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Case Study

Arabella Dacunos

College of Southern Nevada

EDU 220: Principles of Education Psychology

Professor Theri L. Wyckoff

October 4, 2023
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Introduction

Days Observation Conducted

● Monday, September 4, 2023. 3:30 pm- 5:00 pm

● Monday, September 11, 2023. 3:00 pm- 4:30 pm

● Monday, September 18, 2023. 3:30 pm- 4:00 pm

● Monday, September 25, 2023. 4:00 pm- 4:30 pm

Child’s Background Information

Child name: Jasmine

Age: 12

Race or ethnicity: Asian and Filipino

Relationship to the child: Sister

Child parent’s gender, age, race, and ethnicity: Female, 45, Asian/Filipino; Male, 49,

Asian/Filipino

Parental Situation: Divorced

Number and gender of siblings at home: 4 siblings, all female

Type of home: House

Number of moves in the child’s life and from/to where: 4 times. She was born in the Philippines

and moved to the States at 3 years old. She has never lived anywhere else but in Manila,

Philippines, and Las Vegas, NV. She arrived here with our mom and she lived with our dad in

his apartment. Dad got custody of all of his daughters and moved in with our grandpa. Our

grandpa left for the Philippines and we moved in with our grandma. Then, our dad finally got a

house and moved again there.

Parental work situation: Both parents work outside of the home during the day.
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Socioeconomic situation: Working-class

Educational History

Education Level of parent(s)/ guardian(s): College for both parents.

Medical History: Healthy and no accidents, surgeries, or illnesses.

Educational History: Attends Canarelli Middle School, 7th grade.

Number of schools the child has attended: 4.

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Typical Development of a 6-Year-Old and Aveen’s Development

Physical Development

Typical Development Meets or Doesn’t Meet Standards

Girl's growth spurt peaks around age 11.5. Meets Standard

(NIH Medline Plus, 2021) Observation: Jasmines suddenly grow several
inches taller within a relatively short span of
time.

A growth spurt begins before breast Doesn’t Meet Standards

development and stops before menstruation. Observation: Jasmine’s growth occurs more
(Riley Children’s Health, 2021) steadily or it coincides with other stages of
puberty. Jasmine experienced breast
development after a growth spurt.

Breast buds typically develop before pubic Meets Standard

and axillary hair in girls. (Riley Children’s Observation: Jasmine noticed hair growing in
Health, 2021) many areas of her body such as her
underarms.

Physical changes may not occur in a smooth, Meets Standard

regular schedule. (NIH Medline Plus, 2021) Observation: Jasmine's involve occasional
spurts followed by periods of steadier
development.

Girls on average are taller than boys. (Seifert Meets Standard

& Sutton, 2009, p. 43) Observation: Jasmine noticed that she was
sometimes as tall or taller than most of her
male classmates.

Students who are clumsy are aware of this fact Meets Standard
and how it may have a detrimental impact on Observation: Jasmine sometimes is a bit
their peers' regard. (Seifert & Sutton, 2009, p. clumsy playing sports.
45)
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Social-Emotional Development

Typical Development Meets or Doesn’t Meet Standards

More concerned with school and friendships. Meets Standard

(University of Washington, 1993) Observation: Jasmine puts effort into
nurturing and maintaining meaningful
connections with her friends. This involves
spending quality time together, offering
support during challenging times, and
celebrating shared achievements.

They cry when they are angry. (University of Meets Standard

Washington, 1993) Observation: Sometimes, when she's upset,
she might cry. For instance, our dad didn’t let
her go out with friends one time because it
was late, and she cried.

Boost one's sense of value. (Virtual Lab Meets Standard

School, 2021) Observation: When Jasmine performed on
stage for her band class, it really made her feel
important and valued.

They are concerned about their appearance. Meets Standard

(University of Washington, 1993) Observation: Jasmine puts effort into
choosing clothes that she likes and that reflect
her personal style. She also takes care of her
skin, hair, and overall grooming routine to
feel her best.

They like being alone. (University of Meets Standard

Washington, 1993) Observation: She enjoys reading a book in a
quiet room, going for a solitary walk, and
engaging in a hobby that allows her to unwind
and recharge.

Friendships are cognitive resources when they Meets Standard

teach or model specific intellectual skills. Observation: Jasmine’s friend excels in math,
(Slavin, 2022, p. 57) and her friend helps her understand
schoolwork better.
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Cognitive Development

Typical Development Meets or Doesn’t Meet Standards

As they age, they demonstrate improvements Meets Standard

in thinking and information processing. Observation: Jasmine shows improved
(Morin, 2021) problem-solving skills, critical thinking
abilities, and a greater capacity to absorb and
apply new information.

The majority of children have excellent Halfway Meets Standard

language and communication skills. (Morin, Observation: Jasmine engages in
2021) conversations with ease but occasionally
encounters challenges in expressing complex
ideas.

They can think beyond literal readings, and Meets Standard

proverbs and idioms no longer pass them by. Observation: She recognizes the meaning
(Morin, 2021) behind idiomatic expressions like "raining
cats and dogs," comprehending that it
signifies heavy rainfall.

According to Piaget, the preadolescent begins Meets Standard

to be able to think abstractly and to see Observation: Jasmine now grasps concepts
possibilities beyond the here and now. like future planning, imagining potential
(Slavin, 2022, pg. 29) career paths, or contemplating long-term
goals.

According to Vygotsky, interactional Meets Standard

environments enable youngsters to gain Observation: At school, they learn how to be
knowledge about developmentally appropriate nice to others. At home, Jasmine learns how
skills. (Slavin, 2022, pg. 43) to respect elders.

According to Bronfenbrenner, this Meets Standard

mesosystem binds children to parents, Observation: When Jasmine talks to her
students to teachers, and friends to friends. parents about school, that's a part of her
(Slavin, 2022, pg. 35) mesosystem. And when her friends interact
with each other at school, that's also part of
their mesosystem. This shows how different
parts of Jasmine's life are linked together.
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Psychosocial Development

Typical Development Meets or Doesn’t Meet Standards

Belonging and acceptance take on ominous Meets Standard

proportions. (Ellsworth, 1998) Observation: When she's included in activities
with her friends or classmates, it makes her
feel happy and valued.

Frequently rebels and resents parental Meets Standard

boundaries. (Ellsworth, 1998) Observation: Jasmine goes against her parents'
rules, if she doesn't want to do the chores, she
argues.

Preoccupation with and oversensitivity to Meets Standard

one's own looks, as well as others' potential Observation: Jasmine has been spending more
awareness of one's own appearance. time picking out her outfits and trying
(Ellsworth, 1998)
different hairstyles.

Mood swings and objectives may appear Meets Standard

chaotic and uncontrollable. (Ellsworth, 1998) Observation: Jasmine's emotions and goals
might seem to change quickly and be hard to
manage. For instance, she might be really
excited about a project one moment but then
feel overwhelmed and unsure about it the
next.

The need to question arises as a result of Meets Standard

rapidly changing physiology, as well as Observation: Jasmine thinks about what she
demands to make decisions regarding future wants to do when she grows up. She often
schooling and profession. (Slavin, 2022, p.48)
asks me for high school advice and what
classes to take.

According to Erikson, Meets Standard

Stage V: Identity Versus Role Confusion (12 Observation: She prefers to hang out with
to 18 Years) friends after school or on weekends rather
Adolescents are progressively distancing
than staying at home with her parents.
themselves from their parents in favor of peer
groups. (Slavin, 2022, p.48)
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Moral Development

Typical Development Meets or Doesn’t Meet Standards

Moral principles are simple to understand and Meets Standard

internalize. (American Psychological Observation: She is mindful of not excluding
Association, 2022) anyone when planning to hang out with her
friends.

Recognize the link between fairness and Meets Standard

merit. (American Psychological Association, Observation: Jasmine feels really sad when
2022) she sees people getting hurt because of their
race, sexual orientation, differences, etc.

Recognize the need to pay more attention to Meets Standard

those in need. (American Psychological Observation: When Jasmine sees someone
Association, 2022) feeling sad, she takes the time to talk and
listen to them.

Develop empathy and compassion. (American Meets Standard

Psychological Association, 2022) Observation: Jasmine dedicates some of her
free time to doing chores around the house to
help her dad or mom out because she
understands that they are tired from work.

When making moral decisions, they can take Meets Standard

into account the feelings of others. (Slavin, Observation: If she has to choose a game to
2022, pg. 51) play with her friends, she'll consider what
everyone enjoys, not just what she likes.

According to Kohlberg, Meets Standard

Conventional Level of Morality Observation: If she sees someone struggling
Stage 3: The approval of others influences the with their homework, she offers to help. She
individual's actions and judgment.
does this because she knows that if she were
Stage 4: The "right thing to do" is predicated
on doing what is required of you. in a similar situation, she would appreciate the
Have a firm belief that one should “do unto help.
others as you would have them do unto you.”
(Slavin, 2022, pg. 51)
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Jasmine’s Developmental Progress

Developmental
Progress, Physical Social- Cognitive Psychosocial Moral
Age: 9 Emotional

100% Meets
Standard

80% Meets
Standard

60% Meets
Standard

40% Meets
Standard

20% Meets
Standard
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Recommendations for Jasmine, Age 12

Physical Development

Encourage your child to be physically active. She might join a team sport or take up an

individual sport. (Centers for Disease Control and Prevention, 2021)

Make sure they have the right amount of sleep. (Centers for Disease Control and Prevention,

2021)

Limit screen time. (Centers for Disease Control and Prevention, 2021)

Social-Emotional Development

Don't dismiss the youth's concerns; provide accurate feedback. (University of Washington, 1993)

Allow youth more opportunities for independent social activities. (University of Washington,

1993)

Accept youth's feelings and help younger siblings cope with rejection. (University of

Washington, 1993)

Cognitive Development

Don't let discussions become arguments; don't put down the youth's ideas. (University of

Washington, 1993)

Keeping open lines of communication and clear, yet negotiable, limits or boundaries may help

reduce major conflicts. (NIH Medline Plus, 2021)

Discuss the importance of respecting others. (Centers for Disease Control and Prevention, 2021)

Psychosocial Development

Shows an interest in their friendships, hobbies, and opinions. (Morin, A., 2021)

Inspire your child to consider their own achievements when using praise. (Centers for Disease

Control and Prevention, 2021)

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Participate in school activities. (Centers for Disease Control and Prevention, 2021)

Moral Development

Demonstrate respect for youth as an emerging adult. (University of Washington, 1993)

Facilitate youth's decision-making. (University of Washington, 1993)

Reinforce the understanding of right and wrong and consequences. (American Psychological

Association, 2022)
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References

American Psychological Association. (2022). ACT Raising Safe Kids Program Factsheets and

Handouts. https://www.apa.org/act/resources/fact-sheets

Center for Disease Control and Prevention. (2021). Child development: Positive parenting tips.

https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/index.html

Ellsworth, J. (1998). Online lesson: PEPSI as a screening tool.

http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.html

Morin, A. (2021). Child Development: Milestones and Parenting Tips.

https://www.verywellfamily.com/child-development-overview-

NIH Medline Plus. (2021). Adolescent Development.

https://medlineplus.gov/ency/article/002003.htm

Riley Children's Health: Indiana University Health, Indiana University School of Medicine

(2021). Health Information: Development & Wellbeing.

https://www.rileychildrens.org/health-info?openTab=wellness

Seifert, K & Sutton, R. (2009). Educational Psychology, (2nd ed.) Creative Commons.

Slavin, R.E. (2021). Educational Psychology: Theory and Practice, (13th ed.) Pearson.

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

http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm

Virtual Lab School. (2021). Professional Development for Child and Youth Educators.

https://www.virtuallabschool.org/learn