Running Header: PEPSI SCREENING

PEPSI Screening
Winter Henrie
Edu. 220-1002
College of Southern Nevada

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PEPSI Screening

Madison Marie Fesel is an eight-year-old girl. She was born in Germany to an American
mother and a German father. Her mother is Autumn Fesel, and her fathers name is Marc Fesel.
Her and her parents moved to Las Vegas when she was about six months old. Her mother was
born and raised in Las Vegas, so they came back to be with her family. She was an only child up
until two years ago when they had another girl named Amelia. Madison speaks both English and
German. As a family they speak mostly German in their house, but she grew up knowing how to
speak both languages.
Madison has a large extended family. On her mothers side alone, she has three uncles and
four aunts. She currently has eight cousins, with another one on the way. Madison enjoys
spending time with her family, and building relationships with her cousins. Family is a very
important part of her life, and her parents and sister go back to Germany once a year to visit her
fathers side of the family. She also spends regular time with her grandparents that live in Las
Vegas. She regularly stays with her grandparents on weekends.
At eight years old, Madison is currently in the second grade. Because of her birthday, in
November, she missed the cut off and is about a year older than the rest of the students in her
class. Her mother works at a collections agency and her father works for the Venetian. Back in
Germany he was a licensed carpenter, and he works as an engineer in the States. They are a
middle class family, and they live in Henderson near Green Valley. Madison lives in a
predominately white neighborhood and attends a school that is comprised of mostly middle to
upper middle class families.

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Physical Development
Madisons physical development is right in line with what you would expect from an
eight year old. Madison has developed decent hand eye coordination, and has very little trouble
manipulating small objects. Madison can easily use any writing tool and she can perform many
daily tasks on her own. Such as, brushing her hair, brushing her teeth, tying her own shoes,
getting dressed, and eating. Holds pencil, toothbrush, and tools less tensely (Developmental
2015). According to the normal developmental areas outlined by the Wisconsin Child Welfare
website, Madisons physical development is maturing at a normal rate.
Has frequent accidents due to misjudging abilities (e.g., broken arm) (Developmental
2015). Madison has recently broken her foot while playing in a bouncy house. Madison was at a
birthday party for a family member and she was jumping with her cousins in a blowup bouncy
house. She landed on her foot incorrectly and needed to wear a cast for several weeks. Madison
claims that she was jumping too high and trying to jump too far which resulted in her landing
awkwardly. For an eight year old, it is perfectly normal for her to misjudge her abilities, and as a
result broke her foot.
Another skill that Madison should have developed by now is, rhythmical and somewhat
graceful movement. (Developmental 2015). Though Madison is not a skilled dancer, she does
display an ability to balance and walk around objects without tripping and falling. She has
control of her body and has developed some small muscle definition, common for her age. For an
eight-year-old girl Madison is developing on track with where she should be. She can coordinate
her movements and enjoys a very active and healthy life style.

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Emotional Development
By the time children enter elementary school, they have developed skills for more
complex thought, action, and social influence (Slavin 2015). In Madisons earlier years, she was
basically egocentric(Slavin 2015. She would experience anxiety and throw fits when things did
not go her way. As she has developed, she has become much more well rounded and her fits
are less severe and much less often. Although, Madison does still experience some anxiety when
things do not go according to her vision or plan.
Madisons attention span is what you might expect from an eight year old. She can focus
on what needs to be done, but will eventually bore of a task that is uninteresting. As children
power of concentration grow, they can spend more time on chosen tasks (Slavin 2015). Madison
can focus on reading for long periods of time, because it is what she enjoys. However, she is not
as interested in math, so she will only focus as long as she needs to, but wants to move on as
soon as possible.
Children in the elementary grades also are now moving from egocentric thought to
decentered or objective thought (Slavin 2015). This means that children are learning to
understand that other people can have a different perception than themselves. Madison is in the
stage of her life where she is learning that others can think differently from her, and that it is ok.
She no longer feels that she is the center if the universe, and can now comprehend that every
person has individual needs that are all equally important.

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Philosophical Development
If you are around children much, you may have noticed they are rigid about
rules (Slavin 2015). Madison is a very typical child, when it comes to following the rules. She
understands the importance of rules, and following them. Madison knows the benefits of
following rules, and she is aware of the implications that could follow if she chose to ignore the
rules.
Madison also understands the importance of being nice. Good Boy-Good Girl,
orientation. Good behavior is whatever pleases or helps others and is approved of by them. One
earns approval by being nice (Slavin 2015). Madison knows that being nice to others is a
choice. She also understands that is not good enough just to be nice to avoid punishment.
Madison is consistently checking on those around her to make sure they are enjoying themselves,
or making sure they have everything they need.
Madison understands that it is important to care for others, without expecting anything in
return. Prosocial behaviors are voluntary actions toward others such as caring, sharing,
comforting, and cooperating (Slavin 2015). Madison is a very well rounded child. She always
shares things with her younger sister, without needing to be asked.

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Social Development

In the lower elementary grades, peer groups usually consist of same-sex children who
are around the same age (Slavin 2015). Madison is in this stage of her life. She has a couple of
friends that she is close with. They are both girls, and they are both in her classroom. Madison
does not really talk about boys, she has never implied that she has a crush on one, and she does
not get uncomfortable when boys are around her. I believe in this way she is more emotionally
mature than some girls that are her age.
Prosocial behaviors are voluntary actions toward others such as caring, sharing,
comforting, and cooperating (Slavin 2015). Prior to having a sister, Madison exhibited typical
only child behaviors. She was not very willing to share, she felt that her needs were the most
important, and she did not see how her actions affected the people around her. Since having a
sister, two years ago, her social skills have grown dramatically. Madison voluntarily cooperates
with others, shares all of her personal belongings, and is very compassionate towards others.
Madisons self worth is very developed for her age. She is very confidant in her abilities
as a student, and as a person. Personal and social development for elementary school children
also includes the important ideas of self-concept and self-esteem (Slavin 2015). I believe this
comes from living her first six years of life as an only child. She received plenty of attention
during those years, and was praised by everyone around her.

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Intellectual Development

During the elementary school years, childrens cognitive abilities undergo dramatic
changes (Slavin 2015). Madison is very advanced intellectually. She can read and write in both
English and German. She has exceptional reading comprehension skills. Madison is in the
second grade, and currently reads at a sixth grade level. Madison has continued to develop her
cognitive abilities, and she has always had very good verbal skills as well. Language and
literacy develop at a rapid rate for children in the elementary and secondary grades (Slavin
2015).
Madison has no problem with seriation, which is arranging things in a logical
progression (Slavin 2015). Madison does not have any trouble ordering things in a logical
formation, whether is by height or length. Because of her mastered skill in this area, she also has
mastered transitivity. The ability to infer a relationship between two objects (Slavin 2015).
Madisons language skills are very advanced for her age, while her mathematical skills normal
for her age.
Though Madison has certain advancements in her intellectual development she still has
trouble understanding abstract theories. They are very much noted in the world as it is and have
difficulty with abstract thought (Slavin 2015). Madison can still only solve practical problems,
and does not make sense of things that are rooted in abstract thought.

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PESPSI Chart Showing Madisons Initial Profile

Age Norm

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Recommendations For Parents

Physical: Madisons physical development is very normal for her age. Because she has
experienced a broken bone, I would recommend working with her on her spacial reasoning and
coordination. Playing a sport, like soccer, would enhance her foot eye coordination.
Emotional: Madison could use the most improvement in this area of development. For the most
part, Madison is emotionally stable. However, she does still experience some problems with
anxiety. I recommend talking through her fits, and hearing her out when she has any concerns.
Philosophical: Madison is above the normal range for her philosophical development. She
understands the importance of morality and making good decisions. She also understands the
importance of giving without expecting anything in return.
Social: Madison has developed normal social skills. I would recommend having her participate
in more team oriented activities to develop her abilities to work with others as a team.
Intellectual: Madison has above average language and reading skills. I would recommend
continuing to develop her current skills, and worth with her to develop her mathematical
comprehension.

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References

Developmental Stages of Infants and Children. (n.d.). Retrieved December 5, 2015, from
https://wcwpds.wisc.edu/childdevelopment/resources/CompleteDevelopmentDetails.pdf
Slavin, R. (2015). Motivating Students To Learn. In Educational Psychology: Theory And
Practice (11th ed.). Upper Saddle River, New Jersey: Pearson.