Case Study of Kaylee, Age 12

EDU 220 – Principles of Educational Psychology

Professor Theri Wyckoff
Hailey Coughlin
May 14, 2023
Abstract
Physical Development Psychosocial/Social Development
Met Met
• Increase in height • Wants privacy and to develop own identity
• Development of secondary sex characteristics • Pushes boundaries and rules
• Increased oil and sweat production Not Met
Emotional Development • Dislikes socializing with peers
Met • Clings to adults
• Experiences emotional fluctuation Moral/Character/Philosophical Development
• Exhibits moodiness and anger Exceeds
Cognitive/Intellectual Development • Mediates disputes between peers
Met • Interested in alternate lifestyles and moralities
• Initiates deep discussions • Upset by injustice towards others
Not Met
• Struggles with abstract thinking and articulating feelings
Typical Physical Behaviors & Characteristics at
Age 12
• Experiences rapid increase in height, weight, and strength.
(University of Washington, 1993)
• Girls begin to reach physical and sexual maturity
(University of Washington, 1993)
• More likely to act on sexual desires
(University of Washington, 1993)
• Increased oil production and perspiration
(Child Development Institute, 2019)
• Increasingly concerned with appearance
(Riley Children's Health: Indiana University Health, Indiana University School
of Medicine, 2021)
Typical Physical Development Level at Age 12
according to Seifert and Sutton
• Girls are taller than boys on average.
(Seifert & Sutton, 2009, p.44)
• Girls experience a growth in breast tissue.
(Seifert & Sutton, 2009, p.44)
• The majority experience increased sexual desire
(Seifert & Sutton, 2009, p.44)
Physical Development Observations
Developmental Milestones Met
• Rapid increase in height
• Development of secondary sex characteristics
• Increase in oil production and perspiration
• Concerned with physical appearance
Physical Development Recommendations
• Provide better nutrition
(University of Washington, 1993)
• Provide positive feedback on appearance concerns
(University of Washington, 1993)
• Inform of physical changes they should expect
(Morin, 2021)
• Assist in the acceptance of bodily changes
(Ellsworth, 1998)
• Discuss contraception and prevention of STIs
(University of Washington, 1993)
• Explain the risk of substance abuse
(NIH Medline Plus, 2021)
Typical Emotional Behaviors &
Characteristics at Age 12
• Expresses anger verbally towards authority figures
(University of Washington, 1993)
• Becomes withdrawn and introspective
(University of Washington, 1993)
• Experiences moodiness and feelings of depression
(Center for Disease Control and Prevention, 2021)
• Experiences emotional fluctuation from hormonal changes
(Child Development Institute, 2019)
Typical Emotional Development Level at Age
12 according to Slavin
• Young adolescents experience temporary emotional distress
(Slavin, 2022, p.61)
• Displays anger more intensely than other emotions
(Slavin, 2022, p.61)
• Experiences feelings of guilt and frustration when in conflict with
parent values
(Slavin, 2022, p.61)
Emotional Development Observations
Developmental Milestones Met
• Experiences bouts of anger directed towards her mother
• Experiences emotional fluctuation
• Often exhibits moodiness
• Expresses guilt after conflicts with authority figures
Emotional Development Recommendations
• Respect their feelings
(University of Washington, 1993)
• Acknowledge their concerns
(University of Washington, 1993)
• Watch out for prolonged feelings of anxiety and depression
(Morin, 2021)
Typical Cognitive/Intellectual Behaviors and
Characteristics at Age 12
• Seeks discussion and argument
(University of Washington, 1993)
• Better able to think logically and introspectively
(University of Washington, 1993)
• Can articulate their feelings and thoughts better
(Center for Disease Control and Prevention, 2021)
• Can think abstractly
(NIH Medline Plus, 2021)
Typical Cognitive/Intellectual Development
Level at Age 12
Piaget Vygotsky
Formal Operational Stage (Age 11 to Adulthood) • They possess the self-regulation abilities to
• Children have the ability to understand solve problems independently.
symbolic meaning (Slavin, 2022, p.33)
(Slavin, 2022, p.26) • They can collaborate with adults and peers
• They think systematically to test hypotheses who pass down knowledge through
meditation.
(Slavin, 2022, p.29) (Slavin, 2022, p.34)
• Children are capable of the abstract thought Bronfenbrenner
required for complex thought processes.
Bioecological Theory
(Slavin, 2022, p. 30)
• Parts of a child’s life are interconnected, so
change at home can impact their ability in
school.
(Slavin, 2022, p.35)
Cognitive/Intellectual Development
Observations
Developmental Milestones Met
• Initiates deep discussions with family about religion
• Debates with family members about different media
Developmental Milestones Not Met
• Struggles with abstract thinking
• Struggles to articulate feelings with words
Cognitive/Intellectual Development
Recommendations
• Share literature and discussion with your child
(Center for Disease Control and Prevention, 2021)
• Keep discussions from becoming arguments
(University of Washington, 1993)
• Encourage intellectual exploration
(University of Washington, 1993)
• Encourage involvement in a cause
(University of Washington, 1993)
Typical Psychosocial/Social Behaviors &
Characteristics at Age 12
• Expresses need for independence and privacy
(Child Development Institute, 2019)
• Increasingly influenced by peers
(Child Development Institute, 2019)
• Strives to develop their own identity
(Child Development Institute, 2019)
• Expresses irritation with younger siblings
(University of Washington, 1993)
• Expresses rebellion towards authority
(Morin, 2021)
Typical Psychosocial/Social Development
Level at Age 12 according to Erikson
Identity Versus Role Confusion (12 to 18 Years)
• Young adolescents question their identity and develop a sense of self.
(Slavin, 2022, p.48)
• They withdraw from their parents in favor of peers.
(Slavin, 2022, p.48)
• They experiment with various roles to develop their identity.
(Slavin, 2022, p.48)
Psychosocial/Social Development
Observations
Developmental Milestones Met
• Easily irritated by younger brother
• Expresses want for privacy
• Experiments with different identities
• Pushes boundaries with authority figures
Developmental Milestones Not Met
• Avoids socializing with peers
• Clings to adults in social situations
Psychosocial/Social Development
Recommendations
• Allow opportunity to socialize independently
(University of Washington, 1993)
• Continue affection towards withdrawn children
(University of Washington, 1993)
• Set clear but flexible boundaries
(University of Washington, 1993)
• Monitor social media activity
(Morin, 2021)
• Encourage participation in extracurricular activities
(Child Development Institute, 2019)
Typical Moral/Character/Philosophical
Behaviors and Characteristics at Age 12
• Developed sense of right and wrong
(University of Washington, 1993)
• Can weigh options and make decisions independently
(University of Washington, 1993)
• Thoughtful and concerned with how others are treated
(University of Washington, 1993)
• Not likely to lie
(University of Washington, 1993)
• Explores different morals, lifestyles, and religions
(Morin, 2021)
Typical Moral/Character/Philosophical Development
Level at Age 12 according to Kohlberg
Conventional Level of Moral Reasoning
Stage 3: “Good Boy-Good Girl" Orientation
• Behavior is determined by how others will react
(Slavin, 2022, p.51)
• Children consider others feelings when making decisions
(Slavin, 2022, p.52)
Moral/Character/Philosophical Development
Observations
Developmental Milestones Met
• Upset by younger brother being bullied at school
• Expresses concern about family members emotions and health
• Interested by other lifestyles, religions, and identities
• De-escalated two boys attempting to fight
• Mediates disputes between peers
• Expresses concern towards a boy's safety walking home from school
alone
Moral/Character/Philosophical
Recommendations
• Explain your morality and house rules on morality
(Morin, 2021)
• Don’t be concerned if your child challenges your beliefs
(Morin, 2021)
• Show respect for their growth into adulthood
(University of Washington, 1993)
• Assist in decision making
(University of Washington, 1993)
Conclusion
Physical Development Level
• Met as she is progressing through puberty as expected.
Emotional Development Level
• Met as she exhibits healthy level of emotional fluctuation for her age.
Cognitive Development Level
• Not met as she struggles with abstract thinking and articulating feelings.
Social Development Level
• Not met as she shirks interaction with her peers.
Moral Development Level
• Exceeds expectations as she exhibits impressive thoughtfulness and mediation abilities.
Continued Development
• Engagement in intellectual discussion with parent
• Participation in school activities for social development
References
Center for Disease Control and Prevention. (2021). Child
development. https://www.cdc.gov/ncbddd/childdevelopment/facts.html

Center for Disease Control and Prevention. (2021). Child development: Positive parenting
tips. https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/index.html

Child Development Institute (2019). The ages and stages of child development.
https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc

Ellsworth, J. (1998). Online lesson: PEPSI as a screening tool.

http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.html

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

https://www.verywellfamily.com/child-development-overview-4172261
References continued
NIH Medline Plus. (2021). Adolescent Development.
https://medlineplus.gov/ency/article/002003.html

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

Seifert, K & Sutton, R. (2009). Educational Psychology, (2nd ed.) Creative

Commons. https://resources.saylor.org/wwwresources/archived/site/wp-
content/uploads/2011/04/Educational-Psychology.pdf

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.html