SHETARI SHIKSHAN PRASARAK MANAL, MUMBAI

GURUKRUPA COLLEGE OF EDUCATION AND RESEARCH

KALYAN (W)

ACADEMIC YEAR 2022-23

FIRST YEAR – B.ED.
SEMISTER – 1ST

Name Of Student : Kavita Dharmesh Jethwa

Roll No. : 28

Subject : Childhood and Growing up

Project Topic : Case
Study of An
Adolescents and Their
Overall Development

Signature of Student :

Signature of the Principal of

The College With Seal :
Sr. No. Content
1 INTRODUCTION OF CASE STUDY

2 MEANING OF CASE STUDY

METHOD
3 OBJECTIVES OF CASE STUDY
METHOD
4 STEPS OF CASE STUDY METHOD

5 MERITS OF CASE STUDY METHOD

6 LIMITATION OF CASE STUDY

METHOD
7 SUBJECT TAKEN FOR CASE
STUDY
8 INTRODUCTION OF
ADOLESCENCE
9 CHARECTERISTICS OF
ADOLESCENCE
10 A CASE STUDYABOUT CHILD
DEVELOPMENT-
SWETA GUPTA
11 A CASE STUDYABOUT CHILD
DEVELOPMENT
SIDHESH TAMBE
 CASE STUDY
OF AN ADOLESCENTS AND
THEIR OVERALL DEVELOPMENT
INTRODUCTION OF CASE STUDY
“Within a lifelong perspective we approach people within the
context of their developmental ages and stages. The developmental
and social journey of the adolescent becomes the foundational base
for efforts in youth ministry. A ‘developmental approach’ is based
on a holistic understanding of the person. It not only includes, but
it involves, the growth of body, mind, and spirit - both individually
and within a system of relationships this means that the physical,
social, and intellectual changes of adolescence provide the starting
point for our youth ministry efforts”.
The resource material begins with a short overview of adolescence
in its entirety. When thinking about being adolescent we generally
imagine teenage, or between thirteen and nineteen. Adolescence is
longer, starting at 10 or 11 and finishing in the early 20’s. I have
included in the resource material a lengthy article on young
adolescence because it covers the main points of what we consider
to be adolescence. I have also included material on young adulthood
because older teenagers will be at that stage or nearing it. In
churches often young adults are lumped in with youth, so it is
relevant to the scope of this course. I have not been able to find
anything specific on middle adolescence other than what is given in
the overview. Part of being adolescent is being ‘in between’
childhood and adulthood. As a child all your needs are met by
others, as an adult you are responsible for meeting your own needs
and also those of others. In between these two is a stage of learning
what it is to be adult and practising what you have learnt.
MEANING OF CASE STUDY METHOD
The case study method is defined as an indepth study which is
concerned with pertinent aspects of a particular case, unit, situation
or behavior.This method is used for detection or diagnosis and
treatment of behavioural problems, adjustment, and other allied
problems of the child.

OBJECTIVES OF CASE STUDY METHOD

➢ To look carefully at a developing adolescent to understand
his or her cognitive, social, psychological, moral, and
physical development in school and non-school contexts
and to evaluate the interaction between these areas of
development.
➢ To examine how one or more social systems -- school, peer
group, affiliation group(s), family -- influence the
concerns, identity development, thinking, and mores of the
growing adolescent.
➢ To apply insights and principles from research on
adolescent development and learning to a specific case.
➢ To learn to see and interpret the world from another's
perspective.
STEPS OF CASE STUDY METHOD
l. Determination of the status of the case / Preliminary information
.
2. Collection of Data regarding the case.
a) Case history: family background, school life, relationship with
family and friends etc.
b) Present condition: health, intelligence, anxiety
attitude, interest, achievements etc.
c) Development case studies: through longitudinal approach(
studying the subject year after year)or cross-sectional approach (
studying a particular behavior through different subjects of the
same age group).
3. Objective analysis and interpretation of Data:
Here the causes, factors and forces responsible for the problems Or
case unden study are identified and careful inerpretations are made.
4. Writing a draft report: A draft report containing the remedial
measures is written on the basis of interpretation.
5. Writing the final report about the case: The person studying the
case has to write the final report which cover a comprehensive
description about the nature of the case, causal factors and remedial
measures suggested.
MERITS OF CASE STUDY METHOD
1. An indepth study can be possible using this method as it studies
the whole case in relation to the environment.
2. This method is very effective in the study of both the individual
and social groups.
3. It is very useful in the treatment of problematic children,
delinquents, neurotics, social and emotionally maladjusted.
4. It helps to organise events and cases both inside and outside the
educational situations, identifies various problems and snggcsts
appropriate remedial measures.

LIMITATION OF CASE STUDY METHOD

l. It is largely subjective, impressionistic and intuitive in nature.
2. It is costly and time consuming method.
3. It requires trained and competent person which is not always
available.
4. It is very difficult to know the whole history of any child or
institution and to observe and interpret it objectively.
SUBJECT TAKEN FOR CASE STUDY:
Any person whether he / she is normal or above or below normal is
physical, mental, social, moral etc. (personality side) can be
selected as the subject of personal study. Hence individual studies
need not be limited to only problematic or specific children or
individuals, Anormal or average student / child can also be studied.
The following types of children or individuals are taken foe case
study: -
➢ Creative Person
➢ Gifted Or Genius
➢ Backword children
➢ Delinquents or criminals
➢ Person having emotional, social, physical, and educational
problems
➢ Anti-social personality
INTRODUCTION OF ADOLESCENCE
Adolescence, transitional phase of growth and development between
childhood and adulthood. The World Health Organization (WHO) defines
an adolescent as any person between ages 10 and 19. This age range falls
within WHO’s definition of young people, which refers to individuals
between ages 10 and 24.
In many societies, however, adolescence is narrowly equated
with puberty and the cycle of physical changes culminating in reproductive
maturity. In other societies adolescence is understood in broader terms that
encompass psychological, social and moral terrain as well as the strictly
physical aspects of maturation. In these societies the term adolescence
typically refers to the period between ages 12 and 20 and is roughly
equivalent to the word teens.
During adolescence, issues of emotional (if not physical) separation from
parents arise. While this sense of separation is a necessary step in the
establishment of personal values, the transition to self-sufficiency forces an
array of adjustments upon many adolescents. Furthermore, teenagers
seldom have clear roles of their own in society but instead occupy an
ambiguous period between childhood and adulthood. These issues most
often define adolescence in Western cultures, and the response to them
partly determines the nature of an individual’s adult years. Also, during
adolescence, the individual experiences an upsurge of sexual feelings
following the latent sexuality of childhood. It is during adolescence that the
individual learns to control and direct sexual urges.
Some specialists find that the difficulties of adolescence have been
exaggerated and that for many adolescents the process of maturation is
largely peaceful and untroubled. Other specialists consider adolescence to
be an intense and often stressful developmental period characterized by
specific types of behaviour.
This is the period of adulthood and to some extent of maturity, physically
and socially. This is called spring, romantic and period of storm and stress.
The development and growth vary from culture to culture and
environmental factors that influence a person at this stage.
CHARECTERISTICS OF ADOLESCENCE

Some basic characteristics of this stage are:

➢ PHYSICAL GROWTH: This is the first stage and occurs from age of
10 to 14. Puberty begins at this stage. Body begins to change like
height, weight, body composition and hormonal changes. Girls go
through their menstrual cycle and boys experience sperm Arche
around 13-14 years old.
➢ MENTAL DEVELOPMENT: They begin to plan their future and
solve complex probers. Confidence is developed and moral concepts
are developed in this stage.
➢ COGNITIVE DEVELOPMENT: Develop heightened level of self-
concern, become very cause oriented, Self-regulation improves etc.
➢ SOCIAL/ EMOTIONAL DEVELOPMENT: This period is not
rational but emotional. Thais the period of stress and storm.
Relationship with close friends become more important that family.
Early adolescents start to realize that their parents are not infallible and
begin to identify their faults.
 A CASE STUDYABOUT CHILD
DEVELOPMENT-

1. SWETA GUPTA

This case study is about a young girl named SWETA GUPTA is currently
a thirteen-year-old female studying in 8thSTD [S.S.C]. During the school
year, SWETA and her siblings stayed with her grandparents after school.
The paper is focused primarily on physical, cognitive, emotional, and
social development of SWETA. It intends to study how SWETA is
developing normally for his age.

BACKGROUND OF THE CHILD: -When was in the seventh grade,

SWETA and her family moved to a brand-new home on the outskirts of
Mumbai. Her father is an Army officer while, her mother is a teacher.
Growing up, SWETA loved to play outside with her siblings and animals.
Her favourite sport is cricket and badminton. She also enjoyed reading,
singing, acting, playing board games and puzzles, and spending time with
her family and friends. Her favourite foods include Chinese, cheese
pizza, chicken, and Oreo cookies. Most of the food SWETA eats is plain.
There was very little that SWETA did not like doing, eating, or playing
while growing up. As a child, SWETA did not like anyone to mess with
her hair and did not like to do chores. Her least favourite food is pickles.
Many aspects of SWETA ’s development was perfectly normal, while
some other aspects of her development were not normal at all.

PHYSICAL DEVELOPMENT: - During infancy and toddlerhood,

SWETA was a very active and determined child. SWETA was breastfed,
allowing her to get the best nutrients possible during infancy. At nine
months of age, SWETA was diagnosed with congenital glaucoma in her
left eye. SWETA also walked at nine months, and had twelve teeth when
she turned one year old. At one year, SWETA weighed about 18 pounds,
and was 32 inches tall. During early childhood, SWETA continued to
grow and develop gross and fine motor skills. By the time SWETA
started kindergarten at age 5, she could, run, skip, hop, and climb with
ease. SWETA also discovered that she was right-handed. SWETA
continued to grow and be active during middle childhood. For a few
summers, SWETA participated in cricket and badminton league for
young girls. At age nine, SWETA got braces to help straighten her teeth.
SWETA also fractured her right wrist in the fifth grade, requiring her to
wear a cast for about a month. SWETA was diagnosed with Turner
Syndrome at age 10, a chromosome disorder which causes short stature,
very little or no reproductive maturation, and a variety of other possible
health issues. Early adolescence was a challenging time for SWETA in
several different ways. The growth hormone helped SWETA grow
rapidly, and as a result, the difference in size between her and her peers
began to shrink. Around age 11, SWETA was placed on hormone
replacement therapy to help start puberty, a result of Turner Syndrome.
SWETA was also diagnosed as a type 1 diabetic when she was in the 6th
grade, forcing her to make healthier food choices and take control of her
health. SWETA continued to grow and mature until she was about 12
years old. To help keep in shape, SWETA joined the swimming. SWETA
still remains on hormone replacement therapy for regular menstrual
cycles, despite all of her physical challenges she has faced throughout her
life, SWETA continues to try to lead a healthy lifestyle.

COGNITIVE DEVELOPMENT: - The first word she said was dad

around 10 months of age, and by the time SWETA was 2, her vocabulary
continued to increase in both receptive and expressive language. SWETA
’s cognitive development also was relatively normal during early
childhood. Her speech and grammar continued to improve dramatically.
At age 4, SWETA attended preschool to help get her ready for school.
While at preschool, SWETA began to learn formally about letters and
numbers, colours, shapes, and many other important things. SWETA also
learned how to spell her name. In kindergarten, SWETA taught herself
how to read through engaging picture books provided by her teacher and
read-aloud. She continued to improve her reading skills throughout
kindergarten, and developed a vast interest in books. She continued to
read on her own on a regular basis, and scored high marks on her
Accelerated Reading tests. Even though SWETA was doing well in
school, she struggled slightly with math because she would not check her
work and would make careless errors. SWETA also discovered her
interest in singing during this time. SWETA also joined the school band
and learned how to play the flute in because of her developing interest in
music. Since school was consuming more of her time, SWETA decide to
quit playing the flute in the 7th grade. SWETA also continued to make
the honour roll and do well in school. Her struggle with math continued
to improve, and her writing skills became stronger. In her free time,
SWETA loved to play board games, put puzzles together, and solve brain
teasers. During late adolescence, SWETA continued to develop normally
regarding her cognitive development. She continued to receive excellent
grades, and made the honour roll every year. She was also selected to join
the National Honora Society her junior year.

EMOTIONAL DEVELOPMENT: -SWETA began to develop

relationships with others before she was even born. During early
childhood, she continued to form several relationships, both with her
family and her peers. She enjoyed playing with her siblings and her peers
at the babysitter’s. SWETA is the middle child, and many people believe
that birth order can have some effect on a child’s development. During
early childhood, SWETA became very independent, and enjoyed trying
new things. Middle childhood was a very happy time for her. She did
very well in school, and had many friends. SWETA was good in playing
cricket and badminton but also learned that she was very good at reading
and singing, while she was not very good at art or sports. During early
adolescence, SWETA became slightly depressed. SWETA became very
upset about her short stature and being diagnosed with several medical
conditions, but gradually learned to accept them. SWETA continued to
be attached to her family during late adolescence, but gradually began to
become more independent. During high school, SWETA made a few
close friends who helped her become more social. She attended many
social events with her friends, including football games, basketball
games, prom, and various other social activities. Joining clubs such as the
swim team and National honour Society also helped her become more
social. Her family life also changed considerably with the addition of a
little adoptive brother named Ryan. SWETA was very excited to have a
new little brother, but was sometimes upset when she had to stay home
and help take care for him. While in college, SWETA continues to be a
bit reserved, but has become more social. She continues to make many
new friends around campus. Through her interactions with new people at
college, SWETA quickly understood that everyone is different. She also
understood that experiences and environment can also play a very
important role in how you act and what you believe. She has gained more
independence, but remains in close contact with her immediate family.
SOCIAL DEVELOPMENT: -SWETA, from what we have observed is
a friendly girl. She talks to everyone and she does not choose the person
he wants to mingle with. She talks to whoever is friendly with her. She
attended many social events with her friends, including football games,
basketball games, prom, and various other social activities. In these kinds
of activities, the child will develop discipline and will also be able to
interact with other children. It is a means in developing a sense of self-
esteem. Friendship is important in this stage because it’s where the
children become more interested in building relationships and
maintaining them.

CONCLUSION: -To sum it up, SWETA ’s development is on the right

track. She shows the characteristics in physical development of a middle
school child. The diligence and attention span of SWETA on academic
matters exhibits concrete operational stage cognitively. It is evident on
his active participation in class and the results she gets from quizzes. At
the age of 13, SWETA has showed both strong and weak emotional
development. Her emotional development is strong at some points which
she loves the most; however, she is also emotionally weak at some points.
Thus, with the right motivation and guidance, SWETA will be able to
handle all the difficulties that will be coming in her ways as she knows
how to tackle situation. As a friendly girl, SWETA has strongly showed
her social development. She has high self-esteem that builds good
relationships with others.

RECOMMENDATIONS: - I recommend that children under this stage

be properly guided and motivated to further develop their cognitive
development. Children under this stage can easily be influenced by
society and environment. The school and home play an important role in
a child’s development. Thus, a healthy environment will develop a
healthy mind and emotion of a child. On the contrary, a negative
environment can greatly affect the child’s upbringing and decisions. In
addition, the exposure of children to extra-curricular activities other than
academics like sports enhances their social maturity and critical thinking
of children under this stage. With the right exposure, the child will be
ready to face the other challenges of life, will develop the sense of making
the right decisions and be ready in solving problems that may arise in the
future.
 A CASE STUDYABOUT CHILD
DEVELOPMENT-

2. SIDHESH TAMBE
This case study is about a young boy named Sidhesh Tabme. The group
observed him in a classroom at Swami High School. He is 12 years old,
has a younger sister and lives with his parents. The paper is focused
primarily on physical, cognitive, emotional, and social development of
Ganesh. It intends to study how Sidhesh is developing normally for his
age.

BACKGROUND OF THE CHILD: -This case study is about a young

boy named Sidhesh, who was observed at Vidyanidhi High School. The
12-year-old Sidhesh lives in a house with his parents and his younger
sister. His father is an Interior Designer while his mother is a plain
housewife. Their house is located near the school. He likes browsing the
internet during his spare time. He engages in sports like basketball and
martial arts. He likes the subjects Math, Arts & Music. He is fond of
horror and mystery movies. One of his favourites is the Piranha. He
enjoys eating South Indian and Chinese and hates bitter gourd. Colours
red, green, and blue are his favourites. He dislikes chaotic classmates but
he is close to all the boys from his class. Argon is currently in Grade VI.

PHYSICAL DEVELOPMENT: - Sidhesh likes outdoor activities and

playing sports. He is a normal growing boy, already experiencing some
changes in his body – he already lost deciduous teeth or baby teeth.
Middle childhood is the stage where the boys should be experiencing the
growth in height. “Girls and boys grow about 2 to 3 inches and gain about
7 pounds per year until puberty”. Middle childhood is also the stage
where minor illnesses lessen in frequency. According to Cliff Notes
(2013) “…improved resistance to common illnesses is probably due to a
combination of increased immunity from previous exposures and
improved hygiene and nutritional practices.”
COGNITIVE DEVELOPMENT: - During this period, Ganesh’s
thought is more logical, flexible, and organized than it was during his
early childhood. According to Piaget’s Theory, Sidhesh is in the concrete
operational stage cognitively. Concrete operational stage is from ages 7
to 11 where Sidhesh falls in this category. Similarly, Sidhesh has a
normal cognitive development as evidenced by the parameters of normal
cognitive signs for a twelve-year-old child. An example scenario is when
AJ attentively listens to Teacher Vaani discussing a certain number on
their past quiz. When Teacher Vaani states the problem, Sidhesh
immediately raises his hand to volunteer and to answer on the board. In
addition, when they have seat works to do, Sidhesh works diligently and
asks for assistance when needed and completes it without getting
distracted. Sidhesh pays attention when the teacher explains something
in the class and follows what the teacher tells them to do so. Sidhesh can
pay attention to more than one thing at a time and thinking becomes much
more quickly. Sidhesh likes making decisions on his own. He quite
enjoys learning and loves joining school activities. Sidhesh does not get
frustrated easily when things don’t go well and he doesn’t really like
things to be perfect at all times. Yet, Ganesh’s language development
learning is very good. He speaks fluent English, he can speak hindi very
well, and he knows how to speak tamil and telugu. Thus, Sidhesh has
cognitive development, which is in parallel with his level; hence I can see
him as a good student with normal development as expected of his age.

EMOTIONAL DEVELOPMENT: -As an energetic and playful 12-

year-old boy, Sidhesh can exercise his self-determination and develop his
emotional maturity. But for some reasons, he still needs to have an
assurance from his parents depending on his attitude. He gradually
develops social skills and increasing ability to relate to the outside world
at school and with his friends. In that, he shows interest in playing and
spend hours with his chosen activities. For example, he excels in
basketball and also being part of the student council. Sidhesh also has a
desire to fit in and be accepted by his peer groups. Prior to that, this factor
is essential to enhance self-esteem. He always wanted to be part in the
student government and engage in leading the group. He interacts with
people and can relate to both same-gender and opposite-gender peers. He
is quick to show observers his happiness, sadness, confusions, or
frightfulness. Although he can handle conflicts and problems, he lacks
the sense of sensitivity of other people. He is not sensitive to situations.
For instance, he bullies his classmates and crack jokes that may hurt the
person. He also lacks the sense of respect when it comes to orders and
instructions. Teachers and staff were able to observe Ganesh’s
insensitivity and lack of respect. Another noticeable observation of
Sidhesh is his urge to do something. In that, they are trying to help
understand AJ by following what he wants. For example, the teacher
gives Sidhesh the opportunity to become the president of their class. The
teacher’s strategy is making Sidhesh the president so that he can be the
role model of the class. By that, the teacher must still help and guide
Ganesh. In terms of his academics, teachers are concern about his grades.
Sidhesh is getting a hard time to understand the lessons especially in
Mathematics. He is also impatient in reading too many pages of books.
And also, he always forgets to make homework’s and requirements. This
is because of his laziness and lack of motivation to focus in his studies.
However, it is likely to improve his skills by giving him the right
motivation to focus on his academics. Other noticeable development of
Sidhesh is the ability to influence the people around him. For example,
his classmate will always follow him whenever what he does or what he
commands. This concept may either give a positive or negative result
depending on this situation.

SOCIAL DEVELOPMENT: -Ganesh, from what we have observed is

a friendly boy. He talks to everyone and he does not choose the person
he wants to mingle with. He talks to whoever is beside him. He also
mentioned that he likes sports- martial arts and basketball and because of
these he is close to all boys. In these kinds of activities, the child will
develop discipline and will also be able to interact with other children. It
is a means in developing a sense of self-esteem. Friendship is important
in this stage because it’s where the children become more interested in
building relationships and maintaining them.

CONCLUSION: -To sum it up, Ganesh’s development is on the right

track. He shows the characteristics in physical development of a middle
school child. As observed by the group, Ganesh’s has the right height for
his age. Though his physique is slim, he is active and energetic showing
a healthy built. The diligence and attention span of Sidhesh on academic
matters exhibits concrete operational stage cognitively. It is evident on
his active participation in class and the results he gets from quizzes. At
the age of 12, Sidhesh has showed both strong and weak emotional
development. His emotional development is strong at some points when
he does the things, he loves the most, however, he is also emotionally
weak at points when he is not motivated. Thus, with the right motivation
and guidance, Sidhesh will be able to surpass his emotional difficulties.
As a friendly boy, Sidhesh strongly shows his social development. He
has high self-esteem that builds good relationships with others.

RECOMMENDATIONS: -I recommend that children under this stage

be properly guided and motivated to further develop their cognitive
development. Children under this stage can easily be influenced by
society and environment. The school and home play an important role in
a child’s development. Thus, a healthy environment will develop a
healthy mind and emotion of a child. On the contrary, a negative
environment can greatly affect the child’s upbringing and decisions. In
addition, the exposure of children to extra-curricular activities other than
academics like sports enhances their social maturity and critical thinking
of children under this stage. With the right exposure, the child will be
ready to face the other challenges of life, will develop the sense of making
the right decisions and be ready in solving problems that may arise in the
future.