1

Case Study of Elyse, Age 4

Emily Gordillo

College of Southern Nevada

EDU 220

Professor Wyckoff

1 May 2017
 2

Introduction
Elyse is currently four years old and is attending preschool at a private school. She is

enrolled in the intermediate preschool program at Southern Highlands Preparatory School.

Elyses ethnicity is half Filipino and half white. As regards to her socioeconomic status she falls

under the high class. Her father is a Pediatric Emergency Doctor/ Surgeon and her mother is in a

corporate office of a well-known casino here in Las Vegas, NV. They have recently moved back

to Vegas for the father to work at one of the hospitals here. Both of her parents have high levels

of education. Elyse is the youngest of three children, one of which is from a previous marriage.

Both her mother and father care for Elyse as well as the eldest sister who happens to be at the age

of 22. During the time period observing Elyse, I visited her at her school where I spent the entire

day there getting to know her environment and how she interacts with her peers and adults other

than her immediate family.

Observation

Physical
Per the University of Washington Child Development guide, it is developmentally

appropriate and normal for children ages three years old to four years old being to run, jump,

ride a tricycle, try anything, and are very active. They scribble in circles, finger paint, and can

put together simple puzzles. They can also take care of toilet needs more independently.

(University of Washington, 1993). I observed a child names Elyse. She had a birthday last

weekend and has just turned four years old. Elyse meets all of the physical development

milestones according to the University of Washington, (1993) for her age. For example she can

physically take care of her toileting needs on her own, and is sure to inform the instructor when

she needs to use the restroom. She is also very advanced with her fine motor skills. At this age it
 3

is hard for them, when coloring, to stay in the lines as their large muscles have not yet

developed, but Elyse was able to take her time and focus everything that she had into coloring,

for the most part, inside of the lines. When compared to the rest of her peers, Elyse shows

immense strength with physical development.

Emotional
Research has shown that children of Elyses age may have a fear of strangers, animals,

and the dark. (University of Washington, 1993). When I conducted the observation on Elyse, I

found the complete opposite. She loves all animals, even the scary ones according to Elyse, and

she is very friendly with every adult that she encounters with. During the observation, I had the

privilege of witnessing pick up time for some of the children in her class and in another class.

Elyse was very friendly with everyone and was by far frightened of them. She welcomed every

adult into the classroom with open arms and a big hug, regardless if she has seen them before or

not. This follows in conjunction with the CDC where it states, They begin to focus more on

adults and children outside of their family. (Center for Disease Control and Prevention, 2017).

Elyse was very friendly with every adult that she came in contact with.

While observing other aspects of emotional development, she meets the majority of them.

She is very eager to please adult, especially her teacher, and she does so by following the rules

and directions in the classroom, as well as helping her friends when it is needed. I did notice that

she made a point to tell her teacher every time that she did something that she thought her

teacher would appreciate, and in return she received praise from the teacher leaving a big smile

on Elyses face.
 4

Intellectual/Cognitive
According to University of Washington Child Development Elyse has met all of the

following goals for being developmentally in unison intellectually compared to other children of

her age. She continues to learns through senses, uses imagination, and is curious and

inquisitive. (University of Washington, 1993). Elyse is a very inquisitive in the way that she

questions every possible thing. For example, during the observation when the teacher would ask

them a question about a book that they were reading she would repeat the question, and then

answer it. She was curious about things such as what they were doing next, why they were

putting their jackets on, and how many friends do were at school today. She is also very

imaginative. According to the CDC children reach milestones in how they play. (Center for

Disease Control and Prevention, 2017). Her favorite imaginative play was being the teacher. She

loved to teach the kids what she already knew. For example, she was reading a book to some of

her peers and had asked them questions regarding the parts of the book.

Social/ Psychosocial
When reading the research conducted by the CDC, their studies showed that at the young

age of 2-3 that children should develop skills such as taking turns and sharing toys. (Center for

Disease Control and Prevention, 2017). I however did notice that Elyse had a very difficult time

sharing her toys with her fellow peers, and although she was very good about using her words

when she was upset, occasionally she would be upset and hit her peers.

Elyse also had a hard time transitioning at drop off time. She cried when her mother

dropped her off in the classroom, and had a difficult time calming her body. After about seven
 5

minutes she was finally able to relax her body enough for the teacher to come and communicate

with her. She did have a hard time adjusting to certain transition throughout the day such as nap

and returning to the classroom after outside play.

Moral
With most children being able to distinguish the difference between right and wrong

comes easily. Being able to tell the difference between telling the truth or telling a lie, not so

easy. Per studies conducted it showed that children start to lie from the age of two.

(Warmelink, L. 2014) When observing Elyse she often had to be reminded to not tell even the

smallest of lies. She was afraid of getting in trouble because she understood the difference

between right and wrong. For example, she often had a difficult time telling her teacher weather

or not she washed her hands after she had used the bathroom. The teacher would ask her if she

washed her hands, and she would say yes, I did. They teacher then would ask to see her hands,

and Elyse would respond using the phrase whoops I forgot. This showed me that she knows

right from wrong (University of Washington, 1993), and did not want to disappoint her teacher

or respected adult. The teachers clear expectations and her constantly enforcing them but not

harshly, would show Elyse that she does not need to be afraid to tell the truth when she has done

something wrong, but to feel confident that in the future the teacher will understand and accept

her apology.
 6

Psychologists Theories & Age Characteristics

Piagets Cognitive Developmental Theory

Piagets Cognitive Developmental Theory is generated around two basic tendencies. The

first tendency is Organization, which is the tendency to systematize and combine processes into

coherent general systems, and the second tendency is Adaptation, which is the tendency to adjust

to the environment. (Snowman & McCown, 2013, 38). He also stated that the stages of

cognitive development are called invariant functions which means that the though process is the

same for infants, children, adolescents, and adults. The stages that Piaget described for cognitive

development included Sensorimotor Stage (Infants and Toddlers), Preoperational Stage

(Preschool and Primary Grades), Concrete Operational Stage (Elementary to Early Middle

School), and finally Formal Operational Stage (Middle School, High School, and Beyond.)

Piaget believes that people regardless of their age learn from their mistakes or experiences by

referring to the intellectual process. With each stage, we incorporate and build on the schemes of

the previous stages.

Elyse, according to Piagets cognitive developmental theory, falls in the Preoperational

Stage. She is able to use logic to solve different problems that may arise in her day. She can

recognize the differences and can see the logic or common sense behind her actions. She is a

very bright girl due to the decisions she often makes, and can often manipulate her way out of a

certain situation, as well as reason her different decisions.

Vygotskys Cognitive Developmental Theory

Unlike Piaget, Vygotsky had a very different view of the different cognitive

developmental learning. He believed that one culture is a crucial part of cognitive development.
 7

They stated that ones culture affects ones way on how to think and function both socially and

culturally. (Snowman & McCown, 2013). Vygotsky also believed that the most important think a

culture can pass down to its family members are Psychological Tools. Psychological tools are

cognitive devices and procedure with which we communicate and explore the world around us

using things such as speech, writing, gestures, diagrams, numbers, chemical formulas, music,

rules, and memory techniques. (Snowman & McCown, 2013, 51). He also stated that there is a

distinct type of information that different preschoolers learn. Those stages or processes include:

spontaneous concepts, scientific concepts, empirical learning, and theoretical learning.

Elyses culture strongly affects her process of learning and her ability to complete

different tasks. She is very determined to please her parents and fears to disappoint them. You

can see just how much it affects her cognitive development because she takes approaches that

she has learned from her parents and applies that to her everyday life. When struggling to solve

simple problems, Elyse reflects on the different approaches that her parents have taught her in

order to solve the situation. We can also see this by how she finds the answers to different

questions by how the adults in her life really implement scaffolding. They provided her with

open ended questions so that she can come up with the conclusion on her own verses someone

telling her what to do.

Ericksons Psychosocial Development Theory

Ericksons Psychosocial Theory describes the psychosocial growth from infancy

through old sage, portrays people as playi8ng an active role in their own psychological

development through their attempts to understand, organize and integrate their everyday

experiences, and it also highlights the important role that cultural goals, aspirations, expectations,

requirements, and opportunities play in personal growth. (Snowman & McCown, 2013, 28).
 8

Ericksons basic principle is based on the personality development of Epigenetic Principle which

states that just as certain parts form in the womb to create a child the same is so that the

personality of an individual forms as the ego progresses through a series of interrelated stages.

Erickson also believed that you need to go through a psychosocial Crisis where people are best

able to adapt to their world when they possess a positive and negative qualities in a stage.

(Snowman & McCown, 2013). Erickson describes five stages between birth and eighteen years

which include; Trust Verses Mistrust (Birth to One Year), Autonomy Versus Shame and Doubt

(Two to Three Years; Preschool), Initiative Versus Guilt (Four to Five Years; Preschool to

Kindergarten), Industry Versus Inferiority (Six to Eleven Years; Elementary to Middle School),

and finally Identity Versus Role Confusion (Twelve to Eighteen Years; Middle through High

School.) We also learned that different difficulties in development and adjustment arise when

the negative quality outweigh the positive for any given stage or when the outcome for most

stages is negative. (Snowman & McCown, 2013).

Elyse is now at the stage initiative versus Guilt. This stage is the ability to participate in

many activities, and using language to set up the stage for initiative. Her parents and teachers are

very open with her and she is not restricted with asking questions, and she is always encouraged

to do her best. Her parents, and teachers take the initiative to spend time with her and allow her

to experiment and explore different things.

Kohlbergs Moral Development

Kohlberg states six different stages of moral reasoning. The first stage is punishment-

obedience where the physical consequences of an action determine goodness or badness. The

second stage is instrumental relativist orientation where obedience to laws should involve an

even exchange. The third stage is good boy nice girl orientation where the right action is one
 9

that will impress others. The fourth stage is law and order orientation. This stage is where we

maintain the social order, fixed rules must be obeyed. The fifth stage is social contract

orientation where rules should involve mutual agreements; the rights of the individual should be

protected. Finally, the sixth stage. Universal ethical principle orientation where moral decisions

should be based on consistent application of self-chosen ethical principles. (Snowman &

McCown, 2013).

Elyse is attempting to complete the moral stages that Kohlberg has stated. She is in the

first two or three stages. She understands that to avoid getting in trouble and suffering the

consequences of her mistakes, she attempts to do the right things in order to again please the

ones that she loves. She falls into the category or punishment should be avoided by staying out

of trouble. She is still young so she has not yet developed into the later stages, but as she ages

and develops, the hopes are the she will meet all of the different levels and stages.

Snowmans General Characteristics

Snowman states that during the ages or stages of preschool or kindergarten, that children

are extremely active, need frequent rest periods, are clumsy or incapable of different skills, find

it difficult to focus on small objects, although their bodies are flexible the bones that protect the

brain are still soft, and there is no noticeable difference in gender roles. (Snowman & McCown,

2013, 77). We also learned about a term called theory of mind which covers the difference

between thinking about something and experiencing it. We also learned that there are three

different types of parents which include authoritative parents, authoritarian parents, permissive

parents, and rejecting- neglecting parents.

 10

I had the opportunity to sit down with Elyses parents and they fall under the more

authoritative parents. They are very open with their children and communicate with them and

each other to find the best form of parenting skills and approaches. Elyse is the typical child of

an authoritative parent because she often is self-motivated, and she also tends to stand up for

what she believes in. For example, when playing with a friend the two had a disagreement.

Instead of simply agreeing with the teacher or her peers, she simply explained her point of view

as to how she saw it.

Elyse is not concerned about what her peers think about her, rather she values how adults

see her. She thrives to please them and have their approval. She also works at not disappointing

the ones that care about her such as her parents, and her teachers. As stated earlier children of

this age often need to take a rest during the day to gain back their energy and proceed with the

day. Elyse often resists to take naps during rest time. She does lay on her nap mat during a

certain rest period, but often does not sleep. Lastly, she does not mind engaging in pretend play

with other children regardless of their age or gender.

Recommendations

Physical

Per the University of Washington resource, it provided parents with some great advice on

what tools or approaches would best benefit their child, Elyse. Some of the suggestion included

setting necessary limits when needed during physical play as well as labelling all body parts and

answer questions about body functions simply and honestly. (University of Washington, 1993).

The CDC suggests that parents should provide their child with age- appropriate play equipment

such as balls and plastic bats etc. in order for them to develop healthy bodies. They also suggest
 11

that each child should be limited to the amount of screen time to 1-2 hours a day combined with

child care and home. (Center for Disease Control and Prevention, 2017).

Emotional

According to the CDC we want to teach the children to be safe around strangers, and

watch your child at all times especially when he is playing outside. (Center for Disease Control

and Prevention, 2017). The University of Washington suggests that parents give approval

through facial expressions, gestures, and verbal expressions. We also never want to make our

child do something that they are frightened to do. Never force the child to participate in

frightening activities and never ridicule. (University of Washington, 1993). These are just some

of the ways that we can effectively raise and take care for a child.

Intellectual

According to the University of Washington we can help the child to improve their

intellectual learning by explaining common cause and effect questions, and explaining things to

your child. We want to answer their questions honestly and help put their feelings into words.

(University of Washington, 1993). The CDC also had some suggestions as to how we can help

the child improve their intellectual learning by continuing to read to your child and nurture their

love for books. And help your child through the steps to solving a problem when feeling upset.

(Center for Disease Control and Prevention, 2017).

Social
 12

The University of Washington explain that we need to express interest in what their child

is doing as well as model the things you want your child to do. (University of Washington,

1993). According to the CDC we want to be clear and consistent when disciplining our children

as well as explain and show the behavior you expect from them. (Center for Disease Control

and Prevention, 2017).

Moral

The University of Washington suggests that in order to help a child develop morally we

can Provide clear limits as well as praising your child whenever you could mainly focusing on

behavior. (University of Washington, 1993). The CDC also suggests that parents encourage

children to play with other helping them to learn certain skills such as self control, and help

your child develop good language skills by using grown up words when talking to them.

(Center for Disease Control and Prevention, 2017).

Summary
Elyse meets much of physical, emotional, intellectual, social, and moral development if

not exceeds for her age at this time. She falls under the preoperational stage for intellectual

development, initiative versus guilt for social development, and conventional good boy nice girl

for moral development. Some recommendations that I have for Elyse would be to continue to use

her words when she is upset rather than act in a rash manner. I would also encourage her parents

and older sibling to not beat around the bush when taking to her and tell her the correct

information using correct vocabulary and facts to further her knowledge. I would also encourage

her parents to help her see the difference between a truth and a lie as well continuing to
 13

communicate her feelings to the adults that she trust. I would also recommend that parents and

teachers work together to help Elyse differentiate trusted adults versus strangers and educate her

on the proper conduct when interacting with strangers.

 14

References

Center of Disease Control Prevention (2017). Child development: Preschool three to four years

of age). Retrieved from

https://www.cdc.gov/ncbddd/childdevelopment/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/fosterparents/training/chidev/cd06.htm