CASE STUDY OF A

CHILD AGE 8
Heather Jun
EDU 220 - 1003
 BRIEF OVERVIEW OF 8-YEAR-OLD CHILD’S
DEVELOPMENT IN DEVELOPMENTAL AREAS

Physical Development Emotional Development Cognitive/Intellectual

• Extremely active
• Need rest periods; easily tired
• “Large-muscle control superior to fine
coordination”
• Bone growth not complete
• Sensitive to criticism Development
• Difficulty adjusting to failure • Reactions to events from
• Eager to please the teacher experiences
• Sensitive to the feelings of others • More comprehension of logic-
based tasks

Psychosocial/Social Moral/Character/ Philosophical

Development Development
• Develops a sense of industry • Respect and obey authority
• Task completion over time • Aware of consequences
 TYPICAL PHYSICAL BEHAVIORS

• Fewer illnesses
(Ellsworth, 1999)
• Sexual curiosity, covertly
(Ellsworth, 1999)
• Physical play, gender specific characteristics
(Ellsworth, 1999)
• Good appetite, may be accepting of new foods
(University of Washington, 1993)
• Active, more frequent accidents
(University of Washington, 1993)
 TYPICAL PHYSICAL DEVELOPMENT LEVEL
ACCORDING TO SNOWMAN

• Fine coordination is not as developed as large muscle control; Boys

especially are more likely to have trouble manipulating a pencil
• “Energy is often released in the form of nervous habits- for example,
pencil chewing, fingernail biting, and general fidgeting”
(Snowman, J. & McCown, R., 2015, pg. 84)
• Many children can be farsighted due to shallow shape in their eye; Difficult
time to focus on smaller size print or objects
• Bones have not finished growing; Can’t handle heavy pressure
• Danger involved in physical activities is underestimated; Third grade is
highest in accidental injuries

(Snowman, J. & McCown, R., 2015)

 8-YEAR-OLD PHYSICAL DEVELOPMENT
CHARACTERISTICS (OBSERVATION)

Meets development milestones:

• The eight-year-old girl I observed is taller than a majority of kids her age.
She is farsighted and wears glasses.
• Her playing with friends usually involves gender specific play. They play
house with a mom, dad, son, daughter.
• I observed her having a nervous habit of tearing up a piece of paper into
tiny pieces and cutting up erasers into tiny pieces.
• Her appetite has increased over the past few months. The parents are
continually introducing new foods as she has been very selective and
picky in her choices over the years. She has taken a liking to broccoli and
beef over the past few months.
 PHYSICAL DEVELOPMENT RECOMMENDATIONS

• Parents need to give their kids logical consequences to allow them to

learn from mistakes
(Child Development Institute, 2015)
• Parents should encourage kids to think of consequences prior to acting
(Center for Disease Control and Prevention, 2019)
• Healthy eating habits; At mealtimes, role model for the kids by eating
healthy
(Center for Disease Control and Prevention, 2019)
• 9-12 hours of sleep a day
(University of Washington, 1993)
• Parents should be patient and not call attention to developed habits
(University of Washington, 1993)
 TYPICAL EMOTIONAL BEHAVIORS

• More secrets
(University of Washington, 1993)
• Excessive self criticism, more dramatic, sensitive
(University of Washington, 1993)
• Less fears, less focus on fantasy, more focus on reality and truth
(Ellsworth, 1999)
• Solve problems independently, show what they can do
(PBS, 2020)
• Feeling emotions of embarrassment, guilt, or shame; Better talking about
feelings
(Child Development Institute, 2015)
TYPICAL EMOTIONAL DEVELOPMENT ACCORDING
TO SNOWMAN

• Have difficult time adjusting to failure

• Take criticism harshly from teacher

• “Eager to please the teacher”

(Snowman, J. & McCown, R., 2015, pg. 86)

• Becoming aware to how people besides themselves feel

(Snowman, J. & McCown, R., 2015)

 8-YEAR-OLD EMOTIONAL BEHAVIOR
CHARACTERISTICS (OBSERVATION)

Meets developmental milestones:

• The eight-year-old girl I observed is very hard on herself for receiving good
grades and doing schoolwork correctly. Even if she gets an “A,” she will
sometimes cry or get tears in her eyes because she feels she could and should
have done better.
• I saw her wanting to make the teacher happy and help the teacher when
possible. She said she wants to be a teachers pet like another student.
• When she is offered help, she refuses. She says that she wants to do things on
her own.
• She feels embarrassed when her mom does things like dancing or acting silly.
Her mom said that she used to love when she did it, but now is embarrassed.
 EMOTIONAL DEVELOPMENT RECOMMENDATIONS

• Give the child a locked box or location

(University of Washington, 1993)
• Don’t criticize, be encouraging, teach that everyone makes mistakes
(University of Washington, 1993)
• Introduce more emotional vocabulary to the child by introducing more
emotions such as frustration, loneliness, grief, jealousy, and hope
(PBS, 2020)
• Teach the child about his value of himself
(Child Development Institute, 2015)
 TYPICAL COGNITIVE/INTELLECTUAL BEHAVIORS

• Inquisitive regarding pregnancy and birth; May question father’s role

(University of Washington, 1993)
• “Wants to know reasons for things”
(University of Washington, 1993)
• Intrigued by animals, stars, overall science
(Ellsworth, 1999)
• Thinking can tend to be more logical
(Ellsworth, 1999)
• Child has “a less egocentric view of life, world, others”
(Child Development Institute, 2015)
 COGNITIVE/INTELLECTUAL DEVELOPMENTS
ACCORDING TO PIAGET & VYGOTSKY

Piaget- Concrete Operational Stage Vygotsky

• “More capable of learning • “How we think is a function of

advanced concepts”
(Snowman, J. & McCown, R., 2015, pg. 43)
• “Schemes continue to develop.
This allows the child to have a
better understanding of loc-based
tasks.”
(Snowman, J. & McCown, R., 2015, pg. 43)
both social and cultural forces”
(Snowman, J. & McCown, R., 2015, pg. 51)
• “Through others we become
ourselves”
(Snowman, J. & McCown, R., 2015, pg. 51)
 8-YEAR-OLD COGNITIVE/INTELLECTUAL
CHARACTERISTICS (OBSERVATION)

Meets developmental milestones:

• The eight-year-old girl I observed is very interested in Google Slides. She is
working on a report for the marine biome including plants and animals.
• Science is her favorite subject to learn about.
• She has talked more about pregnancy and people having babies. Wants to know
much more about pregnancy from how the mom feels, pain of giving birth, and
much more.
• When people tell her something she wants to understand why it is. She asks
many more questions to learn much more. Asks a lot of “why” questions.
• She makes sure that everyone playing games, working on a project, getting turns
and all is fair. She is not worried as much about herself only.
 COGNITIVE/INTELLECTUAL DEVELOPMENTS
RECOMMENDATIONS

• Always be open and available to answer any questions

(University of Washington, 1993)
• Take time and answer questions patiently
(University of Washington, 1993)
• Assist your child to set achievable goals for themselves; The child will take
more pride in themselves
(Center for Disease Control and Prevention, 2019)
• Connect his interests with books he reads
(Child Development Institute, 2015)
 TYPICAL PSYCHOSOCIAL/SOCIAL BEHAVIORS

• School is enjoyable, prefers to not be absent

(University of Washington, 1993)
• Choose friends more carefully, best friend tends to be more permanent
(Snowman, J. & McCown, R., 2015)
• Disagreements are frequent, more use of words than physical contact
(Snowman, J. & McCown, R., 2015)
• Children comprehend envy and possessiveness
(Ellsworth, 1999)
• Mood swings from rude, bossy, giggly, and demanding within the same day
(Child Development Institute, 2015)
TYPICAL PSYCHOSOCIAL/SOCIAL DEVELOPMENTS
ACCORDING TO ERIKSON

Industry Versus Inferiority

• A child who enters school “is at a point in development when behavior is
dominated by intellectual curiosity and performance”
(Snowman, J & McCown, R., 2015, p. 29)
• Industry will occur when a child is able to do well, able to complete tasks,
and receives praise
(Snowman, J. & McCown, R., 2015)
• Inferiority will occur when a child does not do well and has a lack of
praise
(Snowman, J. & McCown, R., 2015)
 8-YEAR-OLD PSYCHOSOCIAL/SOCIAL
CHARACTERISTICS (OBSERVATION)

Meets developmental milestones:

• The eight-year-old girl really enjoys going to school. Even if she is sick, she still
asks to attend school.
• She chooses her friends based on how they act with their behavior, if they are
loud, and interested in the same things as her. She has two best friends. A boy
outside of school which she has been friends with her entire life and a girl inside
school that is in GATE with her and enjoys same types of activities.
• Her disagreements are always verbally. She has never had a physical altercation.
Does not meet developmental milestones:
• She does not have mood swings. Her temperament tends to remain fairly
constant throughout the day. She is a happy bubbly child.
 PSYCHOSOCIAL/SOCIAL DEVELOPMENTS
RECOMMENDATIONS

• Allow emotions, set limits with behavior

(Child Development Institute, 2015)
• Be part of the child’s school; Attend activities
(University of Washington, 1993)
• Encourage the child to be a part of school groups, community groups, or
volunteer
(Center for Disease Control and Prevention, 2019)
• Focus and praise the child for what the child does, not what they can not change
(Center for Disease Control and Prevention, 2019)
• Maintain habits that have been set; Show the child affection; Recognize effort and
what the child achieves
(Child Development Institute, 2015)
 TYPICAL MORAL/CHARACTER/PHILOSOPHICAL
BEHAVIORS

• “May experience guilt or shame”

(University of Washington, 1993)
• Understands the difference between right and wrong
(Ellsworth, 1999)
• Morally, the child sees things as black and white
(Ellsworth, 1999)
• Children observe and copy adult behavior
(PBS, 2020)
• “Children often tattle and express: ‘That’s not fair!’”
(Ellsworth, 1999)
 MORAL/CHARACTER/PHILOSOPHICAL
DEVELOPMENTS ACCORDING TO KOHLBERG

• “Kohlberg believed that moral reasoning proceeds through a fixed sequence of stages….
In early stages, children’s understanding of moral issues is narrow, concrete, and self-
centered. As their ability to understand the world in which they live increases, their
judgments about what constitutes acceptable moral behavior becomes broader, more
abstract, and based on the welfare of others.”
(Snowman, J. & McCown, R., 2015, pg. 60)

Level 1: Preconventional Morality

• Do not fully understand rules of society
• Stage 1: Punishment-obedience orientation
• If a child stays out and away from trouble, they will avoid punishment
• Stage 2: Instrumental relativist orientation
• A child should get something in return for following rules
(Snowman, J. & McCown, R., 2015)
 MORAL/CHARACTER/PHILOSOPHICAL
CHARACTERISTICS (OBSERVATION)

Meets developmental milestones:

• I observed my eight year old saying, “It’s not fair” quite often. She would
follow up her statement by explaining why what happened was not fair.
• She does seem to see things as black or white, no grey area. She will say
what rule was broken, not understanding the grey area of why it is okay
to break the rule.
• When she is asked why she conducted herself in a certain way or said a
specific comment, she will sometimes say that another person (adult) did
it.
• I have observed her saying that another child received something for
following rules and doing chores, so why does not she get something.
 MORAL/CHARACTER/PHILOSOPHICAL
DEVELOPMENTS RECOMMENDATIONS

• Increase a child’s chance of being honest, by reminding the child about the
importance of being honest prior to asking a question
(PBS, 2020)
• Help the child “see honesty as an act of courage and responsibility”
(PBS, 2020)
• First put attention on the child’s worth, then target their behavior
(University of Washington, 1993)
• Educate the child to value themselves
(Child Development Institute, 2015)
• “Give him strategies to make things right and forgive himself”
(Child Development Institute, 2015)
 REFERENCES

Center for Disease Control and Prevention. (2019). Middle Childhood (6-8 years). Retrieved from
https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle.html
Child Development Institute (2015). Moving Onwards- Your Eight-Year-Old. Retrieved from
https://childdevelopmentinfo.com/development/moving-onwards-your-eight-year-
old/#gs.z0gy80
Ellsworth, J. (1999). Teaching Respect for Self and Others. Retrieved from
http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/PEPSIObserv/year8.html
PBS (2020) All Topics for Eight-Year-Olds. Retrieved from
https://www.pbs.org/parents/learn-grow/age-8
Snowman, J. & McCown, R. (2015). Psychology applied to teaching, 14th ed. Stamford, CT: Cengage
Learning.
University of Washington. (1993). Child development Guide. Eight to Nine years. Retrieved from
http://depts.washington.edu/allcwe2/fosterparents/training/cdevguid/cdg10.htm#PHYSICAL