Case Study

College of Southern Nevada

Case Study of Alanna Gwen, Age 4

Kira Carico

EDU 220 Spring 2017

Teri Wyckoff

April 30, 2017

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Introduction

The child that was observed for this case study was a four-year-old girl. The observation

took place in a preschool classroom. For the observation, the student was observed during a

morning circle time that lasted about thirty minutes, a center rotation that lasted an hour, a

bathroom break that the class took together at a certain time, and outdoor recess that lasted ten

minutes. Alanna is the oldest of three children. Her parents both work full time. According to

Alanna, she is taken care of by her parents with the help of her grandparents and her Uncle.

According to Alanna’s teacher, the girl’s primary language at home was English. According to

the teacher, Alanna’s ethnicity is Caucasian, and their socioeconomic status was unknown. It was

also unknown how many times the family had moved or the education level of the parents other

than that the mother was currently attending college courses.

Observation

Physical

According to the University of Washington’s Child Development guide, normal

children at the age of four exhibit physical behaviors that include running, jumping, beginning to

climb ladders, starting to ride tricycles, is very active, scribbles in circles, can dress self fairly

well, can feed themselves with a spoon or fork, and takes care of toileting needs more

independently (2017). The Centers for Disease Control and Preventions(CDC) states that at the

preschool level “children should be able to ride a tricycle and use safety scissors” (2017). The

four-year-old child I observed adequately met criteria for physical development per the CDC

developmental milestones. She could name as well as identify all primary and secondary colors

while working one on one with an adult. She could identify her peers by name and sort the girls
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from the boys. During dramatic play time, she put on a dress and engaged other children to have

a tea party with her. While outside at the playground I was able to observe the child run, skip,

climb stairs, and other climbing obstacles that led to higher levels on the playground. During

lunch the child used a spork to feed herself properly and also knew how to drink from a cup. The

child was able to ask to use the restroom and was independent in the bathroom as well as washed

her hands without prompting afterwards.

Emotional

As stated in the University of Washington’s Child Development guide, normal children

at the age of four exhibit emotional behaviors that consist of being sensitive about the feelings of

other people towards themselves, developing some independence and self-reliance, fear of

strangers, animals, or the dark, is anxious to please adults and is despondent on their approval,

love, and praise, and may strike out emotionally at situations or persons when having

troublesome feelings (1993). “As children grow into early childhood, their world will begin to

open up. They will become more independent and begin to focus more on adults and children

outside of the family” (Center for Disease Control and Prevention, 2017). The child I observed

asked peers and adults if they liked the work she had completed. She was able to independently

color a picture without adult assistance, choosing different colors for different parts of the

picture. The child did not want to sing and do the motions to movement song “Head, Shoulders,

Knees and Toes” with other children. The child asked many times if she was going to be a super

kid and get a sticker that day. She meets the developmental milestones because she showed

independence while working on her own. She also seemed to be shy that there was a strange

person around and would not fully participate in singing and dancing. She was aware that her

actions affected herself as well as her peers.

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Intellectual/Cognitive

As reported by the University of Washington’s Child Development guide, normal

children at the age of four exhibit intellectual and cognitive behaviors such as learning through

senses, use of imagination a lot, likes playing grown-up roles, begins to see cause and effect

relationships, and is curious and inquisitive (1993). “They will want to explore and ask about the

things around them even more. Their interactions with family and those around them will help to

shape their personality and their own ways of thinking and moving.” (Center for Disease Control

and Prevention, 2017). The four-year-old child dressed up as an “animal doctor” and listened to

the stuffed dog’s heartbeat, determined the dog needed shots because he was sick, and used a

brush to make the dog “look pretty”. She also played with kinetic sand, squeezing it in her

hands, flattening it out with a rolling pin, using cookie cutters to make hearts, and was able to

manipulate the sand into balls to make a “sand snowman”. The child asked questions like “how

does this sand stick together?” and “where did you get this stuff?”. She was very curious about

things and new how to ask questions when she encountered new things. She was also aware of

who an animal doctor is and what they are expected to do for animals. Her intellectual abilities

met the developmental milestones suggested by the CDC.

Social/Psychosocial

According to the University of Washington’s Child Development guide, normal children

at the age of four exhibit social and psychosocial behaviors that include being able to leave their

mother for short periods but mother is still very important, begins to notice differences in the

way men and women act, imitates adults, starts to be more interested in others, and begins group

play (1993). The social developmental milestones provided by the CDC are that children are

able to “notice a difference between girls and boys, help to dress and undress themselves, play
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with other children, recall part of a story, and sing a song.” (2017). The child separated from

father without hesitation or incident. The child would compare tasks at school to “how mommy

and daddy do it at home”. The child asked peers to have a tea party with her and used baby dolls

to sit at the table with her. She would ask “do you want some tea” and would pour “tea” into

cups for her friends. The child had very good social skills when interacting with peers of the

same age. She was not comfortable interacting with a new person but slowly became

comfortable enough to communicate. She mentioned her mother and father multiple times but

was never upset when talking about them. The social behaviors that the child exhibited were

appropriate for a four-year-old according to the CDC.

Moral

According to the University of Washington’s Child Development guide, normal children

at the age of four exhibit moral behaviors that include knowing how to differentiate between

right and wrong, finding other’s opinions of self to be important, is more self-controlled and less

aggressive, and uses extreme verbal threats without understanding full implications (1993).

“Their interactions with family and those around them will help to shape their personality and

their own ways of thinking and moving.” (Center for Disease Control and Prevention, 2017).

The child showed signs of understanding right from wrong when one peer took a toy away from

another and she informed him that he was going to get into trouble. She also wanted to play with

a doll that another child had and informed them that “I can play with it when she doesn’t want it

anymore.” The child was also observed offering a troll that she was playing with to another

student. She showed empathy towards children and understood consequences resulted from
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negative behavior. The moral behaviors she exhibited were developmentally appropriate

according to the CDC’s developmental milestones.

Psychologists' Theories and Age Characteristics

Piaget's Cognitive Theory

Piaget's Cognitive Developmental Theory consists of three basic components, those being

organization, schemes, and adaptation. The first component, organization, “refers to the tendency

of all individuals to systematize or combine processes into coherent (logically interrelated)

systems.” (Snowman & McCown, 2013, p.23). According to Piaget, the second component,

schemes, is how children formulate organized patterns of behavior or thought while interacting

in their environment, and how they interact with parents, teachers, and peers. (Snowman &

McCown 2013). The final component of Piaget’s theory is adaptation, which is “the process of

creating a good fit or match between one’s conception of reality (one’s schemes) and the real-life

experiences one encounters.” (Snowman & McCown, 2013, p.23). According to Piaget’s theory,

adaptation can be accomplished using one of two subprocesses: a child may adapt by interpreting

and experience so it fits an existing scheme (assimilation) or by changing an existing scheme to

incorporate the experience (accommodation). (Snowman & McCown 2013). Piaget’s theory

suggests that the schemes that children go through change at different stages. There are four

different stages that children go through. The first one is sensorimotor, which begins at birth and

goes to two years old. In this stage, the child develops schemes through sense and motor

activities. The second stage is preoperational which includes ages two through seven years. The

second state is where the child acquires the ability to conserve and decanter, but are not capable

of operations or mentally reversing actions. Concrete operational is the third stage and it includes

the ages seven to eleven years. In the third stage children are capable of operations but solve
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problems by generalizing from concrete experiences, but cannot manipulate conditions mentally

unless they have been experienced. From the age of eleven on, people are in the formal

operational stage which means they can deal with abstractions, form hypotheses, solve problems

systematically, and engage in mental manipulation.

The four-year-old child that I observed in a preschool setting appeared to be in the

preoperational stage of Piaget’s cognitive development theory. She was able to communicate her

wants and needs verbally. She was also starting to master symbol systems such as letters and was

starting to recognize words that she was shown daily. The child engaged in pretend play by

dressing up as a princess with a play dress and a crown. She also initiated a tea party with her

peers while dressed as princesses. The student found tea cups, saucers, a tea pot and a sugar bowl

and set up the tea party at a table. One peer joined her for the tea party and she filled the other

spots with stuffed animals and proceeded to ask her “guests” if they would like some tea and

sugar.

Vygotsky's Cognitive Theory

Vygotsky’s Cognitive Theory is based on the ideas that social interaction and imaginative

play are large contributors to the process of cognitive development in children. The theory is

“often referred to as a sociocultural theory because it maintains that how we think is a function

of both social and cultural forces.” (Snowman & McCown, 2013, p.32). Vygotsky believed that

cognitive development is strongly influenced by those who are more intellectually advanced.

(Snowman & McCown, 2013). This means that some of the most important learning a child can

receive is social interactions with a skilled adult, like a parent or teacher. Vygotsky’s theory also

referred to the difference between what a child can do on his or her own and what he or she can

accomplish with some assistance as the zone of proximal development (ZPD). (Snowman &
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McCown, 2013). The ZPD is then used to support student learning using the scaffolding

technique. This technique works by “helping students answer difficult questions or solve

problems by giving them hints or asking leading questions.” (Snowman & McCown, 2013, p.36).

The preschool age student that I observed seems to be at the appropriate level according

to Vygotsky’s cognitive theory. She easily modeled her pretend play after what her teacher was

showing her. She used the same words of “would you like some tea” that the teacher modeled for

her to do while in pretend play having a tea party. The student was also engaged by the teacher in

scaffolding when talking about the letter “D” and what words started with the letter. The teacher

reminded her of the sound “D” makes to help her think of a word that starts with “D”. The child

was able to remember resources previously learned, and found pictures of items starting with the

letter. The learning environment itself provided social interactions between the student and

adults, whom provide higher cognitive development.

Erikson's Psychosocial Theory

Eric Erikson’s theory of psychosocial development “described the psychological growth

from infancy through old age, drawing out instructional implications for every level of education

from preschool through adult education.” (Snowman & McCown, 2013, p.17). Erikson’s theory

also portrays people as playing an active role in their own psychological development through

their attempts to understand, organize, and integrate their everyday experiences. (Snowman &

McCown, 2013, p.17). The theory is based on the epigenetic principle, which is the notion that a

child’s personality develops through a series of genetically predetermined stages that interact

with social interactions in the child’s environment. Erikson’s theory of psychosocial

development is comprised of five stages. The first stage, Trust versus Mistrust, happens from

birth to about one year old. Autonomy versus Shame and Doubt is the second stage and happens
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when a child is in its preschool years, or age two to three. The third stage is the Initiative versus

Guilt stage which a child is in from the age four to five years old. Industry versus Inferiority is

the fourth stage and children ages six through eleven are normally in this stage of Erikson’s

psychosocial development. The fifth and final stage is Identity versus Role Confusion, children

ages twelve through eighteen are typically in this stage. Erikson's theory tie’s together significant

psychosocial development in stages from birth to adulthood.

The student that I observed would fall into the appropriate stage of Erikson’s

psychosocial development. She is a four-year-old girl that would be in the initiative versus guilt

stage. The student showed the ability to participate in physical activities throughout my

observation. As a class the children sang the song “head, shoulders, knees, and toes”, and the

student I observed was able to physically move and touch each corresponding body part. She

was also singing all the words as they went through the motions. She also initiated conversation

with her peers frequently and had the ability to communicate her needs by raising her hand to ask

to use the restroom.

Kohlberg's Moral Theory

Kohlberg’s moral development theory elaborates Piaget’s ideas on moral thinking.

“Kohlberg believed that (1) moral reasoning proceeds through fixed stages and (2) moral

development can be accelerated through instruction.” (Snowman & McCown, 2013, p.41).

According to Kohlberg, there are six stages of moral reasoning. The first two stages are labeled

“preconventional morality” from birth to eight years old because young children do not

understand conventions or rules of society. (Snowman & McCown, 2013). The third and fourth

stages are labeled “conventional morality” because older children and adolescents tend to

conform to the rules of society. (Snowman & McCown, 2013). And the fifth and sixth stages are
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labeled “postconventional morality” for the small proportion of adults that understand the moral

principles that underlie societal conventions. The stages include punishment-obedience

orientation, instrumental relativist orientation, good boy-nice girl orientation, law-and-order

orientation, social contract orientation, and universal ethical principle orientation. Kohlberg’s

moral theory focused on how children develop their sense of right, wrong, and justice.

The student that I observed seems to be at the appropriate level for her age according to

Kohlberg’s moral theory. She is able to understand that inappropriate actions during certain

periods of class time will result in consequence. During a group activity, she was asked not to

talk out of turn and reminded to raise her hand if she wanted to talk. After continuing to talk out

of turn the teacher had her move her clip down to yellow which made her cry. She understood

that because she was talking her clip was moved which meant she would not get a sticker for the

day, which in turn made her sad.

Snowman's General Theory

According to Snowman’s general theory the physical characteristics for preschool and

kindergarten aged children are: being extremely active, large muscles are more developed than

those that control the fingers and hands, the frontal lobes of the brain grow rapidly, and gender

differences in physical development and motor skills are usually not noticeable. (Snowman &

McCown, 2013, p.49). The social characteristics include having at least one stable friendship,

play activities are important and should be encouraged, showing definite preferences for gender

of play peers, and awareness of gender roles and gender typing is evident. (Snowman &

McCown, 2013, p.49-50). The emotional characteristics for preschool and kindergarten aged

children include being aware of and able to regulate their emotions, and jealousy among

classmates. (Snowman & McCown, 2013, p.51). The last characteristic for preschool and
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kindergarten aged children are the cognitive characteristics which include their theory of mind,

being skillful with language, do not accurately assess their competence for particular tasks, and

competences encouraged by interaction, interest, opportunities, urging, limits, admiration, and

signs of affection. (Snowman & McCown, 2013, p.52).

The student that I observed showed many of the physical characteristics appropriate for

her age level. She was extremely active but had an easier time sitting for longer periods of time

then her peers did. She was able to easily move around, jumping and dancing along with their

brain break videos. Her social characteristics were also in the appropriate range for her age. She

had at least one friend that she played with every break they had together. The peer was another

little girl that played dress up and tea party with her. The students displayed emotional

characteristics when she got upset and cried because she had to move her clip down for talking

out of turn. Although she was visibly upset and cried, she pulled herself together and stopped

crying after only one to two minutes. The student like to answer questions that the teacher asked

and also was comfortable “teaching” her peers during large group time which displayed her level

of cognitive development to be at an appropriate level for her age.

Recommendations

Physical

According to the University of Washington website suggested behaviors for effective

parenting would be to “Provide plenty of play space both indoor and out. Provide for rest, as

child tires easily. And provide ample protein in diet since nutrition is important.” (University of

Washington, 1993). Based on the CDC for healthy bodies they suggest that parents should “Eat

meals with your child whenever possible. Let your child see you enjoying fruits, vegetables, and

whole grains at meals and snacks. Your child should eat and drink only a limited amount of food
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and beverages that contain added sugars, solid fats, or salt. Limit screen time for your child to no

more than 1 to 2 hours per day of quality programming, at home, school, or child care. Provide

your child with age-appropriate play equipment, like balls and plastic bats, but let your

preschooler choose what to play. This makes moving and being active fun for your preschooler.”

(Center for Disease Control and Prevention, 2017).

Emotional

Based on the University of Washington website the suggested behaviors of effective

parenting are to “Keep a sense of humor. Provide outlets for emotional expression through

talking, physical activity, and creative media. Establish limits and adhere to them. Provide

opportunities for talking about self and family. Strengthen positive self-esteem by pointing out

the things child can do for self. And assure the child that she/he is loved.” (University of

Washington, 1993). The CDC suggests that adolescents should “have more interest in the

opposite sex, go through less conflict with parents and show more independence from parents.”

(Center for Disease Control and Prevention, 2017).

Intellectual

For improving intellectual development, the University of Washington website suggests

to “Provide interesting words, stories. Play word games. Ignore bad language, since paying

attention to it only reinforces it. Answer questions patiently. Accept the fright as real. Help the

child gain power over the experience (e.g., a "magic" light to freeze the monster). And do not

ridicule or underestimate the importance of fantasy in the child's life.” (University of

Washington, 1993). According to the CDC for positive parenting tips it’s best to “Continue to

read to your child. Nurture her love for books by taking her to the library or bookstore. Help your

child develop good language skills by speaking to him in complete sentences and using "grown
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up" words. Help him to use the correct words and phrases. And Give your child a limited number

of simple choices (for example, deciding what to wear, when to play, and what to eat for snack).”

(Center for Disease Control and Prevention, 2017).

Social

According to the University of Washington website they suggest that to improve social

development parents should “Send child to a good preschool or play group. If not possible,

encourage group play, but don't be surprised by disagreements or child's behavior toward

different playmates. Allow child to participate in adult activities which he/she can manage, e.g.,

dusting, setting the table, filling pets' water dish. And Expect child to take simple responsibilities

and follow simple rules, such as taking turns.” (University of Washington, 1993). The CDC

mentions under positive parenting tips to “Encourage your child to play with other children. This

helps him to learn the value of sharing and friendship. Tell your child why it is important to stay

out of traffic. Tell him not to play in the street or run after stray balls. Teach your child how to be

safe around strangers. Help your child develop good language skills by speaking to him in

complete sentences and using "grown up" words. Help him to use the correct words and phrases.

Help your child through the steps to solve problems when she is upset.” (Center for Disease

Control and Prevention, 2017).

Moral

Based off the University of Washington website the suggested behaviors for effective

parenting to improve their child’s morals they should “Help the child be responsible and discover

the consequences of his/her behavior. Be aware of your feelings and try to understand his/her

perspective.” (University of Washington, 1993). The CDC mentions that parents should “Be

clear and consistent when disciplining your child. Explain and show the behavior that you expect
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from her. Whenever you tell her no, follow up with what he should be doing instead. Help your

child through the steps to solve problems when she is upset.” (Center for Disease Control and

Prevention, 2017).

Summary

Alanna meets most if not all the standards for physical, emotional, intellectual, social,

and moral development for her age. Her intellectual development is at the preoperational stage of

Piaget’s theory on cognitive development. Socially, Alanna is at the initiative versus guilt stage

of Erickson’s theory of psychosocial development. Morally she would fall into the level of “pre-

conventional morality”. Recommendations for Alanna include allow her to participate in adult

activities which she can manage, e.g., dusting, setting the table, filling pets' water dish. She

should also be taught to be responsible and discover the consequences of her behavior. Alanna

should be able to help with simple chores in the classroom and at home as well. Alanna should

be read to frequently to nurture her love for books. Alanna is a smart child and catches on very

quickly to new concepts, she should be encouraged to learn new things on a daily basis.
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References

Center for Disease Control and Prevention. (2017). Child development: Preschoolers (3 - 5 years

of age). Retrieved from

https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/preschoolers.html (Link

s to an external site.)

Snowman, J. & McCown, R. (2013). ED PSYCH. Belmont, CA: Wadsworth, Cengage

Learning.

University of Washington. (1993). Child development: Using the child development

Guide. Retrieved From

http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm (Links to an

external site.)