Case Study of a Child Age 13

Precious Datuin
EDU 220 - 1001
 BRIEF OVERVIEW OF 13-YEAR-OLD CHILD’S
DEVELOPMENT IN DEVELOPMENTAL AREAS
PHYSICAL DEVELOPMENT EMOTIONAL COGNITIVE/INTELLECTUAL
DEVELOPMENT DEVELOPMENT
● Growth spurt occurs
● Self conscious ● Self doubt ● Thriving on discussions
● Separation from their ● Passive aggressive ● Planning for the future
parents ● Mood swings ● Mental manipulations
● Self concepts become ● Responsibilities in ● Gaining handed down
positive academics knowledge from others

PSYCHOSOCIAL/SOCIAL MORAL/CHARACTER/
DEVELOPMENT PHILISOPHICAL
DEVELOPMENT
● Resistance to
affection ● Knowing right from
● Developing skills for wrong
the adult society ● Creating their own
rules
 TYPICAL PHYSICAL BEHAVIORS

● The peak of their growth spurt

○ (MedlinePlus, 2020)
● Occurance of nocturnal emissions
○ (MedlinePlus, 2020)
● Separating from their parents
○ (MedlinePlus, 2020)
● Self identity is being created
○ (MedlinePlus, 2020)
● Becoming self conscious
○ (MedlinePlus, 2020)
 TYPICAL PHYSICAL DEVELOPMENTS
ACCORDING TO SNOWMAN
● The beginning of their growth spurt
○ (Snowman & McCown, 2015, p. 93)
● High self esteem
○ (Snowman & McCown, 2015, p. 94)
● Increased popularity with their peers
○ (Snowman & McCown, 2015, p. 94)
● Chosen as leaders
○ (Snowman & McCown, 2015, p. 94)
● Self concepts become more positive
○ (Snowman & McCown, 2015, p. 94)
 13-YEAR-OLD PHYSICAL DEVELOPMENT
CHARACTERISTICS (OBSERVATION)
Meets development milestones:

● The child is self conscious about his appearance, worrying about blending in with
other kids. When he has to wear his glasses, he gets upset that he looks silly. He
doesn’t like to wear hairstyles that are up because they are too flashy for him.
Immediately, he grabs a comb and brushes his hair down.
● Comparing the 13 year old’s height to other children, he is slightly taller.
● He is given roles of leadership in STEM group projects where he takes part in majority
of building their robots and helping his group members.
 PHYSICAL DEVELOPMENT
RECOMMENDATIONS
● Open communication between the child and parents
○ (Child Development Institute, 2019)
● Having the family environment be positive
○ (Child Development Institute, 2019)
● Encouraging the child to engage in extracurricular activities that will be a positive
influence
○ (Child Development Institute, 2019)
 TYPICAL EMOTIONAL BEHAVIORS

● Passive aggressive
○ (Child Development Institute, 2019)
● Overconfidence
○ (Child Development Institute, 2019)
● Moodiness
○ (Child Development Institute, 2019)
● Self doubt
○ (Child Development Institute, 2019)
● Increased need for privacy
○ (Enright, 2016)
TYPICAL EMOTIONAL BEHAVIORS ACCORDING
TO SNOWMAN
● Self confidence levels are low
○ (Snowman & McCown, 2015, p. 97)
● Mood swings become extreme
○ (Snowman & McCown, 2015, p. 97)
● Identity Formation
○ (Snowman & McCown, 2015, p. 97)
● Responsibility in academics increase
○ (Snowman & McCown, 2015, p. 97)
● Anxiety, depression
○ (Snowman & McCown, 2015, p. 97)
 13-YEAR-OLD EMOTIONAL BEHAVIOR
CHARACTERISTICS (OBSERVATION)
Meets development milestones:

● When finding out that he had a C in one of his classes, he took on the responsibility of
raising his grade by staying after school to gain help from his teacher.
● If he is upset, he will remain silent, not wanting to make conversation with anyone. He
will sit or lay y himself with his body turned away from everyone and slightly slumped.
If he needs to talk, he will mumble.
● He shares a room with his younger sibling, but he wanted to have the room to himself.
He finds that the room is too small for both of them and has been asking his parents to
give his younger brother his own room.
 EMOTIONAL DEVELOPMENT
RECOMMENDATIONS
● Positive feedback and recognition will help the child’s confidence and self esteem
○ (Child Development Institute, 2019)
● Acknowledging and valuing the child’s concerns and views
○ (Child Development Institute, 2019)
● Being honest and open about their bodies and what to expect
○ (Child Development Institute, 2019)
● Guidance with space, allowing the child to strengthen themselves
○ (Child Development Institute, 2019)
● Inclusion while making family decisions
○ (Child Development Institute, 2019)
 TYPICAL COGNITIVE/INTELLECTUAL
BEHAVIORS
● Interest in discussions and arguments
○ (University of Washington, 1993)
● Plan for the future
○ (University of Washington, 1993)
● Improvement in memorization, logical thinking
○ (University of Washington, 1993)
● Reads often
○ (University of Washington, 1993)
● The need to believe in something
○ (University of Washington, 1993)
 COGNITIVE/INTELLECTUAL DEVELOPMENTS
ACCORDING TO PIAGET & VYGOTSKY

Piaget- Formal Operations Vygotsky

● Forming hypothesis ● Gaining conceptual tools and knowledge

from people with more advanced
○ (Snowman & McCown, 2015, p. 40) intelligence.
● Systematically solving problems ○ (Snowman & McCown, 2015, p. 52)

○ (Snowman & McCown, 2015, p. 40)

● Mental manipulations
○ (Snowman & McCown, 2015, p. 40)
 13-YEAR-OLD COGNITIVE/INTELLECTUAL
CHARACTERISTICS (OBSERVATION)
Meets development milestones:

● Frequently has discussions with his parents or his younger sibling on topics that they
do not see eye to eye with. Both parties get a bit frustrated, and the conversation
turns into an argument.
● He has taken into consideration that in the future, he may want a job that requires
building and designing, like an architect. He frequently builds things that are unique
have have different structures.
● When he is confused about a topic or word that he is unfamiliar with, he will ask his
parents or older sibling. Afterwards, he will follow up with questions relating to that
topic.
COGNITIVE/INTELLECTUAL DEVELOPMENTS
RECOMMENDATIONS
● Accepting and not putting down the child’s opinions
○ (University of Washington, 1993)
● Having conversations about reading and suggesting books
○ (University of Washington, 1993)
● Not creating arguments from discussions
○ (University of Washington, 1993)
● Providing the child with resources like library cards or books
○ (University of Washington, 1993)
TYPICAL PSYCHOSOCIAL/SOCIAL BEHAVIORS

● Annoyance towards younger siblings

○ (University of Washington, 1993)
● Resistance towards affection
○ (University of Washington, 1993)
● Pulling away from parents
○ (University of Washington, 1993)
● Rebelling against parents
○ (University of Washington, 1993)
● Same sex friendships are less intense
○ (University of Washington, 1993)
 TYPICAL PSYCHOSOCIAL/SOCIAL
DEVELOPMENTS ACCORDING TO ERIKSON
Identity Versus Role Confusion

● Enhancing skills to prepare for adult society

○ (Snowman & McCown, 2015, p. 30)
● Development of their self identity
○ (Snowman & McCown, 2015, p. 30)
● Learning the appropriate kinds of behaviors
○ (Snowman & McCown, 2015, p. 30)
● Roles are developed
○ (Snowman & McCown, 2015, p. 30)
 13-YEAR-OLD PSYCHOSOCIAL/SOCIAL
CHARACTERISTICS (OBSERVATION)
Meets development milestones:

● Minor things that his younger sibling will do, like moving too much or chewing loudly,
will easily irritate him. This creates constant bickering.
● The child will talk to his parents about his conversations with his peers and discuss
what he should or shouldn’t have said or done.
● When the child is outside of the house and his mother attempts to hug him or hold
him, he will lean away. He does show affection when he is in a really good mood and at
home.
 PSYCHOSOCIAL/SOCIAL DEVELOPMENTS
RECOMMENDATIONS
● Provide opportunities for the child to participate in independent social activities
○ (University of Washington, 1993)
● Continuing to show affection, but respecting their boundaries
○ (University of Washington, 1993)
● Not taking things too personal or feeling hurt
○ (University of Washington, 1993)
● Knowing that you’re importance has altered, but you are still significant
○ (University of Washington, 1993)
● Helping the younger sibling deal with rejection while accepting the feeling’s of the
child
○ (University of Washington, 1993)
 TYPICAL MORAL/CHARACTER/
PHILOSOPHICAL BEHAVIORS
● Knowing what is right from wrong
○ (University of Washington, 1993)
● Weighing alternatives, decisions made alone
○ (University of Washington, 1993)
● Unlikely to lie
○ (University of Washington, 1993)
● Fair treatment
○ (University of Washington, 1993)
● Thoughtfulness
○ (University of Washington, 1993)
 MORAL/CHARACTER/PHILOSOPHICAL
DEVELOPMENTS ACCORDING TO KOHLBERG
Level 2: Conventional Morality

● Conforming to society’s rules

○ (Snowman & McCown, 2015, p. 61)
● Respecting authority
○ (Snowman & McCown, 2015, p. 61)

● Understanding of the importance of rules

○ (Snowman & McCown, 2015, p. 59)
● Creating variations of the rules to fit a certain situation
○ (Snowman & McCown, 2015, p. 59)
 MORAL/CHARACTER/PHILOSOPHICAL
CHARACTERISTICS (OBSERVATION)
Meets development milestones:

● If the parents are preoccupied, he will continue to use his devices, instead of getting
off at the time he was given. When given extended time to be on his electronic
devices, he waits until the very last second when his parents get frustrated at him.
● When left alone for a small period of time at home, whether with his younger brother
or not, he understands why certain rules were placed to ensure that they remain safe.
● He is willing to help those who are in need, knowing that it is the right and good thing
to do. He knows that he should treat people with kindness and he does not hold
grudges despite others being mean towards him.
 MORAL/CHARACTER/PHILOSOPHICAL
DEVELOPMENTS RECOMMENDATIONS

● Demonstrating respect
○ (University of Washington, 1993)
● Helping facilitate the child’s decision making
○ (University of Washington, 1993)
 REFERENCES

Child Development Institute (2019). The ages and stages of child development.

https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc

Medline (2020). Adolescent Development. https://medlineplus.gov/ency/article/002003.htm

Snowman, J. & McCown, R. (2015). Psychology applied to teaching, 14th ed. Stamford,

CT: Cengage Learning.

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

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