CASE STUDY

OF A CHILD
AGED 10
By: Alexus Cornejo
EDU 220 – 1004 - 1005

Physical Development
▪ Develop control of
large and small muscles
Abstract
Emotional development Cognitive/ intellectual Development
• Might have behavior • Has set interest and capable of being
problems prolonged

▪ Engages in team games • Starts to become • Can think and reason more abstract
▪ Girls start to develop Independent
faster than boys • Is very curious and seeks facts
• Trustworthy

Psychosocial/ Social Development Moral/Character/philosophical Development

• Boys and girl's personalities, • Is very competitive

characteristics, and interest start to differ
• Is aware of fairness and argues for it
• Boys start to exercise independence
• Hard time admitting mistakes but is learning to
• Is interested in friends and cooperative play accept failures and take responsibility

• Knows difference between right and wrong

 Typical Behaviors at Age 10
■ “Extremely active”
(Center for Disease Control and Prevention, 2017).
▪ “May begin growth spurt”
(Center for Disease Control and Prevention, 2017).
▪ “Tries new foods; has favorites”
(Center for Disease Control and Prevention, 2017).
▪ “Engages in active, rough-and-tumble play (especially boys)”
(University of Washington, 1993).
▪ “Is interested in developing strength, skill, and speed;”
(University of Washington, 1993).
 Typical Physical Developmental level
According to Snowman (Age 10)
▪ “Obesity can become a problem for some children of this age group. Because nine- and ten-
year-olds have more control over their eating habits than younger children do, there is a
greater tendency for them to overeat, particularly junk food”

(Snowman, J. & McCown, R., 2015, pg. 88).

▪ “Boys are slightly better at sports- related motor skills; girls are better at flexibility, balance,
rhythmic motor skills”

(Snowman, J. & McCown, R., 2015, pg. 88).

▪ “This is a period of relative calm and predictability in physical development”

(Snowman, J. & McCown, R., 2015, pg. 89).

 Physical Development Observation of a
Child Age 10
Development milestones met:
■ For this case study, I observed my cousin. I can say that she is extremely active she loves
playing different sports with me and my other cousins.
■ I can say from last year she has had a major growth spurt. She is half my age and is already
almost my height.
Development milestones not met:
■ She is a very picky eater and tends to avoid eating new foods. She even refuses to try
chocolate or anything she is unfamiliar with.
 Physical Development
Recommendations for child age 10
▪ "Do not compare boys and girls or force them to interact"

(University of Washington, 1993).

▪ "Start teaching about bodily changes"

(University of Washington, 1993).

▪ "Explain menstruation to both sexes"

(University of Washington, 1993).

▪ "Provide many opportunities to sustain interest. Include team games"

(University of Washington, 1993).

 Typical Emotional Behaviors at Age 10
▪ “Becomes less self-centered”

(Center for Disease Control and Prevention, 2017).

▪ “Is sensitive and experiences hurt feelings in social situations”

(Center for Disease Control and Prevention, 2017).

▪ “Becomes excessively moody if puberty begins”

(Center for Disease Control and Prevention, 2017).

▪ “Main worry concerns school and peer relationships”

(University of Washington, 1993).

▪ “Is becoming very independent, dependable, and trustworthy”

(University of Washington, 1993).

 Typical Developmental level
According to Snowman (Age 10)
▪ “During this period, children develop a more global, integrated, and complex self- image.”

(Snowman, J. & McCown, R., 2015, pg. 90).

▪ “By middle childhood, each of these aspects of self-image is present; children can make an
accurate self-description, construct a global evaluation of themselves, and specify their
positive and negative attributes in specific domains”

(Snowman, J. & McCown, R., 2015, pg. 91).

▪ “Disruptive family relationships, social rejection, and school failure may lead to delinquent
behavior”

(Snowman, J. & McCown, R., 2015, pg. 91).

 Emotional Development Observation of a
Child Age 10
Development milestones met:

▪ My cousin is a very sensitive person. She has a hard time accepting anyone not agreeing
with her in social situations or hearing the word no.

▪ She is very independent and dependable. She always makes sure that her room is clean
and likes to do arts and crafts that she teachers herself. She also always makes sure that
her and her brother are feed.

Development milestones not met:

▪ I would say that she does not really have any concerns of schools and peer relationships.
She always does what she wants and doesn’t care much for what others have to say about
it. She will mention a friend every once in a while, but not often.
 Emotional Development Recommendations
for child age 10
▪ "Let the child know you accept him/her, even though you do not approve of
specific behaviors"

(University of Washington, 1993).

▪ "Provide many opportunities for exercising independence and dependability.

Praise these positive characteristics"

(University of Washington, 1993).

 Typical Cognitive/Intellectual Behaviors
at Age 10
▪ “Applies math concepts to daily life”

(Center for Disease Control and Prevention, 2017).

▪ “Spends long periods of time working on hobbies and crafts”

(Center for Disease Control and Prevention, 2017).

▪ “Enjoys learning experiences involving pets”

(Center for Disease Control and Prevention, 2017).

▪ “Individual differences become more marked”

(University of Washington, 1993).

▪ “Has definite interests and lively curiosity; seeks facts; capable of prolonged interest; can do more abstract
thinking and reasoning”

(University of Washington, 1993).

 Typical Cognitive/Intellectual developmental
level according to Piaget and Vygotsky (Age 10)
Piaget
Concrete operational stage: Age range Seven
to eleven years old
▪ “Operational thinking is limited to objects
that are actually present or that children
have experienced concretely and directly”
(Snowman, J. & McCown, R., 2015, pg. 42).
▪ “… children in the concrete operational
stage are often more capable of learning
advanced concepts than most people
realize”
(Snowman, J. & McCown, R., 2015, pg. 43).
▪ “Children in the primary and early
elementary grades tend to react to each
situation in terms of concrete
experiences.
(Snowman, J. & McCown, R., 2015, pg. 43).
Vygotsky
“He saw social interaction as the primary cause of cognitive development …
believed that children gain significantly from the knowledge and conceptual
tools handed down to them by those who are more intellectually advanced,
whether they are same-age peers, older children, or adults”
(Snowman, J. & McCown, R., 2015, pg. 52).
▪ “Schooling, however, should be directed to the learning of what Vygotsky
called scientific concepts. Scientific concepts are the psychological tools
that allow us to manipulate our environment consciously and
systematically“
(Snowman, J. & McCown, R., 2015, pg. 54).
▪ “The purpose of scaffolding is to help students acquire knowledge and
skills they would not have learned on their own. As the student
demonstrates mastery over the content in question, the learning aids are
faded and removed”
(Snowman, J. & McCown, R., 2015, pg. 53).
 Cognitive/Intellectual Development
Observation of a Child Age 10
Development milestones met:

▪ My cousin has recently got really into crocheting and making animations. She tends to
spend a lot of time doing both in her free time. She even animated a bee flying for me.

▪ At the beginning of the year my uncle finally allowed my cousins to get a dog and she loves
the dog so much. She has a lot of photos of him saved on her phone that she shows me.

Development milestones not met:

▪ I wouldn’t say that my cousin is very interested in math. She doesn’t show a lot of interest
in it and doesn’t apply it to her day-to-day life.
 Cognitive/Intellectual
Development Recommendations for child
age 10
▪ "Helping students answer difficult questions or solve problems by giving them hints or asking leading questions is
an example of a technique called scaffolding. Just as construction workers use external scaffolding to support their
building efforts, Vygotsky recommended that teachers similarly support learning in its early phases"

(Snowman, J. & McCown, R., 2015, pg. 54).

▪ "Respect and be aware of individual differences when making assignments and giving responsibilities"

(University of Washington, 1993).

▪ "Provide opportunities for reading, writing, and using reference materials; do not burden the child, however"

(University of Washington, 1993).

▪ "Help with hobbies"

(University of Washington, 1993).

 Typical Psychosocial/Social
Behaviors at Age 10
▪ “Quarrels more often”

(Center for Disease Control and Prevention, 2017).

▪ “Gets along well with others”

(Center for Disease Control and Prevention, 2017).

▪ “Is most interested in friends and social activities”

(University of Washington, 1993).

▪ “Boys, especially, begin to test and exercise a great deal of independence”

(University of Washington, 1993).

▪ “Boys and girls differ in personalities, characteristics, and interests; are very group and club oriented but always
with same sex; sometimes silly within group”

(University of Washington, 1993).

 Typical Psychosocial/Social developmental
level According to Erikson (Age 10)
Industry Versus Inferiority (6 to 11 Years; Elementary to Middle School)

▪ “ A child entering school is at a point in development when behavior is dominated by intellectual curiosity and
performance”

(Snowman, J. & McCown, R., 2015, pg. 29).

▪ “If children at this stage are encouraged to make and do things well, helped to persevere, allowed to finish tasks,
and praised for trying, industry results. 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, pg. 29).

Sense of Industry

▪ “Between kindergarten and sixth grade, most children are eager to demonstrate that they can learn new skills and
successfully accomplish assigned tasks”

(Snowman, J. & McCown, R., 2015, pg. 30).

 Psychosocial/Social
Development Observation of
Development milestones met:
a Child Age 10
▪ My cousin gets along well with almost everyone that she meets. She is a very nice a friendly
person, so it makes sense that she is able to get along with others so easily.

▪ Compared to her older brother at her age they have a lot of different interest from each
other. Also, all my cousin's friends are girls.

▪ I would say that my cousin likes to get into a lot more arguments not that she is getting
older. She tends to speak her mind a lot more. Just the other day I saw her she was arguing
with my uncle to let her cut her hair.
 Psychosocial/Social
Development Recommendations for
child age 10
▪ "Encourage friendships and help child who may have few or no friends"

(University of Washington, 1993).

▪ "Accept natural separation of boys and girls. Recognize and support the need for
acceptance from peer group"

(University of Washington, 1993).

▪ "Be warm but firm. Establish and enforce reasonable limits“

(University of Washington, 1993).

 Typical
Moral/Character/Philosophical Behaviors
at Age 10
▪ “Is very conscious of fairness”

(University of Washington, 1993).

▪ “Is highly competitive”

(University of Washington, 1993).

▪ ”Has difficulty admitting mistakes but is becoming more capable of accepting failures and mistakes and taking
responsibility for them”

(University of Washington, 1993).

▪ “Argues over fairness”

(University of Washington, 1993).

▪ ”Is aware of right and wrong; wants to do right, but sometimes overreacts or rebels against a strict conscience”

(University of Washington, 1993).

Typical Moral/Character/Philosophical developmental
level according to Kohlberg (Age 10)
“Like Piaget, Kohlberg believed that moral reasoning proceeds through a fixed sequence of stages. In the
early stages, children’s understanding of moral issues is narrow, concrete, and self-centered”

(Snowman, J. & McCown, R., 2015, pg. 60).

▪ "LEVEL 2: CONVENTIONAL MORALITY. (Typical of nine- to twenty-year-olds. Called conventional since

most nine- to twenty-year-olds conform to the conventions of society because they are the rules of a
society.)

Stage 3: Good boy–nice girl orientation. The right action is one that would be carried out by someone
whose behavior is likely to please or impress others.

Stage 4: Law-and-order orientation. To maintain the social order, fixed rules must be established and
obeyed. It is essential to respect authority"

(Snowman, J. & McCown, R., 2015, pg. 61).

 Moral/Character/Philosophical
Development Observation of a Child Age 10
Development milestones met:

▪ I would say my cousin is extremely competitive. When we go to see my cousins, we usually

play board or video games. She is very competitive and likes to win and gets a little
frustrated when losing.

▪ I would say that my cousin is very conscious of fairness and would argue for what she thinks
is right. She always speaks her mind so if she thinks something is wrong, she will say
something about it.

Development milestones not met:

▪ I would say that my cousin is an extremely honest person and owns up to mistakes very
easily. She usually will apologize for what she did if she was wrong and try to correct it.
 Moral/Character/Philosophical Development
Recommendations for child age 10

▪ "Be fair in dealings and relationships with child"

(University of Washington, 1993).

▪ "Provide opportunities for competing, but help child see that losing is a part of playing. Do
not ridicule, but help child learn to take responsibility for behavior"

(University of Washington, 1993).

▪ "Express your love and support for the child who falls short of meeting your personal
standards of right and wrong"

(University of Washington, 1993).

 References
Center for Disease Control and Prevention. (2017). Child development.
https://www.cdc.gov/ncbddd/childdevelopment/facts.html

Snowman, J., & McCown, R. (2015). Psychology Applied to Teaching (14th Edition). Cengage Learning US.
https://bookshelf.vitalsource.com/books/9781305176881

University of Washington. (1993). Child development: Using the child development guide.
http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm