CASE STUDY OF

ALEXANDER, AGE
9
Kirstin Sanchez
EDU 220 - 1002
Physical Observation
Alexander has grown immensely since his previous grade and is now the tallest student
in his class. The average child his age has grown a few inches in the course of the school
year, Alexander is now the tallest student in his classroom.

Alexander is an extremely active child. He is in multiple local sport leagues along with a
soccer league through his elementary school (Snowman, p. 56). Currently his main
interests in sports are soccer and basketball.

Alexander loves running around both on the field and off. He is great at all positions in
soccer and when he is not playing a game he spends time playing soccer with his brother
and sometimes his grandfather.
Physical Recommendations
Parents and guardians should be able to provide many opportunities to keep their childs
interest a main focus (University of Washington; Child Development). Alexanders
parents should adapt some habits and ideas to keep his interests in mind.

Parents and guardians should be able to use activities to help develop their childs skills
(University of Washington; Child Development). Alexanders parents should encourage
their child to keep practicing sports for as long as he is interested.

Parents and guardians should be able to encourage their child to join sports teams
(Centers for Disease Control [CDC], 2017). Alexanders parents should keep him in
sports for as long he is interested.

Parents and guardians should be able to talk to their child about the normal physical and
emotional stages of puberty (Centers for Disease Control [CDC], 2017).
Emotional Observations
Alexander has developed a more complex self-image than what he had before. He knows
himself inside and out and knows himself better than anyone else.

Alexander does compare himself to his peers especially in a competitive setting

(Snowman, p. 57). During soccer games he has compared his talent to his peers trying to
improve himself.

Alexander has a wonderful hold on his emotions and knows when to hold back any
emotion. When he gets frustrated he will show his anger but will not lash out.

Alexanders family has always been very positive and supportive of him. His parents
always support his decisions and will encourage him to do his best.
Emotional Recommendations
Parents and guardians should be able to let their child know that they support them
regardless if they were right or wrong (University of Washington; Child Development).

Parents and guardians should be able to give their child as many opportunities as
possible to let their child be independent (University of Washington; Child
Development).

Parents and guardians should be able to help develop what is right from wrong (Centers
for Disease Control [CDC], 2017).

Parents and guardians should be able to use discipline instead of punishment (Centers
for Disease Control [CDC], 2017).
Intellectual Observations
Alexander has become a great critical and logical thinker. He now understands sarcasm
and metaphors along with how to use them in conversations.

Alexander can recall what he has learned in previous grades and use them in recent
problems. With this he can build upon basic learning problems and soon master them all.

Alexander has begun to sort information into more clear categories (Snowman, p.58). He
now understands more details going into the objects and sorts them accordingly.
Intellectual Recommendations
Parents and guardians should be able to adjust learning to fit their childs needs
(University of Washington; Child Development). Alexanders parents should understand
how he learns and what works best for him.

Parents and guardians should be able to understand learning differences between

multiple children (University of Washington; Child Development). Alexanders parents
should understand that everyone learns differently from each other.

Parents and guardians should be able to talk to their child about their accomplishments
and their friends (Centers for Disease Control [CDC], 2017). Alexanders parents should
encourage him to set goals for himself and ensure he accomplishes them.

Parents and guardians should be able to have their children create and establish their
own goals (Centers for Disease Control [CDC], 2017).
Social Observations
Alexander has many close friends both inside and outside of the classroom. He is friends
everyone in the classroom and everyone in his sport teams. His close friends are in his
classroom where he spends most of his time socializing with them.

Alexander is a very sociable student among his peers. Regardless of gender he is friends
with everyone in his class. His close friends are all the same gender.

Alexander loves his time outdoors (Snowman, p. 57). He loves recess along with playing
outside. He spends most of his time playing soccer and basketball with his friends at
school.
Social Recommendations
Parents and guardians should be able to accept and understand the separation of gender
(University of Washington; Child Development). Alexanders parents should demonstrate
knowledge that there is a difference in gender and may want to have all of the same
gender friends.

Parents and guardians should be able to establish limits in the household (University of
Washington; Child Development). Alexanders parents should establish proper roles for
the family by demonstrating the parents role and what his brothers role of the family is.

Parents and guardians should be able to encourage healthy friendships (University of

Washington; Child Development). Alexanders parents should teach what makes a good
friend. Alexanders parents should also get to know the parents of the child along with
getting to know the child. Knowing the parents and child helps build a healthy friendship
for Alexander along with his friends.
Social Recommendations (continued)

Parents and guardians should be able to spend time socializing with their child (Centers
for Disease Control [CDC], 2017). Alexanders parents should communicate with their
child as much as possible. Having both parents communicating with their child will help
social development grow.

Parents and guardians should be able to be involved in their school by getting to know
the other students and their teachers (Centers for Disease Control [CDC], 2017).
Alexanders parents should have a strong relationship with their childs teacher.

Parents and guardians should be able to meet the parents or guardians of their childs
friends (Centers for Disease Control [CDC], 2017). Alexanders parents should know and
meet the parents or guardians of their childs friends.
Moral Observations
Alexander requires a stable family structure. He loves having his family by his side,
having them home right after work, and spending weekends with them.

Alexander understands that mutual agreements are not enough for him and needs to
have solid rules to follow (Snowman, p. 55).

Alexander follows rules strictly. He does not doubt the rules that are given by his elders.
He will doubt the rules when there is reason where the rules dont make sense.
Moral Recommendations
Parents and guardians should be able to make sure their child understands losing in a
competitive setting (University of Washington; Child Development). Alexanders parents
should demonstrate it is okay to lose in games or in sports.

Parents and guardians should be able to show love and support for their child (University
of Washington; Child Development). Alexanders parents should show their child support
and love at every moment given in day to day life.

Parents and guardians should be able to help their child establish right from wrong
(Centers for Disease Control [CDC], 2017). Alexanders parents should demonstrate how
to determine right from wrong in multiple settings.

Parents and guardians should be able to make clear rules and stick with them (Centers
for Disease Control [CDC], 2017).
References
Centers for Disease Control. (2017). Child Development: Middle Childhood (9-11 years of
age). Atlanta, GA: CDC
Snowman, J., McCown, R. (2013). ED Psych. Belmont, CA: Wadsworth
University of Washington. Child Development Guide: Nine to Ten Years. Seattle, WA:
University of Washington