Case Study of a Child Age 3

Makaela Garcia
EDU 220: Principles of Education Psychology
Physical
Typical Characteristics/ Behavior and Level of Development:
▪ Improved gross and fine motor skills ( Child Development Institute, 2015)
▪ Advancement in their ability to climb, run, pedal, and use stairs (Centers for Disease Control and Prevention, 2017)
▪ Increased activity level, enjoys activities that require a level of dexterity, and more independent in self-care including dressing, feeding, and
toileting (University of Washington, 1993)
▪ "Preschoolers' large muscles are more developed than those that control the fingers and hands" (Snowman & McCown, 2013, p. 49).
▪ Frontal lobes increased development aids in a child's ability to listen to simple directions, focus on tasks, and regulate their actions
(Snowman & McCown, 2013)
Physical
Comparison of Observed Characteristics/ Behavior and Development Versus Typical:
▪ Observed child displays typical characteristics/behaviors and development.
▪ Improvement in gross and fine motor skills
▪ Enjoys the park, they are able to run, climb and use stairs on play structures
▪ Able to ride a tricycle
▪ Likes to play with blocks, draw, and playdough
▪ The child is toilet trained
▪ They can dress self, brush their teeth, comb their hair, and feed themselves.
▪ Able to follow simple directions (such as pick up your toys, put on your shoes, etc.)
▪ Can regulate how they behave, understands how to whisper, walk slowly, and be gentle
▪ Focuses their attention well on tasks they personally enjoy

Recommendations for Continued Development:

▪ Explain ways to be safe, provide safe environments and age-appropriate equipment, and provide a well-balanced diet (Centers for Disease
Control and Prevention, 2017)
▪ Oversee physical activities and provide opportunities for the child to help with the daily task(University of Washington, 1993)
Emotional
Typical Characteristics/ Behavior and Level of Development:
▪ Egocentric (Snowman & McCown, 2013)
▪ Able to describe their emotions, understand cause and effect in regards to simple emotions, other's emotions, and increased emotional
regulation and self-confidence (PBS Parents, 2017)
▪ Displays various emotions (Centers for Disease Control and Prevention, 2017)
▪ Can have an emotional outburst when upset, craves affection and approval, sensitive, may have fears, and are developing independence
(University of Washington, 1993)
▪ " The egocentric orientation of 4- to 5-year -olds makes it difficult for them to reflect on the thoughts of themselves or others" (Snowman
& McCown, 2013, p. 51).
Emotional
Comparison of Observed Characteristics/ Behavior and Development Versus Typical:
▪ Observed child displays typical characteristics/behaviors and development.
▪ The child tends to focus solely on their feeling
▪ Can describe emotions such as happy, sad, angry, scared, and silly
▪ Can explain in simple terms what is making them feel a certain way
▪ Child displays multiple emotions throughout the day
▪ Increased self-confidence, wants to be independent and show you what they can do
▪ Increased emotional regulation, less emotional outburst and turns to stating how they feel versus having a tantrum
▪ The child has fear of the dark

Recommendations for Continued Development:

▪ Help child name emotions and find coping strategies, allow them to do things they know how to do by themselves, and acknowledge their
emotion regulation (PBS Parents, 2017)
▪ Help the child develop their emotional regulation by modeling and expressing emotions, and using facial expressions. (University of
Washington, 1993)
▪ Avoid putting down the child by avoiding harsh criticism, ridicule, or forcing them to overcome fears. (University of Washington, 1993)
Cognitive/Intellectual
Typical Characteristics/ Behavior and Level of Development:
▪ Uses their senses to learn, increase use of imagination and dramatic play, curious, and increase understanding of cause and
effect (University of Washington, 1993)
▪ Advancement in math, art, and language skills, plays with puzzles, toys with various components, and make believe (Centers for Disease
Control and Prevention, 2017)
▪ Increased vocabulary and reading comprehension (PBS Parents, 2017)
▪ Theory of mind develops, understands the difference between thinking and experiencing (Snowman & McCown, 2013)
▪ "By 3 years of age, most children realize the difference between thinking about something and actually experiencing that same
something" (Snowman & McCown, 2013, p. 51).
▪ According to Piaget's theory of cognitive development children between 2 and 7 years of age are in the Preoperational stage, "The main
obstacles to logical thinking that preschoolers have to overcome are perceptual centration, irreversibility, and egocentrism" (Snowman &
McCown, 2013, p. 26).
▪ According to Vygotsky, " children gain significantly from the knowledge and conceptual tools handed down to them by those who are more
intellectually advanced, whether they are same-age peers, older children, or adults" (Snowman & McCown, 2013, p. 34).
Cognitive/Intellectual
Comparison of Observed Characteristics/ Behavior and Development Versus Typical:
▪ Observed child displays typical characteristics/behaviors and development.
▪ The child enjoys using her imagination and props to role play
▪ Uses various objects in place of the real object
▪ Better understanding of cause and effect has helped the child be able to stack the blocks up high without falling
▪ Enjoys counting to 20, classification, and using new vocabulary words
▪ Attempts to reread favorite stories, and recites out loud the parts she remembers most
▪ Has a tendency to use previously learned skills and information in dramatic play

Recommendations for Continued Development:

▪ Offer various activities to experience with senses, provide equipment and props for dramatic play, and help children understand further by
explaining (University of Washington, 1993)
▪ Read and talk with the child, model literacy, math, and writing skills, make meaningful connections by explaining how these skills are used
in everyday life. (PBS Parents, 2017)
▪ Encourage the child and show genuine interest (Snowman & McCown,
2013)
Psychosocial/Social
Typical Characteristics/ Behavior and Level of Development:
▪ Mimics adults and other children, shows affection and/or concern for people they personally like, and cooperates and shares (Centers for
Disease Control and Prevention, 2017)
▪ Friendships develop, typically of the same genders (Snowman & McCown, 2013)
▪ Greater interest in playing with others, notices gender differences, and does better with separation from their caregiver (University of
Washington, 1993)
▪ Development of empathy, a greater understanding of how things affect others, and increase of social conflicts (PBS Parents, 2017)
▪ "Preschool and kindergarten children show definite preferences for gender of play peers and for pair versus group play" (Snowman &
McCown, 2013, p. 50).
▪ According to Erikson's theory of psychosocial development children between 2 and 3 years of age are in the Autonomy Versus Shame and
Doubt stage , "The main task for toddlers is to establish the beginnings of their independence" (Snowman & McCown, 2013, p. 17).
Psychosocial/Social
Comparison of Observed Characteristics/ Behavior and Development Versus Typical:
▪ Observed child displays typical characteristics/behaviors and development.
▪ Mimics parents, family members, and other children
▪ Shows affection toward parents and family members, but lacks concern and empathy about others feelings
▪ Does not understand well how things affect others
▪ Has difficulties with initiating sharing, but is willing to if asked or views others doing it
▪ Cooperates well with others
▪ Lacks friendships
▪ Does notice gender differences, but is willing to play with any gender
▪ Enjoys playing side by side and in groups when invited
▪ Does well being separated from parents, enjoys spending the night with family
▪ Faces social conflicts, but does not know how to cope with them
▪ Enjoys independence during play, does not want help from adults

Recommendations for Continued Development:

▪ Show interest in child's daily activities away from you, model gender roles expectations, provide enough equipment for all children to
participate, and help them develop socially acceptable behavior (University of Washington, 1993)
▪ Discuss feelings and friendship, model feelings and give the child an opportunity to practice making friends, offer help during social conflicts
to teach them problem-solving skills (PBS Parents, 2017)
Moral/Character
Typical Characteristics/ Behavior and Level of Development:
▪ The child is overcoming fears and challenges, displays responsibility and compassion, attempts to be truthful, and understands gratitude
(PBS Parents, 2017)
▪ Understands good from bad, find self-image important, are self-regulated and tend to be less aggressive, don't understand extreme threats
and sometimes use them (University of Washington, 1993)
▪ "Rules are viewed as unchangeable edicts handed down by those in authority" (Snowman & McCown, 2013, p. 50).
▪ According to Piaget theory of moral development, young children are in the morality of constraint, young children hold "single, absolute
moral perspective" (Snowman & McCown, 2013, p. 41).
▪ According to Kohlberg's theory young children are in preconventional morality stage, Stage One: Punishment-obedience orientation/ Stage
Two: Instrumental relativist orientation, "Avoid punishment, receive benefits in return" (Snowman &McCown, 2013, p. 42).
Moral/Character
Comparison of Observed Characteristics/ Behavior and Development Versus Typical:
▪ Observed child displays typical characteristics/behaviors and development.
▪ Child has overcome a fear of amusement park rides, shots, spiders, and swimming.
▪ Is persistent to overcome challenges
▪ Helps clean up their toys and feeds the household pets, uses "please" and "thank you" often
▪ Displays compassion for their pet and inconsistently toward people.
▪ Tends to be truthful, but does sometimes answer dishonestly to avoid being in trouble
▪ Enjoys praise for being good and dislikes being in trouble, understands good from bad
▪ Uses extreme threats sometimes when angry, but does not understand the seriousness of them
▪ Has difficulties with self-regulate, but does display it often and not aggressive toward people

Recommendations for Continued Development:

▪ Help child overcome their fears and challenges with encouragement, give them appropriate responsibilities, model honesty and explain
how to tell the truth, show them how to be compassionate and praise them when they do, and model gratitude (PBS Parents, 2017)
▪ Be clear and consistent with rules and limits, praise self-control by focusing on their accomplishments, acknowledge self-control and praise
it, don't take threats personal (University of Washington, 1993)
 References

Center for Disease Control and Prevention. (2017). Child development. Retrieved
from https://www.cdc.gov/ncbddd/childdevelopment/facts.html

Child Development Institute (2015). The ages and stages of child development. Retrieved
from https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc

PBS Parents. (2017). Child development tracker Ages 2- 8. Retrieved

from http://www.pbs.org/parents/child-development/

Snowman, J. & McCown, R. (2013). ED PSYCH. Belmont, CA: Wadsworth, Cengage Learning.

University of Washington. (1993). Child development: Using the child development

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