Running head: CASE STUDY

Case Study
Sydne Faith Yanez
College of Southern Nevada

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Case Study

Introduction
For this portfolio artifact I had to observe a child between the ages of three to seventeen.
During my observation of the childs expected and achieved development for their age group, I
covered the following five areas of development: physical, emotional, intellectual, social and
moral. The child I chose to observe is my next door neighbor Molly, whose family moved in less
than a month ago. Molly comes from a family of two siblings. The youngest child is a five year
old boy, Molly is ten, and the oldest is a sixteen year old female.
When I observed the family dynamics inside their home, I found them to be the
stereotypical Italian family. Their mother appeared to be the dominant one in the family, the
children were very respectful, and the husband was hard working. Food and meals are a very
important part of the Italian culture, especially in their house. The family I was observing
explained that every Sunday they have a family dinner, in which they sit and talk about their
week. I believe their socio-economic status is middle class. They live in a brand new medium
sized home, both parents drive newer cars, and both parents work. The only language spoken in
this family is English. I observed Molly in several different environments. I observed her in her
home environment for two hours, the park for an hour and a half, a community barbeque for two
hours, and in the car for 10 minutes.
Physical
First are the physical developmental milestones. After observing Molly, I believe she
meets the physical developmental milestones of a ten year old. When I observed Molly in her
home environment and at the park I found her to be very energetic. According to the text,

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elementary school grades 4 and 5, girls are more likely to play hopscotch and jump rope,
whereas boys are more likely to play baseball and basketball (Snowman & McCown, 2013, p.
56). However, this is not true for Molly. When observing Molly at the park I expected her to go
play on the monkey bars or on the swing set with the other girls her age. However, Molly did not
even look that direction. In fact, Molly did not leave her dads side. Instead I observed her play
two-hand touch football with her dad and all the boys and fathers, like a normal ten year old
would (DSHS Fosterparentscope, 1993). When playing she looked like a natural. At one point I
watched Molly get knocked to the ground by the biggest kid on the field. Instead of crying or
getting upset Molly got up and got back on the line for the next play. Molly was out on the field
for the whole hour and a half we were at the park. I was pretty impressed.
I wasnt really surprised when I watched Molly working out with her dad at their in home
gym for an hour. Due to watching her interaction at the park I could see she was an athlete. She
was built like her father, short and stocky. According to the text, children in elementary school
grades 4 and 5, both boys and girls attain mastery over large and small muscles (Snowman &
McCown, 2013, p. 56) It appeared as if it was leg day for the two. I observed her father begin a
workout and Molly would follow right behind him, as if she has done it a million times before. I
watched her do a warm up jog on the treadmill, squats with weights, lunges with weights, calf
raises, dumbbell step ups, and finished with a cool off jog. I could not believe how strong she
was for her age. After their workout Molly told me her dream was to be the next Hope Solo, who
is a goalkeeper for the United States Womens Soccer Team.
Although Molly is already very active for her age a few suggested behavior for her
physical development for effective parenting would be provide many opportunities to sustain
interest. Include team games. Provide opportunities for developing skills through the use of

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handicrafts and active games, and do not compare boys and girls or force them to interact. Start
teaching about bodily changes, explain menstruation to both sexes (DSHS Fosterparentscope).
Emotional
The second area of development I observed was Mollys emotional development. After
observing Mollys Emotional development I noted she had some behavior problems, but
nothing out of the ordinary (DSHS Fosterparentscope, 1993). On Friday February 12th I observed
Molly throw a mild temper tantrum because she did not want to go to tutoring. It began when her
mom told her to get her backpack ready and to meet her in the car. Molly began to stomp her feet
on the ground and yell she didnt want to go because it was boring. Her tantrum only lasted two
minutes and she was in the car. After getting in the car her mom told her tantrum was
unacceptable and she would be losing her iPad time before bed. Molly immediately apologized
and looked out the window for the rest of the drive. According to the text, a delinquent is
described to have few friends, are easily distracted, are not interested in schoolwork, and lacks
basic skills (Snowman & McCown, 2013, p. 58). However, I do not believe Molly is a
delinquent, just a child throwing a mild temper tantrum and I believe this because Molly is very
interested in school, one of her favorite things to do is read, she is not easily distracted as I have
observed her in several different places, she does not lack basic skills, however, she does like to
stay to herself and does not seem to have many friends.
Suggested behavior for effective parenting for emotional development is let the child
know you accept him/her, even though you do not approve of specific behaviors, provide many
opportunities for exercising independence and dependability, and praise these positive
characteristics (DSHS Fosterparentscope).

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Intellectual/Cognitive
The third area of development I observed was Mollys Intellectual development. I
observed thirty minutes of this in Mollys home environment. While her parents and siblings
were downstairs playing the Wii I found Molly in her room reading the book Dolphin Tale 2
aloud. As I sat and listened to her read she seemed to read with ease, as if it was routine for her. I
also took notes on items that caught my eye in her room. Some of those items included the two
book cases full of books and the ten different colored soccer balls sitting on shelves. Molly read
her book for thirty minutes until her mom asked her to set the table for dinner. Molly did not
argue nor hesitate to do so. I believe Molly does meet the Intellectual developmental milestones
for her age because she meets two out of the four normal characteristics listed in the child
development guide for her age group such as, likes to read and likes to collect things (DSHS
Fosterparentscope, 1993).
Jean Piaget is one of the psychologists discussed in this category, who defined cognitive
development in four stages. According to Piaget Molly should be exhibiting characteristics of the
Concrete Operational stage (Snowman & McCown, 2013, p. 27) Molly appears to be developing
at the expected rate, as she is capable of mentally reversing actions but generalize only from
concrete experiences (Snowman & McCown, 2013, p. 27).
Lev Vygotsky has very different views than Piaget, about the major forces that shape
learning and thinking, particularly with respect to the roles of culture, social interaction, and
formal instruction (Snowman & McCown, 2013, p. 31). Vygotsky states what shapes a childs
though process is social interactions and cultural forces in their lives. Vygotsky also states that
during early childhood, children acquire what Vygotsky called spontaneous concepts, which
means they learn various facts and concepts and rules (such as how to speak their native

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language and how to classify objects in their environment), but they do so for the most part as a
by-product of such other activities as engaging in play and communicating with parents and
playmates (Snowman & McCown, 2013, p. 34). I did not find this true in Mollys case, as
Mollys parents speak very little of her native language.
The next psychologist is Robert Sternberg who defines these views as the triarchic theory
of intelligence. Sternberg does not believe the level that a child should be at or set a certain
standard, instead he believes that each of these abilities can be improved through instruction
and that students learn best when all three are called to play (Snowman & McCown, 2013,, p.
74). There are three main parts to Sternbergs triarchic theory of intelligence: practical, creative,
and analytical ability. After observing Molly, I believe she meets the abilities. Molly applies
knowledge to everyday situations, using knowledge and tools, and seeks relevance to situations
(Snowman & McCown, 2013, p. 74). As I noted in Appendix A, Molly asks for help when she
does not know how to say a word. She applies knowledge to situations like this by asking
questions and seeks relevancy to them.
The final psychologist is Howard Gardner. Howard Gardners concept is much broader.
Gardners theory of multiple intelligences describes eight types of intelligence. The eight types
of intelligences include logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic,
interpersonal, intrapersonal, and naturalist (Snowman & McCown, 2013, p. 75). After observing
Molly, I believe she is bodily-kinesthetic. She has the abilities to control her body movements
and handle objects skillfully (Snowman & McCown, 2013, p. 75).
Suggested behavior for effective parenting for intellectual development is give specific
information and facts, ajust learning opportunities to childs interests and increased attention

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span, do not give all the answers; allow time to think, meditate, and discuss (DSHS
Fosterparentscope).
Social/Psychosocial
The next area of development I observed was Mollys social developmental milestones. I
observed this developmental milestone while Molly was at the park playing football and at our
community barbeque. After arriving at the park Mollys dad began to introduce himself to the
others who were playing football asking if he could join. While he was introducing himself I
observed Molly hide behind her dad. She did not introduce herself to the others like her dad and
the others did.
Another time I observed a similar situation occurred was at our community barbeque. All
of the adults were sitting at the benches having lunch and talking while most of the children were
on the playground. However, Molly was the only child except for the younger babies who was
not playing on the playground. Her mom and dad told her several times to go and play with the
other girls, but she would not leave her dads side. It appeared as if she was shy. Normal social
development characteristics for a ten year old are, boys and girls differ in personalities,
characteristics, and interests; are very group and club oriented but always with same sex and Is
most interested in friends and social activities; likes group adventures and cooperative play
(DSHS Fosterparentscope, 1993). That is why I believe Molly does not meet the social
developmental characteristics for a ten year old. She should be more interested in friends and
social activities especially with other females her age.
According to Ericksons Psychosocial theory stages people progress through a serious of
eight stages as they grow and develop, from birth to death. According to Erickson, the child I

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observed should be exhibiting characteristics of the Industry Versus Inferiority stage (Snowman,
p. 19). In this stage children are learning if they work hard and use their knowledge and skills,
they can be productive. Molly appears to be developing at the expected rate, as I have observed
her reading in her room because she wants to and not because someone forces her.
Moral
The final area of development I observed was Mollys moral development. After
observing Molly the four separate times, I know Molly knows what is right and what is wrong
and has a huge amount of respect for her parents and others. Molly knew she was wrong for
throwing the temper tantrum before she left for tutoring on Friday February 12th and apologized
for what she did when she got in the car. Molly also displayed moral development characteristic
when she was reading her book silently in her room and her mom asked her to set the table for
dinner. Molly got up without hesitation and went down stairs and set the table. I believe Molly
does meet the moral developmental characteristics of a ten year old.
Piagets analysis for moral judgment of children ten and under is known as the morality
of constraint also called moral realism. Rules are sacred and consequences determine all guilt
(Snowman & McCown, p. 40). According to the Morality of Constraint Versus Morality of
Cooperation Molly should hold single, absolute moral perspective (behavior is right or wrong)
(Snowman & McCown, p. 41). As stated above after Mollys temper tantrum she apologized and
stated she was sorry and shouldnt have acted out.
Kohlbergs description of moral development was to expand on Piagets work by having
people of different ages respond to moral dilemmas, on the basis of their responses identified six
stages of moral development. I believe the preconvention mortality is relevant to Molly because

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she would tend to avoid punishments or getting in trouble so she could receive benefits in return.
For example when she was reading and her mom asked her to set the table she did so without
hesitation or she knew she would lose iPad time.
Carol Gilligan argued that Eriksons view of moral development more accurately
describes what occurs with adolescent males than with females. Gilligan believes that females
are less concerned about separation and independence and are more concerned with remaining
loyal through expressions of caring, understanding, and sharing experiences (Snowman &
McCown, p. 43). I would have to agree with Gilligan and say Molly lacks in being less
concerned about separation and wanting to be independent. For example, Molly would not go
and play with the other female children her age, instead she would not leave her dads side.
Nodding suggests that caring relationship can help produce a moral attitude in students
and educators should strive to create caring relationships in schools (Snowman & McCown, p.
44). Although I did not observe Molly in her school setting I did observe her prior to her leaving
for tutoring and on the way to her tutors office. That is when I realized Molly did not like her
tutor for whatever reason and her tutor did not strive for a caring relationship.
Suggested behavior for moral development for effective parenting is be fair in dealings and
relationships with child. Provide opportunities for competing, but help child see that losing is a
part of playing. Do not ridicule, but help child learn to take responsibility for behavior. Express
your love and support for the child who falls short of meeting your personal standards of right
and wrong (DSHS Fosterparentscope).

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Summary
Based on my observation, I came to the conclusion that Molly meets four out of five of
the PRIMS developmental milestones for her age. When observing Molly I found that she
showed normal characteristics for a ten year old in the following four areas of development:
physical, emotional, intellectual and moral. I found that she met normal characteristics for all
four of these areas because she met two or more of the characteristics in each category. However
during my observation I found that Molly does not meet the social developmental section for her
age group. I came to this conclusion because Molly did not want to engage in same sex
cooperative play, twice (DSHS Fosterparentscope, 1993). Both at the park and at the community
barbeque Molly hid behind her dad, almost as if he was her safety blanket. I feel as if Molly
should be interacting with girl her age more than she is. The significance of my observation was
to see if the child I observed meets the expected characteristics of the five areas of development:
physical, emotional, intellectual, social, and moral.

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References

DSHS Fosterparentscope Training: Child Development Guide: Nine to Ten Years. (1993).
Washington State Department of Health and Social Services. Retrieved
from http://depts.washington.edu/allcwe2/fosterparents/training/cdevguid/cdg10.htm
Snowman, J., & McCown, R. R. (2013). Ed psych. Belmont, CA: Wadsworth/Cengage Learning.

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Appendix A
Observation Notes

Molly

10 years old

Female

1 younger brother

1 older sister

Parents married, live together

Italian

Medium class

English; fluent in English

Environment & Time Spent

In her house, park, community barbeque, car ride

home environment for two hours, the park for an hour and a half, a community barbeque
for two hours, car for 10 minutes

Physical

Very active, loves sports

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Works out daily

Cant sit still

Intellectual

Independent
Loves to read
Collects soccer balls

Asks for help if she cant say a word

Does not question her mothers role

Social

Never leaves her dads side

Wont play with kids her age on the playground

Does not make friends easily,

Dose not develops friends of own sex.

Interested in family table conversations

Emotional

Throws occasional temper tantrums

o Usually when she has to go to tutoring

Argues, but listens when something is threatened to be taken away

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Is very helpful

Moral

Knows right from wrong

Respects both parents

Apologizes when wrong

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