Case Study of a Child Age

10
Fazila Tahiri
EDU 220-1004
 Abstract
Physical Development • Applies math to daily life
• Both boy and girls become stronger. • Increased memory and thinking
• Fine motor skills Psychosocial (Social) Development
• Developed sense of body image • Friendship become more selective
• Secondary sex characteristics • Self-conscience
Emotional Development • Intellectual curiosity
• Children develop a more global • Engage in group activities
• More independent Moral(Character or Philosophical) Development
• Wants to become more popular • Gravitate towards acceptable behaviors
• Can develop an awareness of disliking body. • Regarded rules as sacred pronouncement handed
down by older children or adults
Cognitive (Intellectual) Development
• Resents being teased
• Child can think logically
• Moral reasoning proceeds through a fixed
• Interested in factual situations sequence of stage
 Typical Physical Behavior at Age 10
• Has great interest in team games.
(University of Washington, 1993)
• Girls may have rapid weight increase.
(University of Washington, 1993)
• Develops harder bones and adult-like proportions.
(Child Development Institute, 2015)
• Girls are beginning to develop faster than boys.
(University of Washington, 1993)
• Boys are more active and rough
(University of Washington, 1993)
• “As children struggle with these essential tasks, parents must be able to provide praise and
encouragement, but they must also allow their kids sometimes to experience the natural consequences
for their behavior or provide logical consequences to help them learn from mistakes.”
(Child Development Institute, 2015)
 Typical Physical Developmental Level
According to Snowman (Age10)
• Nine and ten-years- old have more control over their eating habits.
• Children at age 10 become overweight.
• Both gender wear gender neutral clothing.
• “Obesity can become a problem for some children of this age group.”
(Snowman, J. and McCown, R., 2015, pg.88)
• “Although small in magnitude, gender differences in motor skills performance are
apparent.”
(Snowman, J. and McCown, R., 2015, pg.88)
 Physical Development Observation of a
Child Age 10
Developmental Milestone Met:
• The ten-year-old girl I observed can prepare simple meals.
• She can get ready and can go to school by herself.
• She is doing all her Home works by herself without having any problem. She has
straight A’s.
• She knows how to save money.
• She can take shower independently.
Developmental Milestone Not Met:
• She is not going to bed unless my mom telling her hundred times that is time to sleep.
• She does not know how to swim.
 Physical Development Recommendations
• Provide good nutrition.
(University of Washington, 1993)
• To fine tune manual skills, put in a basketball hoop and/or provide roller
blades.
(University of Washington, 1993)
• Provide books geared to interest.
(University of Washington, 1993)
• Provide lessons in music, art, and other interests.
(University of Washington, 1993)
 Typical Emotional Behavior at Age 10
• Bullying negatively affect the well-being of young people especially at age 10.
(Center for Disease Control and Prevention, 2017)
• IS Concerned with style.
(University of Washington, 1993)
• Peer acceptance becomes More important.
(Child Development Institute, 2015)
• “Main worry concerns 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. and McCown, R., 2015, pg. 90)
• Self- description in which children age 10 describe themselves to
others.
(Snowman, J. and McCown, R., 2015, pg. 90)
 Emotional Development Observation of a
Child Age 10
Developmental Milestone Met:
• She is usually in a positive mood.
• She always listens to my parents' advice.
• She has self-esteem.
• She cares about each one of us in the house.
Developmental Milestone Not Met:
• She cannot separate from family.
• She does not have more control over emotions.
 Emotional Development Recommendations
• “Allow child to select clothes and hair style, within a firm budget.”
(University of Washington, 1993)
• “Recognize and accept angry feelings, tears of temporary duration, and
outbursts.”
(University of Washington, 1993)
• Love your child and show care.
• Encourage your child to try new things..
 Typical Cognitive/Intellectual Behaviors at
Age 10
• Children at this age may like to read
• “May begin to show talent. Has many interests of short duration.”
(University of Washington, 1993)
• “Is alert, poised, and concerned with fads; argues logically.”
(University of Washington, 1993)
• Individual differences become more marked.
• Children start to use more complex sentences while communicating.
(Center for Disease Control and prevention, 2017)
 Typical Cognitive/Intellectual Level
According to Piaget and Vygotsky (Age 10)
Piaget
• “In terms of Piaget’s stages, upper elementary grade children are concrete operational stage
thinkers.”
(Snowman, J. and McCown, R., 2015, pg. 92)
• “Capable of operations but solves problems by generalizing from concrete experiences. Not
able to manipulate conditions mentally unless they have been experienced.”
(Snowman, J. and McCown, R., 2015, pg. 40)
Vygotsky
• “Provide students clear and explicit verbal definitions as first step.”
(Snowman, J. and McCown, R., 2015, pg. 53)
• “Schooling should be directed to the learning of scientific concepts, which are the
psychological tools that allow us to manipulate our environment consciously and
systematically.”
(Snowman, J. and McCown, R., 2015, pg. 53)
 Cognitive/Intellectual Development
Observation of a Child Age 10
Developmental Milestone Met:
• She is always telling me she is the smartest in her class.
• She is really good at math.
• She is really good at remembering stuff.
• She can learn something really fast.
• She loves reading books.
 Cognitive/Intellectual Development
Recommendations
• Encourage/teach child to use logic in thinking and problem-solving. 
Is good time to discuss drug abuse.
(University of Washington, 1993)
• Provide books geared to interests.
(University of Washington, 1993)
• Give specific information and facts.
Adjust learning opportunities to child's interests and increased attention span. Do
not give all the answers; allow time to think, meditate, and discuss.
(University of Washington, 1993)
 Typical Psychosocial/Social Behaviors at
Age 10
• “Boys and girls differ in personalities, characteristics, and interests; are very group and club
oriented but always with same sex; sometimes silly within group.”
(University of Washington, 1993)
• At this age children most interested in friends and social activities.
• “He’s becoming more independent, but not as independent as he thinks, and your quiet support
and encouragement can go a long way to help him, especially when faced with major changes like
changing schools.”
(Child Development Institute, 2015)
• Resents being teased or criticized.
(Child Development Institute, 2015)
Typical Psychosocial/Social Developmental
Level According to Erikson (Age10)
Industry versus Inferiority
• “If a child’s efforts are unsuccessful or if they derided or treated as bothersome, feelings
of inferiority result.”
(Snowman, J. and McCown, R., 2015, pg. 29)
• “Children who feel inferior may believe that they will never excel never at anything.”
(Snowman, J. and McCown, R., 2015, pg. 29)
• “Learns to receive recognition by producing things.”
(Snowman, J. and McCown, R., 2015, pg. 29)
• “Develops a sense of industry if a child is praised for trying, encouraged to make and do
things well, helped to preserve, and allowed to finish tasks.”
(Snowman, J. and McCown, R., 2015, pg. 29)
 Psychosocial/Social Development
Observation of a Child Age 10
Developmental Milestone Met:
• She has a lot of friends.
• She likes to play with her friends.
• She likes to engage in group activities.
Developmental Milestone Not Met:
She cannot make new friends easily according to his teacher.
 Psychosocial/Social Development
Recommendations
• “Accept natural separation of boys and girls. Recognize and support
the need for acceptance from peer group.”
(University of Washington, 1993)
“Encourage friendships and help child who may have few or no
friends.”
(University of Washington, 1993)
“Accept child's need for, and choice of, friends and feeling of being
"in".”
(University of Washington, 1993)
 Typical Moral/Character/Philosophical
Behavior at Age 10
• “Parents need to impart a moral code that the child gradually internalizes.”
(Child Development Institute, 2015)
• “Becomes less self-centered.”
(Child Development Institute, 2015)
• “More concerned with what is wrong than what is right.”
(University of Washington, 1993)
• Is clearly acquiring a conscience; is aware of right and wrong; wants to do
right, but sometimes overreacts or rebels against a strict conscience.
(University of Washington, 1993)
 Typical Moral/Character/Philosophical
Level According to Kohlberg (Age10)
6 Stages of moral reasoning- Conventional Morality
“Conforms to the conventions of society because they are the rules of society.”
(Snowman, J. and McCown, R., 2015, pg. 61)
“Stage 3 of 6 stages of moral reasoning: The right action is one that would
be carried out by someone whose behavior is likely to please or impress
others.”
(Snowman, J. and McCown, R., 2015, pg. 61)
“Stage 4: To maintain social order, fixed rules must be established and
obeyed. It is essential to obey authority.”
(Snowman, J. and McCown, R., 2015, pg. 61)
 Moral/Character/Philosophical
Development Observation of a Child Age 10
Developmental Milestone Met:
•She knows better what is belongs to her and what is not.
• She is only ten years old, but she knows about most of the traffic
laws.
•She knows her commitments to others around her.
•She always obeys the laws.
Developmental Milestone Not Met:
• She hates playing with her younger brother, and most of the time
make him cry.
 Moral/Character/Philosophical
Development Recommendations
• “Be fair in dealings and relationships with child. Provide opportunities for competing, but
help child see that losing is a part of playing. Do not ridicule, but help child learn to take
responsibility for behavior.”
(University of Washington, 1993)
• “Express your love and support for the child who falls short of meeting your personal
standards of right and wrong.”
(University of Washington, 1993)
• “Acknowledge injustice.”
(University of Washington, 1993)
• “Recognize that the child's sense of justice is limited to own world. Accept rigidity and
support the child's concerns about right and wrong. Don't belittle.”
(University of Washington, 1993)
 Reference
Center for Disease Control and Prevention. (2017). Child development.
       https://www.cdc.gov/ncbddd/childdevelopment/facts.html

Child Development Institute (2015). The ages and stages of child development. 

University of Washington. (1993). Child development: Using the child development guide.         

Snowman, J. &  McCown, R. (2015). Psychology applied to teaching, 14th ed. Stamford,