CASE STUDY OF A
CHILD AGE 10
Matthew Lindner
EDU 220 1001
Overview of a Typical 10-year-old
Child’s Development
Physical Development Emotional Development Cognitive/Intellectual
• Become leaner and stronger • Develop a more complex self-image Development
• Obesity can become a problem • Tend to be less egocentric • Logical thinking emerges
• Boys get stronger and faster while • Negative social/emotional • Concrete operational stage thinkers
girls gain more balance and flexibility experiences have greater effect • Great ability to memorize during
• Physical development is calm and simple tasks
predictable
Psychosocial/Social Moral/Character/Philosophical
Development Development
• Peer group becomes more powerful • Transition from preconventional to conventional
• Develops a sense of industry • Morality of constraint
• Friendships become more gender • Shift to viewing rules as agreements
based
Typical Physical Behaviors
• Competitive use of physical skills
(Ellsworth, 1999)
• Generally a time of good health
(Ellsworth, 1999)
• Motor coordination becomes consolidated
(Ellsworth, 1999)
• Girls may experience rapid weight increase
(University of Washington, 1993)
• Boys tend to become more active and rougher
(University of Washington, 1993)
Typical Physical Development
According to Snowman
• Both Boys and girls become leaner and stronger
• Increase in bone and muscle development
• Increased chance of becoming obese(poor eating habits combined
with low physical activity)
• Boys become better at activities such as throwing, kicking, and
running
• Girls develop better flexibility, balance, and rhythm
• Physical development is relatively calm and predictable
(Snowman, J. & McCown, R., 2015)
10-Year-Old Physical Development
Characteristics (Observation)
Meets developmental milestones:
• The 10-year-old boy that I observed was very lean in my opinion
compared to most of his other classmates.
• His eating habits were not unhealthy and unlikely to cause obesity,
but he was also somewhat picky in what he chose to eat.
• I observed him playing with his same-sex peers in such activities
such as soccer and basketball.
• He appears to be healthy and doesn’t exhibit any physical
developmental delays.
Physical Development
Recommendations
• Parents should encourage the child to practice better nutrition.
(University of Washington, 1993)
• A fine-tuning of manual skills should take place.
(University of Washington, 1993)
• Keep television sets out of your child’s bedroom. Set limits for screen time.
(Center for Disease Control and Prevention, 2019)
• Parents should make sure that the child gets between 9 and 12 hours of
sleep per night.
(Center for Disease Control and Prevention, 2019)
• The child should be encouraged to participate in at least an hour a day of
physical activity.
(Center for Disease Control and Prevention, 2019)
Typical Emotional Behaviors
• Considered an age of equilibrium.
(Ellsworth, 1999)
• The child often expresses a sense of wholeness.
(Ellsworth, 1999)
• Called the age of the dreamer. Children can think of higher aspirations.
(Ellsworth, 1999)
• Children become more concerned with style.
(University of Washington, 1993)
• Main worries are school and peer relationships.
(University of Washington, 1993)
• Likes privacy
(University of Washington, 1993)
Typical Emotional Development
According to Snowman
◦ A “more global, integrated, and complex self-image” tends to develop.
(Snowman, J. & McCown, R., 2015, pg. 90)
◦ Self-description, self-esteem, and self-concept all contribute to the child’s
self-image.
◦ Sense of self is influenced by the attitudes of others.
◦ Negative social or emotional events can greatly impact the child.
◦ Comparing oneself with others is basis for self-image.
(Snowman, J. & McCown, R., 2015)
10-YEAR-OLD EMOTIONAL BEHAVIOR
CHARACTERISTICS (OBSERVATION)
Meets developmental milestones:
◦ The child I observed was able to give an adequate self-description of
himself. (ex. “I am smart.”, “I am 10 years old.”, etc.)
◦ He seemed to have a high self-esteem in that he was always happy with
himself and was confident in his abilities.
◦ His social interactions were on par for a child his age. He continually
interacted with other children in an appropriate way.
◦ When observing the boy at home, there didn’t seem to be any family
relationship issues and he seemed content with his living situation.
EMOTIONAL DEVELOPMENT
RECOMMENDATIONS
◦ Provide personal space and reassurance when needed
(University of Washington, 1993)
◦ Allow the child to choose their own style, (hair, clothes, etc.) if it’s within reason
(University of Washington, 1993)
◦ Appropriate socialization opportunities should be provided
(University of Washington, 1993)
◦ Allow children to experience the natural consequences for their behavior.
(Child Development Institute, 2015)
◦ Help the child learn to accept one’s weaknesses as well as celebrating one’s
strengths
(Child Development Institute, 2015)
TYPICAL COGNITIVE/INTELLECTUAL
BEHAVIORS
◦ Learning styles may start to emerge
(Ellsworth, 1999)
◦ Child may choose to pursue education outside of the school setting
(Ellsworth, 1999)
◦ Metacognition may start to develop
(Ellsworth, 1999)
◦ Interest in reading my become apparent
(University of Washington, 1993)
◦ The child may cultivate many interests of short duration
(University of Washington, 1993)
COGNITIVE/INTELLECTUAL DEVELOPMENTS
ACCORDING TO PIAGET & VYGOTSKY
Piaget – Concrete Operational Stage Vygotsky
◦ “solves problems by generalizing • Psychological Tools are
from concrete experiences” the most important things
a culture pass on to its
(Snowman, J. & McCown, R., 2015, pg. 40)
members.
◦ Often capable of learning advanced • A good transition from
concepts empirical to theoretical
◦ Thinking is limited to objects learning is key to good-
present or direct experiences quality instruction.
(Snowman, J. & McCown, R., 2015)
10-YEAR-OLD COGNITIVE/INTELLECTUAL
CHARACTERISTICS (OBSERVATION)
Meets developmental milestones:
◦ In the classroom, the child I observed understood the hierarchies of the
classroom process. (e.g. He knew the teacher was the one in charge)
◦ Both in the home and at school, I observed the child using sarcasm and satire far
more than his fellow peers. I feel that he surpassed the standards in this aspect.
◦ He was able to memorize at a greater rate than most of his peers. (e.g. He was
able to memorize all 50 states and capitals with ease among other things.
◦ His problem-solving ability was sufficient for solving many complex issues that
he encountered during his daily routines. He thought things through to the end
and wasn’t easily frustrated.
COGNITIVE/INTELLECTUAL
DEVELOPMENTS RECOMMENDATIONS
◦ Provide the child with books and lessons that cater to their individual interests.
(University of Washington, 1993)
◦ Discuss drug abuse with your child
(University of Washington, 1993)
◦ Be involved in your child’s school and meet their teachers
(Center for Disease Control and Prevention, 2019)
◦ Encourage your child to think about skills and abilities that they would like to have and
discuss how to develop them.
(Center for Disease Control and Prevention, 2019)
◦ Encourage your child to read everyday and assist them with their homework.
(Center for Disease Control and Prevention, 2019)
TYPICAL PSYCHOSOCIAL/SOCIAL
BEHAVIORS
◦ Peer groups become more powerful for these children as they look to them for behavior
standards.
(Snowman, J. & McCown, R., 2015)
◦ Friends are mostly a gender-based decision and selection becomes more discriminating.
(Snowman, J. & McCown, R., 2015)
◦ Playing still remains as a contribution to development.
(Snowman, J. & McCown, R., 2015)
◦ Becomes more affectionate towards parents. Great pride in father while mother is still all-
important.
(University of Washington, 1993)
◦ Child is often docile, obedient, and happy.
(Ellsworth, 1999)
TYPICAL PSYCHOSOCIAL/SOCIAL
DEVELOPMENTS ACCORDING TO ERIKSON
Industry Versus Inferiority
◦ “He (the child) now learns to win recognition by producing things…He
develops a sense of industry.”
(Snowman, J & McCown, R., 2015, p. 29)
◦ If you encourage students to make and do things well, industry results.
(Snowman, J. & McCown, R., 2015)
◦ Children begin to feel inferior if they are treated as bothersome and their
efforts are unsuccessful at building industry.
(Snowman, J. & McCown, R., 2015)
10-YEAR-OLD PSYCHOSOCIAL/SOCIAL
CHARACTERISTICS (OBSERVATION)
Meets developmental milestones:
◦ When observing the child during their recess time at school, I noticed that
he only played with same-sex peers.
◦ He started narrowing down his friends from having many acquaintances to
having just a few “best” friends.
◦ The child now looks for acceptance and achievement from his peers rather
than his parents.
◦ He appears happy whether at home or at school and is said to be a pleasure
to have in class from all of his teachers.
◦ He often uses sarcasm and satire with adults but less so with his peers
because they usually don’t understand what he’s trying to say.
PSYCHOSOCIAL/SOCIAL
DEVELOPMENTS RECOMMENDATIONS
◦ Parents should spend more time with their child during these years.
(University of Washington, 1993)
◦ Be accepting of your child’s choice of friends and their need for “fitting in”.
(University of Washington, 1993)
◦ Be affectionate and honest with your child and do things as a family.
(Center for Disease Control and Prevention, 2019)
◦ Use discipline to guide your child rather than punishment.
(Center for Disease Control and Prevention, 2019)
TYPICAL
MORAL/CHARACTER/PHILOSOPHICAL
BEHAVIORS
◦ Strong sense of justice
(University of Washington, 1993)
◦ Strict moral code
(University of Washington, 1993)
◦ Concerned with what is wrong more than what is right.
(University of Washington, 1993)
◦ Deal making becomes more enjoyable.
(Ellsworth, 1999)
◦ Democratic processes can be used both at home and at school.
(Ellsworth, 1999)
MORAL/CHARACTER/PHILOSOPHICAL
DEVELOPMENTS ACCORDING TO KOHLBERG
Level 2: Conventional Morality
◦ Named conventional because most nine to twenty-year-olds conform to the conventions of
society
◦ Consists of two stages. Stage 3 and Stage 4 of Kohlberg’s stages of moral reasoning
Stage 3: Good boy-nice girl orientation
◦ Someone whose behavior is likely to please or impress others is engaging in the
right actions.
Stage 4: Law-and-order orientation
◦ Fixed rules mus be established and obeyed in order to maintain to social order.
(Snowman, J. & McCown, R., 2015)
MORAL/CHARACTER/PHILOSOPHICAL
CHARACTERISTICS (OBSERVATION)
Meets developmental milestones:
◦ During observations at school, the child is very obedient towards his teachers
and view them with much respect.
◦ At home, I observed similar behavior as I did at school with the exception that
there was a slight decrease in conformality towards the rules in place. This was
most likely due to the relaxed nature of the parents when concerning discipline.
◦ When observing him play games such as soccer as recess, I can see that he does
his best to make things fair and tries his hardest to make everyone in the group
feel equal.
◦ He understand that when rules are broken that there could possibly be negative
consequences, but also tries to work out deals within the rules in a democratic
manner in order to further his cause.
MORAL/CHARACTER/PHILOSOPHICAL
DEVELOPMENTS RECOMMENDATIONS
◦ Understand that your child’s sense of justice is limited to their own personal experiences.
(University of Washington, 1993)
◦ “Don’t belittle” your child and support their concerns about what’s right or wrong.
(University of Washington, 1993)
◦ Acknowledge injustice when brought to your attention by your child.
(University of Washington, 1993)
◦ Make clear rules and stick to them and provide reasons for the rules.
(Center for Disease Control and Prevention, 2019)
◦ Help your child develop a sense of responsibility.
(Center for Disease Control and Prevention, 2019)
References
◦ Center for Disease Control and Prevention. (2019). Middle Childhood (9-11 years). Retrieved from
https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle2.html
◦ Child Development Institute (2015). School-Age Children Development & Parenting Tips (6 – 12 Years Old).
Retrieved from https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc
◦ Ellsworth, J. (1999). Teaching & Learning Fairness. Retrieved from
http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/PEPSIObserv/year10.
◦ Snowman, J. & McCown, R. (2015). Psychology applied to teaching, 14th ed. Stamford, CT: Cengage
Learning.
◦ University of Washington. (1993). Child development Guide. Ten to Eleven Years. Retrieved from
http://depts.washington.edu/allcwe2/fosterparents/training/cdevguid/cdg12.htm#PHYSICAL
