CASE STUDY OF A CHILD OF AGE 7

JEAN KANG
EDU 220-1003: EDUCATIONAL PSYCHOLOGY

INSTRUCTOR: PROF. THERI WYCKOFF

MARCH 2021
 ABSTRACT

Physical Development Emotional Development Cognitive Development

• Fine motor skills are in development. • Industry vs. Inferiority. • Concrete operational thinking
• Extremely active. • Sensitive to sarcasm and criticism. emerges.
• Bone Growth is not complete yet. • Sensitive to others’ feeling. • Industry vs. inferiority.
• Eager to please teachers. • Children mainly learn from
those who are intellectually
more advanced.
Psychosocial/Social Development Moral Development
• Industry vs. inferiority • Morality of constraint.
• Selective about friends. Make same-sex • Preconventional.
permanent friends. • Regard rules as from authority, sacred and
• Quarrel often. Conflicts are temporary and unchangeable.
dissolve quickly.
INTRODUCTION

• Kaitlyn is my only child.

• She just turned 7 years old on Feb 17, 2021.
• She goes to Foothills Montessori School, in a class with children from grade 1-3.
• Students learn mainly through observation, peer interaction, and small group instructions.
PHYSICAL CHARACTERISTICS AT AGE 7

• Gross motor skills are still more dominant than fine motor skills.
(Snowman, J. & McCown, R., 2015)
• Extremely active. Become fatigues easily as a result of physical and mental exertion.
(Snowman, J. & McCown, R., 2015)
• Tend to be extreme in their physical activities.
(Snowman, J. & McCown, R., 2015)
• Bone growth is not yet complete.
(Snowman, J. & McCown, R., 2015)
TYPICAL PHYSICAL BEHAVIORS AT AGE 7

• Small muscles gradually take control. Take great interest in fine muscle activities, such as drawing,
coloring, making models, and others.

• Physical sphincter control is complete.

• Self-control deepens both physically, and emotionally.

• Gets tired easily.

PHYSICAL DEVELOPMENT OBSERVATION OF
KAITLYN

• Kaitlyn made great progress in her handwriting lately.

• Kaitlyn takes great interest in making miniature art crafts using clay.
• Kaitlyn is highly interested and participating in soccer playing and Ninja Warriors training.
Her highlight in daily school life is recess time.
• At playdate time, she and her playmate get hyper easily.
• She gets tired sometimes and becomes moody but can’t tell what is wrong.
PHYSICAL DEVELOPMENT
RECOMMENDATIONS
• Have frequent breaks to avoid getting moody or hyper.
• Take rest periods after activities to relieve fatigue from physical and mental exertion.
• Emphasize safety in activities.
• Do not overbook afterschool activities. Find the balance between family time, free play,
structured activities and schoolwork.
(Medline, 2017)
EMOTIONAL CHARACTERISTICS OF
PRIMARY GRADES
• Students are encouraged by praises and encouragement to develop industry. Are
sensitive to sarcasms and criticism.
(Snowman, J. & McCown, R., 2015)
• Most are eager to please teachers.
(Snowman, J. & McCown, R., 2015)
• Becoming sensitive to the feelings of others.
(Snowman, J. & McCown, R., 2015)
TYPICAL EMOTIONAL BEHAVIORS AT 7

• Fear seems pervasive with night terror, sleepwalk, monster talk, etc.

• Many display neurotic set of behaviors, like sucking fingers, chewing nails, self stimulation, etc.

• “Life seems to be sung in a minor key”.

• Don’t always hear directions, forget easily, become distracted easily.

• Withdrawing.
EMOTIONAL DEVELOPMENT OBSERVATION
OF KAITLYN
• Kaitlyn started to comfort the players who lost a game to her, a sign that she developed
sensitivities to others’ feeling.
• Kaitlyn seemed to be day-dreaming often, with the behaviors like staring at mirror for
long while brushing teeth.
• Kaitlyn seems to have melancholy more often.
• Kaitlyn has been using tears more readily.
 EMOTIONAL DEVELOPMENT
RECOMMENDATIONS
• Offer frequent confirmation and praises for her positive and productive behaviors
(Snowman, J. & McCown, R., 2015)
• Avoid criticism or sarcasms. Instead, use discussion, suggestion and positive directions.
(Snowman, J. & McCown, R., 2015)
• Provide reasonable sympathy.
(University of Washington, 1993)
• Remind and check as necessary to help with “easily distracted.”
(University of Washington, 1993)
• Provide support and reassurance.
(University of Washington, 1993)
 TYPICAL COGNITIVE/INTELLECTUAL BEHAVIORS
AT AGE 7
Piaget’s Theory
• Concrete operational thinking emerges (7-11).
(Snowman, J. & McCown, R., 2015)
• Schemes are developing to understand
Conservation, Class Inclusion and Seriation.
(Snowman, J. & McCown, R., 2015)
• Concrete thinking is limited to objects present or
that children experienced.
(Snowman, J. & McCown, R., 2015)
• Solving problems by using inconsistent
generalization from one situation to a similar
situation.
(Snowman, J. & McCown, R., 2015)
Erickson’s Theory
• Industry versus Inferiority (6-11 years)
(Snowman, J. & McCown, R., 2015)
• “Learns to win recognition by producing
things…He develops a sense of industry.”
(Snowman, J. & McCown, R., 2015, pg. 29)
• Feelings of industry results when encouraged,
helped and praised to persevere to finish tasks;
Conversely, feelings of inferiority results when
discouraged or failing to finish tasks.
(Snowman, J. & McCown, R., 2015)
TYPICAL COGNITIVE/INTELLECTUAL BEHAVIORS AT AGE 7
VYGOTSKY’S THEORY

• “Children gain significantly from the knowledge and conceptual tools handed down to
them by those who are more intellectually advanced. ”
(Snowman, J. & McCown, R., 2015, pg. 51)
• Explicit instructions stimulate and guide cognitive development.
(Snowman, J. & McCown, R., 2015)
• Theoretical Learning is more effective than empirical learning.
(Snowman, J. & McCown, R., 2015)
• Scaffolding helps children traverse their Zone of Proximal Development (ZPD).
(Snowman, J. & McCown, R., 2015)
• “As students approach the upper limit of their ZPD, their behavior becomes smoother,
more internalized and more automatized. “
(Snowman, J. & McCown, R., 2015, pg. 54)
COGNITIVE CHARACTERISTICS AT AGE 7

• Is eager for learning. Use reflective and serious thinking. Thoughts can be based on logic. Can solve more
complex problems. Attention span is good.
(University of Washington, 1993)
• Enjoy hobbies and skills, talking about projects, writings and drawings. Like collections.
(University of Washington, 1993)
• “Favors reality”.
(University of Washington, 1993)
• Like to be challenged.
(University of Washington, 1993)
COGNITIVE OBSERVATION OF KAITLYN

• Kaitlyn is capable of silent reading and is a fast reader. Kaitlyn is currently reading The Fire of
Goblet, the fourth book of Harry Porter.
• Kaitlyn has excellent memory. And she is automatic in memorizing the lines and lyrics in her
theater plays.
• Kaitlyn’s math is on grade level. She can accomplish relatively complex math thinking for her age
when scaffolding is used.
• Kaitlyn showed a great interest in playing toys/games with spatial structures, as well as art classes
and projects.
• Kaitlyn’s motivation of learning and span of attention seem to be lower than last year.
COGNITIVE DEVELOPMENT
RECOMMENDATIONS
• Use scaffolding to reach her upper level of ZPD.
(Snowman, J. & McCown, R., 2015)
• Use more explicit instruction and theoretical learning to supplement child’s learning through
observation, empirical learning and cooperative learning, and to stimulate and guide cognitive
development.
(Snowman, J. & McCown, R., 2015)
• Encourage autonomy and industry by selecting activities and offering a lot of praises.
(Snowman, J. & McCown, R., 2015)
• Offers frequent breaks and rest to reduce mental exertion.
(Snowman, J. & McCown, R., 2015)
• Balance family time, structured activities, schoolwork and free play. Increase free play time.
(Medline, 1993)
 TYPICAL PSYCHOSOCIAL/SOCIAL BEHAVIORS
AT AGE 7
PIAGET’S THEORY KOHLBERG’S THEORY
• Industry vs. Inferiority • More selective about friends and tend to make
(Snowman, J. & McCown, R., 2015) same-sex permanent friends.
(Snowman, J. & McCown, R., 2015)

• Like organized games and overly stress rules.

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

• Frequent quarrels. Conflicts are more temporary,

and dissolve quickly.
(Snowman, J. & McCown, R., 2015)
PSYCHOSOCIAL/SOCIAL
CHARACTERISTICS AT AGE 7
• Fathers are more regarded as authorities. And teachers are regarded authorities.
• Best friends are very important.
• Complains often, moodiness and melancholy.
• Free time is filled with basic and solitary activities.
• Bickering when feel insecure; look for fights when upset.
• Requests for help are usually honored.
• Withdrawing.

• May not hear directions, respond promptly, may forget. Easily distracted.
(University of Washington, 1993)
PSYCHOSOCIAL/SOCIAL DEVELOPMENT
OBSERVATION OF KAITLYN
• Father is the authority. Teachers as well.
• Enjoys receiving praises and seek praises all the time.
• Recess time playing with the friends is her favorite moment of the day at school.
• Often talks about her best friends at school.
• Often complains about who was rude, aggressive or mocking at her.
• Turn to be sinical when experiencing criticism.
• Does not like displaying politeness though did not mean to be rude, a sign of
withdrawing.
PSYCHOSOCIAL/SOCIAL DEVELOPMENT
RECOMMENDATIONS
• Encourage to solve social conflicts using empathy and thinking of others approach.
• Encourage to make friends and maintain friendship using playdates and other
arrangement.
• Encourage to respect and help teachers.
• Encourage to take responsibility and lead in her class.
TYPICAL MORAL BEHAVIORS AT AGE 7

PIAGET’S THEORY KOHLBERG’S THEORY

• Morality of constraint.
(Snowman, J. & McCown, R., 2015)
• Children regard rules as from authority, therefore
sacred.
(Snowman, J. & McCown, R., 2015)
• Focus on physical consequences, i.e., obeying rules
should bring benefits in return.
• Preconventional
(Snowman, J. & McCown, R., 2015)
• Punishment-Obedience Orientation
(Snowman, J. & McCown, R., 2015)
• Instrumental-Relativist Orientation
(Snowman, J. & McCown, R., 2015)

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

MORAL CHARACTERISTICS FOR PRIMARY
GRADERS

• Internal sense of right and wrong is developing.

• Determine guilt with the amount of damage.

• Moral wrongness comes from doing the forbidden.

• May experience guilt and shame.

MORAL DEVELOPMENT OBSERVATION OF
KAITLYN
• Treats rules very seriously.
• Thinks rules are unchangeable at board games.
• Complains to us about one or another child who broke the rules of her classroom.
• Feel very annoyed by children who were aggressive or mocking at her.
RECOMMENDATIONS FOR MORAL DEVELOPMENT

• Acknowledge child’s standards.

(University of Washington, 1993)
• Discuss reasonableness of child’s expectations.
(University of Washington, 1993)
• Encourage self-forgiving.
(University of Washington, 1993)
• “Focus on the worth of an individual rather than on behavior. Then work on changing the behavior.
(University of Washington, 1993)
• Encourage to establish feelings of empathy and gratitude.
CONCLUSIONS

Kaitlyn is a school-age child and gradually gets more independent. However,

making good choices and excise self-discipline takes a lot of experience. Parents and
teachers should provide a lot of encouragement and praises to support growth at this
stage. In addition, natural consequences and logical consequences should also be used to
learn from mistakes.
(Child Development Institute, 2015)
REFERENCES

Child Development Institute (2015).The ages and stages of child development.

https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc
Ellsworth, J. (1998). Online lesson: PEPSI as a screening tool.
http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.html
Medline (2017).Adolescent Development.
https://medlineplus.gov/ency/article/002003.htm
Straus, L.B., Preventing Sprains in Youth Sports, American Academy of Orthopedic Surgeons.
https://www.momsteam.com/health-safety/general-safety/injury-prevention/preventing-sprains-in-youth-sports
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