CASE STUDY

OF A CHILD
AGE 8

MAKAYLA LOWRY
EDU 220
ABSTRACT

Highly active Becomes selective Sensitive to criticism Private speech Understand the feelings of
Requires lots of rest Quarrels Understanding to the feeling of Different ways to learn others
Coordination Cooperative learning others Metacognition Impulsive
Hard to focus on small print Eager to please Displays small forms of
responsibility

Psychosocial/ Social Cognitive/ Intellectual Moral/ Character/

Physical Development Emotional Development
Development Development Philosophical Development
TYPICAL PHYSICAL BEHAVIORS AT AGE 8

 “Drives self until exhausted”

(University of Washington, 1993)

 “Now has well-established hand-eye coordination and is likely to be more interested in drawing and printing.”
(University of Washington, 1993)

 “May have minor accidents”

(University of Washington, 1993)

 “Physical play may take on gender specific characteristics.”

(Northern Arizona University, 1999)
TYPICAL PHYSICAL DEVELOPMENTAL LEVEL ACCORDING TO
SNOWMAN AND MCCOWN (AGE 8)

 “Extremely active; energy if often released in the form of nervous habits”

(Snowman, J & McCown, R., 2015, pg. 84)

 “Children still need rest periods”

 “Many students may have difficulty focusing on small print or objects.”

(Snowman, J & McCown, R., 2015, pg. 84)

 “They have excellent control of their bodies and develop considerable confidence in their skills.”
(Snowman, J & McCown, R., 2015, pg. 85)

 Pretty good coordination

PHYSICAL DEVELOPMENT OBSERVATION OF A CHILD AGE 8

Developmental Milestones Met: Developmental Milestones Not Met:

 The eight-year-old girl I observed has difficulty  Does not have rest periods often becomes fatigued.
finding small objects.  She likes to help but tends to carry things heavier than
 She tends to fidget fingers when told to stay still and her normal weight limit.
listen.
 She can control a pencil especially when it comes to
coloring.
PHYSICAL DEVELOPMENT RECOMMENDATIONS

 “Girls may begin to develop breast buds as early as 8 years old.”

(Medline, 2017)

 “Have plenty of fun band-aids on hand”

(University of Washington, 1993)

 “Provide opportunities and materials for drawing and painting.”

(University of Washington, 1993)

 “Be patient with annoying habits, and do not draw attention to awkwardness”
(University of Washington, 1993)
TYPICAL EMOTIONAL BEHAVIORS AT AGE 8

 “May not respond promptly or hear directions; may forget; is easily distracted.”
(University of Washington, 1993)

 “May withdraw or not interact with others, in an attempt to build a sense of self.”
(University of Washington, 1993)

 “May complain a lot”

(University of Washington, 1993)

 “Shows concern for crying friend.”

(Center for Disease Control and Prevention, 2017)
TYPICAL EMOTIONAL DEVELOPMENTAL LEVEL ACCORDING TO
SNOWMAN (AGE 8)

 “Sensitive to criticism and ridicule and may have difficulty adjusting to failure.”
(Snowman, J. & McCown, R., 2015, pg. 86)

 “Eager to please the teacher.”

(Snowman, J. & McCown, R., 2015, pg. 86)

 “Sensitive to the feelings of others.”

(Snowman, J. & McCown, R,. 2015, pg. 87)
EMOTIONAL DEVELOPMENT OBSERVATION OF A CHILD AGE 8

Developmental Milestones Met: Developmental Milestones NOT Met:

 Vey caring and understanding of others' emotions  Does not complain about others not liking her or that

 She gets easily distracted or may forget the direction she is going to runaway
she was given
 Extremely eager to please mother and grandmother
EMOTIONAL DEVELOPMENT RECOMMENDATIONS

 “Provide reasonable sympathy.”

(University of Washington, 1993)

 “Provide personal support and reassurance.”

(University of Washington, 1993)

 “To help children understand the cause and effect between external experience and internal emotions, show them how to
form an “I” statement.”
(PBS, 2019)
TYPICAL COGNITIVE/INTELLECTUAL BEHAVIORS AT AGE 8

 “Enjoys hobbies and skills. Likes to collect things and talk about personal projects, writings, and drawings.”
(University of Washington, 1993)

 “Likes to be challenged, to work hard, and to take time completing a task.”

(University of Washington, 1993)

 “Plays make-believe with dolls, animals, and people.”

(Center for Disease Control and Prevention, 2017)

 “Favors reality”
(University of Washington, 1993)
TYPICAL COGNITIVE/INTELLECTUAL LEVEL ACCORDING TO
PIAGET & VYGOTSKY (AGE 8)

Piaget Vygotsky
Stages of Cognitive Development: Formal operational How Social Interaction Affects Cognitive
 “Capable of operations but solves problems by generalizing Development:
from concrete experiences.”
 “Children gain significantly from knowledge and
(Snowman, J. & McCown, R., 2015, pg. 40)
conceptual tools handed down to them by those who
 “Not able to manipulate conditions mentally unless they have
are more intellectually advanced, whether they are
been experienced.”
same-age peers, older children, or adults.”
(Snowman, J. & McCown, R,. 2015, pg. 40)
(Snowman, J. & McCown, R,. 2015, pg. 52)
Preoperational stage:

 “…Many symbols are derived from mental imitation and

 “The proper development of a child’s mind depends on
involve both visual images and bodily sensations.” learning how to use these psychological tools..”
(Snowman, J. & McCown, R,. 2015, pg. 41) (Snowman, J. & McCown, R,. 2015, pg. 53)
COGNITIVE/INTELLECTUAL DEVELOPMENT OBSERVATION OF A
CHILD AGE 8

Developmental Milestones Met: Developmental Milestones NOT Met:

 She loves to play make-believe with her toys and with  Does not take well to be challenged. Tends to not
others want to do it or feels like its to much.
 When playing she likes to us real world issues

 She loves to collect plant seeds and explain what she

wants to do with them. She explains all her projects.
COGNITIVE/INTELLECTUAL DEVELOPMENT
RECOMMENDATIONS

 “Encourage the pursuit of hobbies and interests.”

(University of Washington, 1993)

 “Add stories that deal with reality. Provide biographies to read.”

(University of Washington, 1993)

 “Give challenges that are appropriate for level of ability; allow plenty of time to accomplish a task.”
(University of Washington, 1993)
TYPICAL PSYCHOSOCIAL/SOCIAL BEHAVIORS AT AGE 8

 “Will avoid and withdraw from adults”

(University of Washington, 1993)

 “Starts division of sexes”

(University of Washington, 1993)

 “Likes more responsibility and independence”

(University of Washington, 1993)

 “There is a tendency for many children this age to experience a real understanding of envy, and possessiveness.”
(Northern Arizona University, 1999)
TYPICAL PSYCHOSOCIAL/SOCIAL LEVEL ACCORDING TO
ERIKSON (AGE 8)

Industry Versus Inferiority (Six to Eleven Years):

 “If children at this stage are encouraged to make and do things well, helped to persevere, allowed to finish tasks, and
praised for trying, industry results.”
(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. At worst, they may believe they will never excel at anything.”
(Snowman, J & McCown, R., 2015, pg. 29-30)

Helping Students Develop a Sense of Industry:

 ..”Most children are eager to demonstrate that they can learn new skills and successfully assigned tasks.”
(Snowman, J & McCown, R., 2015, pg. 30)
PSYCHOSOCIAL/SOCIAL DEVELOPMENT OBSERVATION OF A
CHILD AGE 8
Developmental Milestones Met:
 She loves to play in groups of friends she made (Only
the same sex)
 She will become possessive over friends or favorite
cousin
 Certain adults she is around, she tends to avoid them.
Developmental Milestones NOT Met:
 Does not look for or ask for praise. Once she
accomplished something she leaves it.
 Tends to not branch out to other genders stays within
same gender.
PSYCHOSOCIAL/SOCIAL DEVELOPMENT RECOMMENDATIONS

 “Show understanding and concern.”

(University of Washington, 1993)

 “Assign responsibilities and tasks that can be carried out, and then praise child’s efforts and accomplishments. Help child
accept own performance.”
(University of Washington, 1993)

 “Encourage nontraditional gender-based activities”

(University of Washington, 1993)

 “Encourage them to talk about how they are feeling, and model sharing your own thought and emotions.”
(PBS, 2019)
TYPICAL MORAL/CHARACTER/PHILOSOPHICAL BEHAVIORS AT
AGE 8

 “May experience guild and shame.”

(University of Washington, 1993)

 “Reaching out to a peer who needs help, sticking with a challenging academic problem, or performing on stage for the
first time.”
(PBS, 2019)

 “There is a typically, a real understanding of goodness and badness, right and wrong.”
(Northern Arizona University, 1999)
TYPICAL MORAL/CHARACTER/PHILOSOPHICAL LEVEL
ACCORDING TO KOHLBERG (AGE 8)

 “Children’s understanding of moral issues is narrow, concrete, and self-centered.”

(Snowman, J. & McCown, R,. 2015, pg. 60)

 “The physical consequences of an action determine goodness or badness.”

(Snowman, J. & McCown, R,. 2015, pg. 61)

 “An action is judged to be right if it is instrumental in satisfying one’s own needs or involves an even exchange.”
(Snowman, J. & McCown, R,. 2015, pg. 61)
MORAL/CHARACTER/PHILOSOPHICAL DEVELOPMENT
OBSERVATION OF A CHILD AGE 8

Developmental Milestones Met: Developmental Milestones NOT Met:

 Show a lot of guild and shame when caught doing  Doesn’t avoid punishment
something bad
 Knows the difference between good and bad

 Complains when things do not seem fair to her.

MORAL/CHARACTER/PHILOSOPHICAL DEVELOPMENT
RECOMMENDATIONS

 “Acknowledge and support child’s standards and discuss reasonableness of child’s expectations. Encourage that child to
be self-forgiving.”
(University of Washington, 1993)

 “Ask your child, “What are you worried about?” or “What are you afraid might happen?” to clarify their concerns.”
(PBS, 2019)
 REFERENCES

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

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

PBS (2019) Learn & grow by age.

https://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/PEPSIObserv/year8.html

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/cdevguid/cdg09.htm#PHYSICAL