CASE STUDY OF A CHILD AGE 6

By: Stephanie Felix

EDU 220
 Physical Development: Emotional Development:
o Hyper o Competitive
o Little hand-eye coordination o Seek recognition and praise
o Difficulty focusing on small objects o Display nervous habits
o Independently dress themselves o Extreme emotions
o Attend toileting needs o Sympathy

Cognitive/ Psychosocial/ Social

Intellectual Development:
o Indecisive
ABSTRACT o Follow simple instructions
o Intuitive
o Use perceptual thinking
o Learn to read and write
Development:
o Blame and guilt
o Center of one's world
o Engage in play
o Develop friendships
o Industry vs. Inferiority

Moral/Character/Philosophical Development :
o Egocentrism
o Adheres to rules and consequences
o Imitates role models' behavior
o Recognizes small responsibilities
o Develop a perseverant nature
 Typical Physical Behaviors at Age 6

• Hyper, constantly wants to be moving, and has difficultly sitting still (University of
Washington, 1993)
• Limited small muscle and hand-eye coordination (Ellsworth, 1998)
• Can put their clothes on, and take them off independently (University
of Washington, 1993)
• Able to independently use the restroom to "care for their own toilet needs"
and avoid toilet accidents (University of Washington, 1993)
• "Gains 4 to 5 pounds per year" (Center for Disease Control and Prevention,
2017)
 • Have a difficult time focusing on small
details and text (Snowman, J. & McCown,
R., 2015)
• "Children are extremely active" but need
rest periods because they are "easily
Typical Physical fatigued" by physical activity (Snowman, J.
& McCown, R., 2015, p. 84)
Developmental Level
• "Large muscle control is still superior to
According to Snowman, at fine coordination" (Snowman, J. & McCown,
Age 6 R., 2015, p. 84)
• Accidents are more likely to occur because
children overestimate their physical abilities
and underestimate danger (Snowman,
J. & McCown, R., 2015)
 Physical Development Observations of a
Child at Age 6

• Developmental Milestones Met: • Development Milestones Not Met:

• The six year old I observed likes to be active. Her hyper • The six year old I observed is
nature makes it hard for her to sit still. underweight.
• She is developing proper hand-eye coordination. • She gained less than 5 pounds in
the past year.
• She struggles to write her ABCs and her name.
• She can adequately dress herself and tie her shoes
without supervision.
• She can use the restroom on her own and wash her
hands after every use.
o Provide child with balanced meals that support
child's growth (Medline, 2017)
o "Provide opportunities for various physical activities"
in which the child can be active and
safe (University of Washington,1993)
Physical
o "Allow independence with clothing" (University Development
of Washington,1993) Recommendations
o Allow children time to rest when they become
fatigued (Snowman, J. & McCown, R., 2015)
 Typical Emotional Behaviors at Age 6

• Adopts a competitive nature leading them to obsess over winning, and not accept
defeat (Ellsworth, 1998)
• Looks to adults for approval and praise (University of Washington, 1993)
• Exhibits nervous habits, such as fidgeting and fingernail biting (University of
Washington, 1993)
• Display "extreme emotions" and quick changes in emotions (Ellsworth, 1998)
• Develop a sense of sympathy by showing "more concern for others" (Center
for Disease Control, 2017)
 • Easily embarrassed and have "difficulty
adjusting to failure" (Snowman,
J. & McCown, R., 2015, p. 86)
• Have a passion for pleasing
adults (Snowman, J. & McCown, R., 2015)
Typical Emotional • Eager to receive recognition from adults,
Developmental Level especially parents and teachers (Snowman,
J. & McCown, R., 2015)
According to Snowman, at
• Learning to sympathize with others' feelings
Age 6 and not just their own (Snowman,
J. & McCown, R., 2015)
 Emotional Development Observations of a
Child at Age 6

• Developmental Milestones Met: • Development Milestones Not Met:

• She is very eager to receive recognition for her skills and • The six year old I observed does
talents, like drawing and dancing. not demonstrate competitive
• When questioned, the six year old begins to bite her behavior.
fingernails. • She is open to accepting defeat.
• She often bites her fingernails or twists her hair when
she is nervous.
• She is aware of others' feelings and she tries to please
others by constantly sharing her snacks.
• She displays very extreme shifts in emotions when
ignored.
o "Show affection to your child and recognize
accomplishments" (Center for Disease Control,
2017)
o "Praise children for good behavior" (Center Emotional
for Disease Control, 2017) Development
o Help children communicate their emotions and
put their feelings into words (PBS, 2019)
Recommendations
o Limit games that have a designated winner,
encourage games in which everyone wins
(University of Washington, 1993)
 Typical Cognitive/Intellectual Behaviors
at Age 6
• Very indecisive; "finds it difficult to make choices" (University of Washington,
1993)
• "Will follow instructions... and accept supervision" (University of Washington,
1993)
• Has the ability to "follow a series of 3 commands in a row" (Medline, 2017)
• Remains in the "intuitive stage" (Ellsworth, 1998)
• "Most children learn to read and write" (University of Washington, 2017)

Typical Cognitive/
Intellectual Developmental
Level According to Piaget and
Vygotsky, at Age 6
• Piaget- Preoperational Stage:
• "Thinking centers on the mastery of
symbols" (Snowman,J. & McCown,R., 2015, pg. 41)
• Engage in "perceptual thinking: the strong tendency to
focus attention on only one characteristic of an object or
aspect of a problem" (Snowman, J. & McCown,R., 2015, pg.
42)
• Unable to "think of more than one quality at a
time" (Snowman, J. & McCown,R., 2015, pg. 42)
• Vygotsky:
• Children learn "spontaneous concepts" during early
childhood (Snowman,J. & McCown,R., 2015, pg. 53)
• Learn "facts, concepts, and rules" by interacting with their
parents and their peers (Snowman,J. & McCown,R., 2015,
pg. 53)
• "Knowledge is unsystematic... and directed at the child's
everyday concrete experiences" (Snowman, J. & McCown, R.,
2015, pg. 53)
 Cognitive/ Intellectual Development
Observations of a Child at Age 6
• Developmental Milestones Met:
• The six year old I observed is unable to make choices effectively when given too many options.
• She follows simple instructions closely.
• Maximum understanding is reached when instructions are short and specific.
• She is in the intuitive stage, and only understands things she has been exposed to, but she is
curious.
• The six year old thinks perceptually, one concept at a time.
• As a kindergartener, she can write her full name with little assistance.
• She can read and identify her sight words.
o Allow children the freedom to make decisions but
"do not offer excessive choices" to avoid making
children feel overwhelmed (University
of Washington,1993)
o Give clear and concise instructions
Cognitive/
o Create opportunities for children to practice their
Intellectual
reading and writing skills (University of Washinton, Development
1993)
Recommendations
o Read to the child and use complete sentences when
having a conversation with them (Center for
Disease Control and Prevention, 2017)
 Typical Psychosocial/ Social Behaviors at
Age 6
• "Poor at... admitting guilt" and quick to "blame" others (Ellsworth, 1998)
• The child becomes the center of their own world (Ellsworth, 1998)
• Prefers to play with children who are "members of the same sex" (University of
Washington, 1993)
• Play best in pairs of twos as opposed to a large group (Ellsworth, 1998)
• "Eager to develop strong friendships" (PBS, 2019)
 • Industry vs. Inferiority:
Typical Psychosocial/
Social Developmental
Level According to Erikson,
at Age 6
• Behavior is "dominated by intellectual curiosity
and performance" (Snowman, J. & McCown, R., 20
15, p. 29)
• Industry is obtained when the child
receives encouragement, recognition, and praise
for doing something well (Snowman J. & McCown
R., 2015)
• If their efforts for trying are ignored, or belittled,
the child "develops a sense of
inferiority" (Snowman, J. & McCown, R., 2015, p.
29)
• Inferiority may lead to a child believing "they will
never excel at anything" (Snowman J. & McCown
R., 2015, p. 29)
 Psychosocial/ Social Development
Observations of a Child at Age 6

• Developmental Milestones Met: • Development Milestones Not Met:

• The six year old I observed is quick to blame others to • When playing with a large group of
avoid getting in trouble. children, like at the park, she has a
• She wants the attention to herself. hard time taking turns.
• She is not eager to meet new
• She prefers to play with a partner as opposed to a group,
friends. She prefers to play with
but she equally likes playing with boys and girls.
familiar faces.
• She is developing a sense of industry through playing
soccer.The more recognition she receives for running, the
more she does it.
o "Schedule playdates" to help children make new
friends (PBS, 2019)
o Teach children to maintain strong friendships by
listening to others, taking turns, and sharing (PBS,
2019) Psychosocial/
o "Recognize accomplishments" to help children Social Development
develop a sense of industry (Center for Disease
Control,2017) Recommendations
o Help children believe in themselves and their
abilities
o Give children reassurance (University of
Washington, 2017)
 Typical Moral/ Character/
Philosophical Behaviors at Age 6
• "Sways to extremes of egocentricity" (Ellsworth, 1998)
• "Specific rules and consistent consequences help" build character and discipline
(Ellsworth, 1998)
• Look up to adults and model their behaviors (PBS, 2019)
• Start to recognize responsibilities (PBS, 2019)
• Use grit and perseverance to obtain success (PBS, 2019)
 • Preconventional Morality:
• "Do not really understand conventions or
rules of a society" (Snowman, J. & McCown,
R., 2015, p. 61)
• “Punishment obedience orientation” is
when “physical consequences…determine
Typical Moral/ goodness or badness” of an act (Snowman
J. & McCown, R., 2015, p. 61)
Character/ Philosophical
• Good consequences teach children to
Developmental Behaviors repeat such behaviors, while bad
According to Kohlberg at consequences teach children to avoid such
behaviors (Snowman, J. & McCown, R.,
Age 6 2015)
• "Instrumental relativist orientation" is when
an act is deemed to be right of it involves
“an even exchange” or benefit (Snowman J.
& McCown, 2015, p. 61)
 Moral/ Character/ Philosophical Develop
ment Observations of a Child at Age 6

• Developmental Milestones Met: • Development Milestones Not Met:

• The six year old I observed follows the rules to obtain a benefit • The six year old I observed is not
of some sort. perseverant. When she could not
• She eats all her lunch to have her ice cream for dessert. complete her 50 piece puzzle, she
proceeded to make figures with
• Her mother is her role model. The six year old models her the puzzle pieces instead.
mother's behavior by sharing and using manners.
• She tells lies to avoid getting in
• She recognizes her responsibilities to clean up her toys, turn off trouble. She is not honest.
the lights, and throw away her trash.
• Physical consequences help her determine what actions
are acceptable or unacceptable.
• She knew hitting her little brother was wrong, because she
was punished right after.
o "Model honest behavior" and remind children to
refrain from lying (PBS, 2019)
o Devise rules and corresponding consequences that
will promote positive behaviors and extinguish Moral/ Character/
negative behaviors (Snowman, J. & McCown, R.,
2015) Philosophical
o Encourage child to "be a helper" and offer aid to Development
others in need (PBS, 2019) Recommendations
o Use "process praise" to help children develop
"perseverance" (PBS, 2019)
 REFERENCES

Center for Disease Control and Prevention. (2017). Child development.

https://www.cdc.gov/ncbddd/childdevelopment/facts.html
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
PBS (2019) Learn & grow by age.
https://www.pbs.org/parents/learn- grow/age-3
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
CASE STUDY OF A CHILD AGE 6

By: Stephanie Felix

EDU 220