CASE STUDY OF A CHILD

AGE 4- AIDAN
Taylor Petrillo
Date: 6/28/22
Professor Theri Wyckoff
EDU 220- 1001
 Abstract
Physical
Development: Emotional Cognitive/ Intellectual
Development: Development:
-Highly active
-Prefers a daily routine -Uses “magical thinking”
-Fine motor skills for explanations
-Comfort with people
-Needs 7-8 hours of who are familiar to -Follows predictable
sleep
him patterns
-Gross motor -displays a wide -developing of thinking
development w/
active play range of emotions skills during socialization

Moral/ Philosophical Psychosocial/ Social

Development: Development:
-one sided -Cooperative play w/others
-Lack of morals for what is - Still learning to share
right/wrong - Enjoys doing new things
-Forms a sense of “self”
Typical Physical Behaviors at Age 4
ØDress independently without prompting
(Morin, Amy, 2021)

ØCan jump, skip, climb, and jump

(Morin, Amy 2021)

ØPotty trained, but may still have an occasional accident

(Morin, Amy 2021)

ØCuts with scissors independently

(Virtual Lab School 2021)
 Physical Developmental
Observations of Child- Age 4
Developmental Milestones Met:
ØThe four-year-old boy I observed is highly active and plays with building toys (Legos or
blocks) for most of the day when not in school/ABA.
ØHe also is fully potty trained no matter the location.
Developmental Milestones Not Met:
ØHe still needs hand over hand prompting for handwriting and still uses letter tracing for
assistance
ØHe still needs help getting fully dressed (this includes socks, tying shoes, putting on a
shirt/pants).
 Recommendations for Continued
Physical Development
Ø If your child prefers to write (fine motor) in his or her left hand, Do NOT try to change it. Lefties do
just fine.
(Riley Children's Health: Indiana University Health, Indiana University School of Medicine (2021)

Ø Provide opportunities for child to dress self. Let him or her pick clothes.
(University of Washington, 1993)

Ø Provide materials and activities to develop coordination, e.g., sand, crayons, paint, and puzzles.
(University of Washington, 1993)

Ø Carefully supervise physical activities. Set necessary limits.

(University of Washington, 1993)

Ø Parents can be the coach to their children with providing encouragement, support, and
guidance.
(Child Development Institute, 2015)
Typical Emotional Behaviors at Age 4
ØPreschool age children engage in pretend play with friends by using words/ sentences
to describe their feelings and thoughts.
(Virtual Lab School, 2021)

ØPreschool age children now display a variety of emotions in different ways.

(Virtual Lab School, 2021)

Ø Starting to identifying a favorite friend to play with while now asking that friend to play
with them.
(Virtual Lab School, 2021)

ØOften tests people to see who can be controlled.

(University of Washington, 1993)

ØHas growing confidence in self and world.

(University of Washington, 1993)
 Emotional Developmental
Observations of a Child- Age 4
Developmental Milestones Met:
ØThe child I observed was able to express his emotions when transitioning from
centers to circle time in a small school setting (ABA clinic).
ØThe child also has a favorite friend at school, and he can initiate conversation
and play with his favorite person who he developed a bond with.
Developmental Milestones Not Met:
ØChild lacks confidence in himself as he is often asking for help when he can do
something already independently.
ØChild has difficultly forming full sentences when manding for items or
requesting something he wants.
 Recommendations for Continued
Emotional Development
ØProvide outlets for emotional expression through talking, physical activity, and creative
media.
(University of Washington, 1993)

ØStrengthen positive self- esteem by pointing out the things child can do for self.
(University of Washington, 1993)

ØEstablish limits and adhere to them.

(University of Washington, 1993)

ØMake books available that discuss feelings and social interactions.

(Virtual Lab School, 2021)

ØEnsure you are sensitive to children’s unique needs, experiences and backgrounds.
(Virtual Lab School, 2021)
 Typical Cognitive Development at
Age 4
Ø Understands the idea of counting.
(Virtual Lab School, 2021)

Ø Understands the idea of “same and different.”

(Virtual Lab School, 2021)

Ø Is curious and inquisitive.

(University of Washington, 1993)

Ø Continues to learn through the senses.

(University of Washington, 1993)

Ø Pays little to no attention to logic, also called “prelogical thinking.”

(Riley Children's Health: Indiana University Health, Indiana University School of Medicine (2021).
 Cognitive Developmental
Observations of Child
Developmental Milestones Met:
ØThe child can independently count to 10-20 with using a number line.
ØThe child is very curious by asking ”why” questions when wanting more answers.

Developmental Milestones Not Met:

ØThe child does not know the difference between ”same and different” even when
presented with flashcards that have visuals on them.
ØThe child on occasion does not think about his consequences for his actions and the
result of this is a toy taken or sitting in time out for a minute.
 Recommendations for Continued Cognitive
Development
Ø Explain things to the child, answer questions honestly, and help child put feelings and ideas into
words.
(University of Washington, 1993)

Ø Point out and explain common cause-and-effect relationships -- how rain helps flowers grow, how
dropping makes glass break, how hitting hurts a person.
(University of Washington, 1993)

Ø Provide a range of interesting materials that spark preschoolers' interests and allow for hands-on
exploration.
(Virtual Lab School, 2021)

Ø Repetition is the glue of learning.

(Riley Children's Health: Indiana University Health, Indiana University School of Medicine (2021).

Ø Just as the alphabet song helps kids memorize their letters, number songs can help memorize
numbers in order.
(PBS, 2021)
 Typical Moral Development
ØIs more self-controlled and less aggressive.
(Washington, 1993)

ØBegins to know right from wrong.

(Washington, 1993)

ØUses extreme verbal threats such as, "I'll kill you," without understanding full implications.
(Washington, 1993)

ØEarly morality develops as children want to please their parents and others of
importance. This is commonly known as the "good boy" or "good girl" stage.
(Medline, 2017)
 Moral Developmental Observations
of Child
Developmental Milestones Met:
ØChild likes to show mom/dad artwork that was made by themselves at the center (his face
lights up from praise)
ØChild mentioned he was going to go “fly to the moon tomorrow in a spaceship”

Developmental Milestones Not Met:

ØChild can be aggressive towards peers and others (by pushing) if not getting his way or
having to share
ØChild does not always know from right and wrong when asked from teacher
 Recommendations for Continued Moral
Development
ØDon't take threats personally or too seriously.
(University of Washington, 1993)

ØProvide clear limits; enforce them consistently, but not harshly.

(University of Washington, 1993)

ØFrom age 4 to 5, many children backtalk. Address these behaviors without reacting to the words
or attitudes.
(Medline, 2017)

ØNotice and reinforce child's self-control, e.g., the ability to wait, to share belongings.
(University of Washington, 1993)

ØManage space, time, and your energy.

(Virtual Lab School, 2021)
Typical Social Development at Age 4
◦ Can leave mother for short periods but mother is still very important.
(University of Washington, 1993)
◦ Begins to notice differences in the way men and women act. Imitates adults.
(University of Washington, 1993)
◦ Often can’t tell what’s real and what’s make-believe
(Virtual Lab School, 2021)
◦ It is common in a small group of preschoolers to see a dominant child emerge who tends to
boss around the other children without much resistance from them.
(Medline, 2017)
◦ It is common in a small group of preschoolers to see a dominant child emerge who tends to
boss around the other children without much resistance from them.
(Medline, 2017)
 Social Developmental Observations
of Child
Developmental Milestones Met:
-The child loves playing with toys during centers with other children and building
together.
-The child also prefers toys that are centered towards boys such as Legos, cars, blocks,
building, etc.

Developmental Milestones Not Met:

-Child still needs reminders to share with others.
-If the child favorite friend isn’t at the center, he typically plays alone.
 Recommendations for Continued Social Development
◦ Engage in frequent, developmentally appropriate social interactions with children and adults in your
classroom throughout your daily experiences and routines.
(Virtual Lab School, 2021)

◦ Encourage children to use their words and talk to their peers when conflicts arise. Use developmentally
appropriate language and provide conversation models and cues for children to follow if they need help
solving a problem.
(Virtual Lab School, 2021)

◦ Model the things you want the child to do, since at the start of gender role development the child will imitate
adults.
(University of Washington, 1993)

◦ Express interest in what the child has been doing while away from parent(s).
(university of Washington, 1993)

◦ Suggest your child host a tea party for dolls or stuffed animals.
(PBS, 2021)
 References
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

Morin, Amy. (2021). Child Development: Milestones and Parenting Tips.

https://www.verywellfamily.com/child-development-overview-4172261 (Links to an external site.)

Medline (2021). Adolescent Development.

https://medlineplus.gov/ency/article/002003.htm (Links to an external site.)

PBS (2021) Learn & grow by age.

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

Riley Children's Health: Indiana Univesity Health, Indiana University School of Medicine (2021). Health
Information: Development & Wellbeing.
https://www.rileychildrens.org/health-info?openTab=wellness (Links to an external site.)

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

Virtual Lab School. (2021). Professional Development for Child and Youth Educators.
https://www.virtuallabschool.org/learn (Links to an external site.)