attends the Head Start Program pre-school; he speaks English well and is

accustomed to American culture. His vocabulary is limited. From his records, Keith had a three

month speech delay and went through speech therapy. I observed Keith in his school

environment for two and a half hours, and was able to observe different developmental

milestones Keith is achieving at his age. I have also evaluated his growth based on various

psychologists' theories, his needs based on Maslow's Hierarchy of Needs, and recommendations

to continue his growth in an ideal childhood.

Physical

The first milestone is the physical development milestone. During outside time, he

walked up the steps of the slide and slid down the slide. He also enjoyed playing with a ball.

Keith kicked the ball and chased after it with his classmates. Sometimes, he held the ball with

both of his hands, threw it up in the air, and caught it with his hands. Keith is very active and

from the Child Development Guide, the area of physical development is his strongest area.

In addition to Keith's active lifestyle, he also shows a good appetite. During snack time,

Keith ate everything that was given to him and drank a lot of water or milk. He doesn't like to eat

meat, and he seemed to be the first to fall asleep during nap time. Keith seemed to feel
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comfortable in his environment. Referring to Maslow's Hierarchy of Needs, Keith's

physiological and safety needs are satisfactorily met based on my observation.

According to Snowman, the child I observed should be very active. "Preschool children

are extremely active. They have good control of their bodies and enjoy activity for its own

sake..." (Snowman, p. 49). My observation of Keith has indicated that he enjoys doing what he

wants for a prolonged area of time. "Preschoolers' large muscles are more developed than those

that control the fingers and hands" (Snowman, p. 49). Keith prefers to play with anything that

involves less motor skills with his hands. He prefers to play in any activity that requires kicking,

throwing, and running. Overall, Keith appears to be developing at the expected rate proposed by

Snowman's physical characteristics of preschool and kindergarten students.

My recommendation for Keith's physical development is to continue to nurture his active

lifestyle. According to Snowman, "... preschoolers may be quite clumsy at, or physically

incapable of, such skills as tying shoes and buttoning coats. Avoid too many small-motor

activities..." (Snowman, p. 49). Keith should continue to participate in activities that don't

involve the use of small-motor activities until he gets older. When he is about four, the activities

should be changed to involve more small-motor activities to help enhance his current physical

state. Any changes to his current activities to involve small-motor skills could have detrimental

effects.

Intellectual

The second milestone is the intellectual development milestone. Keith demonstrates

positive growth in this area. When he was playing at the sand table during outside time, he held

the measuring cup to scoop the sand and poured it into a funnel to see the wheels under the

funnel spin. He also poured a cup of water into the sand. Keith touched the wet sand and said,
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"Now the sand sticks on my hands." He used both of his hands to build a sand castle. Then he

said, "I made a house." In the intellectual development area, Keith demonstrates the ability to

"continue to learn through senses" and "uses imagination a lot..."( DSHS Fosterparentscope,

1993).

According to Piaget, Keith should be demonstrating preoperational cognitive

development which involves "Gradually acquires ability to conserve and decenter, but is not

capable of operations or mentally reversing actions" (Snowman, p. 25). During my observation,

Keith was building a sand castle, and stopped for a couple of minutes. He looked at the wet sand

on his hand and seemed to observe the texture of the sand. Keith demonstrated "perceptual

centration" (Snowman, p.26) which is a significant criteria of preoperational stage. It also notes

that Keith is developing at a normal rate according to Piaget.

According to Vygotsky, cognitive development is influenced by "culture, social

interaction, and formal instruction" (Snowman, p. 31). Vygotsky proposed zone of proximal

development (ZPD) which is "the difference between what a child can do on his or her own and

what he or she can accomplish with some assistance" (Snowman, p. 36). Vygotsky explained that

"students with wider zones are likely to experience greater cognitive development when

instruction is pitched just above the lower limit of their ZPD" (Snowman, p. 36). Building a sand

castle with two towers can be a complex task, but Keith achieved that task without help from the

instructor. Keith would demonstrate a ZPD of 1 to 2, indicating he can complete tasks a year or

two years older than himself.

Sternberg proposed an intellectual theory of mental self-government styles "modeled on

different functions and forms of civil government" (Snowman, p. 81). From my observation,

Keith demonstrated the legislative style of mental self-government. The legislative style "prefers
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to formulate rules and plans, imagine possibilities, and create ideas and products" (Snowman, p.

82). When Keith was building the sand castle, he used his imagination to build the structure. He

distinguished when to use the wet sand and dry sand to build the castle. It seemed that Keith

developed a structure of what type of sand to use and the steps to build the stand castle.

According to Gardner, intelligence can be separated into eight different types. Gardner's

theory of multiple intelligences is made of "logical-mathematical, linguistic, musical, spatial,

bodily-kinesthetic, interpersonal, intrapersonal, and naturalist" (Snowman, p. 75). Keith

demonstrates the bodily-kinesthetic type of intelligence. Gardner described bodily-kinesthetic

intelligence as the "abilities to control one's body movements and handle objects skillfully"

(Snowman, p.75). Regarding my observations of Keith and his sand castle, Keith demonstrated

control over his movements. His work with the sand castle is exemplar compared to other sand

castles created by children his own age.

Bringing back to Maslow's Hierarchy of Needs, the deficiency needs seem to be met at a

level that allows Keith to reach the highest level, self-actualization. While Keith is in a condition

that allows self-actualization, my observation of Keith indicate that he is not at the right age to

realize the potential of self-actualization. "Maslow originally felt that self-actualization needs

would automatically be activated as soon as esteem needs were met... He concluded that

individuals whose self-actualization needs became activated and met held in high regard such

values as truth, goodness, beauty, justice, autonomy, and humor" (Snowman, p. 252). Keith

doesn't fully grasp the values proposed by Maslow. Therefore he is unable to achieve the self-

actualization level denoted by Maslow when most of the conditions are met.

My recommendation is for Keith to develop other intelligences presented by Gardner's

Multiple Intelligences Theory. My observation of Keith shows he currently embodies one type of
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intelligence. Gardner indicated that if the activities involved a variety of intelligence components,

students would be able to develop a variety of intelligences (Snowman, p. 79). An example is to

encourage Keith to use descriptive words and to ask him open-ended questions when he is

actively engaged in tasks. By doing so, Keith is able to develop Spatial, Linguistic, and Logical-

mathematical intelligence based on the tasks he is currently engaged in.

Emotional

The next milestone is the emotional development milestone. One of the areas of

emotional development milestone is "developing some independence and self-reliance" (DSHS

Fosterparentscope, 1993). An example is when Keith played with the zoo animals during choice

time. He held two tiger figures with one in each hand. He leaned both of the tigers head on and

made a roar sound as if they were talking. Keith also shows strong emotional development by

seeking adult approval and expressing himself (DSHS Fosterparentscope, 1993). At the end of

the day, Keith's mother came and said, "Hello Keith." Keith stopped playing, ran toward his

mother, and gave her a hug. Then he walked to his cubby, got his art paper, showed his mother

his artwork with an exciting face, and said, "I did it." Overall, Keith is achieving the milestones

for emotional development.

According to Snowman, "Kindergarten children are aware of and can, to some extent,

regulate their emotions" (Snowman, p. 51). Keith seemed to be able to regulate his emotions. He

knows when he is excited or when he is upset. Keith engaged mostly in independent play which

does not allow him to interact with others and experience different emotional states. Snowman's

analysis of Keith would note he is emotionally developing at a normal rate.

My recommendation to maintain Keith's growth is to make sure he learns different ways

to express his feelings from role models. Keith will undoubtedly encounter situations where he is
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unfamiliar with. Snowman indicates that in these situations, a child under stress could react

physically (Snowman, p. 51). "Classroom teachers can contribute to a child's emotional

development by explaining why we (meaning the child, classmates, the teacher) feel the way we

do about various events or circumstances and how we should respond to those emotions"

(Snowman, p 51). By having teachers and also family members show Keith how he should

respond in a variety of situations, Keith is able to channel his emotions in a progressive and non-

violent method.

Social

Second to last milestones are the social development milestones. Keith and another child

played with the housekeeping toys. He played the role of the chef and dressed up in a chef's hat

and shirt. Keith went to get a pot, put it on the stove, and placed a piece of toy beef slider in the

pot. He used a spatula to turn the meat over. He put the meat on a plate and pretended to eat the

slider and offered to the other child. From Three to Four Years Child Development Guide, a sign

of social development is "Starts to be more interested in others; begins group play; likes

company." Throughout my observation, Keith is able to play well with other children.

According to Erikson, a child of ages four to five years old should be focused on

"establishing their beginnings of their independence" (Snowman, p. 18). Erikson proposed that

children start their own toilet training or play with the toys they want to play with (Snowman, p.

18) as examples. I have observed Keith use the facilities by himself and refuse any assistance. He

even showed excitement after he finished using the bathroom. During Choice time, Keith

changed which toys or chooses the same toy to play with. From Erikson's social theory, it seems

that Keith is developing according to the theory.

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Erikson also proposed the idea of psychosocial moratorium defined as "a period of

identity development marked by a delay of commitment, ideally a time of adventure and

exploration..." (Snowman, p. 20). At the moment, Keith's age indicates a commitment at a young

age is not possible, but could be nurtured. Referring to Keith's dress up as a chef, he follows

Erikson's idea where he is exploring the option of a culinary career based on his observations.

Keith's exploration into being a chef is limited by his view and this presents an opportunity to

develop Keith's view. A recommendation to develop his current interest is to discuss other

aspects of a culinary career in an engaging manner.

According to Marcia's social theory, there are four types of identities that help with

assimilation into society based on the level of crisis and commitment. Keith matched the identity

diffusion stage. Marcia defined identity diffusion's crisis as "Not yet experienced. Little serious

thought given to occupation, gender roles, values" (Snowman, p. 21). Keith usually plays by

himself, and pretended to be a chef during play time. He went into the kitchen play area and

pretended to cook a hamburger. These activities indicate that Keith is at the identity diffusion

stage but is at a higher end of this stage.

Keith's current state indicate the third level from the top of Maslow's Hierarchy of Needs

is met. Keith's ability to play cooperatively with others well indicate his willingness to get along

with his peers. Other children who play with Keith reciprocate his cooperative play. He does not

have any apprehension whenever someone wants to hug him. His actions indicate Keith's

belongingness and love level of Maslow's Hierarchy of Needs is met.

Keith's Esteem level of Maslow's Hierarchy of Needs is also met at a minimum standard.

Keith is capable of doing certain tasks by himself such as going to the bathroom. At the same

time, he seeks validation in his activities. In an example from the emotional section, Keith seeks
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attention for the work he does. He also seeks adult attention during activities and awaits praise

for his work. At some level, Keith respects himself but he has some reservations and constantly

looks for positive reinforcement.

My recommendation for Keith is to start developing initiative in his activities. According

to Erikson's theory, "The ability to participate in many physical activities and to use language

sets the stage for initiative, which 'adds to autonomy the quality of undertaking, planning and

'attacking' a task for the sake of being active and on the move' "(Snowman, pg. 18). Keith is

capable of choosing what he wants to do, but his yearning for approval keeps him from

developing his own methods. By allowing Keith to engage in activities with some instructions,

Keith will be able to gather different methods toward accomplishing a task. Perhaps a way to

guide Keith to develop different strategies is to engage Keith with questions hinting toward

different ways of accomplishing an activity.

Moral

The last milestone is the moral development milestone. This is another area where Keith

is close to achieving. A sign of moral development milestone is "finds other's opinions of self to

be important" (DSHS Fosterparentscope, 1993). An example is when the teacher reminded Keith

to go potty. Keith ran to the toilet. The teacher said, "Keith, walking feet in the classroom." Keith

ran again when he got out of the bathroom. The teacher looked at him. Keith stopped running

and said, "I'm walking." From Keith's action, it is clear that he respects the teacher when the

teacher gives her attention to him but disobeys instructions when the teacher looks the other way.

This is an area where the teacher can reinforce better behaviors by praising Keith for good

behavior.
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Piaget proposed two types of moral law that children follow: moral of constraint defined

as following rules as absolute, and moral of cooperation defined as rules can be flexible

(Snowman, p. 41). Rules are important for the development of a child to build strong moral

character, especially at an early age. Keith followed the rules strictly which matches Piaget's

theory of moral development where kids under six years old follow the moral of constraint

(Snowman, p. 40). I've observed Keith enforce rules whenever he played with other kids that

break the rules. He'll remind the "rule-breaker" about the rules, and the situation usually diffuses

without the teacher's involvement.

Kohlberg proposed that moral reasoning is split into six developmental stages based on

age groups. According to Kohlberg, the first two steps matches children the same age as Keith;

"Stage 1: Punishment-obedience orientation... (The physical consequences of an action

determine goodness or badness.) Step 2: Instrumental relativist orientation...(Obedience to laws

should involve an even exchange.)" (Snowman, p. 41). In the example in the first paragraph,

Keith seemed to demonstrate stage 1 of Kohlberg's theory of moral judgment. He followed the

rules to the extent where the authority figure needs to keep watching.

According to Giligan, moral development happens through care and sharing experiences

(Snowman, pg. 43). This theory of moral development is focused on females, but rings true with

males as well. I've observed Keith help others such as when a child fell during outside time and

he asked if they were okay. Keith's kind gesture was an indication that he also experienced the

same care from others when he was hurt.

Noddings proposed a similar view to Giligan but goes further to suggest that all children

have a "human desire for goodness, which she called a moral attitude" (Snowman, p. 44).

Nodding continues her theory by indicating that a care relationship exits when both parties care
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for each other (Snowman, p. 44). In the example from the previous paragraph when a child fell,

Keith demonstrated the ability to care. Keith also demonstrated moral attitude when he asked

another child how they are feeling. It is unsure from my observation if a caring relationship

exists between Keith and the child who fell.

Keith is developing good character with strong morals. In regards to the walking example

above, my recommendation is to talk with Keith about his actions. Referring to stage two of

Kohlberg's Six Stages of Moral Reasoning, "Instrumental relativist orientation. 'You shouldn't

steal something from a store, and the store owner shouldn't steal things that belong to you ' "

(Snowman, pg. 42) indicates that Keith should be talked in a way that encourages his

cooperation. By showing that the instructor doesn't run in the classroom, Keith could understand

that he needs to reciprocate the same actions. The discussion with Keith can be further enhanced

by discussing how the rule ensures the safety of everyone in the classroom.

Summary

My observation of Keith's interaction with others and how he acts indicates he's growing

at the right track. Keith meets all of the development milestones and in some areas, he is ready

for the next level. The only concerns I have is his moral development when it comes to obeying

rules in the classroom. Keith's deficiency needs in Maslow's Hierarchy of Needs are met and

presents an opportunity for self-actualization. Overall, he is growing into a young man that

psychologists in this paper would say he's heading in the right direction.
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References

Fosterparentscope Training: Child Development Guide: Three to Four Years. (1993).

University of Washington Alliance for Child Welfare Excellence. Retried from

http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm

Snowman, J., & McCown, R. (2013). Ed psych. Belmont, CA: Wadsworth, Cengage Learning.
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Appendix A

Keith Observation Notes

About Keith:

 39 months old

 Attends Head Start

 Speaks English well. Limited vocabulary.

 Went through 3 months peech delay.

Keith's household:

 Mother, two sisters (6 years old and 1 year old), grandpa, and grandma

 Father passed away in car accident

 Mother and grandma work

 Grandpa retired

 Low income family

Physical Observations:

 During Outside Time:

o Walked up steps and slid down a slide

o Plays with ball (kicks & chases with classmates)

o Held, threw, and caught the ball (multiple times)

Intellectual Observations:

 Played at the sand table. Used a measuring cup to scoop the sand and poured it through a

funnel that spun the wheels.

 Experimented with making wet sand. He said, "Now the sand sticks on my hands."

 Built a sand castle and said, "I made a house".

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Emotional Observations:

 Keith demonstrated ability to imagine. Played with two tiger figures and pretended the

tigers were roaring at each other.

 Keith also shows a want to impress adults. When Keith's mother came at the end of the

day, she said, "Hello Keith". Keith stopped playing, ran to his mom, gave her a hug, went

to his cubby, got his art paper, showed his mother with excitement and said, "I did it."

Social Observations:

 Keith played housekeeping toys with another child.

 He dressed up as a chef by placing the chef's hat on his head and wore a chef shirt. He

played the role of the chef.

 Keith placed a pot on a toy stove and placed a piece of toy beef slider in the pot. He used

a spatula to urn the meat over.

 Aftewards, he placed the meat on the plate, pretended to eat, and offered the slider to the

other child.

Moral Observations:

 Teacher reminded Keith to go potty. He ran to the toilet. The teacher told him, "Keith,

walking feet in the classroom."

 Keith ran after he left the bathroom. When the teacher looked at him, Keith stopped

running and said, "I'm walking."