Case Study of a

Child Age 13
Carlos Munoz Eustaquio
EDU 220 – 1001 Summer 2019
Overview of Developmental Areas for
a 13 year old
Physical Moral/Character
• Concerned with appearance • Understands right and wrongs
• Girls reach physical maturity & boys beginning • Reasonably thoughtful
• Rapid changes in height, weight, and strength

Emotional
• Has anger towards authority
• Withdrawn and introspective

Cognitive/Intellectual
• Is involved in discussions and arguments
• Plans realistically

Psychosocial/Social
• Rebels, ignores, avoids parents/ family
• Preference for friends over family
(University of Washington, 1993)
 Typical Physical Developments
Some of the physical developments found in a child of 13 years are that of…

• In females and males at 13, puberty begins to take place

• Changes in voice for example
• Sexual curiosity

• 13 year old begin to deal with their body image

• Physical changes in appearance

• Such as acne, weight, and body hair.

• Secondary sexual characteristics start to appear

• Males- growth in genitalia, wet dreams, voice change, and
body hair
• Females- breast and hip develop, menstruation begins, body hair

(University of Washington, 1993) (Child Development Institute, 2015)

 Physical Developments According to
Snowman
According to Snowman for ages 11-13, these are some of the developments that occur…

• Growth is more fast but also more uneven.

• For example: the average 13 year-old will gain 2-4 inches in height and 8-10 lbs.
an year (Snowman, J. & McCown, R., 2015, p.93).

• Girls will mature faster than boys, reaching maturity at around age 15, and boys around
17.

• The concept of early/late maturing takes place, in adolescents…

• Early maturing boys- confident, high self-esteem, leaders
• Late maturing boys- energetic, low body image, not popular
• Early maturing girls- date older, low esteem, depression
• Late maturing girls- confident, popular, leaders

• Puberty developments, and curiosity about intercourse

(Snowman, J. & McCown, R., 2015)

 Comparing Observations
Comparing and observing a 13 year old (my brother), to
that of the typical developments, and some of Snowman’s, it
was strikingly similar. You don’t usually expect the paper and
actual to match, and it shows how much research was done. I
was able to notice the voice change, and also the growth in
height and the one which was really noticeable was the
weight. As for appearance wise, he seemed to be having acne
a year prior already, and leads me to believe he could be an
early maturing boy. And like Snowman mentions, he is
definitely confident and his ability to perform tasks and likes
to take up challenges, appointing himself the role of leader in
a way. All which resemble the characteristics of an early
maturing child.
Physical Development Recommendations
• Provide sufficient food, that provides the nutrients needed.

• Explain puberty, so they understand what is happening.

• Provide comfort about the child’s appearance, such as helping them control acne and other
things so that the child feels good about oneself.
• Do not compare them to others, as maturation happens differently to everyone.

• Discuss the outcomes of having intercourse, sexually transmitted diseases, pregnancy, safe
sex.

(University of Washington, 1993)

 Typical Emotional Developments
• They tend to worry about grades, appearance, how popular they are, and
are seemed as withdrawn (University of Washington, 1993).

• Are usually silent and bad-tempered, shows verbal anger towards

authority; parents for example (University of Washington, 1993).

• Sensitive and are worried with how their body looks compared to others,
which leads to being self-conscious (Medline, 2017).

• Friends become closer; they join group friends where they dress alike
and each share some form of similarity (Medline, 2017).

• Non-romantic groups and relations are formed, which in turn allows the
child to enjoy and try new ideas (Medline, 2017).
 Emotional Behaviors According to Snowman
According to Snowman, emotional developments that occur between the ages 11-13 include…

• An emotional rollercoaster, they have feelings that involve confusion, depression, anxiety, mood swings,
and low confidence.
• This could be a result of changes in appearance, such as height, weight, and hormone production.

• Both, good and bad emotions are experienced at a more intense level.

• Have an egocentric view, which leads to a child being self-centered and conscious.
• Part of this includes pushing parents out as they “do not understand what is going on.”

• Experiment with risk, whether it is behavior or activities.

(Snowman, J. & McCown, R., 2015)

 Comparing Observations
When it came to observing the emotional differences in a 13 year
old, it seemed all too accurate. My 13 year old brother is not one to
worry too much about grades, but does always seem to care about how
he is looking. This adds on to how he is seen by friends and others,
which can make him self-conscious at times. He does seem to go
through that rebellious phase where there is anger and
miscommunication with members of the family, and at times with
friends. He definitely is someone who prefers to hang out with friends
and spend time with them than with close family. As according to
Snowman, he does not appear to show all sorts of types of emotions,
and he feels confident explaining his emotions and what he is feeling to
us.
 Emotional Behavior Recommendations
• Help the child understand their feelings, so that they understand what they are experiencing.

• Help the child understand that you have feelings as well, and those feelings should be
respected.

• Provide feedback that is accurate so that a bond of trust is there.

• Acknowledge that the child has problems, whether its grades, appearance, and don’t ignore
those problems.
• See if there is a way in which you could help the child so they no longer feel concerned
about their problem/situation.

(University of Washington, 1993)

 Typical Cognitive/Intellectual
Developments
• Children begin to have a capacity to understand abstract
thinking and also have a more deeper way of thinking
morally (Child Development Institute, 2015).

• They tend to be more focused on what is going on in the

present and do not focus too much on the future (Child
Development Institute, 2015).
• However, they are capable of thinking of the future
and think realistically.

• Tends to read a good amount (University of Washington,

1993).

• Needs to have a purpose so that they can feel important

(University of Washington, 1993).

• Enjoys and seeks having discussions and arguments

(University of Washington, 1993).
 Cognitive/Intellectual Developments
According to Piaget & Vygotsky
According to Piaget at 13 years…
• This is known as the formal operation stage, which is applied to
children of ages eleven and older.
• Are able to understand abstractions, make hypothesis, problem solve,
and do mental manipulations (Snowman, J. & McCown, R., 2015).

According to Vygotsky…
• There wasn’t stages to Vygotsky, instead it was more of a progression to how a
person thinks and acts.
• Vygotsky believed that children, no matter of age learn through a simple way;
learning from someone who knows
• They gain information from peers, same-age groups, older children, adults, or
anyone who is more intellectual than them (Snowman, J. & McCown, R., 2015,
p.52).
• Believed children learned more from instructional interaction (Snowman, J. &
McCown, R., 2015, p. 52)

(Snowman, J. & McCown, R., 2015)

 Comparing Observations
What was mentioned does seem to fit my 13 year old brother. For starters he enjoys
reading, and it is one of his strong subjects in school right next to writing. He is the type
to read into the deeper meaning of books, and not just that, he is able to understand you
can not always take a direct approach to solve real actual problems. And if you were to
ask him what he wants to be when he grows up, his usual answer is that he, “has a lot of
time still to pick.” That’s just adds on to the fact that he does not focus to much on the
future. When it comes to if he needs to have a purpose, I feel as if he is just “living the
moment.” Sure he does like to feel important when he is able to help out the adults, but it
is not something he is begging to do. In a way he falls under what Vygotsky was
implying. He is a person who asks I, or another adult to explain a task or assignment
when he is completely lost. He seeks the person who appears, or is more intellectual
than him when it comes to assistance.
 Cognitive/Intellectual Development
Recommendations
• Do not let the discussions turn into a heated argument, with ease calm down the child’s
ideas so they don’t turn negative.

• If able too, seek to get the child a library card, in this instance he has access to many
literature.

• Talk to the child about how to understand the deeper meaning of what was read and what
was the story trying to get across.

• Encourage children to join activities, community organizers, or organizations so they have

that sense of belonging to something, which in turn can give them the idea of having a
purpose.

(University of Washington, 1993)

 Typical Psychosocial/Social Developments
• Children age 13 tend to steer away from parents, consider
them “Old-school”
• Annoyed by siblings, and has less interaction with
parents (University of Washington, 1993).

• Male children will usually not show affection (University

of Washington, 1993).

• May consider parents as too strict, which leads to the

child rebelling (University of Washington, 1993).

• Both genders appear to have less friends of the same sex,

and gather up in groups instead (University of
Washington, 1993).

• Desire for independence, struggle with who they are, are

often moody and conflicts with parents could arise (Child
Development Institute, 2015).
 Psychosocial/Social Developments
According to Erikson
According to Erickson, a 13 year old…

• Is in the Identity Versus Role Confusion stage,

which ranges from 12-18 years old.

• In this stage the purpose is for children to prepare

for a meaningful spot in society, with role
confusion being an obstacle (Snowman, J. &
McCown, R., 2015, p.30).

• They base success off of what the reactions of

others around them are, if they succeed they
understand who they are (identity), if they do not,
than they continue to stay confused in what it is
they must do (role confusion) (Snowman, J. &
McCown, R., 2015, p.30).

(Snowman, J. & McCown, R., 2015)

 Comparing Observations

When observing my 13 year old brother, I feel as if this category

was the one that did not exactly match unlike the other previous
ones. Although my brother does tend to prefer his friends over family,
there is almost no hesitation when he has to run errands with us or
can not be around his friends. When it comes to whether he shows
affection, he is the opposite, he is a person who can express emotions
and among those, affection. When it comes to strict parents, my
parents eased up and are more lenient, so he does have that sense of
freedom. He shows no hesitation when the response is no, and sure
there is some anger, but he is understandable. Among his friends, I he
is a part of a group of friends, which is almost the only aspect that
was similar to the typical social developments.
 Psychosocial/Social Development
Recommendations
• Don’t let the words affect you, they are still searching for who they are independently.
• As a parent you still matter, but they do not notice that yet.

• Respect the child’s boundaries, don’t get to strict, and still show supportive emotions towards
them although they keep pushing you away.

• Allow the child to perform solo activities.

• Allow the child to have friends, as it is them they are more associating with at the age of 13.

• Help understand that family, such as siblings and cousins are important.
• Will help reduce how much they are annoyed by them.

(University of Washington, 1993)

 Typical Moral/Character Developments
• At the age of 13, a child knows what is
correct and what is wrong.

• Children at this age attempt to reach a

conclusion by seeing the pros and cons of
each situation/problem.
• They usually reach their final decision
on their own.

• Ensure that everyone is treated fairly.

• Thoughtful and will unlikely lie.

(University of Washington, 1993)

 Moral/Character Developments According
to Kohlberg
According to Kohlberg at the age of 13…

• A child at this age is at Level 2- CONVENTIONAL MORALITY.

Ranges from 9 to 20 years old, people conform to rules and society.

• Stage 3- The correct course action is the one in which people

will see you as the good boy/girl. People are pleased or
impressed.
• Stage 4- The rules must be followed, when they are followed,
social order is maintained. Respecting authority is vital in this
stage and age.

(Snowman, J. & McCown, R., 2015)

 Comparing Observations
Based on the information regarding
moral development, I would say that this is
the correct level and stage my 13 year old
brother would fall under. He is definitely a
person who follows rules and wants to be
seen as the good boy who did the right thing.
He is a person who sees society as place that
has rules and as long rules are not broken
there shouldn’t be a reason for bad
circumstances. On top of that, he is a very
honest person and will unlikely lie. For
example, if you ask him the reason he did
poorly on an assignment or test, he would
say he was not prepared or he simply did not
study hard enough. He does not give the
typical excuse that the teacher did not teach
the material.
 Moral/Character Recommendations
• Guide the child’s decision making skills, show them and help them
differentiate between good and bad choices.

• Treat the child as if they were an adult.

• By treating them as an adult, they feel more respected and approved of.
• Shows an example of how one should respect each other regardless of
age or other aspects.

(University of Washington, 1993)

 References
Child Development Institute (2015). The Ages and Stages of Child Development. Retrieved
     from https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc

Medline (2017). Adolescent Development. Retrieved

     from https://medlineplus.gov/ency/article/002003.htm

Snowman, J. & McCown, R. (2015). Psychology Applied to Teaching, 14th ed. Stamford,
CT: Cengage Learning.

University of Washington. (1993). Child Development: Using the Child Development

     Guide. Retrieved from        
http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm