CASE STUDY OF A
CHILD AGE _5_
B Y: D A I S Y A Z P E I T I A
E D U 2 2 0
P R O F E S S O R W Y C K O F F
1 6 F E B R U A RY 2 0 2 2
PHYSICAL DEVELOPMENT
T Y P I C A L B E H AV I O R S
• The typical behavior of physical is large muscle, coordination
• Jumping, running, skating, tumbling, throwing, and kicking large balls, seem compelling and exciting for many
children
• Aches and pains may increase especially psychosomatic and stress related issues.
(According to the PEPSI website)
• Hops and may be able to skip
• Can do a somersault
• Uses a fork and spoon and sometimes a table knife
• Swings and climbs
• They can use the potty on their own
(According to the Child Development: Milestones and Parenting Tips)
PHYSICAL DEVELOPMENT
TYPICAL LEVEL
• Solitary play is play that occurs alone, often with toys, is independent of what other children are doing.
Parallel play involves children engaged in the same activity side by side but with very little interaction or
mutual influence. Associative play is much like parallel play but with increased levels of interaction in the
form of sharing, turn-taking, and general interest in what others are doing. Cooperative play occurs when
children join to achieve a common goal, such as building a large castle with each child building a part of the
structure.54
• Providing age-appropriate toys and play activities can support the development of play and peer interaction
skills.
• Children who are disliked by their peers tend to be highly aggressive lack prosocial and conflict resolution
skills. Neglected and controversial children display less distinct behavioral styles and often change status
over short periods of time.
(Slavin, 2022, p. 54-58)
PHYSICAL DEVELOPMENT
Developmental Milestones met:
• The 5-year-old boy, I observed was able to climb on his own when he was trying to go down the slide.
• When the boy was eating, I observed that he can use his fork and spoon on his own without anyone helping him.
• He was able to kick the ball on his own when playing outside
Developmental Milestones not met:
• He was not able to button up his sweater when he was putting it on to go outside
• There were times where the boy bladder almost exploded because he needed to go to the potty,
PHYSICAL DEVELOPMENT
R E C O M M E N D AT I O N S
Gross (large) motor skills: 4-5 years
• Can catch ball with both hands
• Jumps forward using a forward arm action
• Climb large play equipment
Fine (small) Motor skills: 4-5 years
• Builds straight block towers
• Dresses self except tying shoes
• Prints name
• Forms crude shapes with clay
(According to the Child Development Institute)
EMOTIONAL DEVELOPMENT
T Y P I C A L B E H AV I O R
• Follow rules or takes turns when playing games with other children
• Sings, Dances or acts for you
• Does simple chores at home, like matching socks, or cleaning the table after eating.
(According to the Center for Disease Control and Prevention)
• Initiative vs. guilt shows interest in initiating activities and participating in tasks for the sake of working and being involved.
(According to the Pepsi website)
• Peer relationships
• Prosocial behavior includes caring, sharing, comforting and cooperating
• They can participate in conversations and ask questions to gain information
(Slavin, 2022, p.54-55)
EMOTIONAL DEVELOPMENT
TYPICAL LEVEL
• The growth of independent action, cooperation with groups, and performing in socially acceptable ways with a
concern for fair play.
• Relationships with brothers and sisters affect relationships with peers, and routines from home either are reinforced
or must be overcome in school.
• Children usually view friends as momentary play-mates. Children of this age might come home from school
exclaiming, “I made a new friend today! Jamie shared her doll with me,” or “Bill’s not my friend anymore ’because
he wouldn’t play blocks with me.”
• Friends are companions with whom to have fun and do things. They also serve as important emotional resources by
providing children with a sense of security in new situations and when family or other problems arise.
• Children who are not well accepted or are rejected by their peers in elementary school are at high risk These
children are more likely to drop out of school, to engage in delinquent behavior, and to have emotional and
psychological problems in adolescence and adulthood than are their peers who are more accepted.
( Slavin, 2022, p. 57)
EMOTIONAL DEVELOPMENT
Developmental Milestones met:
• The 5-year-old boy, I observed kept on raising his hand when the teacher was talking about the book they were
reading.
• He was also working well with others when it came to doing the activity, he was interacting well with everyone
in his table group to finish the activity.
• The 5-year-old boy I observed, was sharing with his classmates in his group the glue and the markers that was
being used to get the activity done.
Developmental Milestones not met:
• He did not show any sense of failure when it came to cooperating with others on the activity and had no problem
sharing with his classmates in his group.
• He had no problem raising his hand and asking questions
EMOTIONAL DEVELOPMENT
R E C O M M E N D AT I O N S
• They tend to be more collaborative in their play than preschoolers, which can lead to competition and
conflict.
• They are curious about friends’ lives, ask questions, and share stories with each other
• Kids develop more stable friendships and social conflict among friends becomes inevitable.
• Kids are more likely to have conflict with close friends than with acquaintances because they spend more
time with friends and must negotiate different opinions, temperaments and styles of play.
(According to the PBS website)
COGNITIVE/INTELLECTUAL
T Y P I C A L B E H AV I O R
• Developmental Milestones:
• Counts to 10
• Names some numbers between 1-5 when you point to them
• Use words about time, like “Yesterday,” “tomorrow,“ “morning,” or “night”
• Pays attention for 5-10 minutes during activities minutes during activities. Fore example, during story time or making arts
and craft.
• Writes some letters in his name
• Name some letters when you point to them.
(According to the Center for Disease Control and Prevention)
TYPICAL
COGNITIVE/INTELLECTUAL
LEVEL
• Piaget • Vygotsky
• Preoperational Stage: 2-7 years of age Stage 3: Initiative vs guilt (3 to 6 years)
• During the preoperational stage, children have greater ability to
Social learning is the main cause of cognitive learning.
think about things and can use symbols to mentally represent
objects (Slavin, 2022, pg. 26) “providing a child with a great deal of support during the
• the symbols that cultures create to help people think, early stages of learning and then diminishing that support
communicate, and solve problems. Examples include a culture’s and having the child take on increasing responsibility as
language, its writing system, and its counting system. Focusing soon as she or he is able.” (Slavin, 2022, pg.34)
only on Western sign systems, he argued, greatly underestimates
cognitive development in diverse cultures (Slavin, 2022, pg. 33). “the use of cooperative learning strategies in which
children work together to help one another learn (Slavin,
Bronfenbrenner 2022, pg.34)
Mesosystem/Microsystem
. “This mesosystem also binds children to parents, students to
teachers, and friends to friends.” (Slavin, 2022, pg.35)
COGNITIVE/INTELLECTUAL
DEVELOPMENT
Developmental Milestones met:
• The child I observed was able to write the letters and read the letters that he was writing on the paper. He knew the name
of each letter.
• The 5-year-old boy, I observed that the boy learned how to count to 10, when the teacher was pointing each number that
was written on the board.
• Symbols play a big part in the way that they think, communicate and solving problems. He was able to communicate to the
teacher when he had a problem with the numbers or letters.
Developmental Milestones not met:
• The child did not show any type of failure when it came to learning new things like letters and counting numbers in the
classroom.
COGNITIVE DEVELOPMENT
R E C O M M E N D AT I O N S
• More able to use words to express thoughts and feelings and to share experiences.
• Starting to see the difference between things they see and what they really are (a stuffed dog is not a dog).
• Ask a lot of why, how, when questions.
• Learn by imitation, observation and by exploring, creating and doing things.
• Beginning to understand before/after; up/down; over/under; today, yesterday and tomorrow.
(According to the ACT Raising Safe Kids Program)
PSYCHOSOCIAL/SOCIAL TYPICAL
B E H AV I O R
• Can read and interpret emotion of others; can tell when someone is angry or upset.
• Use different ways to control their emotions: close their eyes and ears; remove themselves from the
situation; sometimes can resist temptation to respond to whatever is disturbing them.
(According to the ACT Raising Safe Kids Program Fact Sheets and Handouts)
• Send child to a good preschool or play group. If not possible, encourage group play, but don't be surprised by
disagreements or child's behavior toward different playmates.
• Tends toward gentler play rather than aggression.
(According to the University of Washington Child Development)
PSYCHOSOCIAL TYPICAL LEVEL
• According to Erickson
• Stage 3 Initiative vs. Guilt (3-6 years)
• “Children continuously maturing motor and language skills permit them to be increasingly aggressive and
vigorous in the exploration of both their social and physical environment.
• “Three-year-old have a growing sense of initiative, which can be encouraged by parents and other family
members or caregivers who permit children to run, jump, play, slide, and throw. “Being firmly convinced
that he is a person on his own, the child must now find out what kind of person he may become” (Slavin,
2022, p.115).
PSYCHOSOCIAL/SOCIAL
DEVELOPMENT
Developmental Milestones Met:
• The boy was able to able to have fun and enjoy playing with other children.
• The boy I observed was able to tell when on of the children was angry and understand why they were angry.
Like one of the other children was mad and the boy was able to tell by his emotions shown on his face.
• The boy I observed was able to make create friendships with others and now he has a new friends to play
with.
Developmental Milestones not met:
• The 5-year-old boy was having trouble removing himself from situations
PSYCHOSOCIAL DEVELOPMENT
R E C O M M E N D AT I O N S
• The child is generally friendly and helpful
• The child enjoys interacting with others
• Enjoys playing house and assuming and playing adult roles
• Child begins to value and show a sense of modesty
• The child depends on parents, siblings, extended family, and teachers
(According to the PEPSI Website)
MORAL/CHARACTER/
PHILOSOPHICAL TYPICAL
B E H AV I O R
• Help the child be responsible and discover the consequences of his/her behavior. Be aware of your feelings
and try to understand his/her perspective.
• Young children are more rigid in their views of right and wrong than older children and adults tend to be.
• Heteronomous morality has also been called the stage of “moral realism” or “morality "of constraint.”
Heteronomous means being subject to rules imposed by others. Young children are consistently faced with
parents and other adults telling them what to do and what not to do. Violations of rules are believed to bring
automatic punishment; people who are bad will eventually be punished.” (Slavin, 2022, pg. 50)
MORAL/CHARACTER/
PHILOSOPHICAL DEVELOPMENT
• Developmental Milestones met:
• The 5-year-old boy, I observed was able to understand the teacher when she is talking, she is the
one in charge.
• The boy was treating the other children around him with respect and behaving well with them.
• He was also sharing items with others when they were outside, the child wanted use the bike he
was using, and he shared with him.
Developmental Milestones not met:
• He was having a bit trouble on how to follow the rules
TYPICAL LEVEL FOR
MORAL/CHARACTER/PHILOSOPHICAL
Kohlberg
• Stage 2: Conventional Level
• “children’s own needs and desires become important, yet they are aware of the interests of other people. In a concrete
sense they weigh the interests of all parties when making moral judgments, but they are still “looking out for number one.”
• “Other people make the rules and sometimes one must sacrifice one’s own needs to the needs of the group. The
expectations of society, family, or group are seen as valuable, regardless of one’s needs.” (Slavin, 2022, pg. 51)
• “This is the stage at which children have an unquestioning belief that one should “do unto others as you would have them
do unto you.” Because of the decrease in egocentrism that accompanies concrete operations, children are cognitively
capable of putting themselves in someone else’s shoes. They can consider the feelings of others when making moral
decisions. “(Slavin, 2022, pg.51)
MORAL/CHARACTER/
PHILOSOPHICAL
R E C O M M E N D AT I O N S
• Behaviors such as lying, cheating and taking things may increase; often related to the child's desire to be
seen as good coupled with a slower growth in self control over desire
• The child enjoys learning to see the distinctions between really and fooling or pretending.
• Child is just beginning to see "others" as having different needs and ideas.
• Child likes to boss others as a part of own blossoming desire to be good.
• Child tends to exaggerate
(According to the Pepsi Website)
REFERENCES
• ACT Raising Safe Kids Program. (2021). Factsheets and Handouts.
[Link]
• Center for Disease Control and Prevention. (2017). Child development.
[Link]
• Ellsworth, J. (1998). Online lesson: PEPSI as a screening tool.
[Link]
• Medline (2021). Adolescent Development. [Link]
• Morin, Amy. (2021). Child Development: Milestones and Parenting Tips.
[Link]
• Slavin, R.E. (2021). Educational Psychology: Theory and Practice, (13th ed.) Pearson.
• University of Washington. (1993). Child development: Using the child development guide.
[Link]
