Professional Documents
Culture Documents
I CASE STUDY 1
Maya R. Labat
November 2016
P.E.P.S.I CASE STUDY 2
Abstract
In this P.E.P.S.I. Case Study a nine-year-old student named Anthony is being observed. I will
analyze his physical, emotional, philosophical, social, and intellectual characteristics as. In this
References include published books, articles, and internet sources. The goal is to have a better
understanding of his characteristics and have a better understanding of students like him
P.E.P.S.I CASE STUDY 3
Ralph Waldo Emmerson once said, “The secret in education lies in respecting the
student”. This still rings true today. To have respect for students one has to understand certain
characteristics that evolve through growth, experience, and knowledge. In this P.E.P.S.I. case
study I observed a nine-year-old student named Anthony. To protect his privacy his named has
been changed by him. I will analyze his physical, emotional, philosophical, social, and
intellectual characteristics. In this paper, the characteristics discussed will also be supported by
research-based references.
Physical Characteristics
Anthony is a very active fourth grader that has a lot of energy. He has been involved in
an afterschool soccer team for four years and loves the sport. Afterschool programs have
become a promising approach to help improve the health and wellness of students, from
providing students with access to nutritious foods to promoting healthy habits (Hall & Wiecha,
2013). Anthony does not struggle with his weight; however he likes snacks. I observed that he
did like to eat a lot. Students at that grade level have an increased appetite and a need for more
sleep (Developmental Milestones for Fourth and fifth Graders, n.d.). As far as height, he is about
average to the other boys in his classroom. He is about four feet tall. In a years’ time, the
average child of this age will grow about 2-3 inches and gain about 5 to 7 pounds (Snowman &
McCown, 2015).
Emotional Characteristics
At this age, peers play a role in his life. How peers feel about him can affect his mood
for the whole day. Anthony compares himself to his peers. For example, he told me how many
points he scored in his last soccer game compared to his friends who were also playing soccer
P.E.P.S.I CASE STUDY 4
with him. During this period, children develop a more global, integrated, and complex self -
image (Snowman & McCown, 2015, p. 90). Anthony’s self- perceptions are distinguished by
his self-concept, self-description, and self-esteem. Self-descriptions are simply how people
describe themselves to others (Snowman & McCown, 2015, p. 90). Anthony’s self-description
seems a bit over exaggerated, almost fictional. When he is describing himself, I get a sense of a
cartoon superhero like quality. Self-Concept is comprised of birth descriptive and evaluative
beliefs that children hold about certain characteristics (Burnett, 1994). Anthony does have a
sense of self-concept. At this age he is aware that his voice is getting deeper. He also has a strong
connection to his cultural heritage which is African American. Self-esteem is a way of thinking
and feeling about yourself. Characteristics of kids with self-esteem include feeling good about
themselves and are proud of what they can do (Kids Self Esteem, n.d.). Characteristics of low
self-esteem include being hard on themselves or giving up easily (Kids Self Esteem, n.d.).
Anthony’s self-esteem can vary. One day he might have higher self-esteem, other days lower. I
feel like this is based on environmental surroundings at home and with his peers.
Philosophical Characteristics
that the principal goal of education is to create learners who are capable of doing new things, not
simply repeating what other generations have done (Hardscastle & Parkay, 2001). In Piaget’s
theory, Anthony would be in the Constructive Operations stage. During this stage, one gradually
becomes less influenced by perceptual centration, irreversibility, and egocentrism (Snowman &
principle (Snowman & McCown, 2015, p. 28). Anthony is a very smart and curious student that
always wants to know how things work. He is also given a lot of positive encouragement from
his teacher which reflects in his work. Based on Erikson’s theory, Anthony would be in the
Industry vs. Inferiority stage. In this stage, if children are encouraged and reinforced for their
initiative, they begin to feel industrious and feel confident in their ability to achieve goals
(Mcleod, 2013).
Social Characteristics
Social acceptance within peers is very important in Anthony’s life. Peer acceptance is
how likable a child is to his/her peers (Wery Well, n.d.). For example, children start to think are
they worthy to be a friend. Anthony is surrounded with friends at school. I did not observe any
conflicts or bullying when it came to him. He has a very diverse group of friends, more boys
than girls. Around this age students start to pick friends based on personalities rather than liking
the same toy (Wery Well, n.d.). While Anthony likes praise from his teacher, he does not like
adult supervision. Peer groups become more powerful and begins to replace adults as the major
source of behavioral standards and recognition of achievement. (Snowman & McCown, 2015, p.
90). The peer group is a major socializing agent in higher elementary grades. Peers establish a
certain moral order that may differ somewhat from that established by adults (Hughes, 2010).
Intellectual Characteristics
to think rationally, and to deal effectively with the environment (Hardscastle & Parkay, 2001, p.
Intelligence Theory. In his theory, Gardner describes eight different types of intelligences on can
P.E.P.S.I CASE STUDY 6
have. Some might be proficient in a specific few, while others in another category. Also, there
are no limits as to how many multiple intelligences you can have. As Anthony might have more,
numerical patterns; ability to handle long chains of reasoning (Snowman & McCown, 2015, p.
125). He was great in solving longer math problems and describing them to the class. Linguistic
intelligence is to think in words and use language to express and understand complex meanings
(Multiple Intelligence: Definitions and Examples, 2002). He is great with reading out loud and I
noticed he memorized a few words ahead before looking down at the book.
student. He has a hefty appetite and loves snacks. Anthony can continue his active lifestyle by
mastering soccer or any other physical activity. This will encourage a long and healthy lifestyle.
As with most kids his age he can get emotional. We all have our good days and bad days. As
References
Developmental Milestones for Fourth and fifth Graders. (n.d.). Retrieved from understood:
http://www.understood.org/en/learning-attention-issues/signs-syptoms/developmental-
milestones-for-typical-fourth-and-fifth-graders
Hall, D. G., & Wiecha, D. (2013). Kids on The Move: Afterschool Programs Promoting Healthy
http://www.afterschoolalliance.org/aa3pm/kids_on_the_move.pdf
Hardscastle, B., & Parkay, F. W. (2001). Becoming a Teacher. In F. W. Parkay, & B. Hardscastle,
Hughes, F. (2010, July 20). General Characteristics of the School Age child. Retrieved from
Education: http://www.education.com/referance/article/characteristics-school-age-child/
esteem.html
Last Name, F. M. (Year). Article Title. Journal Title, Pages From - To.
http://www.simplypsychology.org/Erik-Erikson.html
Multiple Intelligence: Definitions and Examples. (2002). Retrieved from Enhancing Education:
http://enhancinged.wgbh.org/research/multi/examples.html
P.E.P.S.I CASE STUDY 8
Snowman, J., & McCown, R. (2015). Psychology Applied to Teaching. In J. Snowman, & R.
Footnotes
1
[Add footnotes, if any, on their own page following references. For APA formatting
requirements, it’s easy to just type your own footnote references and notes. To format a footnote
reference, select the number and then, on the Home tab, in the Styles gallery, click Footnote
Reference. The body of a footnote, such as this example, uses the Normal text style. (Note: If
you delete this sample footnote, don’t forget to delete its in-text reference as well. That’s at the
end of the sample Heading 2 paragraph on the first page of body content in this template.)]
P.E.P.S.I CASE STUDY 10
Tables
Table 1
[Table Title]
Column Head Column Head Column Head Column Head Column Head
Row Head 123 123 123 123
Row Head 456 456 456 456
Row Head 789 789 789 789
Row Head 123 123 123 123
Row Head 456 456 456 456
Row Head 789 789 789 789
Note: [Place all tables for your paper in a tables section, following references (and, if applicable,
footnotes). Start a new page for each table, include a table number and table title for each, as
shown on this page. All explanatory text appears in a table note that follows the table, such as
this one. Use the Table/Figure style, available on the Home tab, in the Styles gallery, to get the
spacing between table and note. Tables in APA format can use single or 1.5 line spacing.
Include a heading for every row and column, even if the content seems obvious. A default table
style has been setup for this template that fits APA guidelines. To insert a table, on the Insert tab,
click Table.]
P.E.P.S.I CASE STUDY 11
Figures title:
0
Category 1 Category 2 Category 3 Category 4
Figure 1. [Include all figures in their own section, following references (and footnotes and tables,
if applicable). Include a numbered caption for each figure. Use the Table/Figure style for easy
For more information about all elements of APA formatting, please consult the APA Style