Case Study

of a Child
Age 12
EDU 220-1005
Professor Theri
Wyckoff
Berenice Mendoza
 Typical Physical Behavior at Age 12
‐ Beginning of puberty
(Morin,2021)
‐ Growing pubic, arm, and leg hair
(Medline, 2021)
‐ Begins menstrual cycle
(Medline, 2021)
‐ Growth Spurt
(Medline, 2021)
Typical Physical Development Level at Age 12
According to Slavin
‐ Begin to think more like adults
(Slavin,2021,pg.29)
‐ Use logic in situations
(Slavin,2021,pg.30)
‐ Continue expanding in vocabulary
(Slavin,2021,pg.39)
 Physical Development Observation of a
Child at Age 12
Development Milestones Met:
‐ The child I observed has started puberty. The child has arm
and leg hair.
‐ The child has started her growth spurt.
‐ She does use logic in most real-life situations.
Development Milestones Not Met:
‐ She has not started her menstrual cycle.
‐ She still doesn’t think like an adult yet.
‐ She still needs to expand her vocabulary more.
Physical Development Recommendations
‐ Parents should talk to their children about puberty and the
changes in their bodies.
(Morin,2021)
‐ Give the child some privacy to understand the changes in their
body.
(Medline, 2021)
‐ Do not tease the child about the changes in their body because
it could lead to self-consciousness.
(Medline, 2021)
 Typical Emotional Behavior at Age 12
‐ Verbal anger towards the authority figure
(University of Washington,1993)
‐ Worries about grades, appearance, popularity
(University of Washington,1993)
‐ Child’s emotions will be all over the place
(Morin,2021)
‐ The child will be very sensitive
(Medline,2021)
 Typical Emotional Development Level at Age
12 According to Slavin
‐ The child wants to feel accepted by everyone.
(Slavin,2021,pg.58)
‐ They feel like their parents don’t understand them.
(Slavin,2021,pg.58)
‐ They want to be more like grown-ups.
(Slavin,2021,pg.58)
 Emotional Development Observation of a
Child at Age 12
Development Milestones Met:
‐ She had used verbal anger towards her parents.
‐ She does get sensitive to very small situations.
‐ She does want to feel like a grown-up because she will want to
do her makeup or dress older.
Development Milestones Not Met:
‐ She doesn’t care about grades, appearance, or popularity yet.
‐ She doesn’t worry if her parents understand her or not.
‐ In school, it doesn’t concern her if she is accepted by everyone.
Emotional Development Recommendations
‐ Advise the child whenever there is a concern.
(University of Washington,1993)
‐ Balance independence with house rules.
(Morin,2021)
‐ Accept the child’s feelings but expect them to be considerate
of yours.
(University of Washington,1993)
 Typical Cognitive/Intellectual Behavior at
Age 12
‐ They can add dimension to their ideas and with more depth.
(Ellsworth,1998)
‐ They can memorize more and think logically.
(University of Washington,1993)
‐ Their communications skills become more prominent.
(Morin,2021)
‐ Now they believe free time should be doing sports, video
games, or social activities with friends.
(Morin,2021)
Typical Cognitive/Intellectual Development Level at Age
12 According to Piaget, Vygotsky & Bronfenbrenner
Piaget Vygotsky Bronfenbrenner
‐ Formal Operational Stage: ‐ The Zone of Proximal ‐ Exosystem: affects
11 years to adulthood Development: High development directly
‐ Can solve problems mental functioning can and through its
through systematic exist in conversations influence on families.
experimentation. and collaborations with (Slavin,2021,pg.35)
peers before it exists
(Slavin,2021,pg.26) within the individual. ‐ Macrosystem: cultural
‐ Can think abstractly and be and religious values, as
(Slavin,2021,pg.33) well as mass media, set
able to deal with
hypothetical or potential ‐ Scaffolding: Can importance to child
situations. diminish the assistance development.
from a teacher to student (Slavin,2021,pg.35)
(Slavin,2021,pg.29) and work independently.
(Slavin,2021,pg.34)
 Cognitive/Intellectual Development
Observation of a Child at Age 12
Development Milestones Met:
‐ She can memorize and think logically when she does presentations in school.
‐ Her communications skills are more prominent with the Speech and Debate
class she currently takes.
‐ She doesn’t need assistance from a teacher and can work in class
individually.
Development Milestones Not Met:
‐ She still can’t add much depth to her ideas.
‐ She still needs assistance to solve problems through systematic
experimentation.
‐ She still hasn’t achieved high mental functioning with her peers.
 Cognitive/Intellectual Development
Recommendations
‐ Encourage them to explore by providing books and
information.
(University of Washington,1993)
‐ Stay in contact with your child’s teacher and be active in their
academics.
(Morin,2021)
‐ Encourage them to join clubs or community groups.
(University of Washington,1993)
Typical Psychosocial/Social Behavior at Age 12
‐ Have fewer interactions with family.
(University of Washington,1993)
‐ They feel like parents are too restrictive.
(University of Washington,1993)
‐ Friends are becoming more important, especially the opposite
sex.
(Morin,2021)
‐ Willing to take risks because of peer pressure.
(Morin,2021)
Typical Psychosocial/Social Development Level
at Age 12 According to Erikson
Stage 5: Identity Versus Role Confusion
‐ They begin to wonder who they are and try to find themselves
without their parents’ help.
(Slavin,2021,pg.48)
‐ Teachers and peers become more of an influence than parents.
(Slavin,2021,pg.47)
‐ Feeling good about their abilities and being successful
becomes more important.
(Slavin,2021,pg.47)
 Psychosocial/Social Development
Observation of a Child at Age 12
Development Milestones Met:
‐ She has become less interactive towards her family.
‐ She complains about how her parents are too restrictive about her going
out with friends.
‐ She is beginning to find who she wants to be independent of her parents.
Development Milestones Not Met:
‐ She still isn’t willing to take risks because of peer pressure.
‐ She hasn’t become interested in making more friends of the opposite
sex.
‐ She doesn’t worry whether she will be successful in the future.
 Psychosocial/Social Development
Recommendations
‐ Respect boundaries but still show affection.
(University of Washington,1993)
‐ Set clear but flexible limits in the household.
(University of Washington,1993)
‐ Keep communication with children because even though they
want to experiment and have independence, they should know
that you are available for support.
(Morin,2021)
 Typical Moral/Character/Philosophical
Behavior at Age 12
‐ Knows right from wrong and tries to weigh alternatives by making the
decision alone.
(University of Washington,1993)
‐ Becomes concerned about how others are treated and is very thoughtful.
(University of Washington,1993)
‐ Not likely to lie.
(University of Washington,1993)
‐ Want to please peers instead of parents.
(Ellsworth,1998)
Typical Moral/Character/Philosophical Development
Level at Age 12 According to Kohlberg
Conventional Stages of Morality
‐ Stage 3 Good Boy Good Girl: Their behavior is determined by
the approval of others. Being nice helps them gain that
approval.
(Slavin,2021,pg.51)
‐ Stage 4 Law and Order: Doing the right thing based on what is
expected of you by society and authority.
(Slavin,2021,pg.51)
‐ Following the rules and respecting authority is what is
expected.
(Slavin,2021,pg.51)
 Moral/Character/Philosophical Development
Observation of a Child at Age 12
Development Milestones Met:
‐ She has become concerned about how others around her are
treated and makes sure they are treated fairly.
‐ Her conscience does always think if she is doing the right thing.
‐ She knows what is right from wrong and tries to choose her own.
Development Milestones Not Met:
‐ She still says small lies like she made her bed.
‐ She doesn’t let people determine how she will act.
‐ She doesn’t worry whether she is pleasing her parents or peers.
Moral/Character/Philosophical Development
Recommendations
‐ Help make the child’s decision-making easier.
(University of Washington,1993)
‐ Show respect for the youth as an adult.
(University of Washington,1993)
‐ Let the child have a friend group outside of the family.
(University of Washington,1993)
 References
Ellsworth, J. (1998). Online lesson: PEPSI as a screening tool.
http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.html

Medline (2021). Adolescent Development. https://medlineplus.gov/ency/article/002003.htm

Morin, Amy. (2021). Child Development: Milestones and Parenting Tips. https://www.verywellfamily.com/child-development-
overview-4172261

Slavin, R.E. (2021). Educational Psychology: Theory and Practice, (13th ed.) Pearson.

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