Case Study of a Child Age 8

Alexa Tribuli
EDU 220-1004
 ABSTRACT
PHYSICAL EMOTIONAL COGINITIVE/INTELLECUTAL
DEVELOPMENT DEVELOPMENT DEVELOPMENT
❖Improved Health ❖Secretive ❖Fascination of Science
❖Frequent Accidents ❖Focus on Reality ❖Less Egocentric
❖Playful ❖Empathy ❖Spontaneous Concepts
❖Rest After Activity ❖Very Sensitive ❖Questions Reasons and
Roles
PSYCHOSOCIAL/SOCIAL MORAL/CHARACTAER/PHILOSOPHICAL
DELVELOPMENT DEVELOPMENT
❖Makes Friends Easily ❖Limited Moral Reasoning
❖Need for Closeness ❖Avoid Punishments
❖Industry VS. Inferiority ❖Learning Rules of Society
❖Confidence ❖Shameful
PHYSICAL
 Typical Physical Behaviors
❖“Improved health, few short illnesses”.
(University of Washington, 1993)
❖“Busy and active with frequent accidents” (broken bones).
(University of Washington, 1993)
❖“Make faces, wiggles, and clowns”.
(University of Washington, 1993)
❖“Reading and writing becomes easier”.
(Ellsworth, 1999)
❖Good appetite, wolfs down food, belches, and may accept
new foods.
(University of Washington, 1993)
 Typical Physical Development According
to Snowman (Age 8)
❖Extremely active, needs breaks like recess to promote
cognitive functioning.
(Snowman, J. & McCown, R., 2015, p. 84)
❖Fatigue easily and need rest after physical activity.
(Snowman, J. & McCown, R., 2015, p. 84)
❖Large muscle is better controlled than small muscle.
(Snowman, J. & McCown, R., 2015, p. 84)
❖Extreme in physical activities, they have good control of
bodies but lack ability to see the risk in their endeavors.
(Snowman, J. & McCown, R., 2015, p. 85)
❖Bones are not done growing.
(Snowman, J. & McCown, R., 2015, p. 85)
 Physical Development Observation
Developmental Milestones Met:
❖Child is playful and makes faces at his brother when they
are running around playing soccer.
❖ Child does not have large appetite but is very willing to try
new foods.
❖No broken bones but goes all in when playing soccer. He
often dives for the ball and slides across the grass to block
the other team.
❖Reads and writes with ease.
Developmental Milestones Not Met:
❖Child is sick somewhat often.
 Physical Development Recommendations
❖At least one hour of physical activity per day.
(Medline 2021)
❖“Children should be taught to play sports in appropriate,
safe, supervised areas, with proper equipment and rules.
Bicycles, skateboards, in-line skates, and other types of
recreational sports equipment should fit the child”.
(Medline 2021)
❖Encourage your child to try sports and extraarticular
activities.
(Medline 2021)
❖ “Be welcoming and sensitive”.
(Center for Disease Control & Prevention, 2021)
EMOTIONAL
 Typical Emotional Behaviors
❖More secretive.
(University of Washington, 1993)
❖Excessive with self criticism, dramatize everything, very sensitive.
(University of Washington, 1993)
❖Argue or resist requests and instructions; obey eventually.
(University of Washington, 1993)
❖ Fewer and more rational fears. Focus more on reality.
(Ellsworth, 1999)
❖ Strong beginnings but loses steam before completion.
(Ellsworth, 1999)
❖ Usually affectionate, helpful, outgoing, and curious. Also, can be rude,
selfish, bossy, and demanding, giggly, and silly.
(University of Washington, 1993)
 Typical Emotional Development
According to Snowman (Age 8)

❖“Sensitive to criticism and ridicule. May have difficulty

adjusting to failure”.
(Snowman, J. & McCown, R., 2015, p. 86)
❖Eager to please adults in life.
(Snowman, J. & McCown, R., 2015, p. 86)
❖“…becoming sensitive to the feelings of others”.
(Snowman, J. & McCown, R., 2015, p. 87)
 Emotional Development Observation
Developmental Milestones Met:
❖ Secretive about what he is doing on computer.
❖ Child resists when his mother asks him to help clean up dishes after dinner.
Eventually he stops arguing and helps to put the dishes away.
❖ Very affectionate when he sees his brother. When he was saying goodbye to
his brother, he yelled out the car window “BYE! I LOVE YOU!” at his brother.
❖ Child became scared when looking down from a tall cliff. When asked
further, child says he does not like spiders either. Child is also still scared of
“The Boogeyman”.

Developmental Milestones Not Met:

❖ He missed a pass during his soccer game, he did not become physically
upset. He did not say anything critical about himself.
❖ Child wanted pizza for dinner and was not considerate of anyone else’s
preferences.
 Emotional Development
Recommendations
❖Children are very capable, let them do tasks they can do on their
own.
(PBS, 2021)
❖Do not over explain instructions, keep it simple.
(University of Washington, 1993)
❖Allow expression of negative emotions and be patient with humor.
(University of Washington, 1993)
❖ Take opportunities to talk about emotions and help child learn to
value themselves.
(Child Development Institution, 2015)
❖ Give child a space to hide away their secrets, such as a lock box.
(University of Washington, 1993)
COGNITIVE/
INTELLECTUAL
 Typical Cognitive/Intellectual Behaviors
❖ Fascination with real world and sciences (animals, stars,
etc.).
(Ellsworth, 1999)
❖ Ability to do multi stepped tasks.
(Ellsworth, 1999)
❖ Less egocentric view of life, world, and others.
(Ellsworth, 1999)
❖ Questions reasons for things.
(University of Washington, 1993)
❖ Inquires about pregnancy and birth (“…may question
father’s roles”).
(University of Washington, 1993)
 Typical Cognitive/Intellectual Development
According to Piaget & Vygotsky (Age 8)
Piaget Vygotsky
Concrete Operational Stage
Age:
❖ “...they learn various facts and concepts and rules,
❖ “Less influenced by perceptual centration, but they do so for the most part as a by-product of
irresistibility, and egocentrism” such other activities as engaging in play and
(Snowman, J. & McCown, R., 2015, p. 42) communicating with parents and playmates.”
❖ Greater understanding of logic-based tasks. (Snowman, J. & McCown, R., 2015, p. 53)
(Snowman, J. & McCown, R., 2015, p. 42) ❖ Spontaneous concepts (Social Interactions) are
❖ Operational thinking is limited to objects that are the primary cause for cognitive development.
present or that the child has experienced directly.
(Snowman, J. & McCown, R., 2015, p. 42)
❖ More capable of learning advanced concepts than
people realize.
(Snowman, J. & McCown, R., 2015, p. 43)
 Cognitive/Intellectual Development
Observation
Developmental Milestones Met:
❖ Very inquisitive about the world around him. He enjoys watching Ted
Talks on a verity of subjects.
❖ Child asks questions all the time about everything. When walking
through Smiths, he asked about where the fruits and vegetables grew.
For example, he asked where a dragon fruit grew.
❖ He was able to complete a multistep homework assignment quickly
and without assistance.

Developmental Milestones Not Met:

❖ Has not asked about pregnancy or births. No interest in what a father’s
duties are.
 Cognitive/Intellectual Development
Recommendations
❖“If your child is struggling, taking the opportunity to link reading with
his interests and giving him support and reassurance will provide him
with the extra boost he needs.”
(Child Development Institution, 2015)
❖Answer the questions your child asks with honesty and patients. Also
be available to answer questions.
(University of Washington, 1993)
❖Stress what the child has accomplished and not the “end product”.
(University of Washington, 1993)
❖ “…children in the concrete operational stage are often more capable
of learning advanced concepts than most people realized.”
(Snowman, J. & McCown, R., 2015, p. 43)
PYSCHOSOCIAL/
SOCIAL
 Typical Psychosocial/Social Behaviors
❖ Relationship with typically one parent tends to be strong. Child demands to be
“valued and understood”. Expresses a need for closeness.
(Ellsworth, 1999)
❖ Little change within sibling relationships. “Fighting, tattling, and jealousy
continues”.
(Ellsworth, 1999)
❖ “Makes new friends easily...develops close friend of own sex. Considers clubs and
groups important: enjoys school, doesn’t like to be absent, and tends to talks more
about it”.
(University of Washington, 1993)
❖ “Is not interested in family table conversations; wants to finish meal in order to get
to other business”.
(University of Washington, 1993)
❖ “May “peep” at each other and at parents. Tell dirty jokes, laugh, and giggle”.
(University of Washington, 1993)
Typical Psychosocial/Social Development
According to Erikson (Age 8)
Industry vs. Inferiority
Six to Eleven Years
❖“…behavior is dominated by intellectual curiosity and performance.”
(Snowman, J. & McCown, R., 2015, p. 29)
❖“If children at his stage are encouraged to make and do things well,
helped to preserve, allowed to finish tasks, and praised for trying,
industry results.”
(Snowman, J. & McCown, R., 2015, p. 29)
❖“If the children’s efforts are unsuccessful or if they are derided or
treated as bothersome, feelings of inferiority result.”
(Snowman, J. & McCown, R., 2015, p. 84)
❖Sense of Industry leads to self-confidence.
 Psychosocial/Social Development
Observation
Developmental Milestones Met:
❖ He is very close to his mother. When his mother must go out, he asks his
brother multiple times for updates on their mother’s whereabouts and when
she will be back. When he is with his mother he tends to try to stay within
view of his mom.
❖ Makes friends easily at school and with his soccer teammates. Has a best
friend who is a boy of his same age.
❖ Bored by talking at dinner table. Observed dropping his head, joking that he
was falling asleep. Asked to leave table immediately after he finished eating.
❖ Talks and jokes about periods (menstruation).

Developmental Milestones Not Met:

❖ Very close relationship with older brother (21). Play video games, sports, and
hangout often together.
 Psychosocial/Social Development
Recommendations
❖“…setting limits on poor behavior is key to him learning to
manage this for himself in the long term.”
(Child Development Institution, 2015)
❖Have routines such as setting the table and cleaning dishes
after a meal.
(Center for Disease Control, 2021)
❖Be apart of the child’s extracurricular activities (EX: Be a
scout master or attend all concerts).
(University of Washington, 1993)
❖ “Love and accept”.
(University of Washington, 1993)
MORAL/
CHARACTER/
PHILOSOPHICAL
 Typical Moral/Character/Philosophical
Behaviors
❖“Children will express a belief that some actions (people) are bad, and
some are good”.
(Ellsworth, 1999)
❖“Moral reasoning is very black and white”. Focus is primarily on self in
order “to avoid being punished or viewed as bad”.
(Ellsworth, 1999)
❖“Golden Rule notion of going and saying to others what is good for self
is very rudimentary, but in formation”.
(Ellsworth, 1999)
❖“…often tattle and express: “That’s not fair!!””
(Ellsworth, 1999)
❖“May experience guilt and shame”.
(University of Washington, 1993)
 Typical Moral/Character/Philosophical
Development According to Kohlberg (Age 8)
Level One: Preconventional Morality

❖“Young children do not really understand the conventions or rules of a society.”

(Snowman, J. & McCown, R., 2015, p. 29)
❖ “Stage One: Punishment-obedience orientation. The Physical consequences of
an action determine goodness or badness. Those in authority have superior
power and should be obeyed. Punishment should be avoided by staying out of
trouble.”
(Snowman, J. & McCown, R., 2015, p. 29)
❖ “Stage Two: Instrumental relativist orientation. An action is judged to be right if
it is instrumental in satisfying one’s own needs or involves an even exchange.
Obeying rules should bring some sort of benefit in return.”
(Snowman, J. & McCown, R., 2015, p. 29)
 Moral/Character/Philosophical
Development Observation
Developmental Milestones Met:
❖When playing a football video game with his older brother
(21), he yells at the television, “That’s not fair!”, when the
other team gets points.
❖Observed child broke a cup and his mom yelled “Oh no
Max!”, child’s cheeks became flushed, and his eyes teared up.
He was visibly ashamed.
Developmental Milestones Not Met:
❖Child does not explicitly say if anything is good or bad.
When asked his opinion on the movie he was watching
intently he said, “It’s okay.”
 Moral/Character/Philosophical
Development Recommendations
❖Encourage the child to help around the house. Give them
“age-appropriate responsibilities”.
(PBS, 2021)
❖Give the child information to help calm their fears or
concerns.
(PBS, 2021)
❖Help the child become resilient by reminding them of their
accomplishments.
(PBS, 2021)
❖ “Use appropriate discipline without harshness.”
(Centers for Disease Control, 2021)
 REFERENCES
Center for Disease Control and Prevention. (2017). Child development.
https://www.cdc.gov/ncbddd/childdevelopment/facts.html (Links to an external site.)

Child Development Institute (2015). The ages and stages of child development.
https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc (Links to an external site.)

Ellsworth, J. (1998). Online lesson: PEPSI as a screening tool. (Links to an external site.)
http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.html (Links to an external site.)

PBS (2019) Learn & grow by age. https://www.pbs.org/parents/learn- (Links to an external site.)
grow/age-3 (Links to an external site.)
(Links to an external site.) (Links to an external site.)

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 (Links to an external
site.) (Links to an external site.)