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Case Study

Case Study

Andrea Balanzar

Edu 220

Professor Teri Wyckoff


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Case Study

Case study

For my observation, I decided to observe my five year old cousin Jessie. Jessie is the

youngest child. He only has one older brother who is 11. Jessies household consists of three

bedrooms. He has his own room, his brother has his own room, and his parents share a room. His

parents speak conversational English, but are only fluent in Spanish. In the household, the

mother speaks mainly Spanish while the father speaks English to Jessie. Jessie is Fluent in

English and understands Spanish. Jessie does not speak Spanish.

I studied Jessie at home for about an hour. I usually visit him once a week, so I took this

time to study his habits at home. I observed how his habits fit the development guide for five to

six year olds. The observation was not as smooth as I desired it to go, but it went none-the-less

well. I observed Jessie in the areas of the PRISM spectrum which would determine if Jessie is

growing at the level as other children five to six, or if he has a disability of any sorts.

Physical

Jessie enjoys dressing himself. (Washington; DSHS) After his shower, I asked him where

to get his clothes from. He then expressed that he can get his own clothes. I played a game with

him to test out his eyesight to see if he had any vision trouble. The Prism spectrum specified that

kids at this age might have vision problems. (Washington; DSHS) He has his name written on the

wall and I asked him to walk as far back and as close as he can to his name. He seemed to see his

name well from far away and close up. His parents have not yet taken him to see an eye doctor

though, but it does not seem to be needed at the moment. Jessie eats a lot of different foods. I

have yet to see him dislike any type of food yet. This exemplifies the physical section because

Jessie accepts wider choice of foods, and may have larger appetite. (Washington; DSHS)
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Case Study

Jessie did seem to fit the criteria need to be met for the category of physical developments.

According to Snowman, Therefore, preschoolers may be quite clumsy at, or physically

incapable of such skills such as tying shoes or buttoning coats. (pg.49). The same day, Jessie

had to use the restroom. I asked him if he knew how to unbutton his pants, and he insisted that he

did. Not until five minutes later he came rushing out asking me to help him unbutton his pants.

Emotional

Jessie is very well established with his emotional responses. (Washington; DSHS)

According to Snowman, Kindergarten children are aware of and can, to some extent, regulate

their emotions. (pg.51). When I brought up his friend that is a girl, I asked if he liked her. He

replied with a no and said he did not like her. He also stated that that notion was crazy. She is

only a nice friend. Before eating his meal, he seemed to be agitated. He would constantly clear

his throat. (Washington; DSHS) As he finished his meal, he became calm and was listening to

his parents a bit better. Jessie seems to fit the criteria for the category of emotional development.

Intellectual

I picked up Jessie from school, and he was very energetic. When he described to me his

day, he did stutter quite a bit. (Washington; DSHS) When we got to his house, he immediately

wanted to show me all the work that was in his backpack. As Steinberg stated, intelligence has

many facets, or dimensions. Jessie portrayed this when his mother told him to get ready and

wash up to eat and he did not. She asked him quite a bit of times and he refused. Jessie does not

really listen to his parents at home. When we ask him to write his name for his homework, he

knows how to do it, but he will refuse to write it. This is different from the spectrum that states

will follow instructions. (Washington; DSHS) Instead, he starts drawing. Jessie knows all his
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Case Study

basic colors which are important at this age according to the spectrum. (Washington; DSHS) I

believe Jessie fits the spatial perspective on Gardeners Multiple Intelligence chart. (Snowman pg.

75) When asked to count, he can only count up to 15. Jessie seems to fit some of these

Intellectual developments according to DSHS, but not all. He should know his numbers up to 30-

50. Jessie should be sat down with his parents on a daily bases until he is caught up with all the

numbers he should know.

Social

Jessie is a carefree child. He will go to any family members house without a thought.

When I asked him if he wanted to go to my house, he got very excited. When his mother said not

today, he got grumpy and upset. This reinforcement is an example of Initiative versus guilt in

where Jessies desires werent encouraged making him less likely to act on his own.

(Snowman, Pg. 18). Jessie prefers to play alone. When playing in a group he can sometimes

seem like a bully. I asked him today how many friends he has and he says one friend that is a

girl. Jessie does see a difference in gender, but does not really care to comment on it. These

action differ then what is stated in the spectrum where is calm and friendly and can play with

one child or a group of children. (Washington; DSHS) This type of opinion Jessie portrayed

can be seen in James Marcias chart under Identity Diffusion. (pg. 21). We did a lot of this

talking at his meal time when he finally decided to sit and eat. While talking we actually got to

the topic on how he got mad at a kid who was not quiet in line. He said the child was talking too

loud. Jessie does not seem to meet the criteria for the category of social development. He seems

to be showing a lot of the opposite described. More exposure to kids his age in school should

help him become less controlling.


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Case Study

Moral

Jessie ended up messing up the bed in his brothers bedroom. I went in there to try and

clean it up and I asked who had done this. He stated that it was him because he was jumping on

the bed. I made him help me clean it up. He did not want to clean up, but he helped anyways.

This portrays his desire to still do well and avoid what is wrong. (Washington; DSHS)

According to Piaget, [children] interpreted rules as exemplars of how older children behaved.

(Pg. 40). He knew what the right thing to do was right away from past experiences with seeing

his older siblings do the same. This also follows stage 4 Law-and-order orientation (pg.42)

under Kohlbergs description of moral development. Jessies morals seem to be a lot more valued

then the moral development described as Is interested in being good, but may tell untruths or

blame others for wrongdoings because of intense desire to please and do right.(Washington

1993). Gilligan and Noddings both studied if our views of how we develop our identities... or

relationships to others are more descriptive of males than females (pg. 43). Jessie seems to be

very caring and understanding when it comes to real-life moral dilemmas and I do not see

much of a difference between genders at this age. (pg.45)

Conclusion

Jessie is in accordance to Maslows hierarchy of needs. Starting with psychology, Jessie

gets his standards met at home. This is represented in the physical portion in the PRISM

spectrum. He is healthy and eats on a normal basis. For safety, he has a comfortable home and

has recourses needed to keep him healthy. This can be noted in the moral and physical portion on

the PRISM spectrum. For love/belonging, Jessies family structure is very well stable. He also

has a lot of family around him who keep him feeling secure. This can be seen in the Emotional
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Case Study

and intellectual portion of the PRISM spectrum. On the PRISM spectrum, Jessie lacks the ability

to respect others. He is very shy and does not listen to directions well. He needs to work on

manners and behavior. These can be seen in the portions of social and moral on the PRISM

spectrum. At his age, he seems to be still a bit too young to be categorized as self- actualized.

Overall, it seems as though Jessie fits the mold of a growing five to six year old.

(Washington; DSHS) His household environment does impact his learning in a positive way. He

gets to continue going to school on a daily bases with no problem and has a support at home

when it comes to doing homework.


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Case Study

References

DSHS: Child Development Guide: Five to Six Years (1993).

Washington State Department of Health and Social Services. Retrieved from

http://http://depts.washington.edu/allcwe2/fosterparents/training/cdevguid/cdg05.htm

Snowman, J., & McCown, R. (2013). Ed psych. Belmont, CA, Cengage Learning.
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Appendix A

Notes on Jessie

Excited out of class


Eager to talk a lot
Very fidgety when talking
Also stutters while excited
Runs out of car when gets to house without warning
Shoves open front door.
Wants to take all belongings out of backpack
Mom says to eat, refuses
Jessies mom decides to take him a shower
I go to help change him but he refuses my help
He says that he is big enough to get his own clothes
He ends up getting dressed and messing up his brothers room
He then goes to play with his white board
I tell him to write his name and he says no! and starts doodling
I ask him to count and he does so
He counts up to fifteen and then jumps to twenty
He refuses to sing the ABCs
He says hes hungry so I ask him to join me to eat
We talk about school while eating
He says he has one friend that is a girl
Ask if its his girlfriend and he replies No! Youre crazy! She is only my

friend!!
After eating he was happy and well mannered
Probably was just hungry but too hyper to eat right away.

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