CASE STUDY OF A

CHILD AGE 10
Nicole West
EDU 220
 Abstract
Physical Development Cognitive/Intellectual Development
• Changing bodies, puberty • Makes logical points
• Coordination • Lively curiosity
• Motor skills • Better comprehension skills
• Body control • Many different interests

Emotional Development Psychosocial/Social Development

• Emotional stability • Close with parents
• Privacy • Popularity
• Independence • ‘Romantic’ relationships
• Relationships • Knows right from wrong
Moral/Character/Philosophical
• Strong moral code
• Right vs. wrong
• Developed conscience
• Aware of fairness
 Typical Physical Behaviors at Age 10
◦ Better handwriting and artwork.
◦ (Child Development Institute, 2015).

◦ Physical skills are well developed.

◦ (Child Development Institute, 2015).

◦ More active and rough boys.

◦ (University of Washington, 1993).

◦ Motor skills are well developed.

◦ (University of Washington, 1993).

◦ Rapid weight increase for girls.

◦ (University of Washington, 1993).
 Typical Physical Developmental Level According to
Snowman (Age 10)
◦ “Both boys and girls become leaner and stronger.”
◦ (Snowman, J. & McCown, R., 2015, pg. 88).

◦ “Gender differences in motor skill performance are apparent.”

◦ (Snowman, J. & McCown, R., 2015, pg. 88).

◦ “Obesity can become a problem for some children of this age group.”
◦ (Snowman, J. & McCown, R., 2015, pg. 88).

◦ “Boys are slightly better at sports-related motor skills; girls are better at flexibility, balance, rhythmic motor skills.”
◦ (Snowman, J. & McCown, R., 2015, pg. 88).
 Physical Development Observation of a Child Age
10
◦ Developmental Milestones Met:
◦ The ten-year-old that I observed has legible penmanship and creates beautiful paintings.
◦ He has grown roughly two and a half inches in the last 8 months.
◦ He has a monthly subscription box that tasks him with creating gadgets and such with the tools provided. These are his favorite to
complete.

◦ Developmental Milestones Not Met:

◦ The child has a difficult time staying focused and with sitting still. He is very fidgety.
◦ He prefers to be alone and does not enjoy group sports. Thus, skateboarding is what he chooses for exercise.
◦ Slightly lacking body control. He is constantly tripping over his own feet.
 Physical Development Recommendations
◦ Exercising at least three times a week (aerobic, strength, and muscle building activities).
◦ (Child Development Institute, 2015).

◦ Provide child with good nutrition.

◦ (University of Washington, 1993)

◦ Put in a basketball hoop and/or provide roller blades.

◦ (University of Washington, 1993)

◦ Include child in team sports/games.

◦ (University of Washington, 1993)

◦ “Do not compare boys and girls or force them to interact.”

◦ (University of Washington, 1993)
 Typical Emotional Behaviors at Age 10
◦ May have sudden bursts of anger. Less likely to cry.
◦ (Child Development Institute, 2015).

◦ Growing more independent.

◦ (Child Development Institute, 2015).

◦ Possibility of body image issues.

◦ (Child Development Institute, 2015).

◦ Values Privacy.
◦ (University of Washington, 1993).

◦ Focused on school and peer relationships.

◦ (University of Washington, 1993).
 Typical Emotional Developmental Level According
to Snowman (Age 10)
◦ “During this period, children develop a more global, integrated, and complex self-image.”
◦ (Snowman, J. & McCown, R., 2015, pg. 90).

◦ Self-description, self-esteem, self-concept, and self-image become very important to the child.
◦ (Snowman, J. & McCown, R., 2015, pg. 90-91).

◦ “A child’s self-image will remain fairly stable for a few years.”

◦ (Snowman, J. & McCown, R., 2015, pg. 91).

◦ “A child’s sense of self is influenced by the information and attitudes that are communicated by such significant others.”
◦ (Snowman, J. & McCown, R., 2015, pg. 91).
Emotional Development Observation of a Child Age
10
◦ Developmental Milestones Met:
◦ Child keeps his door locked and gets angry when his space is invaded.
◦ Is very focused on his hair, clothing, and the way he presents himself.
◦ I watched the child retype a text to his girlfriend about six times to ensure he was not saying something embarrassing.

◦ Developmental Milestones Not Met:

◦ I watched the child constantly throwing temper tantrums. He would start crying and stomping his feet on the floor whenever he
was told no about something.
 Emotional Development Recommendations
◦ Encourage healthy lifestyle choices.
◦ (Child Development Institute, 2015).

◦ “Recognize and accept angry feelings, tears of temporary duration, and outbursts.”
◦ (University of Washington, 1993).

◦ Provide child with reassurance as needed and personal space.

◦ (University of Washington, 1993).

◦ Ensure proper socialization of child.

◦ (University of Washington, 1993).
 Typical Cognitive/Intellectual Behaviors at Age 10
◦ Reading longer books and may even be writing stories.
◦ (Child Development Institute, 2015).

◦ Can now present logical arguments and hold longer conversations.

◦ (Child Development Institute, 2015).

◦ May begin to show talents and different interest.

◦ (University of Washington, 1993).

◦ May like to collect things.

◦ (University of Washington, 1993).

◦ Has a lively curiosity.

◦ (University of Washington, 1993).
 Typical Cognitive/Intellectual Level According to
Piaget & Vygotsky (Age 10)
Piaget Vygotsky

Concrete Operational Stage • “…saw social interaction as the primary cause of cognitive
(Elementary to early middle school) development.”
(Snowman, J., & McCown, R., 2015, p. 52)
• “…gradually become less influenced by perceptual
centration, irreversibility, and egocentrism.” • Spontaneous Concepts.
(Snowman, J., & McCown, R., 2015, p. 42)
(Snowman, J., & McCown, R., 2015, p. 53)
• “Operational thinking is limited to objects that are
actually present or that children have experienced
• “…kind of knowledge is unsystematic, unconscious, and
concretely and directly.” directed at the child’s everyday concrete experiences.”
(Snowman, J., & McCown, R., 2015, p. 42) (Snowman, J., & McCown, R., 2015, p. 53)

• “…often more capable of learning advanced

concepts than most people realize”
(Snowman, J., & McCown, R., 2015, p. 43)
 Cognitive/Intellectual Development Observation of
a Child Age 10
◦ Developmental Milestones Met:
◦ He showed me his current reading books and he is reading at a 6 th grade level.
◦ Has really shown an interest in cooking. He has his own cookbook full of recipes that he has printed and enjoys making with his
older sister.
◦ He has started collecting seashells.

◦ Developmental Milestones Not Met:

◦ Child still struggles with basic math. I watched him while working out problems with his math tutor and he functions at a 4 th grade
math level.
 Cognitive/Intellectual Development
Recommendations
◦ Discuss the possibility of drug abuse.
◦ (University of Washington, 1993).

◦ Ensure child has access to books that are of interest to them.

◦ (University of Washington, 1993).

◦ Inquire about lessons in music, art, or other things that interest them.
◦ (University of Washington, 1993).

◦ Help child with different hobbies that interest them.

◦ (University of Washington, 1993).

◦ Without overwhelming the child, provide reading, writing, and reference materials.
◦ (University of Washington, 1993).
 Typical Psychosocial/Social Behaviors at Age 10
◦ Child might feel closer to their mother at this age.
◦ (Child Development Institute, 2015).

◦ Has a strict ethical code and sense of justice.

◦ (Child Development Institute, 2015).

◦ The opposite sex has become more interesting. Also, might have platonic same sex crushes.
◦ (Child Development Institute, 2015).

◦ Desire to be popular.
◦ (University of Washington, 1993).

◦ Enjoys group adventure and cooperative play.

◦ (University of Washington, 1993).
 Typical Psychosocial/Social Level According to
Erikson (Age 10)
◦ Industry Versus Inferiority
◦ 6-11 years old; Elementary to Middle School
◦ “He now learns to win recognition by producing things…He develops a sense of industry.”
◦ (Snowman, J., & McCown, R., 2015, p. 29)
◦ “…dominated by intellectual curiosity and performance.”
◦ (Snowman, J., & McCown, R., 2015, p. 29)
◦ “Children who feel inferior may never learn to enjoy intellectual work and take pride in doing at least one kind of thing really well.”
◦ (Snowman, J., & McCown, R., 2015, p. 29-30)
 Psychosocial/Social Development Observation of a
Child Age 10
◦ Developmental Milestones Met:
◦ Child expresses wanting to dress and act a certain way for popularity.
◦ Child views his parents as hero’s. He is starting to pull away slightly though, indicative of the next chapter of his life.
◦ Child discusses often his ‘girlfriend’. He states that they hold hands and hug a lot.

◦ Developmental Milestones Not Met:

◦ While the child seems to want friends and wants to be popular, he does not seem to have many friends. He has a ‘girlfriend’ but
that is the only person close to a friend that he has.
Psychosocial/Social Development Recommendations
◦ Provide ample support and encouragement.
◦ (Child Development Institute, 2015).

◦ Spend ample time with the child.

◦ (University of Washington, 1993).

◦ Be understanding and accepting of child’s need for being popular.

◦ (University of Washington, 1993).

◦ Establish reasonable boundaries.

◦ (University of Washington, 1993).

◦ Encourage friendships and help if the child has no friendships.

◦ (University of Washington, 1993).
 Typical Moral/Character/Philosophical Behaviors
at Age 10
◦ Strict moral code and a sense of justice.
◦ (University of Washington, 1993).

◦ Primarily concerned with wrong rather than right.

◦ (University of Washington, 1993).

◦ Is very aware of fairness.

◦ (University of Washington, 1993).

◦ Displays signs of competitiveness.

◦ (University of Washington, 1993).

◦ Gaining a conscience.
◦ (University of Washington, 1993).
 Typical Moral/Character/Philosophical Level
According to Kohlberg (Age 10)
◦ Conventional Morality
◦ Typical of children 9-12
◦ “Called conventional since most 9-to-12-year olds conform to the conventions of society because they are the rules of society.”
◦ (Snowman, J. & McCown, R., 2015, p. 61).
◦ Stage 3: ‘Good boy-nice girl orientation’
◦ “The right action is the one that would be carried out by someone who is likely to please or impress others.”
◦ (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.”
◦ (Snowman, J. & McCown, R., 2015, p. 61).
◦ “…essential to respect authority.”
◦ (Snowman, J. & McCown, R., 2015, p. 61).
 Moral/Character/Philosophical Development
Observation of a Child Age 10
◦ Developmental Milestones Met:
◦ The child has a sense of right and wrong. While he was doing his tutoring homework, I offered to assist him with the questions he
was struggling with, and he insisted that would be cheating and would not accept help.
◦ I played Monopoly with the child and he engaged in ‘trash talk’. He insisted that he was going to beat me.
◦ The child and his younger brother share a television in their room. After each episode, they switch who gets to pick the show.
When I asked him why that was he stated, “Because it is fair.”
 Moral/Character/Philosophical Development
Recommendations
◦ Encouraging open communication.
◦ (Child Development Institute, 2015).

◦ Consulting the child on family decisions.

◦ (Child Development Institute, 2015).

◦ Do not belittle a child for their sense of right and wrong. Accept the guidelines they set.
◦ (University of Washington, 1993).

◦ Acknowledge injustice.
◦ (University of Washington, 1993).

◦ Be fair with the child.

◦ (University of Washington, 1993).

◦ Express love and support for the child even when they do something wrong.
◦ (University of Washington, 1993).
 References
◦ Child Development Institute (2015). The ages and stages of child development.https://childdevelopmentinfo.com/ages-
stages/#.WR3Id_QrLrc

◦ Snowman, J. & McCown, R. (2015). Psychology applied to teaching, 14th ed. Stamford, CT: Cengage Learning.

◦ University of Washington. (1993). Child development: Using the child development guide.
http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm