Case Study of a

Child Age 10
Rainier Pascual, EDU 220 - 1004 - 1005
Abstract
❖ Physical:
➢ Developing at a normal speed physically.
➢ Obesity is being avoided through an abundance of physical exercise.
❖ Emotionally:
➢ Displays delinquent behaviors possibly due to unstable parent relationship
➢ Academic growth is not affected by the parent relationship.
❖ Cognitive:
➢ Consistent with memory for his age and uses it well.
➢ Lacks in more complex concepts like elaboration.
❖ Social:
➢ Wants to fit in socially with his peers.
➢ Will act defiantly to impress others or attract attention.
❖ Moral:
➢ Understands the concept of fairness but struggles to apply it to himself.
➢ Has a hard time admitting he is wrong but understands right from wrong.
Physical
Typical Behaviors for Children Age 10
● Boys are better at activities with kicking, throwing, catching, running broad jumping, and batting.

○ (Snowman & McCown, 2015, p.89)

● Girls are better with muscular flexibility, balance, and dancing.

○ (Snowman & McCown, 2015, p.89)

● The contrast comes from the gender norms on these activities.

○ (Snowman & McCown, 2015, p.89)

● Development is more stable and anticipated.

○ (Snowman & McCown, 2015, p.89)

● The lack of hormones, large changes in weight and height, and lack of sickness.

○ (Snowman & McCown, 2015, p.89)

Typical Development Level (Snowman)
● Become thinner and have less fat.
○ (Snowman & McCown, 2015, p.89)

● More likely to grow taller and gain a tiny amount of weight.

● (Snowman & McCown, 2015, p.89)

● Girls stay taller than heavier than boys at their age.

● (Snowman & McCown, 2015, p.89)

● May be mistaken for the other gender due to the lack of distinct physical characteristics and clothing.
● (Snowman & McCown, 2015, p.89)

● Bad eating habits and the absence of physical activity lead to children becoming overweight/obese.
● (Snowman & McCown, 2015, p.89)
Compare/Contrast Typical Behaviors
● Child is male with regular behaviors
a. Increased skill in kicking, throwing, catching, and batting.
i. Do “boy” sports like karate, baseball, and dodgeball.

● Eating habits are normal due to his choice of junk food.

● Show no signs of obesity or any unhealthy weight gain due to physical activity.

● Appears leaner and taller.

● No signs of hormonal changes like voice changes, growth spurts, or physical appearance like body
hair.
Recommendations for Continued Development
● Remain in physical activities to keep weight gain in check.
○ (Snowman & McCown, 2015, p.89)

● Have healthier food choices junk food choices are excessive.

○ (Snowman & McCown, 2015, p.89)

● Watch for abnormal stunts in growth.

○ (Snowman & McCown, 2015, p.89)
Emotional
Typical Behaviors for Children Age 10
● Begin to compare themselves physically to their peers and the world.
○ (Snowman & McCown, 2015, p.91)

● Say statements like “I’m shorter than my friend” and “I’m short for my age”.
○ (Snowman & McCown, 2015, p.91)

● Unstable family relationships will negatively affect behavior, feelings of belonging, and academic
achievement.
○ (Snowman & McCown, 2015, p.91)
Typical Development Level (Snowman)
● Develop a more stable, and intricate sense of self-image.
○ Self-image includes self-description, self-esteem, and self-concept.
■ (Snowman & McCown, 2015, p.91)

● Teachers that bring a positive sense of self and accomplishment give children a sense of industry.
○ Teachers that fail to do so give children a sense of inferiority
■ (Snowman & McCown, 2015, p.91)
Compare/Contrast Typical Behaviors
● Has a sense of industry coming from his parents.

● His schoolwork is monitored and teachers are efficient.

● Displays delinquent behaviors in face of the rejection from his peers.

○ Inconsistent behaviors because of parent relationships.

● Shows signs of self-comparison to his peers and globally.

○ Aware of lack of self control and his high intelligence levels.
Recommendations for Continued Development
● Monitor academic progress.
○ (Snowman & McCown, 2015, p.91)

● Continue teaching methods and parent monitoring for sense of industry.

○ (Snowman & McCown, 2015, p.91)

● Parents should find more time to spend with him to help stunt bad behaviors.
○ (Snowman & McCown, 2015, p.91)

● Questions about himself should be asked to continue his increase of self-image.

○ (Snowman & McCown, 2015, p.91)
Cognitive/Intellectual
Typical Behaviors for Children Age 10
● Able to keep up in uncomplicated memory skills with teens, or adults.

○ (Snowman & McCown, 2015, p.93)

● Intricate memory skills and performance are limited.

○ (Snowman & McCown, 2015, p.93)

● Good with vocabulary, facts about events or people, and rehearsing for use in short term

○ (Snowman & McCown, 2015, p.93)

● Have trouble with complex memory operations like elaboration and organization.

○ (Snowman & McCown, 2015, p.93)

● Continuous application of skills that include their memory to be able to use them effectively.

○ (Snowman & McCown, 2015, p.93)

Typical Development Level (Piaget & Vygotsky)
● Piaget
○ Supposed to be in the concrete operational stage.
■ Able to understand rational plans like superior and subordinate relationships.
● (Snowman & McCown, 2015, p.93)

● Likely to benefit from the scaffolding techniques presented by Vygotsky.

○ Teachers that support students with strong teaching gives them good foundation.
■ (Snowman & McCown, 2015, p.54)
Compare/Contrast Typical Behaviors
● Displays the regular characteristics of memory skills.

● Keeps up with me in games like Concentration (card memory game)

● He also seems to be in the concrete operational stage consistent for his age.
a. Understands hierarchy in school setting.

● Supported in scaffolding by teacher and parents.

a. Has strong foundation in all subjects in school.
Recommendations for Continued Development
● Memory skills should be constantly used to improve them like games.
○ (Snowman & McCown, 2015, p.93)

● Parents and teachers should continue use of scaffolding techniques.

○ (Snowman & McCown, 2015, p.54)

● Target skills of elaboration to help overcome his struggle with the skill.
○ (Snowman & McCown, 2015, p.93)
Psychosocial/Social
Typical Behaviors for Children Age 10
● Excited to find success in their relationships with each other without help from adults.
○ More apparent in higher grades like 4th and 5th grade.
■ (Snowman & McCown, 2015, p.90)

● Likely to be picky with their friends and prefer those of the same gender.
○ (Snowman & McCown, 2015, p.93)

● May have a best friend.

○ (Snowman & McCown, 2015, p.93)

● May avoid opposite sex unless prompted by adults.

○ (Snowman & McCown, 2015, p.93)
Typical Development Level (Erikson)
● Peers are more relevant than adults as role models for behaviors and acknowledgement.
○ (Snowman & McCown, 2015, p.93)

● Play is still important to the development of the child socially.

○ (Snowman & McCown, 2015, p.93)

● Play has many different positive effects like

○ Better understanding
○ More self-direction & self-control
○ Meld better with others
○ Improve skills like planning
■ (Snowman & McCown, 2015, p.93)
Compare/Contrast Typical Behaviors

● Friends consist of males and does not usually interact with female students.

● Looks to please his friends, and matches their behaviors

● Has a hard time melding into other groups of kids during activities and displays inappropriate
behaviors during situations.

● Playing with others during outside time or games is important to him.

Recommendations for Continued Development
● Find other friends that will affect his behavior positively.
○ (Snowman & McCown, 2015, p.93)

● Join in activities by asking nicely and play appropriately.

○ (Snowman & McCown, 2015, p.93)

● Interact more with female students to view their behaviors and allow variety.
○ (Snowman & McCown, 2015, p.93)

● Continue to play with others when appropriate.

○ (Snowman & McCown, 2015, p.93)
Moral/Character/Philosophical
Typical Behaviors for Children Age 10
● Able to differentiate between fair and unfair.
○ (University of Washington, 1993)

● Very competitive and likely to argue when feeling something unfairness.

○ (University of Washington, 1993)

● Have trouble owning up to their mistakes

○ More likely to be able to undertake the consequences and learn from them.
■ (University of Washington, 1993)

● Gaining the ability to differentiate right from wrong.

○ Sometimes children want to do what is right and instead show delinquent behaviors.
■ (University of Washington, 1993)
Typical Development Level (Kohlberg)
● Kohlberg’s view sees the “right” action in each dilemma that is presented to them.
○ Successfully getting through dilemmas and understanding them bring a better moral
compass.
■ (Snowman & McCown, 2015, p.61)

● Currently in stage 3: the good boy nice girl orientation.

○ These children are likely to behave in a way that will is to others liking.
■ (Snowman & McCown, 2015, p.61)
Compare/Contrast Typical Behaviors
● Understands fairness and argues when he believes something is unfair.

● Unable to evaluate fairness to himself but to others he is perfectly capable.

● Has a hard time admitting when he does wrong.

● Gets very defensive and fails to see wrongdoings.

Recommendations for Continued Development
● Reaffirm that being wrong is natural
○ Accept consequences, learn, and move on.
■ (Child Development Institute, 2015)

● Encourage different friends when peer modeling leads to unfair and bad behaviors.
○ (Snowman & McCown, 2015, p.61)

● Anger levels should be lowered when correcting others.

○ (Snowman & McCown, 2015, p.61)

● Moral code that can be incorporated to daily life should be introduced by parents/guardians.
○ (Child Development Institute, 2015)
References
Child Development Institute (2015). The ages and stages of child development.

[Link]

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.

[Link]