CASE STUDY

POWERPOINT OF A
FIVE-YEAR-OLD
CHILD
Krista M. Morris
Introduction Only child

Benjamin is five-years-old Observed at local private preschool for a week

timespan during the month of March 2017

Preschool student in a kinder-ready class

Caucasian

Upper Class Socioeconomically

Benjamins mom and dad have their college

degrees in the law field
Observation
Normal Development Milestones for a Five-Year-Old
Physical (P), Emotional (E), Social (S), Moral (M), and Intellectual (I) Developments
P: Very active and consistently on the go (University of S: Likes to imitate adult activities; has good imagination
Washington, 1993). (University of Washington, 1993).

P: Is sometimes physically aggressive (University of
Washington, 1993).
P: Has rapid muscle growth (University of Washington,
1993).
E: 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).
E: They will want to explore, think and ask about the
things around them even more (Center for Disease
Control and Prevention, 2017).
E: "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).
S: Really needs to play with others; has relationships that
are often stormy; when playing in groups, will be selective
about playmates (University of Washington, 1993).
S: Relies less on physical aggression; is learning to share,
accept rules, take turns (University of Washington, 1993).
M: Becoming aware of right and wrong (University of
Washington, 1993).
M: Usually has desire to do right (University of
Washington, 1993).
M: May blame others for own wrongdoing (University of
Washington, 1993).
I: The normal characteristics of intellectual development
includes having a large vocabulary, 1500 to 2000 words
(University of Washington, 1993).
I: Has strong interest in language; is fascinated by words
and silly sounds (University of Washington, 1993).
I: Likes to shock adults with bathroom language, has
insatiable curiosity; talks incessantly; asks innumerable
questions, has imaginary friends and active fantasy life, and
also has frequent nightmares (University of Washington,
1993).
 Observation Continued
Physical (P), Emotional (E), Social (S), Moral (M), and Intellectual
(I) Developments for five-year-old Benjamin
P: Benjamin meets his physical developments by being
extremely active with high energy.
P: He has not started physical maturation, but his muscle
development grows with each passing day.
P: Gripping pencils and crayons, and also using small safety
scissors keep him on track for his physical development.
P: Benjamin can catch a ball, hop on one foot, and jump up
and down.
E: Generally, Benjamin is rude to his classmates, bullies
other students who are more weak minded emotionally, has
a super ego for himself and his loved ones, and has moments
of insecurity when his buttons are pushed a little too hard
when it comes to his tantrums and outbursts.
E: Benjamin is on track to meet his emotional development
needs, but in my opinion is not quite in line with them.
E: He is independent and always wants to know more about
certain subjects that are introduced to him.
S: Benjamin is completely in compliance with his social
development milestones.
S: Benjamin enjoys playing with his classmates; although, he
is very particular about who he plays with and tends to stick
with his usual two-three classmates.
S: Benjamin attends a preschool where he learns to think
independently and responsibly.
M: Benjamin meets this milestone because he can tell you if
he made a bad decision or if he can manage himself or not.
M: He will cry in a plea of his tantrums that he wants to do
the right thing and just needs help to calm down sometimes.
M: Benjamin does like to blame whoever is around for his
wrong doings and will even blame himself because he knows
he has his temper problems.
I: Benjamin has a wide vocabulary of words.
I: He loves to ask questions about everything and anything
around him.
I: Benjamin indulges in any opportunity to fantasize and
play make believe, and he can recall parts of any story like no
other.
Psychologists Theories
Piaget's Cognitive
Developmental Theory
Jean Piagets cognitive developmental theory is assumed to
believe that human beings are born with tendencies to
organize and adapt (Snowman & McCown, 2013, p.23).
Piagets cognitive developmental theory is categorized into
three separate groups: organization, schemes, and
adaptation.
The first category, organization, refers to the tendency of all
individuals to systematize or combine processes into
coherent systems (Snowman & McCown, 2013, p.23).
Schemes is the second category and is known as organized
patterns of behavior or thought (Snowman & McCown,
2013, p.23).
Schemes can occur in two forms: behavioral or cognitive
(Snowman & McCown, 2013, p.23).
Behavioral schemes are actions such as kicking or throwing
a ball (Snowman & McCown, 2013, p.23).
Cognitive schemes involve realizing there are many different kinds of
balls (Snowman & McCown, 2013, p.23).
The final of the three categories is adaptation and this is known as
the process of creating a good fit or match between ones conception
of reality and the real-life experiences one encounters (Snowman &
McCown, 2013, p.23).
Piaget theorizes that adaptation is successful from two sub processes:
assimilation and accommodation.
Attempting to fit a new experience into an existing scheme
(Snowman & McCown, 2013, p.23) is called assimilation.
Accommodation is when you alter an existing scheme to fit in the new
experience you have taken in.
Piagets cognitive developmental theory also appears as different
stages across varying age levels.
Stage 1: Sensorimotor occurs between birth and two years of age.
Stage 2: Preoperational stage occurring between the ages of two and
seven years old.
Stage 3: Concrete operational takes place during seven and eleven
years of age.
Stage 4: Formal operational takes place during eleven years of age and
older.
 Psychologists Theories Continued
Piaget's Cognitive Developmental Theory
Benjamins Characteristics
Benjamin uses organization, schemes, adaption, and is in the preoperational stage of his
life.
For example, he is gradually acquiring ability to conserve and decenter, but is not capable
of operations or mentally reversing actions (Snowman & McCown, 2013, p.23).
Benjamin is able to use some of his symbol-oriented schemes including: letters, words,
and the English language.
Benjamin shows signs of advanced decentration which is the ability to think of more than
one quality at a time (Snowman & McCown, 2013, p.23).
Benjamin is also at the correct stage in his life where egocentrism plays a big role in how
he understands and thinks about the world in relation to other people within and above
his age group.
 Psychologists Theories Continued
Vygotsky's Cognitive
Developmental Theory
Vygotskys cognitive developmental theory is often
referred to as a sociocultural theory because it
maintains how we think is a function of both social
and cultural forces (Snowman & McCown, 2013,
p.32).
According to Vygotsky, psychological tools are the
most important thing cultures pass down to its
members (Snowman & McCown, 2013).
Examples of these tools are speech, writing,
gestures, diagrams, numbers, chemical formulas,
musical notation, rules, and memory techniques
(Snowman & McCown, 2013, p.33).
The devices and procedures are how we
communicate and explore the world around us as
well as aide and direct our cognitive functioning
(Snowman & McCown, 2013).
Vygotsky believed that social interaction was
more important than cognitive development
because opposite of Piagets theory, Vygotsky
theorized that you need social interaction in
order to have a better cognitive development.
Vygotsky argued that a process called mediation
was necessary in order for social interactions to
assist in cognitive developments.
Mediation occurs when a more knowledgeable
individual interprets a childs behavior and helps
transform it into an internal and symbolic
representation that means the same thing to the
child as to others (Snowman & McCown, 2013,
p.34).
Psychologists Theories Continued
Vygotsky's Cognitive Developmental Theory
Benjamins Characteristics
Benjamin meets Vygotskys cognitive developmental theory because his social interactions
influence his cognitive development.
His social interactions with his peers and teachers impact him in a positive way because the
majority of them are intellectually advanced.
Benjamin attends a private preschool which allows him to have a more sophisticated
education.
He is around other individuals that use a higher-level vocabulary.
Another example of Benjamin meeting Vygotskys cognitive developmental theory is his
acquiring of spontaneous concepts.
Benjamin is easily able to learn facts, concepts, and rules by engaging in play and
communicating with classmates and teachers (Snowman & McCown, 2013).
 Psychologists Theories Continued
Ericksons Psychosocial
Development Theory

Ericksons psychosocial development theory 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).
This theory highlights the important role that cultural
goals, aspirations, expectations, requirements, and
opportunities play in personal growth (Snowman &
McCown, 2013, p.17).
Based off of the epigenetic principle, which states that a
childs personality develops through genetically
predetermined stages that interact with the social
interactions of the childs environment (Snowman &
McCown, 2013).
The first out of five stages is called trust versus mistrust,
which begins at birth until the age of one (Snowman &
McCown, 2013).
The second stage is anatomy versus shame and doubt,
and begins at age two through the age of three
(Snowman & McCown, 2013).
Stage three involves initiative versus guilt beginning at
age four through age five (Snowman & McCown, 2013).
The fourth stage is industry versus inferiority beginning
at age six through age eleven (Snowman & McCown,
2013).
Finally, the fifth stage is identity versus role confusion
starting at age twelve through the age of eighteen
(Snowman & McCown, 2013).
Psychologists Theories Continued
Ericksons Psychosocial Development Theory
Benjamins Characteristics
Benjamin meets most of his points pertaining to the third stage of psychosocial development:
initiative vs. guilt.
Initiative versus guilt is an important stage because most children will gain their own autonomy
by participating in physical activity that allow them to be able to plan, undertake, and attack a
task (Snowman & McCown, 2013).
Benjamin attends a private preschool that teaches their students to be independent and self-
reliant.
Benjamin is able to assert control and power over his environment.
Many of the preschools staff members are coached to give certain freedoms to their children so
that the children can have a sense of trust and accomplishment. For example, in a four and five-
year-old classroom, the teachers will set up for art time. Instead of holding on to certain supplies
(such as crayons and scissors) until the children are ready for that step in their craft, they are left
on the tables in front of the children to show them that the teachers have a sense of trust that the
children will wait until they are told to use those supplies.
Psychologists Theories Continued
Kohlbergs Moral
Development
Kohlbergs moral development was believed to be
that moral reasoning proceeds through fixed
stages and moral development can be accelerated
through instruction (Snowman & McCown, 2013,
p.41).
Kohlberg believes that there are six stages to moral
reasoning.
The first stage is punishment-obedience orientation
where the physical consequences of an action
determine goodness or badness (Snowman &
McCown, 2013).
The second stage known as instrumental relativist
orientation is where obedience to law should
involve an even exchange (Snowman & McCown,
2013).
The third stage, good boy-nice girl orientation
implies that the right action will impress others
(Snowman & McCown, 2013).
The second and third stages are labeled as the
preconventional morality. People who tend to fall
under these categories want to avoid punishment and
receive benefits in return (Snowman & McCown,
2013).
The fourth stage is called law-and-order orientation
where in order to maintain the social order, fixed rules
must be obeyed (Snowman & McCown, 2013).
The fifth stage is social contract orientation where
rules should involve mutual agreements, and the
rights of the individual should be protected
(Snowman & McCown, 2013).
Stages four and five are labeled as the conventional
morality inferring that people want to impress others,
and respect authority (Snowman & McCown, 2013).
The sixth and final stage is universal ethnic principle
orientation where moral decisions should be based on
consistent applications of self-chosen ethnic
principles (Snowman & McCown, 2013).
Psychologists Theories Continued
Kohlbergs Moral DevelopmentBenjamins
Characteristics

Benjamin meets the first few stages of Kohlbergs stages of moral reasoning.
Benjamin has experienced stage one: punishment-obedience orientation.
Benjamin knows that if he has bad days at school that his parents will take away his TV time
and IPad.
As a part of the preconventional morality, Benjamin knows that if he can avoid punishment,
he will receive benefits in return (Snowman & McCown, 2013).
Benjamin also has dealt with the second stage pertaining to instrumental relativist
orientation.
Benjamin knows that he should not take toys away from his friends just like they should not
take toys away from him.
 Psychologists Theories Continued
Snowmans Physical and
Emotional Characteristics
Cooperative playing occurs with other peers which helps the social development of a preschooler (Snowman &
McCown, 2013).
Many preschoolers will participate in pretend play, exercise play, and rough-and-tumble play (Snowman &
McCown, 2013).
Preschoolers can be pretty emotional in the fact that they dont really understand why they may feel a certain
way until asked certain questions which helps derive them to their own conclusion (Snowman & McCown, 2013).
Cognitive characteristics of a preschooler are defined as by age four, children have a theory of mind: they are
aware of their own mental processes and the possibility that others may think differently (Snowman &McCown,
2013, p.51).
 Psychologists Theories Continued
Snowmans Physical and Emotional Developments
Benjamins Characteristics
Loves to run around, climb, and jump when it comes time for recess.
Constantly active even when its learning time.
Can be found resisting nap time because of high energy levels.
Cant tie own shoelaces.
Loves to play make believe and pretend.
When it is playtime in Benjamins classroom you can find him anywhere from the kitchen set
pretending to cook for his pretend family, or even pretending he is a dinosaur from prehistoric
times.
When it comes to Benjamins emotional state, I would say he meets his level in certain places, but
lacks in others.
Benjamin can be unstable when it comes to his emotions because he is known to have a bad
temper which results in temper tantrums.
Overall, emotionally, I believe Benjamin acts younger and does not meet his age specific group.
 Recommendations
The University of Washington Child Development Guide recommendations for a Five-Year-Olds
Physical (P), Emotional (E), Social (S), Moral (M), and Intellectual (I) Developments
University of Washington. (1993). Child development: Using the child development guide. Retrieved from
http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm
P: Provide plenty of play space both indoor and out. S: Expect child to take simple responsibilities and follow
Provide for rest, as child tires easily (University of simple rules, such as taking turns (University of Washington,
Washington, 1993). 1993).
S: Allow child to participate in adult activities which he/she
P: Provide ample protein in diet since nutrition is can manage, e.g., dusting, setting the table, filling pets' water
important (University of Washington, 1993). dish (University of Washington, 1993).

I: Provide interesting words, stories. Play word games.
(University of Washington, 1993).
I: Ignore bad language, since paying attention to it only
reinforces it (University of Washington, 1993).
I: Accept the fright as real. Help the child gain power over
the experience (e.g., a "magic" light to freeze the monster)
(University of Washington, 1993).
I: Don't ridicule or underestimate the importance of
fantasy in the child's life (University of Washington, 1993).
S: 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 (University of Washington, 1993).
E: Keep a sense of humor (University of Washington, 1993).
E: Provide outlets for emotional expression through talking,
physical activity, and creative media (University of Washington,
1993).
E: Establish limits and adhere to them (University of
Washington, 1993).
E: Provide opportunities for talking about self and family.
E: Strengthen positive self-esteem by pointing out the things
child can do for self (University of Washington, 1993).
E: Assure the child that she/he is loved (University of
Washington, 1993).
M: 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).
 Recommendations Continued
Centers for Disease Control and Prevention recommendations for a Five-Year-Olds
Physical (P), Emotional (E), Social (S), Moral (M), and Intellectual (I) Developments
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

I: Continue to read to your child. Nurture her love for books by taking her to the library or bookstore
(Center for Disease Control and Prevention, 2017).
P: Let your child help with simple chores (Center for Disease Control and Prevention, 2017).
S: Encourage your child to play with other children. This helps him to learn the value of sharing and
friendship (Center for Disease Control and Prevention, 2017).
M: Be clear and consistent when disciplining your child. Explain and show the behavior that you expect
from her. Whenever you tell her no, follow up with what he should be doing instead (Center for Disease
Control and Prevention, 2017).
I: 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 (Center for Disease Control and Prevention,
2017).
E: Help your child through the steps to solve problems when she is upset (Center for Disease Control and
Prevention, 2017).
S: 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).
 Recommendations Continued
Snowmans recommendations for a Five-Year-Olds
Physical (P), Emotional (E), Social (S), Moral (M), and Intellectual (I) Developments
Snowman, J. & McCown, R. (2013). ED PSYCH. Belmont, CA: Wadsworth, Cengage Learning.

P: Provide plenty of opportunities for children to run, jump,
and climb (Snowman & McCown, 2013, pg.49).
P: Avoid too many small-motor activities, such as pasting
paper chains. Provide big brushes, crayons, and tools
(Snowman & McCown, 2013, pg.49).
E: Try to spread your attention around as equitably as
possible, and when you praise particular children, do it in a
private casual way (Snowman & McCown, 2013, pg. 51).
S: Play activities are an important part of young childrens
development and should be encouraged (Snowman &
McCown, 2013, pg.50).
S: It may be worth your while to try to foster friendships for
students who appear to be unsuccessful at doing this on
their own (Snowman & McCown, 2013, pg.50).
M: Recognize that younger children respond to moral
conflicts differently from older children (Snowman &
McCown, 2013, pg.47).
M: Create a classroom atmosphere that will enhance
open discussion. For example, arrange face-to-face
groupings, be an accepting model, foster listening and
communication skills, and encourage student-to-student
interaction (Snowman & McCown, 2013, pg.47).
I: Talking about different viewpoints will help children
understand that people have beliefs about the world, that
different people believe different things, and that beliefs
may change when new information is acquired
(Snowman & McCown, 2013, pg.52).
I: Plan learning experiences to take into account the level
of thinking attained by an individual or group
(Snowman & McCown, 2013, pg.24).
Summary
Benjamin is closely resembling the psychologists development milestones for all areas except his
emotional state. He has a long way to go when it comes to his anger and behavioral problems. With
the help of future educators, and the hopeful support from his parents, I believe Benjamin can become
perfectly aligned with all of his developmental stages for his age group of five-years-old.
In order for Benjamin to stay on track physically, he needs to keep staying active and I would
recommend he took part in a sport outside of school.
Emotionally, Benjamin needs lots of support from people around him that can aide him in seeing a
better way to handling his temper. Again, I would recommend an outside sport or hobby that can start
to help ease his mind and give him some escape from reality.
Socially, Benjamin is great at making friends and interacting with anyone around him. He is very
outgoing, but tends to become too overwhelming when he doesnt get his way or does not like what
someone else may want to do. Benjamin needs to keep on track socially by continuing to have an
outgoing personality and engaging in play time with fellow classmates.
Benjamin has struggles in the moral development section only because of his anger issues. Benjamin
knows most rights from wrongs, but still likes to push the boundaries and see what he may get away
with. This is a typical thing for most preschoolers and as long as he continues to listen to his educators
and parents when they correct a bad decision or habit, he will continue to stay on track.
Intellectually, Benjamin is incredibly smart! Benjamin has such an outstanding vocabulary for a five-
year-old, and that has a lot to do with his parents being lawyers. Benjamin enjoys learning about
anything imaginal and will never cease to ask questions. Benjamin has a very descriptive imagination
and loves to escape to his own worlds of creation. Benjamin will have no problem staying on track
intellectually as long as he continues to stay excited about the world around him. Taking trips to the
library or local museums will help keep his mind interested and keep Benjamin wanting to learn more.
 References
Center for Disease Control and Prevention.
(2017). Child development: Preschoolers
(3-5 years of age). Retrieved from
https://www.cdc.gov/ncbddd/childdevelop
ment/positiveparenting/preschoolers.html
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/foste
rparents/training/chidev/cd06.htm