Case Study of a Child Age 9

Sarah Peterson
EDU 220

Physical Behaviors
Girls
• Breast development
• Underarm hair
• Pubic hair
Boys
• Underarm hair
• Pubic hair
• Chest hair

Typical Physical Development by Snowman

• Obesity, as 9 and 10 year olds have more control over their eating habits.
• Boys become slightly taller and heavier than girls.
• Boys are more skilled in the physical tasks (running, throwing, kicking).
• Girls are more skilled in the tasks that require flexibility, balance, and rhythmic
movement.

Student Observations
• Very physical outside of class.
• Participates in P, but only sometimes in recess.
• Very slim looking, one of the skinniest in his class.
• Shorter than most of his class.

Physical Development Recommendations

• Provide opportunities to sustain interest.
• Do not force boys and girls to interact.
• Provide opportunities for developing skills through handcrafts and active games.

Typical Emotional Behaviors

• Children will naturally compare themselves with one another on broad-based norms.
• Tend to over dramatize situations.
• Very sensitive.
• May argue and refuse request, but will eventually obey.

Typical Emotional Development by Snowman

• Self-image is more generalized.
• Children will naturally compare themselves with one another and with broad-based
norms.
• Describes for the first time in terms of emotions and how they can be controlled.
Student Observations
• Very quick to anger and get furious fast.
• Isolates himself to lessen the chance of things getting physical.
• Very sensitive and will get mad if he is told he is wrong.

Emotional Development Recommendations

• Recognize and accept angry feelings, tears of temporary duration, and outbursts.
• Provide opportunities for appropriate socialization.
• Provide personal space and reassurance.
• Let the child know you accept him/her, even though you do not approve of their specific
behaviors.

Cognitive/Intellectual Behaviors
• Definite interests
• Lively curiosities
• Likes reading, writing, using books and references

Typical Cognitive/Intellectual Behavior

Piaget
• Should be able to focus for about one hour.
• More capable of learning advanced concepts.
• “The nature of the concrete operational stage can be illustrated by the child’s mastery
of different kinds of conservation” (Snowman, J. & McCown, R. 2013, pg.27
Vygotsky
• ”Vygotsky’s theory of cognitive development is often referred to as a sociocultural
theory because it maintains that how we think is a function of both social and cultural
forces” (Snowman, J. & McCown, R. 2013, pg.27)
• Parents and schools shape children’s thought processes to reflect that which the culture
values.
• Children are introduced to a culture’s major psychological tools through social
interactions.

Student Observations
• Very accelerated in math that the teacher gives him harder worksheets to do while the
other students are learning the other concepts.
• He is always reading a book in his free time.
• Looks to learn about new topics and ideas.

Cognitive/Intellectual Development Recommendations

• Adjust learning opportunities to child’s interests and increased attention span.
• Help with hobbies.
• Give specific information and facts.
• Direct child toward attempting what can be accomplished.
Typical Psychological/Social Development
• Boys and girls differ in personalities
• Usually only associate themselves with the same sex
• Mostly interested in friends and social activities

Typical Psychological/Social Development by Erikson

• Children who feel inferior may never learn to enjoy intellectual work.
• Students’ sense of industry can be hindered by competing for a grade.
• “He emphasized that people are best able to adapt to their world when they possess
both the positive and negative qualities of a particular stage”. (Snowman, J. & McCown,
R. 2013, pg. 18)

Student Observations
• Mostly antisocial but plays when he wants to.
• Does not cooperate well when doing group work.
• Prefers to work alone.

Psychological/Social Development Recommendations

• Be warm but firm.
• Establish and enforce reasonable limits.
• Encourage friendships.
• Help children who may have few or no friends.

Typical Moral/Character Development

• Highly competitive.
• Argues over fairness.
• Acquires a conscience.
• Aware of right and wrong.

Typical Moral/Character Development by Kohlberg

• 9 year olds would be placed in stages 3 and 4, which is called “Conventional Morality”.
• Conventional Morality means to impress others and respect authority.
• Stage 3- “The right action is the one that will impress others”. (Snowman, J. & McCown,
R. 2013, pg.42)
• Stage 4- “To maintain social order, fixed rules must be obeyed”. (Snowman, J. &
McCown, R. 2013, pg.42)

Student Observations
• Argues with others at recess over game rules.
• Storms off angrily when told he is wrong.
• Knows what he did was wrong, but will only apologize is the teacher tells him to.

Moral/Character Development Recommendations

• Allow children to experience natural consequences of their behavior.
 • Use appropriate discipline without harshness.
• Keep close communication with teachers and other school employees so you are aware
of any problems.

References
• Child Development. (2017, February 15). Retrieved November 4, 2017, from
https://www.cdc.gov/ncbddd/childdevelopment/facts.html
• Staff, P. T. (2011, September 25). Know Your Child Better By Learning The Ages &
Stages Of Child Development. Retrieved November 4, 2017, from
https://childdevelopmentinfo.com/ages-s tages/#.WgXL8hNSxAZ
• School-age children development. (n.d.). Retrieved November 4, 2017, from
https://medlineplus.gov/ency/article/002017.htm
• Snowman, J., & McCown, R. R. (2013). Ed psych. Belmont, CA: Wadsworth/Cengage
Learning.
• Child Developmental Guide. (n.d.). Retrieved November 4, 2017, from
http://depts.washington.edu/allcwe2/fosterparents/training/cdevguid/cdg11.ht
m#MORAL