Case Study of a Child Age 9

Desember Wright
EDU 220
March 28th, 2021
Jack, 9 years Old

• The child I decided to observe for this Case

Study is my youngest brother, Jack. Jack is so
full of life and is very physical and emotional so
I thought he would be the perfect example for
me to study and with me being his only sister I
believe I’m able to see and understand him more
to do this project on him.
Physical
 A busy/active child.
(University of Washington, 1993)
Physical Typical
Behaviors A hungry child.
(University of Washington, 1993)

A child who belches or farts spontaneously.

A child around the (University of Washington, 1993)

age of nine years old A child who is fairly healthy with a few small illnesses
like the cold.

would-be: (Child Development Institute, 2015)

A child who is able to dress and undress themselves with

no assistance.
(Child Development Institute, 2015)
 Physical Developmental Level
• “The average child of this age will grow about 2 to 3 inches”
• “Gain about 5 to 7 pounds.”
• “Will tend to have a lean and gangly look.”
Page 88 (Snowman & McCown, 2015)
• “Boys tend to outperform girls on physical tasks"
• Girls surpass boys on tasks that require muscular flexibility, balance, and rhythmic movements”
• "Obesity can become a problem for some children of this age group.”
• “There is a greater tendency for them to overeat, particularly junk food.”

Page 88-89 (Snowman & McCown, 2015)

 Physical Comparison
Milestones Met:
• The child is VERY active and eats more than me even sometimes.
• (University of Washington, 1993)

• He has always been a healthy child minus a cold or two and he loves sports.
• (Child Development Institute, 2015)

Milestones NOT Met:

• The child does have a hard time dressing himself or planning out his own outfits.
• (Child Development Institute, 2015)
 Physical Recommendations

Encourage child to play an instrument (Child Development Institute, 2015)

Teach child cursive to better their writing skills (Child Development Institute, 2015)

Introduce new foods into the child's life. (Child Development Institute, 2015)
Emotional
 Emotional Typical Behaviors
A child around the age of nine years old would-be:

1 2 3 4 5
More likely to have secrets A child who is more A child who is more likely to A child full of all kinds of A child who can understand
or lie about things more dramatic, sensitive and argue and talk back. emotions but can also be right from wrong.
often. someone who is very critical (University of Washington, insecure as well. (Child Development
(University of Washington, of themselves. 1993) (University of Washington, Institute, 2015)
1993) (University of Washington, 1993)
1993)
 Emotional Developmental Level
• ”Children develop a more global, integrated, and complex self-image.” Page 90
• ”Self-image is present”
• “Can make an accurate self-description”
• “Construct a global evaluation of themselves”
• “Specify their positive and negative attributes in specific domains.”
Page 91 (Snowman & McCown, 2015)
 Emotional Comparison

Milestones Met:
• The child has always been an emotional child and has recently started to talk back and argue but has
facts and information to back himself up.
• The child is very hard on himself because in his grade at his school there are a total of 10 students.
Well, Jack’s dad is 6’10”, and as you can imagine the child is EXTREMELY tall for his age.
Milestones NOT Met:
• The only thing he probably lacks emotionally is that he still is very emotional and if things don’t go
his way, he does throw fits as a younger child does.
 “Do not criticize. Encourage
efforts. Teach that others also
make mistakes.” (University of
Washington, 1993)
Emotional
Recommendations
“Allow expression of negative
emotions while maintaining
limits. Be patient with giggling
and accept humor.” (University of
Washington, 1993)
Cognitive/Intellectual
 Cognitive/Intellectual Typical Behaviors
A child around the age of nine years old would-be:

A child wanting to know the exact reason for things and why things are the way they are.
(University of Washington, 1993)

Able to draw their own conclusions to things and problem solving.

(Child Development Institute, 2015)

A child who can remember things more vividly like memories and schoolwork.
(Child Development Institute, 2015)
Cognitive/Intellectual Developmental
Level
• ”The elementary child can think logically”
• “Such thinking is constrained and inconsistent.”
• “Upper Age elementary grade children are concrete operational stage thinkers.”
• “Tasks that require more complex memory skills, their performance is more limited.”
• ”Children often perform as well as adolescents or adults on tasks that call for simple
memory skills.”
Page 92 (Snowman & McCown, 2015)
 Cognitive/Intellectual Comparison
Milestones NOT Met:
• Problem-solving has always been the hardest thing for him because trying to understand how
to get from one point to another makes no sense to him.
• The child also is behind in this characteristic when it comes to needing an explanation for
things. You could tell him the sky is black and he would believe you.
• The child does not have a good memory and must relearn certain subjects all the time.
Cognitive/Intellectual Recommendations

“Give specific information and facts.

“Direct child toward attempting
Adjust learning opportunities to
what can be accomplished, but still
child's interests and increased
provide challenges. Stress what the
attention span. Do not give all the
child has learned and not the end
answers; allow time to think,
product.”
meditate, and discuss. "
(University of Washington, 1993)
(University of Washington, 1993)
Psychosocial/Social
 Psychosocial/Social Typical Behaviors
A child around the age of nine years old would-be:

A child who wants less
love and affection from
their mother.
(University of Washington, 1993)
A child who makes
friends very easy and is
more social.
(University of Washington, 1993)
A child who starts to
dress like their peers to
impress them.
(Child Development Institute,
2015)

Boys and girls start to

A child who starts to
distance themselves from
develop inside jokes. each other.
(Child Development Institute,
2015) (Child Development Institute,
2015)
 Psychosocial/Social Developmental
Level
"The peer group becomes powerful and begins to replace adults as the major source of behavior
standards and recognition of achievement.” Page 90 (Snowman & McCown, 2015)
"Friendships become more selective and gender-based.” Page 90 (Snowman & McCown, 2015)
"Play continues to make numerous contributions to children’s development.” Page 90 (Snowman &
McCown, 2015)
 Psychosocial/Social Comparison

Milestones Met:
• The child has never been friends with girls
• Has all brothers, and he has always felt like girls were weird to him.
Milestones NOT Met:
• The child depends on the mom’s love.
• The child has a hard time making friends easily.
 “Remain understanding of
child's needs and feelings.”
(University of Washington,
Psychosocial/Social 1993)
Recommendations:
The parents should encourage
the child to have friends from
school or sports. (Child
Development Institute, 2015)
Moral/Character/Philosophical
Moral/Character/Philosophical Typical Behaviors

A child around the age of nine years old would-be:

A child who starts to feel
guilty or shame when they do
something wrong.
(University of Washington,
1993)
A child who is more self
conscious due to sexual
development.
(Child Development Institute,
2015)

Able to know right from

wrong and the consequences
to their actions
(University of Washington,
1993)
 Moral/Character/Philosophical
Developmental Level
• “Preconventional morality is the first stage of moral development”
• “Lasts until approximately age 9.”
• “At the preconventional level children don’t have a personal code of morality"
• “Instead moral decisions are shaped by the standards of adults and the consequences of following
or breaking their rules.”
• “Conventional morality is the second stage of moral development”
• “Is characterized by an acceptance of social rules concerning right and wrong.”
• At the conventional level, we begin to internalize the moral standards of valued adult role
models.”
(Mcleod, 2013)
 Moral/Character/Philosophical
Comparison
Milestones Met:
• The child is self-conscious due to puberty and sexual development, he has a tiny mustache and he is self-
conscious about it.
• The child can tell when he does something right and when he does something wrong and the consequences
of those actions.
• The child expects everything to be fair in his life and gets emotional when it is not.
 Moral/Character/Philosophical Recommendations
• “Acknowledge and support the child's standards”
• “Discuss reasonableness of child's expectations.”
• “Encourage the child to be self-forgiving.” 
• “Focus on the worth of an individual rather than on behavior.”
• “Then work on changing the behavior.”
• “Be fair in dealings and relationships with child.”
• “Provide opportunities for competing”
• “Help child see that losing is a part of playing.”
• “Do not ridicule”
• “But help child learn to take responsibility for behavior.”
• (University of Washington, 1993)
 (University of Washington,1993
http://depts.washington.edu/allcwe2/fosterparents/training/cdevguid/cdg10.htm#PHYSICAL.

Mcleod, S. (2013). Kohlberg's Theory of Moral Development2. Kohlberg's Theory of Moral

Development | Simply Psychology. https://www.simplypsychology.org/kohlberg.html.

References
Child Development Institute, 2015 School age Children development & parenting Tips (6-
12). https://childdevelopmentinfo.com/ages-stages/school-age-children-development-
parenting-tips/#gs.wutejg.

Snowman, J., & McCown, R. (n.d.). In Psychology Applied to Teaching (14th Edition, pp.
88–92). https://platform.virdocs.com/r/s/0/doc/541408/sp/180395690/mi/574340127?cfi=
%2F4%2F4.