Case Study of a Child:

Age 11
Kylie Pratt
EDU 2020 1004-1005
Theri Wyckoff
2/27/2022
 Typical Physical Behaviors: Age 11

➢ “ … Smooth and strong motor skills” (Center for Disease Control and
Prevention, 2017).
➢ Fine motor skills should be well developed, but can vary.
(Center for Disease Control and Prevention, 2017)
➢ For girls breast development begins, underarm and pubic hair begins to
grow. (Center for Disease Control and Prevention, 2017)
➢ May gain up to 3.5 inches in height. (Child Development Institute, 2019)
➢ Approaching puberty (Child Development Institute, 2019)
 Physical Developmental Level:
(According to Slavin)
➢ Child ethnicity and race began to play a more prominent role in their
lives. (Slavin, 2021)
➢ Students can began to decide their gender identification. (Slavin, 2021)
➢ Stereotyping and gender bias creates problems in peer groups. (Slavin,
2021)
 Physical Behaviors Observation:

Milestones Met:
➢ The 11 year old girl I observed has began to go through the physical
stages of puberty.
➢ She participates in Gymnastics and has well developed coordination
and gross motor skills.
➢ She has moderately well fine motor skills and makes an effort to have
better handwriting.
➢ She has grown in clothing size and height.
Physical Development Recommendations:
➢ “If your child's physical development appears to be outside
the norm, talk to your provider.”(Center for Disease Control
and Prevention, 2017)
➢ “...give them opportunities to master some skills like cooking,
building models, making crafts, playing an instrument.”
(ACT Raising Safe Kids Program, 2021)
➢ Limit screen time lots of inactivity can increases the risk for
lifetime obesity (Center for Disease Control and Prevention,
2017)
Typical Emotional Behaviors: Age 11
➢ Can feel less confident and have lower her self-esteem.
(Child Development Institute, 2019)
➢ First experiences of sexual desire. (Child Development Institute, 2019)
➢ “May find it difficult to maintain an even temper; anger and rebellion are
common.” (Child Development Institute, 2019)
➢ “Starts to resist physical affection from parents.” (Morin, 2021)
➢ “Begins to question authority figures.” (Morin, 2021)
 Typical Emotional Behaviors:
(According to Slavin)
➢ “They want their parents to treat them differently. “ (Salvin, pg. 59, 2021)
➢ “Relationship between children and their teachers change.” (Salvin pg. 59, 2021)
➢ Appearance of reflectivity. (Salvin, 2021)
➢ Friends are more important than their parents at this time. (Salvin, 2021)
 Emotional Behaviors Observed:
Milestones Met:

➢ She has expressed insecurities in the way she's looks and spends a large amount of
time thinking about what she is going to wear to school as well as what her hair
and makeup should look like.
➢ She does question authority and often tries to push the limits of what she can and
can not get away with.
➢ She has expressed interest in the opposite sex but has not expresed any intrest in
sexual activity.
➢ She does have a short temper and her mood shifts easily.

Milestones Not Met:

➢ She does still enjoy physical affection from her mother and still wishes to spend the
majority of her time with family.
Emotional Development Recommendations
➢ Make participation in family activities part of a standard routine(Morin, 2021)
➢ Reinforce the understanding of consequences (ACT Raising Safe Kids
Program, 2021)
➢ Demonstrate that behaviors and actions have consequences for everybody
involved in a situation (ACT Raising Safe Kids Program, 2021)
➢ Learn to gradually share the control of your child’s life with your daughter or
son.(ACT Raising Safe Kids Program, 2021)
 Typical Cognitive Behaviors: Age 11
➢ Understands that thoughts are private(Morin, 2021)
➢ Exhibits an increased attention span, but often rapid changing of
interests(Morin, 2021)
➢ Can think of simple plans before acting(ACT Raising Safe Kids Program,
2021)
➢ Improved short- and long-term memory.(ACT Raising Safe Kids Program,
2021)
➢ Begin to understand that what is fair is related to merit. (ACT Raising Safe
Kids Program, 2021)
➢ Increased problem-solving ability. (ACT Raising Safe Kids Program, 2021)
 Cognitive Development Level:
Piaget: The Concrete Operational Stage

Children at this stage can for concepts, see relationships, and solve problems. They can
only do this successfully if the involved objects and situations are familiar. (Slavin, 2021)

Vygotsky: “Individuals grow up with: the symbols the cultures create to help people
think, communicate, and solve problems.”(Slavin, pg. 33, 2021)

Brofenbrenner: The Mesosystem has the most influence on an 11 year old child.

Family, schools, neighborhoods, mass media, and government are influential influences
on development. (Slavin, 2021)
 Cognitive Behaviors Observed:
Milestones Met:

➢ She understands when certain things should be done in private.

➢ She shows planning and problem solving skills when making plans with friends.
➢ She has began to understand that good merit will get her rewards.

Milestones Not Met:

➢ While she does have some chores around the house she makes the choice to not do
them, displaying a lack of responsibility.
➢ When faced with hard problems in school or on homework she is quick to give up.
➢ Her short term memory seems to be underdeveloped as she states she can not
remember things she had for lunch. She also forgets to do homework and if she
completes it she forgets to turn it in.
Cognitive Development Recommendations:

➢ Involve her in family decision-making. (Child Development Institute, 2019)

➢ “Engage their curiosity, and help make learning exciting.” (Morin, 2021)
➢ “Have them participate in family chores, such as setting the table and cleaning up.”
(Center for Disease Control and Prevention, 2017)
Typical Psychosocial Behaviors: Age 11

➢ “Are intensely interested in peers.”

(ACT Raising Safe Kids Program, 2021)
➢ Exposed to social stressors, such as bullying.
(Center for Disease Control and Prevention, 2017)
➢ “Explores identity through hair, clothing, hobbies, and friends”
(Child Development Institute, 2019)
➢ “Peer pressure starts to influence them.”
(Child Development Institute, 2019)
 Psychosocial Level:
(According to Erikson)
Erikson: Stage 4: Industry Versus Inferiority

➢ Expansion of the child's social world. (Slavin, 2021)

➢ Teachers and peers become more important.(Slavin, 2021)
➢ The child wants to make and build things. Their self worth is tied
to their success.(Slavin, 2021)
➢ They may start to feel a sense of inadequacy.(Slavin, 2021)
Observed Psychosocial Behaviors:
Milestones Met:
➢ She has experienced bullying and expresses that she may have
also been a bully and feels very bad about it.
➢ She has made unsafe choices because of peer pressure.
➢ She does express herself in her clothing and jewelry. She also
shows her personality through different hair and makeup styles.
➢ She is very interested in her peers and has expressed that they
have a very close group.
➢ She does like to talk on the phone and play online games with
friends.
 Psychosocial Development
Recommendations:
➢ Encourage her to take part in group activities. (Child
Development Institute, 2019)
➢ “Reinforce the understanding of right and wrong.”
(ACT Raising Safe Kids Program, 2021)
➢ “Reinforce prosocial skills such as sharing, empathy, cooperation
by asking a child to do things like help care for a baby, collect
food for a shelter.” (ACT Raising Safe Kids Program, 2021)
Typical Moral/Philosophical Behaviors:
Age 11
➢ “Makes some impulsive choices or poor decisions.” (Morin, 2021)
➢ “Engage in hypothetical discussions that affect the rules”
(Slavin, 2021)
➢ Peer groups grow and views of right and wrong are influenced or
challenged. (Slavin, 2021)
➢ “Struggling for a level of independence” (Child Development Institute,
2019)
 Moral/Philosophical Level:
(According to Kohlberg)
Kohlberg: Stage 2 Conventional Level

➢ Other people make the rules. (Slavin, 2021)

➢ One's behavior is sometimes determined by others.
(Slavin, 2021)
➢ The right thing to do is based on what is expected.
(Slavin, 2021)
➢ Respecting authority. (Slavin, 2021)
➢ Expectations of family and friends are most valuable.
(Slavin, 2021)
Observed Moral/Philosophical Behaviors:

Milestones Met:

➢ She has been influenced by her peers and has made unsafe
decisions because her friends were doing the same thing.
➢ She does pose hypothetical questions such as “What would
happen if I did this?”
➢ She does argue with friends about doing things that she know is
wrong.
➢ She does struggle with finding her independence and argues with
her mother often about why she should be aloud to do certain
things because she feels she is responsible or old enough.
Moral/Philosophical Development
Recommendations:

➢ Create rules that focus on safety. (Morin, 2021)

➢ “Strong enforcement of rules and setting reasonable limits…”
(Morin, 2021)
➢ Use real life situations to teach morals.
(ACT Raising Safe Kids Program, 2021)
➢ “Encourage children to express themselves openly and talk about
concerns without fear of punishment.” (Center for Disease Control and
Prevention, 2017)
 REFERENCES
➢ ACT Raising Safe Kids Program. (2021). Factsheets and Handouts.
https://www.apa.org/act/resources/fact-sheets
➢ Center for Disease Control and Prevention. (2017). Child development.
https://www.cdc.gov/ncbddd/childdevelopment/facts.html
➢ Child Development Institute (2019). The ages and stages of child
development.
https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc
➢ Morin, Amy. (2021). Child Development: Milestones and Parenting Tips.
https://www.verywellfamily.com/child-development-overview-4172261
➢ Slavin, R.E. (2021). Educational Psychology: Theory and Practice, (13th
ed.) Pearson.
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Thank You