PEPSI 1

PEPSI Screening Maddie

Cody Wilcox
5/2/16
Education 202 1005
Educational Psychology
Professor Hooks

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Every child deserves the best education possible. In order to ensure this right for children,
we, as educators, parents, authority figures, and role models, must approach each child as a
unique individual. The uniqueness of each individual child warrants a system of evaluation, so
that those responsible for their education know the childs developmental progress and their
particular strengths and weaknesses. This is where the PEPSI model comes into play.
PEPSI is an anagram for Physical, Emotional, Philosophical, Social and Intellectual, each
a vital aspect of each childs developmental progress. JAnne Ellsworth writes of the necessity of
the PEPSI screen process, stating: The concept of the PEPSI screen service came about through
recognition of the importance that child development has in assisting us to identify patterns in
child behavior and perceived misbehavior. (Ellsworth, 2) For this PEPSI screening project, I
have chosen to observe my cousins daughter, Maddie.
In order to fully appreciate Maddie as a unique child, we should get to know her more as
a person. Maddie is nine years old. As is the case for many children, Maddies parents are no
longer together. Although, Maddies parents both have custody rights and love her very much, so
she does have a relationship with her mother and her father. Socioeconomically, Maddie has
grown up in a working class family. She is in the fourth grade and attends a public school. In this
paper we will analyze Maddies physical, emotional, philosophical, social and intellectual
development, especially with regards to children within her age group. This paper will also serve
to offer advice to Maddies parents, particularly my cousin Jenny, and her teachers.
The first P of the PEPSI model stands for physical. Much of the research that this
aspect of the PEPSI screening process has built its foundation upon is that of Gesell, Ilg & Ames.

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The trio performed a series of studies on tens of thousands of children in the United States
during the 20th century. (Ellsworth, 34) Together the trio compiled much information regarding
the development of motor skills and physical traits in children.
Arnold Gesell, much like Piaget, considered himself largely to be a biological scientist,
so it is of no great surprise that when it comes to the argument of nature vs. nature in the
development of children, he leaned heavily in the favor of nature. He believed that behavior and
mental activity as continuous with and inseparable from other biological processes. (Thelen, 1)
Gesell and companys research was so thorough that they discovered what they considered to be
twenty-two stages in development of infants crawling alone. (Adolph, 1) Myrtle McGraw
discovered similar patterns in the process of children learning to walk. The work of these
psychological researchers are still relevant as their developmental stages are still used as
guidelines for informing clinicians, doctors, and parents about the path of normal motor
development. (Adolph, 1)
As for Maddie, when it comes to physical development, she is well along where she
should be developmentally. She learned to crawl, walk, and get along independently as should
during her infancy and early childhood. She is active for a girl of her age. Maddie isnt
overweight, she has no impediment in her walk, and she has no physical disabilities. This is a
hard aspect of childhood development to make suggestions for because, as Gesell suggests with
his argument in favor of nature, the physical characteristics of a child are largely dependent upon
genetics outside of parental or educational control. In order for Maddie to continue to develop
healthfully, she should remain active and be safe.

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As educators, we are not solely responsible for the academic progression of our students.
As teachers, we are playing a vital role in the raising of future generations. To fulfill our
responsibility, we need to be sure that our students are developing into emotionally healthy
children and adolescents. Well renowned post-Freudian psychoanalyst, Erik Erikson, is a pillar in
the field of educational psychology, as much of his psychological research revolved around the
development of the child from infancy into adulthood. When writing about PEPSI model, it is
important to reflect upon Erikson and his seminal work, as his theories are vital in the
understanding of the E of the PEPSI model; emotion. (Ellsworth, 34)
As children enter the elementary years of their education, they become much more selfdriven and initiative than they have been in the past. They want to prove that they are capable of
being grown up. This is referred to by Slavins Educational Psychology text book as the Ican-do-it-myself stage. (Slavin, 57) Children at this stage start to think of themselves beyond
the physical since, and consider themselves through more abstract, internal qualities such as
intelligence and kindness when describing themselves. (Slavin, 57)
Maddie does appear to be very independent, so much so that she seems to go beyond the
typical independence of a child her age. However, this is counter to what would be expected of a
child her age in Eriksons psycho-emotional theories. Maddie should be progressing from free
play to play that may be elaborately structured by rules and may demand formal teamwork, such
as baseball. (Know What To Expect) Maddie does get along with children her age, but she does
not have many friends. Her independence may hold her back from developing emotionally, as
she is not building connections with children within her age group.

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Having already touched on the physical aspects of the PEPSI model, it is important not to
neglect the other P of the screening process; philosophical development. When performing a
PEPSI screening, it is the work of the Piaget inspired psychologist, Lawrence Kohlberg.
Kohlbergs research has been widely respected and accepted by many in the fields of child and
educational psychology, as Ellsworth writes, there is a developmental process that occurs with
respect to gaining moral reasoning or a philosophical perspective about life; and depending on
the level of development, life experiences will be viewed and explained in difficult and
predictable ways. (Ellsworth, 34)
Kohlbergs stages of moral development are the building blocks when it comes to
evaluating the philosophical development of children. In his research, Kohlberg studied the
responses of children when put through a series of moral dilemmas, namely children were placed
in situations where their behavior was being controlled by a series of rules. (Slavin, 53)
Kohlberg, through his research, came to the conclusion that everyone goes through six stages,
which are then split into three categories: pre-conventional, conventional, and post-conventional.
Maddie falls within Kohlbergs first stage of moral development, the pre-conventional
stage, particularly the second leg of the stage, individualism and exchange. Maddie understands
that what she thinks is right is not the only way to think and she also understands that what I, or
other members of her family, think is right isnt the only way to think. She acknowledges that
different individuals have different viewpoints. (McLeod)
While much of what has been written of thus far about the PEPSI model can be attributed
largely to a single theorist and their work for each aspect of the screen process, the S of PEPSI,

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social development, lends itself to the work of several theories. There is Coopersmiths study of
esteem, Loevinger and Blasls co-research regarding the ego, Kegans work on individualism
and the ability to see viewpoints of others, and Maccobys interest in family systems.
(Ellsworth, 34). However, Erik Eriksons research is what this paper will focus on the most.
Erikson had no traditional education in the field of psychology; although, he was
influenced by the Freudian school of thought, trained under Freuds daughter Anna, and went on
to expand upon Freuds work. Erikson developed a theory of psychoanalysis, psychosocial
theory, which combined the principles of psychological and social development, perfect for the
PEPSI screening process. (Slavin, 49) He believed that we all progress through eight stages of
psychosocial development. In Eriksons psychosocial theory, one can only progress through on
stage to the next after overcoming what he considered a psychosocial crises, although, some
people do not successfully overcome theses crises at the expected points of their lifetime.
As a nine-year-old, Maddie would fall within Eriksons fourth stage of psychosocial
development, the Industry versus Inferiority stage. (Slavin, 49) One glaring aspect of Maddies
personality that stands out when considering the fourth stage of psychosocial development is her
creativity. Maddie is already doing crafts and likes to get others involved with her crafts. Maddie
bonded with her late grandmother and continues to bond with her mother by making things in the
kitchen and doing art projects. She certainly does seem to fit the profile of a child her age,
especially in the fact that she seems to feed off of the praise of others for her work. As Slavins
Educational Psychology states when referring to Eriksons fourth stage, Success brings with it a

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sense of industry, a good feeling about oneself and ones abilities. Maddie wants to share her
creativity with the people around her in the hopes of receiving some form of praise.
Finally, we come to the last leg of the PEPSI model, the I; intellectual development.
Piaget and Inhelder studied the cognitive processes of many children and their research has been
duplicated several times by their peers. (Ellsworth, 34) This research lends itself to the PEPSI
screening process as we, as educators, parents, social workers, and community members,
evaluate the progression in the intelligence of children. There is a great deal of controversy in the
field with regards as to how and whether or not to hasten the progress of the child, if such a thing
is possible; however, Piaget and Inhelders research offer the strongest understanding of the
cognitive development and cognitive processes of students.
Jean Piagets background came from the field of biology; however, with the study of his
own children and their development, he quickly grew to prominence in the field of child
psychology and is still very influential figure. Piaget believed that children develop cognitively
through four separate stages. As children reach the next steps on the cognitive ladder, they
develop new abilities and ways of processing information. (Slavin, 30) Piaget believed that
children instinctively learn through interaction with the world around them. Through schemes,
children learn how objects work; however, they apply this knowledge broadly. Through
adaptation, children learn about objects in how the relate with other objects and previously
thought of schemes.
As a nine-year-old, Maddie should fall within Piagets third stage of cognitive
development, the concrete operational stage. (Slavin, 32) During this stage, children learn that

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objects are not always the way that they appear to be. (Stages of Development) Children begin
to understand objects by what is really there, rather than what appears to be there. The Flinders
University page on the Stages of Development, uses the example of children understanding that
there are not more blocks in a spread out group, rather than in a pile. Children at this stage of
development are said to be more rational and I think that Maddie shows signs of becoming a
rational child. When tested Maddie realizes that a spread out group of crayons are not more than
the what there was when they were in a lose pile in the crayon box. Her rationality may be
beyond that of her peers.

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PEPSI Graph of Maddie:

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At this portion of the paper, I would like to offer advice for Maddies parental and
educational role models in order to guarantee that she can develop successful as a healthy
individual. I will make a suggestion for each of the aspects of the PEPSI model.
P As for Maddies physical development, I do not think there is much I can recommend other
than she continue to be active and remain cautious, healthy, and safe.
E As for Maddies emotional development, I would recommend that Maddie bond more with
other children and learn to work together as a member of a team, so that she can build important
connections in the future and progress emotionally. I think that joining a youth sports team or
getting involved in a childrens arts and crafts club that works collaboratively would be of a great
benefit to Maddie and would be something she would enjoy.
P As for Maddies philosophical development, I believe that she has been progressing as she
should for a child her age. In order for her to continue on the path of a healthy moral outlook, I
would again recommend that she join a youth club centered around some sort of activity that she
can enjoy and bond with other children with. In such a club, Maddie can become aware of the
rules of acceptable moral behavior and strive to be seen as a good person in the eyes of her peers,
as are the basis of the next step of Kohlbergs theory, the conventional morality stage.
S As for Maddies social development, I believe that she is on the path of where she should be
socially, but I would recommend that she form a strong group of friends that she can lean on her
peers as she learns more about her individuality during adolescence.

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I As for Maddies intellectual development, I believe that Maddie should being honing her
problem solving skills through puzzles and word problems, so that she can begin to think
abstractly.

References:

Ellsworth, J. (1996). "Pepsi": A Screening and Programming Tool for Understanding the Whole
Child. TEACHING Exceptional Children, 29, 33-39.

Adolph, K. E., Weise, I., & Marin, L. (2003). Motor development. In L. Nadel (Ed.), R.
Goldstone (section Ed.), Encyclopedia of cognitive science (pp. 134-137). London: Nature
Publishing Group.
https://psych.nyu.edu/adolph/publications/2003AdolphWeiseMarin%20MotorDevelopment.pdf

Thelen, E. & Adolph, K. E. (1994). Arnold L. Gesell: The paradox of nature and nurture.
Reprinted in R. D. Parke, P. A. Ornstein, J. J. Rieser, & C. Zahn-Waxler (Eds.), A century of
developmental psychology (pp. 357-387). Washington, DC: American Psychological
Association.
https://psych.nyu.edu/adolph/publications/1992Thelen%20E%20%20Adolph%20K%20EArnold%20L%20Gesell%20The%20paradox%20of%20nature%20and%20nurture.pdf

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Slavin, R. E. (2015). Educational Psychology: Theory and practice (11th ed.). New Jersey:
Pearson.

"Erikson, Erik Homburger." Complete Dictionary of Scientific Biography. 2008. Retrieved May
06, 2016 from Encyclopedia.com: http://www.encyclopedia.com/doc/1G2-2830905654.html

Stages of Development. (n.d.). Retrieved May 2, 2016, from

http://ehlt.flinders.edu.au/education/DLiT/2000/Piaget/stages.htm

Know What To Expect! The 8 Stages Of Social Development In Children. (n.d.). Retrieved May
3, 2016, from http://childdevelopmentinfo.com/child-development/erickson/

McLeod, S. (2013). Kohlberg. Retrieved May 3, 2016, from

http://www.simplypsychology.org/kohlberg.html