Case Study of a

Child Age 5
By: Anela Gonsalves-Park
EDU 220

Physical Development
• Gross and fine motor skills
• Builds things
• Restroom independence
• Highly active
Emotional Development
• Group-task oriented
• Emotional Independence
• Maternal Bond
• Shares ideas freely
Abstract
Psychosocial/Social Development
• Gender Awareness
• Friendly attitude
• Desire to please friends
• Aware of surroundings
Cognitive/ Intellectual Development
• Ability to copy shapes
• Develops organization skills Moral/Character/Philosophical
• Pays attention for a more extended period Development
• Learns music
• Bossy to others
• Self-centered
• Unaware of society rules
• Avoids punishment
 Typical Physical Behaviors at Age 5

• Develop early sports skills -- (Child Development Institute, 2015)

• Improving gross and fine motor skills -- (Child Development Institute, 2015)
• Build things out of items around the home -- (Child Development Institute, 2015)
• Can use the toilet on their own -- (Center for Disease Control and Prevention, 2017)
• Can use fork, spoon, and table knife -- (Center for Disease Control and Prevention, 2017)
• Swings and climbs -- (Center for Disease Control and Prevention, 2017)
 Typical Physical Developmental
Level According to Snowman
• Extremely active and has reasonable control over their own body.
• Needs to slow down and have rest periods throughout activities.
• “…may be quite clumsy at, or physically incapable of, such skills as tying shoes and buttoning coats”
(Snowman, J. & McCown R., pg.77).
• Has difficulty focusing eyes on smaller objects

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

 Physical Developmental Observation of a Child
Age 5

Developmental Milestones Met:

• The boy aged five that I observed can easily use a spoon and fork during eating time.
• He can utilize the restroom by himself but lets someone know that he is going every time.
• He is also able to kick and throw a soccer ball with no problem.
Developmental Milestones NOT Met:
• He cannot use a table knife while eating; he stabs food rather than trying to slice it.
• He does not build things with objects throughout the home and instead plays with his toys.
 Physical Development Recommendations

• Provide indoor and outdoor place space -- (University of Washington, 1993)

• Optimize environment -- (Ellsworth, 1998)
• Teach child self-control -- (Ellsworth, 1998)
Typical Emotional Behaviors at Age 5

• Can be demanding and cooperative -- (Center for Disease Control and Prevention, 2017)
• Shows more independence -- (Center for Disease Control and Prevention, 2017)
• Enjoys working together on a task – (Ellsworth, 1998)
• Closer bond with mother -- (Ellsworth, 1998)
• Verbal with needs and ideas -- (Ellsworth, 1998)
 Typical Emotional Developmental
Level According to Snowman
• Has frequent anger outbursts when tired or hungry
• Seeks approval from teachers
• Jealous of classmates
• "The egocentric orientation of four- to five-year-olds makes it difficult for them to reflect on the
thoughts of self or others“ (Snowman, J. & McCown R., pg.80).

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

 Emotional Development Observation of a Child
Age 5

Developmental Milestones Met:

• He would get very irritable when he is not getting the full attention of his daycare teacher.
• He shows jealousy towards other children in daycare when the teacher praises them and not
him.
• When he is hungry or wants a particular toy, he demands it and consistently gets what he
wants.
Developmental Milestones NOT Met:
• He does not accept the ideas of others when he thinks he is right and typically doesn't work
well with others in tasks.
• Sometimes, he keeps needs to himself when he is in a bad mood and refuses to talk to other
daycare children.
Emotional Development Recommendations

• Parents should show warmth and sensitivity -- (Center for Disease Control and Prevention, 2017)
• “Keep a sense of humor” (University of Washington, 1993).
• Enforce and establish limits -- (University of Washington, 1993)
• “Assure the child that he/she is loved” (University of Washington, 1993).
• Accept child’s individuality -- (Ellsworth, 1998)
 Typical Cognitive/ Intellectual
Behaviors at Age 5
• Can copy geometric shapes -- (Center for Disease Control and Prevention, 2017)
• Knows everyday items such as money and food -- (Center for Disease Control and
Prevention, 2017)
• Attention span is increased -- (Ellsworth, 1998)
• Can organize by planning and following through -- (Ellsworth, 1998)
• “Critical period for learning music” (Child Development Institute, 2015).
 Typical Cognitive/ Intellectual Level
According to Piaget & Vygotsky
Piaget
Preoperational, (two-seven years)
• " Gradually acquires ability to conserve and decenter but not capable of operations and unable to mentally reverse actions”
(Snowman, J. & McCown R., pg.40).
• Difficulty solving problems that require logical thinking
Vygotsky
• Thought process reflects cultural values
• “…children gain significantly from the knowledge and conceptual tools handed down to them by those who are more
intellectually advanced…“ (Snowman, J. & McCown R., pg.52)
(Snowman, J. & McCown R., 2015)
 Cognitive/ Intellectual Development
Observation of a Child Age 5
Developmental Milestones Met:
• He can copy shapes when playing educational games on his tablet.
• He continuously asks his father for money to buy toys and food items at the grocery store.
• When playing in the backyard, he imagines being on a battlefield and shouting like a Sargent while
shooting nerf bullets at cardboard boxes with a big “X” symbol on them, indicating his targets.
Developmental Milestones NOT Met:
• Attention span when listening to his daycare teacher does not last long, and he is constantly being
reminded to pay attention while the teacher is talking.
 Cognitive/ Intellectual Development
Recommendations
• Share books and talk with child -- (Center for Disease Control and Prevention, 2017)
• Ignore foul language -- (University of Washington, 1993)
• Be patient with answering questions -- (University of Washington, 1993)
• Play word games -- (University of Washington, 1993)
Typical Psychosocial/ Social Behaviors at Age 5

• Wants to please/be like friends -- (Center for Disease Control and Prevention, 2017)
• Aware of gender -- (Center for Disease Control and Prevention, 2017)
• Aware of what is authentic and imaginative -- (Center for Disease Control and Prevention, 2017)
• Friendly and helpful -- (Ellsworth, 1998)
• Enjoys playing house and adult roles -- (Ellsworth, 1998)
 Typical Psychosocial/ Social Level According to
Erikson

Initiative Versus Guilt (4-5 years)

• "The ability to participate in many physical activities and to use language sets the stage for initiative…“ (Snowman, J. & McCown R.,
pg.29)
Sense of Industry
• “…eager to demonstrate that they can learn new skills and successfully accomplish assigned tasks“ (Snowman, J. & McCown R., pg.30).
Formulate an Identity
• “…process of identity formation is not always smooth…“ (Snowman, J. & McCown R., pg.32)
 Psychosocial/ Social Development
Observation of a Child Age 5
Developmental Milestones Met:
• He can identify his gender; his sister tried to ride his electric pit bike, and he said, “that is only for boys and not girls.”
• When his older sister was holding a teddy bear and talking as if the teddy bear was alive, he looked at his sister as if she
was crazy and told her that he knew the teddy bear was not talking for real.
• He drew his version of his father’s pickup truck and was excited to show his parents the art piece that he created.
Developmental Milestones NOT Met:
• He was not helpful while everyone carried groceries to the home; he did not offer to help until his dad told him to, and he
ended up complaining that everyone else was stronger than him.
 Psychosocial/ Social Development
recommendations
• Send the child to a playgroup or encourage group play -- (University of Washington, 1993)
• Expect him to follow simple rules -- (University of Washington, 1993)
• Reassure child regularly -- (University of Washington, 1993)
• Following the child’s lead and responding predictably -- (Center for Disease Control and Prevention, 2017)
 Typical Moral/ Character/
Philosophical Behaviors at Age 5
• Bosses around others as they desire to be good -- (Ellsworth, 1998)
• Tends to be exaggerative -- (Ellsworth, 1998)
• May blame others for wrongdoings -- (University of Washington, 1993)
• Usually wants to do what is right -- (University of Washington, 1993)
 Typical Moral/ Character/ Philosophical
Level According to Kohlberg
LEVEL 1: PRECONVENTIONAL MORALITY
Moral Development
• “…understanding of moral issues is narrow, concrete, and self-centered“ (Snowman, J. & McCown R., pg.60).
• Does not understand rules of society
Stage 1: Punishment-obedience orientation
• Obeys elders and avoids punishment
Stage 2: Instrumental relativist orientation
• Actions are seen as right or wrong depending on the benefits of the child
(Snowman, J. & McCown R., 2015)
 Moral/ Character/ Philosophical
Development Observation of a Child
Age 5
Developmental Milestones Met:
• He is constantly bossing around his mother when he watches her cook dinner, telling her what to do next, and getting upset when she does
not listen to him.
• When he made a mess on the kitchen table while eating with his sister, he pushed the rice pieces closer to her plate to make it seem as if
she was the one who dropped food on the table.
• When he was running away while playing tag with his sister, she tagged him, and he acted as if she had pushed him down and started to
cry loudly to get his mother’s attention.
Developmental Milestones NOT Met:
• He says curse words to parents randomly without caring about the consequences.
 Moral/ Character/ Philosophical
Development Recommendations
• Guide children with taking responsibility for their actions -- (University of Washington, 1993)
• “Acknowledge child's attempt to act in accordance with own beliefs. Don't punish for inability to always
behave properly” (University of Washington, 1993).
• Use appropriate discipline without any harshness -- (Center for Disease Control and Prevention, 2017)
• Read children stories with moral themes -- (Snowman, J. & McCown R., 2015)
 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.
    http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.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/chidev/cd06.htm