CASE STUDY OF A

CHILD AGE 6
SONIA GUEVARA

EDU 220: SECTION 1002

 ABSTRACT

Physical Development: Psychosocial/Social Development:

• Be independent • Play with others
• Opportunities of physical activities • Develop connections
Emotional Development: Moral/Characters/Philosophical
• Accepts blame or punishment Development:
• Patient and understanding • Be responsible
Cognitive/Intellectual Development: • Recognition and restitution
• Offer opportunities
• Making decisions
 PHYSICAL BEHAVIORS (AGE 6)

• Child can dress/undress and tie shoes independently. (University of Washington, 1993)
• Varies opportunities for physical activities. (University of Washington, 1993)
• Accept accidents (wet or soil him/her) when upset or excited. (University of Washington,
1993)
• The curiosity of sexual differences give honest explanations. (University of Washington,
1993)
• Growth spurts (clumsiness, change of appearance, increase in appetite, etc.). (University of
Washington, 1993)
• Common sickness due to exposure to school. (University of Washington, 1993)
 PHYSICAL DEVELOPMENTAL LEVEL
ACCORDING TO SNOWMAN (AGE 6)
• “Primary grade children are still extremely active.” (Snowman, J. & McCown, R., 2015, pg. 84)
• Needs relax periods; children can get fatigued quickly. (Snowman, J. & McCown, R., 2015)
• “Large-muscle control is still superior to fine coordination.” (Snowman, J. & McCown, R., 2015, pg. 84)
• Students can find it challenging to focus on small items and prints. (Snowman, J & McCown, R., 2015)
• Underestimate the danger surrounding physical activities. (Snowman, J & McCown, R., 2015)
• Bone growth not complete. (Snowman, J & McCown, R., 2015)
 PHYSICAL DEVELOPMENT OBSERVATION (AGE
6)
Physical Development Milestone Met:
• During observation of a six-year-old child may have lost a few teeth, which are considered
baby teeth.
• The child is having plenty of growth spurts, typically grows an average of 2.5 inches per
year.
• The child develops physical skills such as throwing, catching a ball, jumping, and playing
sports outdoors.
Physical Development Milestone Not Met:
• Child not following rules when playing sports.
PHYSICAL DEVELOPMENT RECOMMENDATIONS
(AGE 6)
• Allow the child to play physical activities outdoors. (Medline, 2017)
• “They are improving their gross motor and fine motor skills, which get them interested in
art, crafts, and all kinds of ride-on toys (wagons, scooters, bikes, etc.).” (Child
Development Institute, 2015)
• Allow the child to develop independence such as washing hands, combing hair, brushing
teeth, etc. (Child Development Institute, 2015)
• Allow the child to go through an “ugly duckling” stage. Don’t point out changes can
cause the child to develop insecurities. (University of Washington, 1993)
 EMOTIONAL BEHAVIORS (AGE 6)

• Difficult to accept criticism, blame, or punishment. (University of Washington, 1993)

• “Generally, is rigid, negative, demanding, unadaptable, slow to respond; exhibits violent
extremes; tantrums reappear.” (University of Washington, 1993)
• Difficulties in accepting a loss, if not a winner, accuses others of cheating. (University of
Washington, 1993)
• Wishes approval and support. (Child Development Institute, 2015)
 EMOTIONAL DEVELOPMENTAL LEVEL
ACCORDING TO SNOWMAN (AGE 6)
• Children are sensitive to criticism and find it hard to adjust to failure. (Snowman, J. &
McCown, R., 2015)
• Children find the need to please the teacher, enjoy helping, and do well in their
schoolwork. (Snowman, J. & McCown, R., 2015)
• Children become sensitive to other’s feelings, can hurt others deeply. (Snowman, J. &
McCown, R., 2015)
EMOTIONAL DEVELOPMENT OBSERVATION OF A
CHILD AGE 6
Emotional Development Milestone Met:
• During observation of a six-year-old child may show independence.
• The child is paying attention to friendships and teamwork.
• The child wants to be accepted by others.
Emotional Development Milestone Not Met:
• Child not becoming independent.
 EMOTIONAL DEVELOPMENT
RECOMMENDATIONS (AGE 6)
• “Give child time, freedom, and opportunities to practice being independent.” (University
of Washington, 1993)
• The child will start to wonder about their place in the world. (Center for Disease Control
and Prevention, 2017)
• “Start to think about the future.” (Center for Disease Control and Prevention, 2017)
• Be patient and supportive as the child will find it difficult to accept blame and
punishment. (University of Washington, 1993)
COGNITIVE/INTELLECTUAL BEHAVIORS (AGE 6)

• “May develop stuttering when under stress.” (University of Washington, 1993)

• Accepts rules and learning between wrong or right. (Child Development Institute, 2015)
• Difficulties in making choices. (University of Washington, 1993)
• “Asks a lot of questions, especially, “Why?”.” (Child Development Institute, 2015)
• Understand classifications such as a tree and animals. Terms such as more than and less
than. (Child Development Institute, 2015)
 COGNITIVE/INTELLECTUAL LEVEL ACCORDING
TO PIAGET AND VYGOTSKY (AGE 6)
Preoperational Stage (Preschool and Primary Grades, 2-7 years)
PIAGET
• The preoperational stage centers on the mastering of symbols.
(Snowman, J. & McCown, R., 2015)
• “Piaget believed that many symbols are derived from mental
imitation and involve both visual images and bodily
sensations.” (Snowman, J. & McCown, R., 2015, pg. 41.)
• “One reason preoperational stage children have difficulty
solving conservation problems is perceptual centration: the
strong tendency to focus attention on only one characteristic of
an object or aspect of the problem or event at a time.”
(Snowman, J. & McCown, R., 2015, pg. 42.)
• “Children are introduced to a culture’s major psychological
VYGOTSKY
tools through social interactions with their parents and later
through more formal interactions with classroom teachers.”
(Snowman, J. & McCown, R., 2015, pg. 51)
• “Unlike Piaget, Vygotsky believed that children gain
significantly from the knowledge and conceptual tools handed
down to them by those who are more intellectually advanced,
whether they are same-age peers, older children, or adults.”
(Snowman, J. & McCown, R., 2015, pg. 52)
• Vygotsky used spontaneous and scientific concepts to help
children learning. (Snowman, J. & McCown, R., 2015)
 COGNITIVE/INTELLECTUAL DEVELOPMENT
OBSERVATION OF A CHILD AGE 6
Cognitive/Intellectual Development Milestone Met:
• During observation, a six-year-old child should be able to determine their age.
• Be able to understand the concept of counts numbers and objects.
• Be able to express themselves with words and learning to write.
Cognitive/Intellectual Development Milestone Not Met:
• The child is not able to understand the concept of counting.
 COGNITIVE/INTELLECTUAL DEVELOPMENT
RECOMMENDATIONS (AGE 6)
• “Exhibits increased attention span and concentrations.” (Child Development Institute,
2015)
• “Uses many words without understanding definitions.” (Child Development Institute,
2015)
• Offer opportunities rather than excessive choices. (University of Washington, 1993)
• “Promote child's reading and writing.” (University of Washington, 1993)
 PSYCHOSOCIAL/SOCIAL BEHAVIORS (AGE 6)

• Child starts to want to work and play with others. (Child Development Institute, 2015)
• “May voluntarily help with younger siblings.” (Child Development Institute, 2015)
• “Help children draw the connection between their kind, cooperative behavior, and
friendships.” (PBS, 2019)
• “Child doesn’t like being kissed in public, especially boys.” (University of Washington,
1993)
• “In school, may develop problems if expectations are too high; has trouble concentrating;
may fool around, whisper, or bother other children.” (University of Washington, 1993)
 PSYCHOSOCIAL/SOCIAL LEVEL ACCORDING TO
ERIKSON (AGE 6)
Industry Versus Inferiority (Six to Eleven Years; Elementary to Middle School)
• “A child entering school is at a point in development when behavior is dominated by
intellectual curiosity and performance.” (Snowman, J. & McCown, R., 2015, pg. 29)
• “Children who feel inferior may never learn to enjoy intellectual work and take pride in
doing at least one kind of thing really well.” (Snowman, J. & McCown, R., 2015, pg. 29)
Students Develop a Sense of Industry
• “Children are eager to demonstrate that they can learn new skills and successful,
accomplished assigned tasks.” (Snowman, J. & McCown, R., 2015, pg. 30)
 PSYCHOSOCIAL/SOCIAL DEVELOPMENT
OBSERVATION OF A CHILD AGE 6
Psychosocial/Social Development Milestone Met:
• During observation, a six-year-old child is more attentive to friendships and teamwork.
• The child often plays with friends of the same gender.
• The child wants to be accepted by friends and liked.
Psychosocial/Social Development Milestone Not Met:
• The child doesn’t show interest in building friendships.
 PSYCHOSOCIAL/SOCIAL DEVELOPMENT
RECOMMENDATIONS (AGE 6)
• “As parents, we can help children learn how to collaborate, cooperate, communicate,
negotiate, self-advocate and respect others.” (PBS, 2019)
• Give guidance on building and keeping friends. (University of Washington, 1993)
• “Help child to be a good loser.” (University of Washington, 1993)
• “Provide consistent, caring responses to child’s blame or over-identification.” (University
of Washington, 1993)
 MORAL/CHARACTER/PHILOSOPHICAL
BEHAVIORS (AGE 6)
• “Child may tend to express a pessimistic view of life.” (Ellsworth, 1998)
• “Recognition and restitution work best to effect change.” (Ellsworth, 1998)
• “High levels of structure and ritual calm, soothe the child.” (Ellsworth, 1998)
• “Is very concerned with personal behavior, particularly as it affects family and friends;
sometimes blames others for own wrongdoing.” (University of Washington, 1993)
 MORAL/CHARACTER/PHILOSOPHICAL LEVEL
ACCORDING TO KOHLBERG (AGE 6)
• “Four to seven-year-olds learning the game seemed to view rules as interesting examples of the social behaviors of
older children.” (Snowman, J. & McCown, R., 2015, pg. 59.)
Kohlberg’s Stages of Moral Reasoning:
Level 1: Preconventional Morality. (Typical of children up to the age of nine. Called preconventional because young
children do not really understand the conventions or rules of a society.) (Snowman, J. & McCown, R., 2015, pg. 61)
• Step 1: Punishment-obedience orientation.
• “You might get caught.” (The physical consequences of an action determine goodness or badness.) (Snowman, J.
& McCown, R., 2015, pg. 61)
• Step 2: Instrumental relativist orientation.
• “You shouldn’t steal something from a store, and the store oner shouldn't steal things that belong to you.”
(Snowman, J. & McCown, R., 2015, pg. 61)
 MORAL/CHARACTER/PHILOSOPHICAL
DEVELOPMENT OBSERVATION OF A CHILD AGE 6
Moral/Character/Philosophical Development Milestone Met:
• During observation, a six-year-old is responsible for their behavior.
• The child is encouraged to tell the truth, to be honest.
• The child is more likely to imitate adult behavior.
Moral/Character/Philosophical Development Milestone Not Met:
• The child is constantly lying about a situation.
 MORAL/CHARACTER/PHILOSOPHICAL
DEVELOPMENT RECOMMENDATIONS (AGE 6)
• “Courage involves making a good choice in the face of fear or obstacles.” (PBS, 2019)
• “...identifying skills they want to develop and practicing them; and using strategies when
they feel frustrated.” (PBS, 2019)
• “Recognition and restitution work best to effect change.” (Ellsworth, 1998)
• “Specific rules and consistent consequences help.” (Ellsworth, 1998)
• “Teach the child to be concerned and responsible for own behavior.. Assure child that
everyone makes mistakes.” (University of Washington, 1993)
 REFERENCES

Center for Disease Control and Prevention. (2017). Child development.

https://www.cdc.gov/ncbddd/childdevelopment/facts.html

Child Development Institute (2015). The ages and stages of child development.
https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc

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

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

Medline (2017). Adolescent Development.

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

PBS (2019) Learn & grow by age.

https://www.pbs.org/parents/learn-grow/age-3

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