Case Study of

Child Age 5
DAISY SARMIENTO
COLLEGE OF SOUTHERN NEVADA
PROFESSOR WYCKOFF
EDU 220 1001-1002
 Physical
Typical Characteristics
/ Level of Development
• Are able to dress and undress by
themselv es
• May show dislike towards certain
foods by v omiting or stomachaches
(Univ ersity of Washington, 1993)
• Considered highly activ e and have
control ov er their bodies
• Tend to be clumsy since muscles that
control fingers need more
dev eloping
(Snowman & McCowan, 2013 )
Observed Recommendations
• Adriana can put most items • Allow child to dress one's self
of clothing on but has trouble
with tying her shoes • Child should not be forced to consume
disliked foods/ offer v arieties
• Does not like fried beans and
most green v egetables, (Univ ersity of Washington, 1993)
enjoys eating fruit and dairy
Plays outside with friends after
• • Giv e them enough opportunities to
school (jump rope, tag, climb, jump, and run
dancing)
• Giv e them bigger utensils to use such as
Has trouble following lines
• larger brushes and crayons
while cutting with scissors
(Snowman & McCowan, 2013)
 Emotional
Typical Characteristics
/ Level of Development
• Hav e a good idea of what basic
emotion words mean (happy, mad,
sad, scared, etc.)
(PBS Parents, 2017)
• May hit or shov e classmates when
upset
• Jealousy is a common emotion at this
age
(Snowman & McCowan, 2013)
• May show fears of falling, dogs, or
the dark
(Univ ersity of Washington, 1993)
Observed
• Adriana can tell when her
friends are excited to see her
or upset
• Shows awareness when it
comes to ger own emotions
as well
• May pull sister's hair when
agitated
• Admits to occasionally
feeling jealous of her peers
• Adriana's biggest fears
include spiders and heights
Recommendations
• Picture books can help child see what
feeling look like
• Let them know that feeling emotions is
normal
(PBS Parents, 2017)
• Explain to child why we feel certain
emotions
• Explain how we should respond to our
feelings
(Snowman & McCowan, 2013)
• Don't consider their fear to be
unimportant
(Univ ersity of Washington, 1993)
 Cognitive/Intellectual
Typical Characteristics
/ Level of Development
• May stutter is he/she is nerv ous or
tired
• Can identify numbers, letters,
currency
(Univ ersity of Washington, 1993)
• According to Vygotsky, "Cognitiv e
dev elopment is strongly influenced
by those who are more intellectually
adv anced"
(Snowman & McCowan, 2013 p.34)
• Likely in Piaget's preoperational stage
of intellectual dev elopment (includes
perceptual centration, decentration,
and egocentrism)
(Snowman & McCowan, 2013)
Observed
• Does not stutter
• Adriana can print the names
of her family members and
count to 100
• Still has trouble with currency
• Struggles with understanding
how well she is performing in
school
• May show signs of
egocentrism
• Find it difficult seeing things
the way others do
Recommendations
• Do not bring emphasis to the matter,
most likely temporary
• Allow child to make change at the store,
giv e opportunities to print name and
other short words
(Univ ersity of Washington, 1993)
• "Show that the child's achiev ements are
admired and appreciated"
(Snowman & McCowan, 2013 p.52)
• Talk about different v iewpoints
• Discuss belief changes
(Snowman & McCowan, 2013)
 Psychsocial/Social
Typical Characteristics
/ Level of Development
• Will copy adults and seek their praise
• Enjoy conv ersing during mealtime
(Univ ersity of Washington, 1993)
• Types of play include pretend play,
exercise play, and rough-and-
tumble play
(Snowman & McCowan, 2013 p 51)
• Erickson's Initiativ e Versus Guilt stage
(Snowman & McCowan, 2013)
• Curious about their friends' liv es and
ask questions/ share stories
(PBS Parents, 2017)
Observed
• Looks up to her mother and
tries to be like her
• Talks about her day at the
dinner table
• Adriana lov es to jump around
with friends
• Play wrestles with her sister
Recommendations
• Giv e child the reassurance they need
• Listen and respond to what they say
(Univ ersity of Washington, 1993)
• "Research clearly shows that children of
all ages profit socially, emotionally, and
cognitevely from engaging in play"
(Snowman & McCowan, 2013 p 51)
• Encourage child to take initiativ e
• Giv e them freedom
• Do not make them feel guilty about
acting on their own
(Snowman & McCowan, 2013)
 Moral/Character
Typical Characteristics
/ Level of Development
• May lie or blame others out of desire
to do the right thing
• Want to do what he/she believ es is
right
(Univ ersity of Washington, 1993)
Kohlberg's "preconventional morality"
(ages up to 8)
"do not understand the conv entions or
rules of morality"
(Snowman & McCowan, 2013 p 41)
Observed
• Sometimes lies when she
does not want to upset her
mom
• Likes to follow rules
strictly and feels guilty
when she does not
• Avoids getting in trouble at
all costs
Recommendations
• Help child take responsibily but be
caring and gentle
• Do not punish them if they are unable to
behave properly all the time
(Univ ersity of Washington, 1993)
References

PBS Parents. (2017). Child development tracker Ages 2- 8. Retrieved

from http://www.pbs.org/parents/child-development/
Snowman, J. & McCown, R. (2013). ED PSYCH. Belmont, CA:
Wadsworth, Cengage Learning.
University of Washington. (1993). Child development: Using the child
development
guide. Retrieved fromhttp://depts.washington.edu/allcwe2/fosterpa
rents/training/chidev/cd06.htm (Links to an external site.)Links to an
external site. (Links to an external site.)Links to an external site.