i

A CASE STUDY OF AN EIGHT-YEAR OLD KOKI

A Case Study

Presented to

Prof. Mrs. Evelyn I. Dominguez

MINDANAO STATE UNIVERSITY-ILIGAN INSTITUTE OF TECHNOLOGY

Andres Bonifacio Avenue, Tibanga, 9200 Iligan City

HANNAH FLOR C. CATIPAY

STEPHEN G. GUISANDO

MARIHGOLD E. SAYSON

Researchers

December 2022
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Table of Contents

Page

Title………………………………………………………………………………………i

Table of Contents………………………………………………………………….......ii

I. Background Information…………..…………………………………………………..1

II. Aspects of Human Development

A.) Physical/Motor Development..........................................................................2

B.) Language Development.................................................................................3

C.) Cognitive Development...................................................................................4

D.) Social Development……………………………………………………………….6

E.) Emotional Development………………………………………………………......7

F.) Moral Development…………………………………………………………….....8

III. Conclusion……………………………………………………………………………...11

IV. References……………………………………………………………………………..14

V. Appendices

A. Permission to Interview (Parent’s Consent)…………………………………….15

B. Dates Interview Conducted and Interview Questions …………………………18

C. Documentations to prove that the interview was conducted………………….25

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D. Piaget’s Conservation Task……………………………………………………….27

E. Moral Dilemma Scenario…………………..………………………………………30

VI. Reflection……………………………………………………………………………….32
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I. Background Information

People who are actually alive are far more fascinating than things written in ink.

Though books are an essential source of information, imagination is required to bring

them to life. On the other hand, people, especially 8-year-old boys like Koki, are an

incomprehensible creation.

Koki is the subject of the case study. He lives in a house with his parents and two

siblings. As the eldest, he particularly imposed authority over his siblings, a personality

he got from his father. Regardless of being authoritative, he is a very caring brother to

them, a character that individuals like about him. He is delighted with a lot of food and

toys, just like other kids do. This eight-year-old is being raised and trained in a stable,

secure, and happy environment. He was happy to share that they have a small yellow cat

in their home, which he finds very cute. He also sings well, and he recently competed in

a contest, placing second. In addition, he is influenced by his grandmother's teachings

and believes in the divine command that Jesus will resent him and punish him for anything

he does wrong or that does not please others.

In addition, Koki’s dad is 27 years of age while his mom is 28 years of age. Both

of his parents earned a degree of Bachelor of Science in Psychology. His father is a

Guidance Service Associate at Mindanao State University-Iligan Institute of Technology

and his mother is a Human Resource Assistant at Bodega Hardware and Construction

Supply. Koki’s parents are of the Christian faith and most of the time they offer moral

guidance and correction to Koki.

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II. Aspects of Human Development

A. Physical Development

Koki, an 8-year-old Filipino boy, recently celebrated his birthday on October 23,

2022. He stands 45 inches tall and weighs 4 pounds. According to the Centers for Disease

Control and Prevention (2002), his calculated Body Mass Index (BMI) is 17.7, which

places him in the 83rd percentile and indicates that he is at a healthy weight. Meanwhile,

his father had said that his son's growth was relatively slow, which Huberman (2016) said

is normal for his age. His appearance also appears to be healthy in the sense that he did

not manifest any evident physical impairments or dysfunctions. Relative to what was

mentioned above, Koki’s motor skills are also normal, and he is already physically

independent. Hence, at age 2, he learned to walk, which is actually typical for such an

age. Koki was also observed to have mastered holding things like pencils appropriately,

cutting through lines with scissors, drawing an unmistakable person, drawing a square,

and getting himself dressed and fed independently. As a result, his fine motor skills

appear to be functional for his age.

He, on the other hand, was also able to demonstrate proper tip-toe walking, good

balance, and equilibrium, climbing up and down, and other physical activities, thereby

giving an impression of his normal and functional gross motor skills. Conclusively, Koki’s

physical development does not appear to be alarming. Hence, he did not manifest

detrimental handicaps that impair his physical functioning. It is also important to note his

still-developing object-momentum-body coordination, which refers to the physical ability

to work effectively with moving objects (Boyd & Bee, 2015). This developing pattern is
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evident in Koki’s bodily responses to catching and throwing objects mid-air (i.e., a ball),

but this is actually deemed normal by literature and can be further developed over time

as the child progresses.

As a result, Koki's physical development appears to be consistent with typical

middle childhood developmental milestones: both gross and fine motor skills.

B. Language Development

Koki’s developmental milestones in language appear to be advanced. At age 2,

according to literature, it is expected for children to develop inflection, or the language

process of referring things through incomplete words, at three years old and higher (Boyd

& Bee, 2015), yet for Koki, he was able to know what specific words actually refer to, such

as associating "cockroaches" with "fear," and additionally could inflect words with notably

acceptable grammar, thereby implicating that at such an age, his grammar explosion had

occurred in advance. He could even speak a maximum of two Cebuano words at age

two, which appears to be more than the average amount of words learned and spoken

every day for toddlers at ages two to three. A similar pattern in language development

can be explained by Boyd and Bee's (2015) concept of "vocabulary explosion," in which

a child learns words and their meanings at a significantly advanced level compared to

most kids his age. Solidifying the aforesaid assumptions boils down to Koki’s mastery in

identifying names, object naming, pronoun bearing, word comprehension, instructional

obedience, the recitation of rhymes, sentence connections, narration, and developmental

questions such as the W and H. This now has a close relationship to his acquisition of
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phonological awareness; given his advanced development in songs and rhymes, his

phonological awareness appears to be advanced. As a result, phonological awareness is

strongly manifested and associated with a recitation in literature. It appears to have less

difficulty learning new words in this regard.

With most of Koki’s developmental milestones in language appearing to be

mastered, it can be concluded that his general language development is normal and

advanced. Koki is articulate in words and his language development paradigm stems from

word plays asserted to him by his parents in the form of language drills when he was two.

Notably, the language drill can be identified as one of the greatest factors that contributed

to his early and advanced development. With that given, Koki’s language development is

remarkably normal and far from being impaired.

C. Cognitive Development

Koki's cognitive development is maturing; several of Piaget's conversational tasks

were administered to Koki to help determine his level of cognitive development. In the

first task, Koki was able to identify the differences and similarities between the two

glasses, and in the other task that was administered (number, mass, and length), Koki

correctly responded that there was still the same amount of substance after the

manipulation. In the second task, he correctly identified the number of coins in the

different sets. In the other task, he was also shown an activity in which "if you hit a glass

with a hammer, the glass will break." And "if you hit a glass with a feather, the glass will

break." Koki answered, "The glass will break because the hammer is heavy and hard,
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and the feather won't break the glass because it is soft." Thus, according to Piaget, this

puts him in the concrete operational stage (Santrock, 2009). In the third and fourth tasks,

he was able to identify the width and height and the difference between two objects.

Predictably, Koki responded that the bread that was being folded and the plastic straw on

the top was smaller and longer respectively, thereby putting him in the pre-operational

stage (Santrock, 2009). It is not uncommon for a child to evaluate various conservation

tasks both correctly and incorrectly. Since Koki had just turned eight years old when the

first signs of logical or operational thought began, this could imply that he is not yet fully

in the concrete operational stage. Yet another characteristic of Piaget's concrete

operational stage which is seriation, can be found in Koki (Santrock, 2009).

In addition, he thinks like an adult and is a deep thinker. He is careful to find the

right words to say so that his father doesn't get mad at him. He also has his own creative

way of dealing with situations. When he wants to reach for something on the cabinet but

can't, he doesn't use a chair. Instead, he stacks pillows until he gets what he wants.

Meanwhile, he has a moderate interest in school even though he was jokingly asked to

stop, he does not agree and cries for it. He also knows a few numbers in multiplication

right now. In terms of problem-solving, he discovers his own simple method for resolving

a particular issue; however, this depends on the pressure he is subjected to. More so,

Koki is able to remember and follow simple routines like washing his hands before eating,

flushing the toilet, and using the bathroom. DeBord (n.d.), states that children between

the ages of 6 and 12 typically exhibit this trait.

Koki's cognitive development was found to be average for his age. And he is

developing cognitively a little more every day and seems to be on his way to
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accomplishing all the key milestones since his age is a major turning point in the child's

cognitive development according to the theory of Jean Piaget.

D. Social Development

Koki is a very sociable child who has many friends at home and in school. Because

Koki doesn't usually play outside with the other kids, his friends always come to their

house and call his name over the window. When it comes to his siblings, he somehow

imposed authority and acted like a true big brother to them. However, he is also a sweet,

caring brother to them. When he talks to people he doesn't know, he always smiles cutely

and kindly. He shows independence from parents and family and prefers to play with

same-sex friends, this is consistent with the findings that show children at this age are

now able to be separated from their parents without reluctance and still prefer to play with

same-sex peers (Santrock, 2009).

Furthermore, Koki is at the stage of cooperative play, according to Patern's stages

of play, because he is able to work and cooperate with peers toward a common goal

rather than competing with one another or trying to win. And in Erik Erikson’s

Psychosocial Theory, Koki fall under the school age, 6-11 which has a basic conflict of

Industry and Inferiority from the fact that he is proud to share that he is a treasurer in their

class and placed second in a singing contest he recently joined (Kendra Cherry, 2014).

Hence, Koki has age-appropriate social skills. Even though he is smaller than his

peers, he easily blends in with them and gets right to learning, playing, and engaging with

them. He seemed to enjoy being around people his age and fit in well with the rest of his
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peers. In addition, according to Social and Emotional Development in Middle Childhood,

this stage is crucial for friendship because it is when children become more interested in

forming and maintaining relationships. In a similar vein, he was able to successfully

complete Erik Erikson's Industry vs. Inferiority. Knowing that he had something to

demonstrate to others helped him develop competence, and he felt a sense of

accomplishment.

E. Emotional Development

The young child's ability to feel a wider range of emotions is linked to their

developing self-awareness. Like adults, young children go through a lot of different

emotions throughout the day. They are able to attempt to make sense of the emotional

responses of other people and begin to control their own emotions as a result of their

emotional development (Santrock, 2008).

Koki, an energetic and generally easy-going eight-year-old, is able to determine

his self-determination and develop emotional maturity because the last time he threw a

temper tantrum was when he was between the ages of 2 and 5 (Daniels et al., 2012). His

level of self-control is comparable to that of typical children his age, and he uses crying

and stomping to show his anger. He also has a positive self-image, even though he once

asked his father why he has a brown skin while his siblings have fair white skin. However,

according to Santrock (2009), Koki does not display an excessively self-conscious self-

perception. On the other hand, he was able to express his own feelings while also being

aware of others' moods and emotions. He shows empathy for the characters in the story
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or for other people, especially his siblings, by comforting them when their father scolds

them (Malti et al., 2013). Furthermore, he is shy but his father believes that the fact that

he was able to participate in a contest suggests that his confidence might be high.

In conclusion, Koki is a happy, active child whose emotional development is

achieving many of the anticipated milestones but requiring more time to complete others.

He is still learning about the consequences of his actions and how to take responsibility

for them. He is very sympathetic for his age and will cry for others when he finds the story

to be heartbreaking or sad. As a result, this aspect's development is typical.

F. Moral Development

Koki was given three scenarios involving moral dilemmas. In each scenario, he

was asked who did the worst thing and why. In the first two instances, he selected the

worst-acting individual based on their intentional harm. "It's not nice to push my papa"

and "Intentionally knocking the other person is bad" were some of his arguments. The

third situation included a modification of Kohlberg’s classic moral dilemma of “Heinz steals

the drug”: A farmer had many crops and overcharged it. A neighbor tried to buy food from

the farmer for less than the farmer was charging because his daughter was sick and dying

and they couldn't afford it. But the neighbor would not receive the food from the farmer if

he did not pay the exact price. Later, the neighbor stole some food by breaking into the

farmer's house. Koki stated that “the neighbor is bad because he steals the farmer's food

and a person who steals is ill-mannered”. Based on his responses, it is possible to draw

the conclusion that Koki is in stage 1 of pre-conventional reasoning, obedience and

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punishment orientation, in which he holds the belief that stealing is still wrong despite

everything and will result in punishment (Crain, 1985).

Additionally, Koki was confronted with a number of inquiries regarding how we can

both hurt others and help them feel better. Koki stated that pinching, biting, whipping with

a hanger, and scolding can cause physical and verbal harm. His response when asked

what we can do to help someone was, "Give candies or biscuits and make them laugh."

These can also be applied to stage 3 of Kohlberg's conventional reasoning because Koki

feels empathy and knows you can be verbally hurt. More so, Koki is able to defend his

rights as well as those of others and refuses to let other children exploit him. According

to Piaget (Santrock, 2009), this could be interpreted as a demonstration of his

heteronomous morality, but it could also take into account the intentions of the other

person, which would place him in the transition stage. The Divine command theory, which

asserts that God's command is the ultimate source of moral obligation or that God's will

is the foundation of moral laws, also applies to his views on right and wrong. When it

complies with divine directives, an action is said to be good. And even though the agent

is aware that performing such an act violates God's commands, it is still considered as

bad or evil. Medieval philosophers and theologians like Anselm, Abelard, Duns Scotus,

and William of Ockham held this view (Ibrahim, 2021). His grandmother instilled and

influenced this type of perspective in him. This is the pre-conventional and conventional

level of moral development when a child makes the decision to act in a certain way in

order to avoid being reprimanded or angered by anyone.

Overall, Koki is growing morally on a typical level for his age. He can generally

identify his place within a moral compass and solidly understands it. Demonstrates
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concern for other people, particularly his siblings, and shows compassion and empathy

for others. Because they consider morality to be a fundamental value, his parents intend

to teach their children the moral principles of right and wrong, which will help Koki develop

a strong moral compass.

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III. Conclusion

Physically speaking, Koki's development doesn't seem problematic. In fact, he did

not exhibit any impairments that would have badly affected his ability to perform

physically. It's also crucial to consider his object momentum – body coordination, which

is the capacity to physically work with moving objects. However, this is actually regarded

as typical in literature and can be further developed over time as the child develops,

particularly in middle childhood. Koki's physical development therefore seems to be in

line with typical middle childhood developmental milestones, including both gross and fine

motor skills.

On his language development, it may be stated that Koki's entire language

development and acquisition is remarkable because the majority of his language

developmental milestones appear to have been attained. Inflection, or the verbal process

of referring to things, is thought to occur in children at older ages, typically in middle

childhood. A hypothesis of lexicon expansion, in which a child discovers terms and their

meanings at a noticeably extreme level, can be utilized to somehow describe and

elucidate a similar pattern in language acquisition. Hence, this clearly demonstrates a

close association with his development of phonemic consciousness.

Koki's cognitive development as well is progressing, and a variety of Piaget's

verbal procedures were utilized to gauge his cognitive development. For his age, Koki's

cognitive development was assessed as being ordinary. According to Jean Piaget's

hypothesis, the child's age marks a significant turning point in their cognitive development,

and it seems like he is growing cognitively and appears to be on the verge of achieving
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all the developmental milestones. Depending on the circumstances, his cognitive

development takes place in novel ways.

More so, children in middle childhood are beginning to establish more

sophisticated friendships. They are looking for specific qualities in a companion, such as

having similar hobbies, a sense of humor, and being decent. Thus, it indicates that Koki

is socially competent for his age. Despite being smaller than his companions, he

effortlessly accords with them and begins socializing with them. In addition to integrating

well with the rest of his companions, he appeared to enjoy being with them, despite his

age. Furthermore, this era is vital for companionship because it is when children start

exhibiting a greater interest in establishing and maintaining relationships and

camaraderie, according to Social and Emotional Development in Middle Childhood.

Similarly, he was successfully able to portray Industry vs. Inferiority by Erik Erikson.

In terms of Moral and Emotional, it implies that Koki is developing ethically in line

with his age. He typically has a strong grasp of morality and is able to discern his role

within it. Since his parents have purposefully taught him the moral principles of right and

wrong because they perceive morality as a fundamental value, he will grow up with a

strong sense of right and wrong. In general, Koki is developing morally at a pace that is

normal for his age. He generally understands where he fits within a moral compass and

can recognize it. With the aid of morality, which is a fundamental concept, Koki will thus

establish a strong moral compass. Koki is obviously a content and energetic child who is

facing many of the expected developmental milestones. It can be concluded that he is

still learning how to accept responsibility for his choices and how to deal with the

repercussions of them.
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In all the aforementioned aspects of development, Koki is typically at or above age

– appropriate levels. He should continue to be provided with a positive environment where

he can perceive and develop well. So long as he is fully aware of the developmental

milestones and is able to recognize his strengths and weaknesses and knows what to do

in his middle childhood, supervision is no longer necessary. Age – appropriateness is

considered essential for children's functional development.

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IV. References

Boyd, D., & Bee, H. (2015). Lifespan development (7th ed.). Boston: Person.

BMI Percentile Calculator for Child and Teen. Retrieved July 6, 2009, from Centers for

Disease Control and Prevention Web site: http://www.cdc.gov/.

Crain, W.C. (1985). Theories of Development. Upper Saddle River, NJ: Prentice-Hall.

DeBord, Karen (n.d.). Childhood Years: Ages Six Through Twelve. Raleigh, NC: North

Carolina Cooperative Extension Service.

Daniels E, Mandleco B, Luthy KE. (2012). Assessment, Management, And Prevention Of

Childhood Temper Tantrums. J Am Acad Nurse Pract;24(10):569-73.

Huberman, B. (2016). Advocates for Youth. Retrieved from

https://www.advocatesforyouth.org/resources/health-information/parents-14/.

Ibrahim, Abubakar. (2021). A Critique Of The Divine Command Theory Of Ethics From

The Teachings Of The Abrahamic Religions. Vol.1. 47-60.

Kendra Cherry (2014). Piaget’s Stages of Cognitive Development. Retrieved from

at.http://psychology.about.com/od/piagets theory/a/keyconcepts.htm

Malti T., Eisenberg N., Kim H., Buchmann M. (2013). Developmental Trajectories Of

Sympathy, Moral Emotion Attributions, And Moral Reasoning: The Role Of Parental

Support. Soc. Dev. 22 773–793 10.1111/sode.12031

Santrock, J.W. (2008). Essentials of life-span development. New York: McGraw-Hill

Santrock, John W. (2009). Life-Span Development. New York, NY: McGraw-Hill.

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V. Appendices

A. Permission to Interview (Parent’s Consent)

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B. Dates Interview Conducted and Interview Questions

Date: December 7, 2022 at 12:00 pm and December 10, 2022 at 1:00 pm

Koki’s Identifying Information

Birthdate October 23, 2014

Age 8 years old

Sex Male

Birth order 1st

Height 45 inches

Weight 52 lbs

Mother: (Undergraduate) Bachelor of

Educational Background of Parents Science in Psychology

Father: : (Undergraduate) Bachelor of

Science in Psychology

Mother: Human Resource Assistant

Occupation of parents Father: Guidance Service Associate

Age of parents Mother: 28 years old

Father: 27 years old

People he’s living with Parents and two siblings

His favorites/What makes him happy? Toys and Foods

Attitude Fair

Things people love about him Caring for his siblings.

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Interview about the Parent’s Perspective on Koki’s Aspects of Development

Koki’s Physical Development

Variable Parent’s Perspective

Appearance Healthy within Normal range

Muscular Strength Normal

Growth pattern Relatively Slow

Degree of activity Very Active

Comparison with peers His classmates are somewhat taller than

him.

When was his first walk? He can independently walk at the age of 2.

Holding things like pencils appropriately,

Have mastered the following areas: cutting through lines with scissors, drawing

an unmistakable person, drawing a

square, and getting himself dressed and

fed independently. Demonstrate proper

tip-toe walking, good balance, and

equilibrium, climbing up and down.

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Koki’s Language Development

Variable Parent’s Perspective

Vocabulary Can communicate well.

Grammar Average

Intelligibility He can articulate words fairly.

When has he uttered a word? At 2 years old.

Have mastered the following areas: Identifying names, object naming, pronoun

bearing, word comprehension,

instructional obedience, the recitation of

rhymes, sentence connections, narration,

and asking questions using “who”,” what”,

and “where”.

He was the earliest among his siblings to

Additional Information(s) /Comment(s): know about vowel sounds or

monopthongs.

Koki’s Cognitive Development

Variable Parent’s Perspective

Intelligence Fair

Academic success/failure He passed all his periodic test.

Thought processes Deep thinker

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Interest in school Moderate

Attention span Typical of an 8-year old.

Memory Can surely remember hurtful words. And

in terms of academics, relatively fair.

Ability to reason He reasons like adults.

Problem-solving skill It depends on the pressure you put.

Additional Information(s) /Comment(s): Has his own creative way of dealing with

situations, memorizes a few numbers in

multiplication right now and

can remember simple routines and put

them into practice

Koki’s Social Development

Variable Parent’s Perspective

Expressions of basic courtesies He is good at it.

Peer relations Got a lot of friends.

Sibling relationship I am authoritative and somehow, he

imposed authority on his siblings.

Relationship with adults Relatively Fair

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Capable to lead others? I cannot check , but I’d be happy to share

that he placed second in a singing

competition on their MTB subject and a

treasurer in their class.

Seeks comfort from parents — safe-base Yes. He also seeks comfort from other

exploration family members like his grandmother and

grandfather.

Doing an Egocentric speech Yes, when he was kinder. But not

(Occurs between the ages of three and anymore.

seven. As they begin to rationalize

internally their actions or 24ehaviour,

children begin to talk to themselves.)

Separates parents without reluctance.

Additional Information(s) /Comment(s): Cooperate with peers toward a common

goal.

He is smaller than his peers but he easily

blends in with them.

Koki’s Emotional Development

Variable Parent’s Perspective

Expressions of aggression Crying and stomping.

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Incidence of temper tantrums In his younger years around 2 to 5 years

old

The extent of self-control Fair

Energetic and Happy

General disposition

Emotional problems Did not observe.

Self-concept Okay but sometimes insecure.

Self-esteem Shy but the fact that he recently joined a

singing contest, his self-esteem might be

high.

Egocentric behavior Not that egocentric because he is

observant, he is able to think of others,

and is sympathetic.

Responds to others’ emotions? Yes. And he is aware that I am angry and

I scolded his siblings, he even comfort his

siblings and told me to stop scolding them.

Shows empathy with the story characters Yes. He will cry during an emotional part

or others? of the cartoon movies.

Still learning about consequences and Probably.

accepting responsibility for actions?

None.

Additional Information(s) /Comment(s):

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Koki’s Moral Development

Variable Parent’s Perspective

He bases his morality on divine

commands.

His view of right and wrong Overall, relatively fair

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C. Documentations To Prove That The Interview Was Conducted

Interview with Koki’s parent

Researchers with Koki

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Researchers with Koki during the activities.

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D. Piaget’s Conservation Task

Task 1. Two identical small, thin glasses are filled to the same level with the same amount

of liquid (water).

Question: Do these two glasses have the same amount of water?

Answer: Yes.

Question: Why?

Answer: The glasses both have the same level of water.

Task 2. Ten pieces of peso coins are placed in two columns of five coins each. One

column of peso coins is higher than the other.

Question: Does this column have more peso coins (top column) or does this column have

more peso coins (bottom column), or they do have the same number of coins?

Answer: They both have the same.

Question: Why?

Answer: Because the columns have both the same 5 numbers of coins.

Task 3. Two identical, thin slices of bread are placed side by side on the table.

Question: Do these two pieces have the same amount of bread?

Answer: Yes.
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Question: Why?

Answer: They’re just the same.

While Koki is watching, one of the pieces of bread is folded in half.

Question: Does this piece have more bread (folded bread), does this piece have more

bread (unfolded bread), or they do have the same amount of bread?

Answer: The unfolded bread have a bigger amount.

Question: Why?

Answer: Because they differ in size.

Task 4. Two straws are placed on a table in a column so that their ends line up.

Question: Are these straws the same length or is one straw longer than the other?

Answer: The same length.

Question: Why?

Answer: They’re just the same in height.

While he is watching, the top straw is moved to the left so that the ends of the straws do

not line up.

Question: Now, are these straws the same length or is one straw longer than the other?

Answer: The one on top is longer.

Question: Why?
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Answer: This one (top straw) is taller that this straw (bottom straw).

Other Questions/Tasks:

Researcher: If you hit a glass with a hammer, will the glass break or not?

Koki: The glass will break because the hammer is heavy and hard.

Researcher: Now, if you hit a glass with a feather, will the glass break or not?

Koki: The feather won't break the glass because it is soft.

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E. Moral Dilemma Scenarios

Koki was given the following moral dilemma scenarios and asked questions about them.

Scenario 1: Minnie (Koki’s sister) was helping her father do the dishes suddenly she

accidentally knocked over some dishes and broke 5 plates. Meanwhile, Mickey (Koki’

brother) was acting up and pushed his father, causing 1 plate to knock over and break.

Question: Which one is the worse?

Answer: Mickey since he pushed our father

Question: Why?

Answer: It is not good to push our father.

Scenario 2: Bryan (his friend) was running across the park. He saw a girl who was about

to trip so he ran to help her. As he was running to help the girl, he tripped and knocked 4

people down. Kuya Stephen was also running across the park and saw someone he did

not like, he then intentionally knock the person he did not like.

Question: Which was worse?

Answer: Kuya Stephen.

Question: Why?

Answer: It's bad when you intentionally knock a person over.

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Scenario 3: There was a farmer named John who plants a lot of fruits and vegetables

such as apples, oranges, broccoli, carrots, and the like. He charges 10 times what he

spent growing vegetables and fruits, so he sells it for 300 pesos. On the other hand, John

has a poor neighbor named Peter, he has a daughter who is very sick and needed to eat

or she will die. Peter went to John and would like to buy food for 150 pesos but John

refused to sell it and said that it really costs 300 pesos and cannot be haggled. Peter

begged and pleaded the farmer but he firmly said no. At night, Peter steals food from

John for his daughter to eat.

Question: Was it okay that Peter stole food from John?

Answer: No.

Question: Why?

Answer: Because stealing is bad and a thief is an ill-mannered person.

Questions:

Question: What are some ways or actions that we can hurt a person?

Answer: Pinching, biting, whipping with a hanger.

Question: Can we hurt a person with the things we say?

Answer: Yes, just like scolding a person, he/she will cry because of it.

Question: What can we do to make someone feel better?

Answer: Make them laugh, and give them candies or biscuits.

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VI. Reflection

As prolific researchers, the case study procedure was novel and feasible for us.

To be able to apply the theories to the development of our case study subject

simultaneously, we had to delve deeper into the theories pertaining to the various stages

of development. Since the subject of our case study exhibited traits from both toddlerhood

and preschool, as well as middle childhood, we procured a lot of knowledge about both

developmental phases. As a result, we may better comprehend the developmental

phases that adolescents ought to have already completed, which we anticipate will be

auspicious and significant when we are teaching them. And we will be better able to

accommodate a student if we can spot one who still appears to be in one of these earlier

stages of development.

This case study experience has accumulated our apprehension of the early and

intermediate developmental stages and piqued our inquisitiveness about perceiving more

about overall development over the course of a lifetime. This has also provided us with

an efficacious method for administering case studies to our students so that we can

comprehend them thoroughly. Furthermore, this case study experience will enormously

benefit us in our teaching careers.