Case Study of a Child Age

6-Year-Old
EDU 220
By: Bianca Cendejas
Overview of a 6-Year-Old Child's
Development in Developmental Areas
Physical: Psychosocial/Social:
-Very hyper -Talkative
-Clumsy -Will react in poor mannerism
Emotional: when displeased
-Can’t take criticism Moral/Character/Philosophical:
-Eager to please -Embarrassed when caught
Cognitive/Intellectual: doing something they
-Eager to learn shouldn’t
-Only wants to accomplish -Likes to follow the rules and
makes sure everyone else does
too
Typical Physical Behaviors

-May seem “hyper” or -Hates to lose at games -Messy

fidgety (Ellsworth, 1998) (Ellsworth, 1998)
(Ellsworth, 1998)
-Is clumsy due to poor -Is full of energy
-Intensity in work, coordination (University of
play, and refusals (University of Washington, 1993)
(Ellsworth, 1998) Washington, 1993)
 Typical Physical Development Levels
According to Snowman

➢ “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)
➢ That coordination in younger children in
preschool till about 3rd grade have trouble with
boys tend to learn coordination slower than girls
 Typical Physical Behaviors of the Child
(Observation) (Meets development milestones)

The 6-year-old has an older
sister (8) and a younger brother
(4). He and his younger brother
(4) share a bedroom amongst
other things like toys, watching
them interact with each other
in their room with little
supervision. I was able to
witness the 6-year-old do
homework at his desk and
watch him struggle to find
things in his workplace because
he had all his belongings and
important school work all over
the room and floor, he was
often calling out to his mom to
help him find things he had
misplaced.
As I continued to watch and
observe him I was able to see
just how frustrating he
would get when he played
games with his siblings and
he would lose. He and his
older sister played rock,
paper, scissors and, every
time he would beat her he
would rub it in her face and
praise himself for winning,
but as soon as she would win
he would say she was
cheating and for a rematch.
He has such a high activity
drive that he would
constantly be doing
something active or he
would become bored and
misbehave to entertain
himself, his mother was
always giving him
something to do whether it
was helping her cook, pick
up around the house, playing
games with his siblings, or
sending him to the backyard
to run and play with their
dog.
Physical Development Recommendations

➢ Continue to give the child more independent task

(Child Development, 2015)
➢ Parents should encourage their child to try new
things but, also let them learn from their
mistakes while trying new things
(Child Development, 2015)
➢ Parents should encourage their child to play more
interactive games with family or friends to help
develop interest
(Child Development, 2015)
Typical Emotional Behaviors

-Finds it difficult to -Wants to be loved "the -Generally is rigid,

accept criticism, blame, most" do the "best" negative, demanding,
or punishment and receive everything unadaptable, slow to
(University of (Ellsworth, 1998) respond; exhibits
Washington, 1993) violent extremes;
-General fidgeting and tantrums reappear
-Very extreme in may chatter constantly (University of
emotions (Ellsworth, (Ellsworth, 1998) Washington, 1993)
1998)
 Typical Emotional Development Levels
According to Snowman

➢ Takes criticism to the heart from their teachers

➢ Wants to please everyone
➢ Can have extreme emotional levels
➢ Very fidgety and unwilling to sit still
(Snowman, J. & McCown, R. (2015))
Typical Emotional Behaviors of the Child
(Observation) (Meets development milestones)

After multiple When visiting him he When it comes to being

occasions where the often just has so much the best and getting
6-year-old is told to do to say to you and he what he wants the
something he doesn’t often leaves no room 6-year-old is the most
want to do, for example for you to respond to adamant about it out of
when he is told to share him and goes off on his siblings. he simply
his tablet with his tangents. refuses to settle for
younger brother he is something he doesn’t
very vocal about him want and will express
not wanting to share his frustration in a
and will essentially sometimes harsh tone.
throw a tantrum.
Emotional Development Recommendations

➢ Be patient and understanding

(University of Washington, 1993)
➢ Set reasonable limits, and give an explanation as
to why the limits are set (University
of Washington, 1993)
➢ Avoid games that have one winner
(University of Washington, 1993)
Typical Cognitive/Intellectual Behaviors

-May stutter if tired or -Child wants to learn to -Concentration of

nervous; may lisp read if not too hard energy is focused
(University of
Washington, 1993) (Ellsworth, 1998) (Ellsworth, 1998)

-Tries only what

he/she can accomplish
(University of
Washington, 1993)
Typical Cognitive/Intellectual Development Levels According
to Piaget and Vygotsky

➢ “Focus on what children at each stage can do and

avoid what they cannot meaningfully
understand”
(Snowman, J. & McCown, R. (2015), pg 48)
➢ “Gear instructional materials and activities to
teach students developmental level”
(Snowman, J. & McCown, R. (2015), pg 48)
Typical Cognitive/Intellectual Behaviors of
the Child (Observation) (Meets development milestones)

Now that his school is Since he is at an age When he was attending

done purple online and where say video games in-person schooling he
half of his kindergarten are more achievable was put into Speech
was spent online he and he can understand classes because he had
was expected to be what is going on and be a small but noticeable
behind in reading and able to play, he can be lisp that has now faded.
writing, but to his concentrated on that
mothers surprised for 2 to 3 hours and be
when given the fully engaged in trying
opportunity, he did to figure out what is
well in both reading next by himself as
and writing, due mainly opposed to asking for
to his older sister (8) help.
helping him.
Cognitive/Intellectual Development Recommendations

➢ Encourage your child to continue to read and

write, but make it fun and not so much
school-related. Ex: writing letters to friends and
family or making up a short story and reading it
aloud when done
(University of Washington, 1993)
➢ Don’t give your child too many choices to pick
from, but still give them the option to pick
(University of Washington, 1993)
Typical Psychosocial/Social Behaviors

-"Reverts" to the poor -Child insists on being -Child tends to boss

manner, asocial stance, right and "knowing" others, begins to tattle
rudeness (Ellsworth, 1998) and eggs others to
(Ellsworth, 1998) fighting, then crying
and blaming
-Likes conversation (Ellsworth, 1998)
during meals
(University of
Washington, 1993)
Typical Psychosocial/Social Development Levels According to
Erikson

➢ “To allow plenty of opportunities for free play and

experimentation to encourage the development of
autonomy”
(Snowman, J. & McCown, R. (2015), pg 36)
➢ “To encourage activities that permit the use of initiative
and provide a sense of accomplishment”
(Snowman, J. & McCown, R. (2015), pg 36)
➢ “Avoid making children feel guilty about well-motivated
but inconvenient questions or actions”
(Snowman, J. & McCown, R. (2015), pg 36)
Typical Psychosocial/Social Behaviors of
the Child (Observation) (Meets development milestones)

When he doesn’t get his He will go back and He has a bad habit of
way his first instinct is forth with his older being too into a
to be rude and mean to sister (8) on who is conversation that he
whoever it is that said right and who is wrong will forget to eat and
otherwise even his he loves telling her his food gets cold or he
parents. If it is his she's wrong because ends up talking with his
siblings that have upset she gets just as upset as mouth full without
him he may even result he does when she says realizing it.
in fighting them more he's wrong. He will be
so his younger brother persistent in
(4). “knowing” he's right
even when he knows he
isn’t because it gets his
sister upset.
Psychosocial/Social Development Recommendations

➢ Allow for the parent to respond to the child while

eating so that the child is not just rambling to no
end
(University of Washington, 1993)
➢ Make sure to explain why certain actions such as
bad mannerism are inappropriate way to act when
things don’t go their way
Typical Moral/Character/Philosophical Behaviors

-Specific rules and -Petty theft and lying -Cheating usually

consistent begin or frequently increases since the
consequences help increase - child child "has" to win
(Ellsworth, 1998) expresses (Ellsworth, 1998)
embarrassment if
caught
(Ellsworth, 1998)
Typical Moral/Character/Philosophical Development Levels
According to Kohlberg

➢ “The physical consequences of an action

determine goodness or badness”
(Snowman, J. & McCown, R. (2015), pg 61)
➢ “Obeying rules should bring some sort of benefit
in return”
(Snowman, J. & McCown, R. (2015), pg 61)
Typical Moral/Character/Philosophical Behaviors
of the Child (Observation) (Meets development milestones)
He was drawing a picture His parents have rules of if He and his siblings were
of his favorite animal in you finish everything you racing in their backyard,
his room. After he was have to do such as, brush and he wasn’t faster than
done he came out of his your teeth, make their his older sister (8), so he
room excited to shower bed, do their school work, kept losing and it was
his mom and siblings, and behave that they may making him mad. So in
after everyone had praised have free-time and do as order to win he would
him because of how they please. He is on top of cheat by running before
spot-on it was, his mother everyone making sure his mom said go or cutting
asked him if he had traced they do everything and if a corner to run less.
it. He then put his head they don’t he will tell his
down in shame and parents.
admitted to it.
Moral/Character/Philosophical Development
Recommendations

➢ Do not be shocked by the child's untruthfulness.

"Lying" is not a trait to come down hard on at this
age. Help the child learn to accept responsibility
for their own action in a positive, caring manner.
(University of Washington, 1993)
 References
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

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

The University of Washington. (1993). Child Development Guide. Eight to Nine years. Retrieved
from http://depts.washington.edu/allcwe2/fosterparents/training/cdevguid/cdg10.htm#PHYSICAL