Case Study of a

Child Age 7

Samantha Mendoza EDU 220 - 1002

 BRIEF OVERVIEW OF CHILD AGE 7
Physical Development Emotional Development Cognitive/Intellectual Development
● Begins to understand causality and
● Tires easily: may need rest ● Difficulty adjusting to continuity
● Small muscle control directions. ● Internal sense of value, or responsibility
● Touching, exploring, ● Neurotic Set of ● More verbal agreement with inanimate
feeling the other kinesthetic Behaviors objects
● Sensitive to others
activities.
feelings.
● Physical Sphincter; deep
control of self body and
emotions
Psychosocial/Social Development
Moral/Character/Philosophical Development
● Moodiness
● Single idea of appropriate behavior
● Being values for the success in
● Believes rules must be unchanged
school
● Believes in obedience to rules as a
● Best friends become vital
requirement
● Exhibits others actions’ and feelings
 TYPICAL PHYSICAL BEHAVIORS

● Tires easily
(Ellsworth 1999)
● Sexual curiosity
(Ellsworth (1999)
● Physical Sphincter
(Ellsworth 1999)
● Develop balance and coordination
(Child Development Milestone 2020)
 TYPICAL PHYSICAL DEVELOPMENT LEVEL
ACCORDING TO SNOWMAN

● Children may need rest periods; as to feeling fatigued after physical and
mental exercise.
● “Children tend to be extreme in their physical activities. They have excellent
control of their bodies and develop considerable confidence in their skills.”
(Snowman, J. & McCown, R., 2015, pg. 84)
● “Primary grades children are still extremely active.They are frequently
required to participate in sedentary pursuits, energy is often released in the
nervous habits; such as pencil chewing and general fidgeting”
(Snowman, J. & McCown, R., 2015, pg. 84)

(Snowman, J. & McCown, R., 2015)

 7-YEAR-OLD PHYSICAL DEVELOPMENT
CHARACTERISTICS (OBSERVATION)

● The 7-year-old girl I observed is shorter than the other students. Her bone growth has not been
complete.
● As she plays outside she plays with everyone in her class; therefore her playing involves
gender-specific plays.. She does have snack time outside with her classmates. As the student sits in
class all and has little movement, she does race with her class to have a break, but also to stretch.
● She easily gets tired doing an assignment in class; she will take a 5-minute break from her learning
time, and read a book if needed.
● Her appetite has increased over the past few months. The parents are continually introducing new
foods. Her parents have her eating fruits and veggies during snack and lunchtime.
PHYSICAL DEVELOPMENT
RECOMMENDATIONS

● Healthy eating habits; During family mealtimes, be a role model by eating healthy
and having an active lifestyle
(Kids Central TN 2018)
● Providing opportunities for different physical activities for children
(Kids Central TN 2018)
● Limiting time on any electronics including television for about one to two hours a
day
(Kids Central TN 2018)
● Being able to participate in active games with rules
(How Physical Skills Develop, Age by Age)
TYPICAL EMOTIONAL BEHAVIORS
● “Bad Days” (Ellsworth
1999)
● Feeling fearful with an increase of nail-biting, chewing hair and clothes
(Ellsworth 1999)
● Becoming alert and sensitive to others’ feelings
(Mott Children 1995)
● Neurotic set of behavior
(Ellsworth 1999)
 TYPICAL EMOTIONAL DEVELOPMENT
ACCORDING TO SNOWMAN

● “Students are sensitive to criticism and may have difficulty adjusting to failure”
(Snowman, J. & McCown, R., 2015, pg. 86)
● “Mort primary grade children are eager to please the teacher.”
(Snowman, J. & McCown, R., 2015, pg. 86)
● “Children are becoming sensitive to the feelings of others”
(Snowman, J. & McCown, R., 2015, pg. 86)

(Snowman, J. & McCown, R., 2015)

7-YEAR-OLD EMOTIONAL BEHAVIOR
CHARACTERISTICS (OBSERVATION)

● The 7-year-old girl I observed loves to learn but also loves to distract other students
around her. The teacher does ask her nicely to please stay on track multiple times. She
refuses and stays in her seat is not on track.
● I saw as she does get easily off task she will ask the teacher if she could read a book
during a lesson. The teacher has responded nicely asking her if she could wait a few
minutes, so she could join in on the lesson. She gets nervous working independently
as she does tap her pencil. She also plays with her t-shirt a lot as she is working.
● I have observed that the 7-year old does become aware of or sensitive to others’
feelings. She will ask her friends if they are okay if they look upset and will try to
comfort them.
EMOTIONAL DEVELOPMENT
RECOMMENDATIONS

● “7-year-olds at this age still need and derive from routines”

(Child Development Milestones 2019)
● Turn negative to positive talk
(PBS 2020)
● Help children understand external and internal emotions
(PBS 2020)
● “Will feel insecure about themselves as they are their own worst critics”
(Child Development Milestones 2019)
TYPICAL COGNITIVE/INTELLECTUAL
BEHAVIORS
● May wish to do good work for internal responsibility
(Ellsworth 1999)
● Concrete operational thinking emerges.
(Ellsworth 1999)
● Begin to show a preference for learning styles
(Milestones 2020)
● Language will develop more rapidly daily as they develop reading skills and
vocabulary. (Development
Milestones 2020)
● Will be more creative as they are playing on the playground by themselves or with
peers.
(Development Milestones 2020)
COGNITIVE/INTELLECTUAL DEVELOPMENTS
ACCORDING TO PIAGET & VYGOTSKY

● “Many symbols are derived from mental imitations and involve both visual images
and bodily sensations.”
(Snowman, J. & McCown, R., 2015, pg. 40)
● “Capable of operations but solves problems by generalizing from concrete
experiences. Not able to manipulate conditions mentally unless they have been
experienced”
(Snowman, J. & McCown, R., 2015, pg. 40)
● Social interaction is the primary cause of cognitive development, as children gain
significantly from the knowledge and conceptual tools.
(Snowman, J. & McCown, R., 2015, pg. 52)

(Snowman, J. & McCown, R., 2015)

 7-YEAR-OLD COGNITIVE/INTELLECTUAL
CHARACTERISTICS (OBSERVATION)
● The 7-year-old I observed was a very hard worker. I noticed that when she works
hard she feels good about how she worked on her classwork. She knows that it is
her responsibility to work hard, so she may do other activities that her classmates
are doing.
● I have seen the 7-year-old understand what she is learning in class. For example,
she learned how to add two-digit numbers and the teacher taught her (and her
classmates) how to add base ten blocks, a number line, and adding tens and ones
together. It seemed that she understood everything that was being taught. She did
mention that adding tens and ones together was her favorite to use while adding
two-digit numbers.
● She is showing her preference for how her learning style is going. The 7-year-old
girl prefers learning hands-on. I have seen her working hard as she does pay more
attention when she working hands-on. When she is working independently she gets
distracted and wants to talk to her peers around her
COGNITIVE/INTELLECTUAL DEVELOPMENTS
RECOMMENDATIONS
● Solving a simple math problem with objects can help with homework and anything
that is not homework related.
(Milestones 2020)
● Considering any issues and problems one factor at a time.
(Milestones 2020)
● “Naming the main characters, plot, and setting, in a play, show, or in a book”
(Development Milestones 2020)
● Parents may try to see what their child is doing and then help them if the child is
struggling.
(Intellectual and Cognitive Development 2019)
● Spend time observing and interacting while providing the child to learn. Also,
exposing new things in their lives.
(Intellectual and Cognitive Development 2019)
TYPICAL PSYCHOSOCIAL/SOCIAL
BEHAVIORS

● Moodiness and melancholy are common attendants

(Ellsworth 1999)
● Teachers are valued when the child succeeds in school.
(Ellsworth 1999)
● Feeling honored about having assistance is taken seriously
(Ellsworth 1999)
● Continue rapid language development
(Development Milestones 2019)
TYPICAL PSYCHOSOCIAL/SOCIAL
DEVELOPMENTS ACCORDING TO ERIKSON

● “Behavior is dominated by intellectual curiosity and performance.”

(Snowman, J. & McCown, R., 2015, page 29)
● Children who are willing to finish tasks, feel praised by others they fall into an
industry result \
● “Children whose efforts are still unsuccessful or if they are derided or treated as
bothersome, feelings of inferiority result.”
(Snowman, J. & McCown, R., 2015, page 29)

(Snowman, J. & McCown, R., 2015)

 7-YEAR-OLD PSYCHOSOCIAL/SOCIAL
CHARACTERISTICS (OBSERVATION)

● I have observed the 7-year-old does get moody when she does not want to do work
in class. She will ask if she could draw or color a picture, the 7-year-old will get a
“no” answer from the teacher as they are in the middle of a lesson.
● When the 7-year-old is working very hard the teacher will acknowledge that she is
working hard and says to keep it up. She then succeeds very well in school, even if
she still struggles on her work, shes tries her best.
● As much as the student works very hard, she does ask for assistance. After she tries
and does her best, she asks the teacher for help in which she feels honor having
help from the teacher.
● The 7-year-old girl is still rapidly learning new languages. Meaning her vocabulary
is expanding and she is working hard on her reading skills as well. She has and still
is improving in the classroom and even at home.
PSYCHOSOCIAL/SOCIAL DEVELOPMENTS
RECOMMENDATIONS

● “Having a conversation with a child about it means to be a good citizen of the

world.”
(Development Milestones 2020)
● Talking with your child about what they look forward to in the future, school, and
friends.
(Child Development 2020)
● Encouraging your child to socialize with other children at the playground at school,
the park, or fun exciting place like Chuck E. Cheese
(About Kids Health 2020)
● “Teach and encourage children how to express their feelings especially when they
use non-verbal signs of negative signs”
(About Kids Health 2020)
TYPICAL MORAL/CHARACTER/PHILOSOPHICAL
BEHAVIORS

● Believes in obedience to rules as a requirement to those in authority.

(Ellsworth 1999)
● Internal sense of right or wrong is developing
(Ellsworth 1999)
● Children having responsibilities will help with important life skills
(PBS 2020)
● “Encouraging children to “Be the Helper”
(PBS 2020)
MORAL/CHARACTER/PHILOSOPHICAL
DEVELOPMENTS ACCORDING TO KOHLBERG
● “Kohlberg believed that moral reasoning proceeds through a fixed sequence of
stages. In the early stages, children’s understanding of moral issues is narrow,
concrete, and self-centered. As their ability to understand the world in which they
live increases, their judgments about what constitutes acceptable moral behavior
becomes broader, more abstract, and based on the welfare of others.”
(Snowman, J. & McCown, R., 2015, page 60)

Level 1: Preconventional Morality

● Do not understand the rules of society

● Stage 1: Punishment-obedience orientation
○ A child who can stay out of trouble will avoid the punishment
● Stage 2 Instrumental relativist orientation
○ A child who obeys the rules should get something in return
MORAL/CHARACTER/PHILOSOPHICAL
CHARACTERISTICS (OBSERVATION)

● The 7-year-old girl does believe in obeying who the authority is in the classroom.
She does obey her teacher even if she has her off days, meaning if she struggles to
stay on task.
● When she is off task I have noticed or sensed that she does have an internal extinct
if she will do the right or wrong thing as she is learning. Most of the time she does
do the right thing by staying on task, listening to the teacher, talking nicely to her
peers. There have been a few times where she would disobey the teacher and get off
task in class, and not friendly to her peers.
● I have noticed that if the teacher needs help in class, the teacher will encourage the
7-year-old girl to “Be the Helper.” For example, if the teacher needs help passing
out papers, she will ask the 7-year-old girl if she would like to help her pass out
papers. She then says, “Yes I would like to pass out the papers to everyone in the
class.”
MORAL/CHARACTER/PHILOSOPHICAL
DEVELOPMENTS RECOMMENDATIONS

● “Children imitate adult behavior, being a model gratitude for children,” “Model
saying “thank you” or “Have a good night” to the teacher, or staff at school after a
day of school.
(PBS 2020)
● Give praise to the child about the wonderful work that they have done besides
saying, “That’s great!” or “Good Job!”
(PBS 2020)
● Teach the child they are aware of their own behaviors. Assure that it is okay to
make mistakes.
(University of Washington 1993)
References
AboutKidsHealth. (2020). Retrieved October 30, 2020, from https://www.aboutkidshealth.ca/Article?contentid=713

Amy Morin, L. (2020). The Developmental Milestones You Can Expect From Your 7-Year-Old. Retrieved October 30, 2020, from
https://www.verywellfamily.com/7-year-old-developmental-milestones-620704

Central for Disease Control and Prevention (2020). Retrieved October 30, 2020, from
https://www.cdc.gov/ncbddd/childdevelopment/facts.html

Central for Disease Control and Prevention (6-8 years old). (2020). Retrieved October 30, 2020, from
https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle.htm

Child Development Institute. (2019, July 23). Retrieved October 30, 2020, from
https://childdevelopmentinfo.com/child-development/intellectual-and-cognitive-development-in-children-and-teens/

Ellsworth, J. (1999). Teaching Respect for Self and Others. Retrieved from
http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/PEPSIObserv/year8.htm

Healthwise Staff (2020). Retrieved October 30, 2020, from

https://www.mottchildren.org/health-library/ue5719

PBS (2020) All Topics for Eight-Year-Olds. Retrieved from

https://www.pbs.org/parents/learn-grow/age-8

Scholastic Parent Staff. (2020.). Retrieved October 30, 2020, from

https://www.scholastic.com/parents/family-life/social-emotional-learning/development-milestones/how-physical-skills-develop-age-age.html

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