Case Study of a Child Age 11

Grant Heidmann 1-25-22

Prof. Wyckoff
Edu 220: Educational Psychology
Firstly, who will I study?
The child I will be observing is my 11 year old cousin. She is in 7th grade, which
is perfect, as I want to teach middle school. She lives with her mom, and her
grandmother, my aunt.
5 Areas of Development
The five areas of development that will be studied in this presentation are as follows:
● Physical
● Emotional
● Cognitive/Intellectual
● Psychosocial/Social
● Moral/Character/Philosophical
Physical Development
Tweens, and girls in particular, begin to enter puberty, leading to body image issues such as
looking different from peers. The child of this age has an increased awareness of their body,
and girls may begin to show secondary sex characteristcs, such as the development of breasts.
(University of Washington, 1993, Physical)

Also, this is the time when teenagers could begin experimenting with sex, as well as other
adult actions, many of which could lead to harm.
(Ellsworth, A, 1998)

Lastly, teenagers may have doubt about undertaking new ventures in life.
(Ellsworth, A, 1998)
Slavin on Physical Change
Slavin writes that during this time period in a child’s life, they seek to be seen as
more mature and grown-up.
Also, Slavin explains that physical appearance is part of Susan Harter’s eight
adolescent concepts, tying into the theory of self-concept.
Lastly, Slavin writes that physical appearance is bar none the greatest influencer
of internal and external feelings related to a sense of self-worth and confidence
levels in children of this age.
(Slavin, 2021, Pg.60-62).
Observation of My Cousin’s Physical Change
My cousin is of course experiencing puberty, and thus has grown quite tall in the past few
months. She says this is a source of insecurity for her, as many other girls in her grade are
shorter than her, showing that what Washington.Edu wrote about is in fact true in regards
to my cousin.
She also has a sense of insecurity about being in the band at school, as she does not want
to be judged for that, akin to how children are supposedly scared to undertake new
ventures.
Overall, does meet milestones for physical developments.
Recommendations for Physical Development

The best thing a parent can do to help their children in regards to physical matters is:
Be willing and able to discuss body changing.
Dissuade your child from engaging in one-on-one activities (dates for example), and be
cognisant of where they are at all times.
Educate both girls and boys about puberty, which includes topics such as menstruation, and
help the children develop confidence in their changing body.
Lastly, a parent can encourage their child to try new things, and not to become discouraged
from new adventures or undertakings in life.
(University of Washington, 1993, Physical)
Emotional Development
Several common behaviors for an 11-12 year old child include being angry, mainly about
being told what to do, and fighting against routines
Also, being moody, and hyperbolizing situations is a frequent occurrence, as well as being
dramatic about situations where it is not appropriate.
The last trait that is important to note is the concept of being scared and anxious about
many things in life.

(University of Washington, 1993, Emotional)

Slavin On Emotions
11 year olds have a desire to be older and more mature, however, parents may have issues
with this. Also, many 11 year olds claim that while their parents love them, they just don’t
feel understood.
Another important aspect of early adolescence is reflectivity, or the Platonian ability to
understand oneself. Children may become confident or dissuaded in themselves.
Slavin writes that by far, the stage of adolescence is totally defined by the question of who
oneself is.

(Slavin, 2021, Pg. 59).

Observation of My Cousin’s Emotions
Firstly, when talking to my cousin, it is obvious that she doesn’t feel understood. Her mother works a
lot, and does not have too much time with her. She knows that her mother always takes care of her, but
is a bit emotionally distant, confirming Slavin’s writings.
She also is showing signs of Slavin’s assertion that adolescence is defined by questioning oneself,
because she told me that she doesn’t know where to fit in school. She likes playing the cello, but does
not want to be a “band kid.” However, she also thinks that the “popular” kids are annoying.
The last thing of note is that according to what I have seen, her mother and grandmother (who she lives
with as well) both get frustrated with her living with them, as she does have quite a bit of attitude and
can be messy and uncaring. This and the previous example affirm Washington.edu’s typical level of
development.
Overall, she does meet the developmental milestones emotionally.
Recommendations for Emotional development
According to Washington Edu,
The best things to do for a child at this age emotionally are: aid the child in creating rules and
duties. They NEED chances to make decisions for themselves, perhaps what classes to take,
what to wear, what to do in their free time.
As a parent, you cannot overreact to the outbursts of mood and attitude. If you don’t add fuel
to the fire, it will burn out.
Lastly, it is important for a parent to be supportive which involves understanding, but I think
it is especially important in this context, as the child is trying to figure out their identity.
(University of Washington, 1993, Emotional)
Cognitive Development
The hallmark cognitive characteristic of this age is, according to Washington.Edu, the adolescents
ability to ponder or question authority, mainly teachers and adults, which comes with an
increased ability to meditate on logic.
(University of Washington, 1993, Cognitive)

Also, children of this age will perhaps seek out business/monetary opportunities, and have a
desire to be involved in a community, as well as becoming aware of a world outside of their own.
(University of Washington, 1993, Cognitive)

Lastly, children at this age require at the minimum, 9-12 hours of sleep a night for their brains to
fully develop.
(Riley Children’s Health, 2021, 6-11 Year Olds)
Three Psychologists on Cognitive Development
Slavin discusses three different psychologists and their views on childhood development.
Piaget would say that my cousin is in the formal operational stage of life, meaning that the child has the capability to solve
complex issues via experimentation. In addition, “abstract and symbolic” reasoning occur. This ties in with Bronfenbrenner’s
discussions (listed below) which involve being able to think about abstract concepts, such as politics and law.
Vygotsky writes that development can happen in several ways, but for me, I believe the importance of cooperative learning
(learning with peers) and scaffolding (breaking the problem down) are two ways in which I have seen my cousin grow.
Bronfenbrenner claims that the macrosystem of life should be part of an individual's world at around this age. Based on the
cognitive data earlier in this presentation, we can infer that children aged 11 should be able to comprehend complex issues
outside of their own life, such as culture, politics, laws, etc, meaning that my cousin should have some level of
comprehension of the previously mentioned aspects of society and life.
(Slavin, 2021, Pg. 36)
Observation of My Cousin’s Cognitive Development
My cousin firstly, LOVES talking about politics, and I actually used to talk to her and teach her
about what I was doing in Political Science. This affirms Bronfenbrenner's assertion that children
are able of comprehending concepts such as law, rules, and politics.
In talking with her, it is clear she questions authority, which I think is a good thing. She was asking
me why her mom and grandma try to have such a level of control over her life, a definite tie in to the
University of Washington’s research.
I once taught my cousin how to play some songs on the piano, and we learned to play some
christmas songs last month for a family gathering. She showed me what Christmas songs she knew,
and I would follow on my saxophone. We had a “Vygotskian cooperative learning” moment.
Overall, she does meet the cognitive development milestones.
Recommendations for Cognitive Development
According to Washington.Edu, the most important things parents or mentors can do for
children this age are:
Do not become defensive when the children question your authority. Keep a steady stream of
confidence, and in keeping with this theme, do not become outraged when your child does, as
this calm keeps them in line.
Discuss ways to make money, which satiates their entrepreneurial needs or monetary desires.
Allow them to become part of a community, whether that be in school, (clubs, sports) or a
local event, (trash clean-up, marathon)
(University of Washington, 1993, Cognitive)
Social Development
According to Washington.Edu, common developments in the social world for a child at the
age of 11-12 include being hard to reside with for others living with them, as well as being
critical of adults. Similarly, many teenagers desiring a level of independence that is not
congruent with their age.

Also, there may be a big longing to be part of a team/club. Competition is of vital

importance, and an extreme interest in competition may arise.

(University of Washington, 1993, Social)

Erikson’s Views on Social Development
Slavin discusses Erik Erikson’s stages of development. According to Erikson, from ages
12-18 years old, children are in Stage V, otherwise known as “Identity Vs. Role
Confusion” wherein my cousin would, theoretically, begin to look past her parents for
advice, and more so towards peer groups. She would begin to realize the importance and
impact of life decisions, such as education and career path.
This phase is also quite experimental, and often children end up experimenting with
different social roles. Erikson writes that the new personalities that come out during this
period are a combination of an individual's “basic drives, endowment, and opportunities”
(Slavin, 2021, Pg. 48).
Recommendations For Social Development
According to Washington.Edu, several main points that parents/guardians can do to aid a
child in this stage are:
The ability to be tolerant of a child’s progress in life, which allows for the child to share
their emotions with a parental/guardian figure.
Allowing for independence when it is reasonable and possible, but keeping some checks
and balances in place.
Allowing a child to take part in a community/club, (sports, band, etc…)
(University of Washington, 1993, Social)
Observations of My Cousin’s Social Development
I talked to my cousin about future plans, and she was thinking about career opportunities even as an 11
year old. She thought about what classes she liked in school and what that translated to as a career,
showing how children of this age often begin developing awareness of future events and consequences.
Also, I observed in the past that there are issues between my cousin and her mother/grandmother in the
house. She can be up at night and wake others, and is often argumentative, showing how children of
this age often interact with room/housemates.
Lastly, we discussed how she wanted to be included in the cheerleading club at school, but her mother
was apprehensive about the situation. This also ties into a level of independence perhaps not justified
yet.
Overall, she does meet the developmental milestones.
Moral Development
There is an uncontrollable urge to conform to a peer group. This could mean confirming to
joining in activities such as smoking, drinking, and even sex.
(University of Washington, 1993, Moral)

During this age, children want to appear cool and accepted by their group of friends.
(Ellsworth, 1998)

Also, children begin asking questions about religion, and begin “hero-worship”, as well as
still continue using black and white reasoning.
(University of Washington, 1993, Moral)
Kohlberg’s Moral Development
Slavin discusses Lawrence Kohlberg’s stages of moral development. Kohlberg wrote that
people pass through six stages of moral development in their lives, each layer being
increasingly involved and difficult to comprehend than the previous.
For an 11-12 year old, the category most befitting would be stage three or four.
In stage three, morality is essentially a way to harmonize with a group to not cause issues.
Children at this stage can put the proverbial “other person’s shoes” on. They are not as
concerned with what will get them in trouble, or perhaps as to what feels good, and
instead moved onto a higher level of reasoning.
(Slavin, 2021, 53).
Observations of My Cousin’s Moral Development
My cousin did tell me that she had drunk liquor previously, as her friends were doing it as well. Also, she
joined a dance team because her best friend was doing it, and she did not want to be left out, or different, this
is relevant to Washington.Edu’s moral development sections, meaning that children of this age will
experiment with things that perhaps they know are “wrong” but will allow them to stay included in their
group.
She did discuss how she did not like when kids act up at school, as it wastes time, but she is afraid to say
anything, as not to become ostracized from her peers, showing how children do not want to “rock the boat”
when it comes to social issues with their peers.
My cousin did begin the play the cello, and while she said it was hard in the beginning, she stuck with it, as
she knew it would be worth it in a few months when she could really play, even though it would have been
easier to quit, which shows the moral development of being able to see a long term reward.
Overall, she does again meet the developmental milestones.
Recommendations for Moral Development
According to Washington.Edu, parents can do several things to aid in a child’s moral
development.
Firstly, parents can teach children how to examine the morality and the effects of a
decision or of a group, as well as how to become cognisant of the harmful and often
common effects of peer pressure.
Teach children how their decisions have consequences, positive or negative, and how you
reach those decisions.
(University of Washington, 1993, Moral)
References
Ellsworth, J. A. (1998). Online Lesson: 'PEPSI' as a Screening Tool. Lesson
http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.html

Morin, A. (2021, December 1). What to expect from your child at every developmental age and stage. Verywell Family.
https://www.verywellfamily.com/child-development-overview-4172261

Riley Children's Health. (2021). Health information. Riley Children's Health. https://www.rileychildrens.org/health-info?
openTab=wellness

Slavin, R. E. (2021). Educational psychology: Theory and practice. Pearson.

University of, Washington. (1993). Eleven To Twelve Years Old Child Development Guide. Child Development:
http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm