Case Study of a

Child Age 10
SASHA ILIC
EDU 220 PRINCIPLES OF EDUCATION PSYCHOLOGY
 Abstract
Emotional Development
Physical Development  More likely to cry or have bouts Cognitive/Intellectual
of anger Development
 Strong motor skills
 Concludes from what is seen
 Fine motor skills  More independent
 Interested in factual situations
 Developed sense of body  Wants to become more popular
image  Applies math to daily life
 Can develop an awareness of
 Secondary sex characteristics disliking their body. Concerned  Increased memory and thinking
with eating

Psychosocial/Social Development Moral/Character/Philosophical

Development
 Becomes less self-centered
 Strong sense of right from wrong
 Self-conscience
 Sensitive to hurt feelings in social
 Shows loyalty to peers
situations
 Engages in group activities
 Resents being teased
Typical Physical Behaviors at Age 10
 Strong and smooth motor skills, however, coordination is varied.
(Center for Disease Control, 2017)
 Develops interest in more specific types of motor skills such as skating, biking, and gymnastics.
(Child Development Institute, 2015)
 Fine motor skills affect the ability to write more neatly and dress neatly
(Center for Disease Control, 2017)
 Develops harder, larger bones and adult-like proportions.
(Child Development Institute, 2015)
 Develops secondary sexual characteristics. Girls develop breasts and body hair. Boys develop
body hair and growth of testicles and penis.
(Center for Disease Control, 2017)
 Typical Physical Developmental Level
According to Snowman for Age 10
 “Boys and girls become leaner and stronger because of decrease in growth of fatty tissue and
increase in bone and muscle development.”
(Snowman, J. & McCown, R., 2015, pg. 88)
 “Boys outperform girls on activities requiring motor skills such as kicking, throwing, and catching.
Girls outperform on tasks requiring muscle flexibility, balance, and rhythmic movements.”
(Snowman, J. & McCown, R., 2015, pg. 89)
 “Growth in height and weight tends to be consistent and moderate since hormone imbalances are
absent.”
(Snowman, J. & McCown, R., 2015, pg. 89)
 Physical Developmental Observations
for a child Age 10
Developmental Milestones Met:
• The male 10-year -old I observed is constantly active. Moves from one task to another quickly and easily.
• He likes to draw, and easily builds large Lego structures, and plays puzzle video games.
• He is very thin but eats well and has larger feet that are growing quickly.

Developmental Milestones Not Met:

• Does not catch well when playing ball with his brother and dad. Misses the catch quite often.
• He has not hit pre-puberty yet according to his parents.
• He is the shortest boy in his entire classroom and shorter than all the girls in his class.
Physical Development
Recommendations for Age 10

 Provide good nutrition for all meals to support their growth.

(University of Washington, 1993)
 Place the child in sports using equipment that helps with their
motor skills.
(University of Washington, 1993)
Typical Emotional Behaviors at
Age 10

 Sudden bouts of anger or crying due to hormonal changes.

(Center for Disease Control, 2017)
 Will be embarrassed to show affection to family members.
(Child Development Information, 2015)
 Peer acceptance becomes more important.
(Child Development Information, 2015)
 The child will become very independent, dependable, and trustworthy.
(University of Washington, 1993)
Typical Emotional Developmental
Level According to Snowman Age 10

 “Begins to develop their self-image which includes self-description, self-

esteem, and self-concept.”
(Snowman, J. & McCown, R., pg. 90)
 “Disruptive family relationships, social rejection, and school failure can
lead to delinquent behavior.”
(Snowman, J. & McCown, R., 2015, pg. 91)
 Emotional Development
Observation of a Child Age 10
Developmental Milestones Met:
• Wants to choose his clothes, dress, and do his hair in the way he prefers.
• He is trusted by his parents to watch his younger brother and sister and cares for them very well.
• When his parents asked why his room was not cleaned up as promised, he got extremely upset and
cried. Said he felt like parents “were not believing that he didn’t feel good that day to clean the room”.
He slammed the door and didn’t want parents coming in.

Developmental Milestones Not Met:

• Does not like spending the night at a friend’s house as he will cry and miss his mom.
• Gets upset and cries when both parents go to work.
• He does not become embarrassed with showing affection towards his parents and grandparents.
Emotional Recommendations for Age
10

 Let the child know you accept him/her, even though you do not
approve of specific behaviors.
(University of Washington, 1993)
 Provide many opportunities for exercising independence and
dependability. Praise the child’s positive characteristics.
(University of Washington, 1993)
Typical Cognitive/Intellectual
Behaviors at Age 10

 Reading becomes more about the content than identifying words.

(Center for Disease Control and Prevention, 2017)
 Begins to understand the value of money.
(Child Development Information, 2015)
 Children start to use more complex sentences while communicating.
(Center for Disease Control and Prevention, 2017)
 Can have more logical conversations and longer conversations with adults and
other children
(Child Development Information, 2015)
Typical Cognitive/Intellectual Level
According to Piaget and Vygotsky Age 10
Piaget - Concrete Operational Stage Vygotsky
• “Has a greater understanding of logic-based • “Schooling should be directed to the learning of
tasks such as conservation, class inclusion, and scientific concepts, which are the psychological
seriation.” tools that allow us to manipulate our
(Snowman, J. & McCown, R., 2015, pg. 42) environment consciously and systematically.”
• “Operational thinking is limited to objects that (Snowman, J. & McCown, R., 2015, pg.53)
are actually present or that children have • “Proper development of a child’s mind depends
experienced concretely and directly.” on learning how to use psychological tools, and
(Snowman, J. & McCown, R., 2015, pg. 42) this will only occur if classroom instruction is
• “Children in the concrete operational stage are properly designed.”
often more capable of learning advanced (Snowman, J. & McCown, R., 2015, pg.53)
concepts.” • “Provide students clear and explicit verbal
(Snowman, J. & McCown, R., 2015, pg. 43) definitions as the first step.”
(Snowman, J. & McCown, R., 2015, pg.53)
Cognitive/Intellectual Observations for
a child Age 10
Developmental Milestones Met:
•The child enjoys reading for fun such as Harry Potter chapter books and discusses the story with family.
•He has a large vocabulary and can easily speak with adults and understand them in conversation.
•Writes stories about Harry Potter and Batman that are well thought out and use good grammar.

•Developmental Milestones Not Met:

•Attention span limited to things within his interests only and wants to move on quickly from other topics.
•No interest in money and did not understand how a game that costs $20, and a game that costs $70, could be
different in value or why his parents cannot afford the more expensive game.
•Did not show interest in talking about how the pandemic affects others outside of his family and only discussed
how his activities and plans were being inconvenienced.
Cognitive/Intellectual
Recommendations for Age 10
 Give specific information and facts without being vague.
(University of Washington, 1993)
 “Adjust learning opportunities to a child's interests and increased attention span. Do not give all the
answers; allow time to think, meditate, and discuss.”
(University of Washington, 1993)
 “Respect and be aware of individual differences when making assignments and giving responsibilities.”
(University of Washington, 1993)
 “Provide opportunities for reading, writing, and using reference materials; do not burden the child.”
(University of Washington, 1993)
 Help with hobbies and show interest in them.
(University of Washington, 1993)
Typical Psychosocial/Social
Behaviors at Age 10
 Starts to devise secret codes and physical jokes.
(Child Development Information, 2015)
 Will enjoy making new friends.
(Child Development Information, 2015)
 Exhibits hero-worship of those they look up to.
(Child Development Information, 2015)
 Resents being teased or criticized.
(Child Development Information, 2015)
Typical Psychosocial/Social
Developmental Level According to
Erikson Age 10
Industry Versus Inferiority
 “Learns to receive recognition by producing things.”
(Snowman, J. & McCown, R., pg. 29)
 “Develops a sense of industry if a child is praised for trying, encouraged to make and do things well,
helped to persevere, and allowed to finish tasks.”
(Snowman, J. & McCown, R., 2015, pg. 29)
 “If a child’s efforts are unsuccessful or if they are derided or treated as bothersome, feelings of
inferiority result.”
(Snowman, J. & McCown, R., 2015, pg. 29)
 “Children who feel inferior may believe that they will never excel at anything.”
(Snowman, J. & McCown, R., 2015, pg. 30)
Psychosocial/Social Observations for
child Age 10
Developmental Milestones Met:
 Enjoys building Lego structures to show his parents immediately and will become happy with their praise.
 When he is encouraged to keep drawing or building, he will work harder to make his projects even better than
the ones prior.
 He enjoys making friends at school and church and has always made many friends wherever he goes.

Developmental Milestones Not Met:

 He is teased often by his brother, uncle, and father and is not bothered by it at all. He will laugh with them.
 Although he enjoys Harry Potter books, comic books, and Legos there is no hero-worship of any of the
characters or desire to have posters, pictures or other reminders of any characters he enjoys in his games and
books. Does not speak about wanting to meet these characters.
 Has not shown to be secretive with friends or brother according to his parents.
Psychosocial/Social
Recommendations Age 10

 “Accept natural separation of boys and girls. Recognize and support the need for
acceptance from the peer group.”
(University of Washington, 1993)
 Be warm but firm. Establish and enforce reasonable limits.
(University of Washington, 1993)
 Encourage friendships and help children who may have few or no friends.
(University of Washington, 1993)
Typical Moral/Character/Philosophical
Behaviors at Age 10

 Takes part in behaviors to be part of a group and accepted.

(Center for Disease Control and Prevention, 2017)
 “Begins to try lying, stealing and cheating to learn to negotiate
expectations and rules placed on them.”
(Center for Disease Control and Prevention, 2017)
 Becomes less self-centered.
(Child Development Information, 2015)
Typical Moral/Character/Philosophical
Level According to Kohlberg Age 10

6 stages of moral reasoning- Conventional Morality

 “Conforms to the conventions of society because they are the rules of society.”
(Snowman, J. & 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. & McCown, R., 2015, pg. 61)
 “Stage 4: To maintain social order, fixed rules must be established and obeyed. It's
essential to obey authority.”
(Snowman, J. & McCown, R., 2015, pg. 61)
Typical Moral/Character/Philosophical
Observations for a Child Age 10
Developmental Milestones Met:
 He will cheat when playing games with his younger brother, to win and brag about winning.
 When playing with friends or his brother, he will make sure to either set rules for the game or ensure that the
rules are being followed.
 Has respect for figures like policemen, soldiers, and firemen and states that we must follow their rules since
they are “there to help us”.

Developmental Milestones Not Met:

 Is not as compassionate with situations of others yet and more concerned with how things affect him
personally.
 He does not steal or lie. He will only cheat in games to win against his brother.
 He will shy away from actions that make him more accepted by his friends. He will remove himself from the
bad behaviors of friend or cousin groups.
Typical Moral/Character/Philosophical
Recommendations Age 10

 Be fair in dealings and relationships with children. Provide opportunities for

competing, but help children see that losing is a part of playing. Do not
ridicule, but help children learn to take responsibility for behavior.
(University of Washington, 1993)
 Express your love and support for the child who falls short of meeting your
standards of right and wrong.
(University of Washington, 1993)
 References

Child Development Institute. (2015). The ages and stages of child development.
https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc

Center for Disease Control and Prevention. (2017). Child development.

https://www.cdc.gov/ncbddd/childdevelopment/facts.html

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