CASE STUDY OF A CHILD

AGE 10
DANIELLE BLUM
EDU 220-1001
 TYPICAL BEHAVIORS FOR A 10 YEAR OLD

Sensitive about their own body changes

Girls may be anxious if they do not know what to expect as their
menstrual cycle approaches
Boys may become concerned if they are not prepared for nocturnal
emissions
Do not tend to rely on family as much as they do with their friends
Developing their own identity
Start behaving, dressing like their friends within their inner circle
Develop friendships that are more like cliques or gangs
(University of Washington, 1993)
 TYPICAL DEVELOPMENTAL LEVEL FOR A 10
YEAR OLD
ACCORDING TO SNOWMAN
• DEVELOP FRIENDSHIPS GENERALLY SAME SEX
• RELATIONSHIPS RESOLVE AROUND SIMILARITIES AND LIKE
• MASTERED SMALL AND LARGE MUSCLE GROUPS
• SELF IMAGE BECOMES MORE GENERALIZED AND STABLE
• REASONS LOGICALLY BUT CONCRETELY
(SNOWMAN, J. & MCCOWN, R., 2013, P 93-95)
10 YEAR OLD PHYSICAL DEVELOPMENT CHARACTERISTICS
(OBSERVATION)

• I OBSERVED A 10 YEAR OLD FEMALE

DOING SEVERAL GYMNASTICS MOVES,
SHE DID HANDSTANDS AND SEVERAL
ROUND OFFS. SHE DOES MEET THE
PHYSICAL DEVELOPMENT WITH GIRLS
HAVING MORE FLEXIBILITY, BALANCE
AND RHYTHMIC MOTOR SKILLS. SHE
SEEMED TO BE ONE OF THE SHORTER
STUDENTS AMONGST HER PEERS.
PHYSICAL DEVELOPMENT RECOMMENDATIONS

• IF YOUR CHILD'S PHYSICAL DEVELOPMENT APPEARS TO

BE OUTSIDE THE NORM, TALK TO YOUR PROVIDER.
(MEDLINEPLUS, 2019)
• ENCOURAGE CHILDREN TO EXPRESS THEMSELVES
OPENLY AND TALK ABOUT CONCERNS WITHOUT FEAR OF
PUNISHMENT.
(MEDLINEPLUS, 2019)
• SCHOOL-AGE CHILDREN SHOULD PARTICIPATE IN FAMILY
CHORES, SUCH AS SETTING THE TABLE AND CLEANING
SCHOOL-AGE CHILDREN ARE HIGHLY ACTIVE. THEY NEED
PHYSICAL ACTIVITY AND PEER APPROVAL AND WANT TO
TRY MORE DARING AND ADVENTUROUS BEHAVIORS.
(MEDLINEPLUS, 2019)
TYPICAL EMOTIONAL BEHAVIORS

• STARTING TO BECOME VERY INDEPENDENT,

DEPENDABLE, AND TRUSTWORTHY.
• MAY HAVE SOME BEHAVIOR PROBLEMS, ESPECIALLY IF
NOT ACCEPTED BY OTHERS.
• GIRLS MATURE FASTER THAN BOYS.
• TYPICALLY NOT ANGRY AT HIS AGE; ANGER, WHEN IT
COMES, IS VIOLENT AND IMMEDIATE; SELDOM CRIES
BUT MAY CRY WHEN ANGRY.
• BEGINS TO RECOGNIZE AND ACCEPT ANGRY FEELINGS,
SHORT CRIES, AND OUTBURSTS
• MAINLY CONCERNED ABOUT SCHOOL AND PEER
RELATIONSHIPS.
(UNIVERSITY OF WASHINGTON, 1993)
 TYPICAL DEVELOPMENTAL LEVEL ACCORDING
TO SNOWMAN

* BEHAVIORS ARE INFLUENCED BY INTELLECTUAL CURIOSITY AND

PERFORMANCE
* LEARNS WHEN THEY PRODUCE SOMETHING THEY WILL RECEIVE RECOGNITION
• SOLVES PROBLEMS BY CONCEPTS FROM CONCRETE EXPERIENCES
• BOYS ARE BETTER AT SPORTS-RELATED MOTOR SKILLS
• GIRLS ARE BETTER AT FLEXIBILITY, BALANCE OR RHYTHMIC MOTOR SKILLS
• SELF-IMAGE BECOMES MORE GENERALIZED AND STABLE, INSPIRED BY PEERS
(SNOWMAN, J. & MCCOWN, R., 2015, P 89)
1O YEAR OLD EMOTIONAL BEHAVIORS
(OBSERVATION)

THE 10-YEAR-OLD FEMALE THAT I

OBSERVED WAS VERY SOCIABLE
AMONGST HER PEERS. SHE HAD NO
PROBLEM STARTING UP AND IN
ENGAGING IN A CONVERSATION WITH A
GROUP OF PEERS. SHE EXPRESSED
PURE JOY AND EXCITEMENT IN HER
CONVERSATIONS. SHE EVEN LEFT THE
GROUP TO TALK TO ANOTHER PEER IN
PASSING.
EMOTIONAL DEVELOPMENT
RECOMMENDATIONS

• LET THE CHILD KNOW YOU ACCEPT HIM/HER, EVEN

THOUGH YOU DO NOT APPROVE OF SPECIFIC BEHAVIORS.
• PROVIDE MANY OPPORTUNITIES FOR EXERCISING
INDEPENDENCE AND DEPENDABILITY. PRAISE THESE
POSITIVE CHARACTERISTICS.
• PROVIDE FOR PERSONAL SPACE.
• PROVIDE REASSURANCE AS NEEDED.
• PROVIDE OPPORTUNITIES FOR APPROPRIATE
SOCIALIZATION.
(UNIVERSITY OF WASHINGTON, 1993)
TYPICAL COGNITIVE/INTELLECTUAL BEHAVIORS

Has definite interests and lively curiosity

Uses specific information and seeks facts
capable of prolonged interest in event and subjects
can do more abstract thinking and reasoning.
Individual differences such as height and weight
become more noticeable.
Likes reading, writing, and using books and
references.
Likes to collect things
(University of Washington, 1993)
 TYPICAL COGNITIVE/INTELLECTUAL
DEVELOPMENT LEVEL ACCORDING TO PIAGET
AND VYGOTSKY
• MASTERED AND CAN UNDERSTAND LOGICAL SCHEMES AND CAN SOLVE TASKS
• LOGICAL THINKERS
• CAN GRASP CONCEPTS THAT REFER TO REAL, TANGIBLE IDEAS THAT THE CHILD HAS
EXPERIENCED OR IMAGINE.
• RECOGNITION AND ROTE REPETITION ARE FORMS OF MEMORY PROCESSES THAT ARE
MASTERED AT THIS AGE
• CONCRETE OPERATIONAL
(SNOWMAN, J. & MCCOWN, R., 2015, P 42)
(SNOWMAN, J. & MCCOWN, R., 2015, P 60)
 1O YEAR OLD COGNITIVE/INTELLECTUAL
ACCORDING TO PIAGET AND VYGOTSKY
(OBSERVATION)
PIAGET VYGOTSKY
• SCIENTIFIC CONCEPTS ARE THE
• CONCRETE OPERATIONAL STAGE PSYCHOLOGICAL TOOLS THAT ALLOW US
TO MANIPULATE OUR ENVIRONMENT
“CHILDREN IN THE PRIMARY AND EARLY CONSCIOUSLY AND SYSTEMATICALLY
ELEMENTARY GRADES TEND TO REACT TO (SNOWMAN, J. & MCCOWN, R., 2015, P 53)
EACH SITUATION IN TERMS OF CONCRETE
EXPERIENCES.” (SNOWMAN, J. & MCCOWN, R., * HE STRONGLY BELIEVED STRONGLY THAT
2015, P 43) COMMUNITY PLAYED A LARGE PART IN THE
PROCESS OF "MAKING MEANING.".
* CHILD IS CAPABLE OF MENTALLY REVERSING
ACTIONS BUT GENERALIZES ONLY FORM
CONCRETE EXPERIENCES.
 1O YEAR OLD COGNITIVE/INTELLECTUAL
CHARACTERISTICS

• I FEEL THAT MY 10-YEAR-OLD MEETS THE CHARACTERISTICS. SHE IS FULLY CAPABLE

OF SOCIALLY INTERACTING WITH OTHER PEERS AND ADULTS. SHE WAS ABLE TO
WORK SUCCESSFULLY AS PART OF A GROUP ON A CLASSROOM ASSIGNMENT. SHE
GAVE INPUT AND SUGGESTIONS. SHE EVEN ASKED HER TEACHER FOR ASSISTANCE.
HER THINKING PROCESS SEEMED TO SHOW EVIDENCE OF LOGIC AND ORGANIZED
THOUGHT PROCESS. MY 10-YEAR-OLD ALSO SHOWED THAT SHE HAD SELECTIVE
FRIENDSHIPS, SHE WOULD TEND TO HANG OUT WITH THE SAME GROUP OF PEERS.
 COGNITIVE/INTELLECTUAL DEVELOPMENTS
RECOMMENDATIONS

• SPEND MORE TO WITH YOUR CHILD OR CHILDREN

• ENCOURAGE FRIENDSHIPS
• ACCEPT NATURAL SEPARATION OF THE OPPOSITE SEX
• ACCEPT WHEN CHILD FEELS THEY NEEDED TO BE ACCEPTED BY PEERS
• SET REASONABLE BOUNDARIES AND REINFORCE
• ACCEPT YOUR CHILD CHOICE FOR SELECTED FRIENDSHIPS
• ACCEPT YOUR CHILD NEED TO BE PART OF, NEEDING OR BEING IN A GROUP
(UNIVERSITY OF WASHINGTON, 1993)
 PSYCHOSOCIAL/SOCIAL DEVELOPMENTS

• DEVELOPS A SENSE OF INDUSTRY

• STUDENTS’ SENSE OF INDUSTRY BY UNHEALTHY COMPETITION FOR
GRADES
• DEVELOPS SELF CONFIDENCE
• PSYCHOSOCIAL GROWTH
• CHILD LEARNS THAT SPECIFIC TASKS ARE VALUED OTHERS
• DEVELOPS A SENSE OF PRIDE IN THEIR ACHIEVEMENTS
(UNIVERSITY OF WASHINGTON, 1993)
PSYCHOSOCIAL/SOCIAL DEVELOPMENTS
ACCORDING TO ERIKSON
INDSUTRY VERSUS INFERIOTY
• ADOLESCENTS ARE EXPECTED TO
TERMS WITH SUCH QUESTIONS AS.
“WHO AM I?” AND “WHERE AM I
GOING?” (SNOWMAN, J. AND
MCCOWN, R., 2015, PG 28)
• A CHILD ENTERING SCHOOL IS AT A
POINT IN DEVELOPMENT WHEN
BEHAVIOR IS DOMINATED BY
INTELLECTUAL CURIOSITY AND
PERFORMANCE. (SNOWMAN, J. AND
MCCOWN, R., 2015 , PG 29)
 10 YEAR OLD PYSCHOLOSOCIAL/SOCIAL
CHARACTERSTICS

THE CHARACTERISTICS SEEM TO FIT MY 10 YEAR OLD GIRL. SHE SHOWED

A SENSE OF PRIDE WHEN SHE A GAVE SUGGESTION AMONGST HER PEER
IN THE GROUP ASSIGNMENT. SHE ALSO SHOWED THIS TRAIT WHEN SHE
SHOWED HER WORK TO HER TEACHER. SHE WAS CONFIDENT IN BEING
ABLE TO COMPLETE THE TASK GIVEN BEFORE HER. SHE IS MODELING THAT
SHE HAS CONFIDENCE AND IS COMPETENT IN HER OWN ABILITIES.
 PSYCHOSOCIAL/SOCIAL DEVELOPMENTS
RECOMMENDATIONS

• LET THE CHILD KNOW THAT YOU ACCEPT THEM, EVEN WHEN YOU DO NOT
NECESSARILY APPROVE OF THEM
• PROVIDE OPPORTUNITIES SO THE CHILD CAN PRACTICE/MODEL INDEPENDENCE
• PRAISE THE CHILD WHEN THEY ACCOMPLISH SUCH TASKS
• PROVIDE PERSONAL SPACE
• PROVIDE REASSURANCE WHEN NECESSARY
• RECOGNIZE FEELINGS AND ACKNOWLEDGE THEM
(UNIVERSITY OF WASHINGTON, 1993)
 TYPICAL MORAL/CHARACTER DEVELOPMENTS

• MAY HAVE SOME BEHAVIOR PROBLEMS

• BECOMING INDEPENDENT
• BECOMING TRUSTWORTHY
• BECOMING DEPENDABLE
• LIKES PRIVACY
• CONCERNED WITH STYLE
• GIRLS MATURE FASTER THAN BOYS
• NOT AN ANGRY STAGE
(UNIVERSITY OF WASHINGTON, 1993)
 TYPICAL MORAL/CHARACTER DEVELOPMENTS
ACCORDING
LEVEL 2: TO KOHLBERG
CONVENTIONAL
MORALITY
• STAGE 3: GOOD BOY-NICE GIRL ORIENTATION
“THE RIGHT ACTION IS ONE THAT WOULD BE
CARRIED OUT BY SOMEONE = WHOSE BEHAVIOR IS
LIKELY TO PLEASE OR IMPRESS OTHER.” (SNOWMAN,
J. & MCCOWN, R., 2015, P. 61)
• STAGE 4: LAW-AND-ORDER ORIENTATION
“TO MAINTAIN THE SOCIAL ORDER, FIXED RULES
MUST BE ESTABLISHED AND OBEYED. IT IS
ESSENTIAL TO RESPECT AUTHORITY. (SNOWMAN, J. &
MCCOWN, R., 2015, P. 61)
 10 YEAR OLD MORAL CHARACTERISTICS

• MY 10 YEAR OLD WHO I OBSERVED SHOWED THAT SHE

WAS CONCERNED WITH STYLE. I OBSERVED HER
TALKING TO ANOTHER GROUP OF GIRLS ABOUT
CLOTHES THAT THEY WERE INTO; CHECKERED VANS
AND CROP TOPS. SHE ALSO LIKES HER OWN SPACE AND
PRIVACY. I OBSERVED THIS TOWARDS THE MIDDLE OF
THE DAY, SHE SAT AT HER DESK AND WORKED ON
SOMETHING INDEPENDENTLY. SHE WAS WRITING IN A
SCHOOL JOURNAL, AS OTHERS CHOSE TO SOCIALIZE OR
WORK ON THINGS INDEPENDENTLY AS WELL. WHEN I
ASKED HER WHY SHE CHOSE TO WRITE IN HER JOURNAL
DURING THAT TIME, SHE REPLIED THAT IT HER TEACHER
ASKED THAT THEY WRITE DOWN THEIR THOUGHTS AND
WHAT THEY GOT OUT OF THEIR DAY DAILY. THIS IS ALSO
SHOW THAT SHE IS RESPONSIBLE FOR COMPLETING
TASKS.
 MORAL/CHARACTER DEVELOPMENTS
RECOMMENDATIONS

• LET THE CHILD KNOW HAT YOU ACCEPT THEM, EVEN IF YOU DON’T AGREE WITH THEIR CHOICES
• PROVIDE MANY OPPORTUNITIES TO PRACTICE INDEPENDENCE
• PROVIDE MANY OPPORTUNITIES TO PROACTIVE DEPENDABILITY
• PRAISE BOTH OF THE POSITIVE CHARACTERISTICS OF INDEPENDENCE AND DEPENDABILITY
• ALLOW CHILD TO CHOOSE THEIR OWN WARDROBE
• OFFER SPACE
• RECOGNIZE AND ACKNOWLEDGE FEELINGS
• PROVIDE REASSURANCE WHEN NECESSARY
(UNIVERSITY OF WASHINGTON, 1993)
 RESOURCES

SCHOOL-AGE CHILDREN DEVELOPMENT: MEDLINEPLUS MEDICAL

ENCYCLOPEDIA. (N.D.). RETRIEVED FROM
HTTPS://MEDLINEPLUS.GOV/ENCY/ARTICLE/002017.HTM
(N.D.). RETRIEVED FROM HTTP://
DEPTS.WASHINGTON.EDU/ALLCWE2/FOSTERPARENTS/TRAINING/CHIDEV/CD
06.HTM
SNOWMAN, J., & MCCOWN, R. R. (2015). PSYCHOLOGY APPLIED TO
TEACHING. AUSTRALIA: CENGAGE LEARNING