Case Study of A Child Aged 9 PDF

Case Study of a
Child:
Aged 9
Kaitlyn Vittorino
EDU 280-1004-1005
Professor Theri Wyckoff
11/07/2021
Abstract
Physical Emotional Cognitive Social Moral
Extremely active Increased desire for Has notable interests Industry vs. Inferiority Morality based on
approval relationships
Interest in developing Likes to create and build Period that makes or
motor skills Verbal expression of breaks self-confidence Approval seeking
anger behavior
Concrete operational –
Specific interests Piaget Peers are more
developed Creation of self-image important in view of Rules must be obeyed
social rules
Inner speech-Vygotsky
Concern of obesity Avoids feelings of guilt Behavior based on
Identity-diffusion: guilt avoidance
Logical thought based on
Increase in bone and Complains about personal experience and Aware of idea of
fairness
muscle development unpleasant experiences generalizations Makes new friends
easily
• Ability to dress and undress without
help
(Child Development Institute & Parenting Today Staff, 2020)
• Concern of obesity developing during

this age
(Snowman & McCown, 2015, p. 88)
Physical: • Differences in motor skill

performance between genders begin
Typical to appear
(Snowman & McCown, 2015, pp. 88-89)
Behaviors at • Period of relative calm and

predictability in physical
Age 9 development
• Interested in developing motor skills

and strength
(Staff, 2019.)
• Is extremely active
•
Physical: Increase in bone and muscle
development
Typical (Snowman & McCown, 2015, p. 88)
Developmenta • Participates in artistic exercises

l Level at Age
• Develops interest in particular

9 motor skills
• Develops special interests

Comparison of Case to Typical
Development at Age 9
Comparison:
Child matches the expected development of a child at her age.
• Loves dance, reading, and art. Physical abilities at this age are developing in ways that
improve each of these abilities. MEETS EXPECTATIONS
• She has lost most of her baby teeth as expected at this age.
• She is an independent child who prepares herself for school daily without assistance. (She
even wakes herself up.) MEETS EXPECTATIONS
• Due to her high level of movement, she is very lean. MEETS EXPECTATIONS
• She does not show signs of puberty or further physical development.
Recommendations for Continued Development
• Encourage sleeping the recommended amount for her age. (Around ten hours)
• Begin a discussion on physical changes for her to expect in the upcoming years of puberty.
(Child Development Guide: Eight to Nine Years, n.d.)
• Consider team-based sports.

• Encourage a positive body image as she becomes more aware of her own body.
(Snowman & McCown, 2015)
• Don’t force interaction between opposite genders.

• Provide opportunities for developing motor skills further.

Emotional: Typical Behaviors at Age 9
Has an increased desire Possesses a need to Forming gender-based

for approval please identity
(Child Development Institute & Parenting (Child Development Institute & Parenting (Child Development Institute & Parenting
Today Staff, 2020) Today Staff, 2020) Today Staff, 2020)
Begins to express Prefers same-gendered Begins to question

anger verbally rather friends at same/similar
than physically age the ideas of adults
(Child Development Institute & Parenting
(Child Development Institute & Parenting (Child Development Institute & Parenting
Today Staff, 2020)
Today Staff, 2020) Today Staff, 2020)
• Global, integrated, and complex self-image
described with emotions
Emotional:
(Snowman & McCown, 2015, p. 90-91 & 111)
• Bases self-image on comparisons with peers
Typical (Child Development Institute & Parenting Today Staff, 2020)
Developmental
• Developing a desire to please and be accepted by
groups
Level at Age 9 (Child Development Institute & Parenting Today Staff, 2020)
• Complains about all unpleasant things
• Has a desire for independence
• Wants to be free of guilt
Comparison:
• Rosa possesses a strong desire to
please and be accepted by everyone
Comparison
she meets.
MEETS EXPECTATIONS
of Case to • She wants to be free of guilt and
Typical
becomes quite upset if accused of
something she hasn’t done.
Development
MEETS EXPECTATIONS
• She has a strong desire for

at Age 9 independence and exhibits a high level
of self-sufficiency for a child her age.
MEETS EXPECTATIONS
• She is very aware of her femininity and

what it means to be female.
Recommendations for
Continued Development
• Show continued support and acceptance through mood swings
and strong emotions.
• Allow more chances for independence and encourage a sense
of responsibility through age-appropriate chores.
• Encourage open communication on emotions and concerns.
• Establish and adhere to a daily routine with clearly stated
expectations.
• While allowing for more independence, set clear boundaries
and explain consequences for crossing boundaries.
• Prepare yourself and your child for discussions on puberty,
sex, safety, and continued responsibility as he/she is getting
older.
Often overestimates personal ability
Wants to understand the “why?” of things

Cognitive / Has notable interests
Intellectual:
Typical
Can be excessive in criticism of self
Behaviors at Usually affectionate, cheerful, and helpful but can also be, selfish,
bossy, rude, and ill-mannered
Age 9 Likes to create and build things

Spends increasing time on personal hobbies

Piaget: Vygotsky:
Concrete Operational Inner Speech
Children at this age are Children at this age are
influenced less by perfecting inner speech.
egocentrism. Logic-based Children come able to
Cognitive & tasks are now understood direct their thinking and
Intellectual:
through the creation of the resulting action or
schemes. Operational behavior. Mental
Typical thinking is still limited to
what is currently present
calculations can be done,
and logical reasoning can
Developmental and/or concrete
experiences of each
take place entirely within
a child’s head. Children
Level at Age 9 specific child. Children
between 7 & 11 continue
become able to analyze
situations from multiple
to solve problems by viewpoints and form
generalizing. opinions.
(Snowman & McCown , 2015, p. (Belyh, 2019)

40)
• Rosa performs at and above the
typical developmental level for her
age.
Comparison
She is:
• Able to easily demonstrate a logical
thought process based on personal
of Case to
experiences and generalizations.
MEETS EXPECTATIONS
Typical • Also builds logic from stories that

she’s read or movies that she has
Development
seen.
MEETS EXPECTATIONS
at Age 9
• Easily performs mental calculations
MEETS EXPECTATIONS
• Shows slight tendencies in the formal
operations stage of Piaget’s theory by
applying abstract examples to
problems.
• Do not give all the answers. Allow
children time to think and construct
their own solutions.
Recommendations • Respect individual differences

for Continued
• Allow the child opportunities to work

Development on tasks slightly above current
abilities.
(Belyh, 2019)
• Allow more time for socialization

(Belyh, 2019)
Psychosocial / Social:
 Demands love and understanding from
mother Typical Behavior &
 Becoming much more independent and
Characteristics at
trustworthy
Age 9
 Makes new friends easily
 Is sensitive and experiences hurt feelings in
social situations
 Develops a strong sense of right and wrong
 Rely on peer groups more than parents and
other adults for social cues.
Erikson: Industry vs. Inferiority
• Stage has an affect on their life-long self-
confidence.
• Industry can also be described as a view of
Psychosocial /
personal competence. Children are
• Becoming more able to master complex tasks,
Social:
they
• Seeking acceptance and praise from their
Typical
parents and even more from their peers
• Beginning to compare themselves to their
Development at
peers
• May find themselves either more proficient or
Age 9
less capable at varying tasks than their peers.
• Deciding factors during this stage are support
and encouragement.
• Require support and encouragement through
the praise of effort as well as praise for the
ending result.
• Without these factors, a strong sense of
inferiority is developed
(Cherry, 2020)
• Children at this age are in the
identity-diffusion stage.
Psychosocial / • Defined as person that hasn’t
explored options of what they want
Social Typical to do/be in life
Development • Most minors fall into this category.
at Age 9 • Without ability to make adult
decisions, they typically stay in this
Marcia stage until young adulthood.
(Morelli & Zupanick, n.d.)
• Toward the end of the Industry vs. Inferiority stage.
MEETS EXPECTATIONS
Comparison of
• Possesses a strong but appropriate self-confidence.
MEETS EXPECTATIONS
Case to Typical • Through her ability to excel in school and her numerous
awards for dance, she has gained a definite sense of
Development
industry.
MEETS EXPECTATIONS
at Age 9 • As far as Marcia’s stages are concerned, she fits the

standard of this age which is Identity-diffusion. Until she
gains the ability to make adult decisions, there is no chance
for progress in this sense.
MEETS EXPECTATIONS
• Encourage social activities, especially for students who
have few or no friends.
• Give support and encouragement during extracurricular

activities.
• Avoid overpraising as this can lead to arrogance.

• Praise effort as well as result.

• Provide clear expectations so that students have a goal

to work toward.
• Care for the child unconditionally.

• Avoid allowing the child to be grouped by ability.

• May experience and begin to understand
the feeling of guilt.
Moral / (Child Development Guide: Eight to Nine Years, n.d.)

• Has become conscious of the idea of
Character /
fairness.
• Acquiring a conscience; aware of right and
Philosophical:
wrong.
• May rebel against a strict conscience
Typical (Snowman & McCown, 2015, p. 61)

• Bases actions on what they believe a nice
Behavior
person would do.
• Believes that rules must be obeyed.
at Age 9
• May experiment with rule-breaking
(Kaneshiro et al., 2020)
Moral, Character, &
Philosophical:
Typical Development at Age 9
Conventional Morality
• Second level of moral development
(Snowman, 2015, p. 61)
• Morality based on societal relationships.

(Mcleod, 2013)
• Understanding of right and wrong and

consent to social rules regarding them.
(Mcleod, 2013)
• Behavior that seeks approval from those

around him/her.
(Amidon, n.d.)
• Behavior is based on avoiding guilt.

(Mcleod, 2013)
• Retains a solid understanding of social
Comparison of
rules and right and wrong.
MEETS EXPECTATIONS
Case to Typical
• Has a firm belief in fairness and speaks
out if she feels a situation is unfair.
Development at
MEETS EXPECTATIONS
• Toward the end of this level but lacks
Age 9
cognitive abilities to truly understand
larger affairs in order to judge them as
moral or immoral.
• Ability to empathize and understand
wrongdoing based on the pain of others
is far beyond her years.
MEETS EXPECTATIONS
Recognize the child’s standards and review the expectations your child has. Discuss
which of these standards are reasonable and which are not. Explain why.
Focus on individual value rather than a firm concentration on recent or current

behavior.
Recommendations Ensure that forgiveness is encouraged as a reaction to wrong-doings by others but

also toward oneself.
for Further
Development Prepare the child for the inevitable loss that comes with playing.
Set an example fair standards and actions in dealings with the child.
Encourage an ownership for personal behavior.

References
Amidon, J. A. M. (n.d.). Kohlberg’s stages of moral development | education, society, & the k-12 learner. Lumen Learning.
https://courses.lumenlearning.com/teachereducationx92x1/chapter/kohlbergs-stages-of-moral-development/
Belyh, A. (2019, September 23). Understanding vygotsky’s social development theory. Cleverism.
https://www.cleverism.com/vygotskys-social-development-theory/
Cherry, K. (2020, April 14). Industry vs. Inferiority is stage four of psychosocial development. Verywell Mind.
https://www.verywellmind.com/industry-versus-inferiority-2795736
Child development guide: Eight to nine years. (1993). University of Washington.
http://depts.washington.edu/allcwe2/fosterparents/training/cdevguid/cdg10.htm#EMOTIONAL
References
Kaneshiro, N. K., Zieve, D., Conaway, B., & A.D.A.M. Editorial team. (2020, October 2). School-age children development.
Medline Plus. https://medlineplus.gov/ency/article/002017.htm
Mcleod, S. (2013, February 5). Kohlberg’s stages of moral development. Simply Psychology.
https://www.simplypsychology.org/kohlberg.html
Morelli, A. O., & Zupanick, Z. E. (n.d.). James marcia and Self-Identity. Grace Point Wellness.
https://www.gracepointwellness.org/1310-child-development-theory-adolescence-12-24/article/41164-james-marcia-
and-self-identity
Snowman, J., & McCown, R. (2014). Psychology applied to teaching (16th ed.). Cengage Learning.
Child Development Institute & Parenting Today Staff. (2020, May 10). The Ages and Stages of Child Development. Child
Development Institute. https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc

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Case Study of a

• Concern of obesity developing during

Physical: • Differences in motor skill

Behaviors at • Period of relative calm and

• Interested in developing motor skills

Developmenta • Participates in artistic exercises

• Develops interest in particular

• Develops special interests

• Consider team-based sports.

• Don’t force interaction between opposite genders.

• Provide opportunities for developing motor skills further.

Has an increased desire Possesses a need to Forming gender-based

Begins to express Prefers same-gendered Begins to question

of Case to • She wants to be free of guilt and

• She has a strong desire for

• She is very aware of her femininity and

Wants to understand the “why?” of things

Cognitive / Has notable interests

Age 9 Likes to create and build things

Spends increasing time on personal hobbies

(Snowman & McCown , 2015, p. (Belyh, 2019)

Typical • Also builds logic from stories that

Recommendations • Respect individual differences

• Allow the child opportunities to work

• Allow more time for socialization

at Age 9 • As far as Marcia’s stages are concerned, she fits the

• Give support and encouragement during extracurricular

• Avoid overpraising as this can lead to arrogance.

• Praise effort as well as result.

• Provide clear expectations so that students have a goal

• Care for the child unconditionally.

• Avoid allowing the child to be grouped by ability.

Moral / (Child Development Guide: Eight to Nine Years, n.d.)

Typical (Snowman & McCown, 2015, p. 61)

• Morality based on societal relationships.

• Understanding of right and wrong and

• Behavior that seeks approval from those

• Behavior is based on avoiding guilt.

Focus on individual value rather than a firm concentration on recent or current

Recommendations Ensure that forgiveness is encouraged as a reaction to wrong-doings by others but

Encourage an ownership for personal behavior.

Child development guide: Eight to nine years. (1993). University of Washington.

Medline Plus. https://medlineplus.gov/ency/article/002017.htm

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