CASE STUDY OF

A CHILD AGE 4
Aubreanna Velasco
EDU 220
 BRIEF OVERVIEW OF 4-YEAR-
OLD CHILD’S DEVELOPMENT
Physical Development Emotional Development Congnitive/Intellectual
Development
 Extremely hyperactive  Transitions well from one activity
to the next  Reacts to music on TV
 Not potty trained
 Smiles and laughs at  Follows basic instruction
 Nonverbal communication inappropriate times
 Counts using fingers
 Greets family with hugs (nonverbally)

Psychosocial/Social Development Moral/Character/Philosophical

Development
 Loves helping parents
 Takes favorite objects from
 Plays well with other kids siblings
 Mimics behaviors of others  Understands the punishment of
timeout
 TYPICAL PHYSICAL
BEHAVIORS
 Runs, jumps, begins to climb ladders (University of Washington, 1993)
 Can feed self with spoon or fork (University of Washington, 1993)
 Dresses self fairly well; cannot tie shoes (University of Washington, 1993)
 Jungle gyms may be a passion (Ellsworth, 1998)
 Meals and food are often an issue at this age (Ellsworth, 1998)
 TYPICAL PHYSICAL
DEVELOPMENTAL LEVEL
ACCORDING TO SNOWMAN
 Children in preschool are extremely active and have good control of their
bodies.
 Large muscle development are more developed than small muscles such
as fingers and hand development. “Therefore, preschoolers may be quite
clumsy at, or physically incapable of, such skills as tying shoes and
buttoning coats” (Snowman & McCown, 2015, p.77).
 Hand-eye coordination is not fully developed.
 Bones that protect the brain are still soft, and blows to the head at this age
are dangerous.

(Snowman & McCown, 2015)

 4-YEAR-OLD PHYSICAL
CHARACTERISTICS/BEHAVIORS
(OBSERVATION)
Examples of meeting milestones:
 The child is extremely active
and has good control of his own
body.
 He enjoys coloring, puzzles,
tracing, and connect-the-dot
worksheets.
 He can run, jump, swing, and
play properly on the
playground.
Examples of NOT meeting milestones:
 He cannot tie his own shoes but does
pull pants up and down when getting
dressed. He needs assistance from
parents to put on shirt and pants.
 Child is autistic and has difficulty with
eating major food groups. He does not
eat any meat and his daily foods are
the same.
 RECOMMENDATIONS FOR
CONTINUED PHYSICAL
DEVELOPMENT
 Continue to give the child opportunities to play outside. Children this age
need to be able to run, jump, and climb (Snowman & McCown, 2015).
 Provide opportunities for child to dress himself. Let him pick out his clothes
(University of Washington, 1993).
 Take away all forms of junk and provide small meals throughout the day
(Ellsworth, 1998).
 Provide materials and activities to develop coordination. For example:
sand, paint, crayons, and puzzles.
 TYPICAL EMOTIONAL
BEHAVIORS
 Is anxious to please adults and is dependent on their love, approval, and
praise (University of Washington, 1993).
 Is sensitive about the feelings of other people toward self (University of
Washington, 1993).
 May have fear of strangers, animals, the dark (University of Washington,
1993).
 Frequent tantrums when child does not wish to conform (Ellsworth, 1998).
 TYPICAL EMOTIONAL
DEVELOPMENT ACCORDING
TO SNOWMAN
 Anger outbursts are frequent because children at this age express their
emotions freely and openly.
 Jealousy is common as children actively seek approval.
 Children learn to recognize and face their emotions.
 Children learn to accept and control their feelings.

(Snowman & McCown, 2015)

 4-YEAR-OLD EMOTIONAL
CHARACTERISTICS/BEHAVIORS
(OBSERVATION)
Examples of meeting milestones: Example of NOT meeting milestones:
 He is uncomfortable with strangers at
first, then he warms up after they have
been around for awhile. He has a small  The 4-year-old child is unaware of
dog in his house but is not a fan of other people’s emotions all the time.
other big dogs. When his parents are upset and
 When he goes down the slide his trying to discipline, he will sometimes
parents praise him with high fives and laugh and giggle.
he jumps up and down with excitement.
He loves being praised by his parents.
 The 4-year-old is very independent. He
likes to throw away his own trash, pull
ups, and carries his own plate to the
table.
 RECOMMENDATIONS FOR
CONTINUED EMOTIONAL
DEVELOPMENT
 Offer love, understanding, and patience (University of Washington, 1993).
 Help child work with and understand his own emotions (University of
Washington, 1993).
 Never force a child to participate in activities that frighten him. Do not
ridicule (University of Washington, 1993).
 Avoid negative remarks and give approval through positive facial
expressions, gestures, and verbal responses (University of Washington,
1993).
 Stay alert to the cues your child is sending you. When they are showing
signs of readiness to dress themselves, or do things on their own,
encourage it and respond positively (PBS 2019).
 TYPICAL
COGNITIVE/INTELLECTUAL
BEHAVIORS
 Children continue to learn through their senses(University of Washington,
1993).
 They are curious and inquisitive (University of Washington, 1993).
 They use their imagination a lot (University of Washington, 1993).
 Children have a love of music shows (Ellsworth, 1998).
 Talking is almost constant (Ellsworth, 1998).
 Many children can count and tell time (Ellsworth, 1998).
 Their sense of space is expanding (Ellsworth, 1998).
 COGNITIVE/INTELLECTUAL
DEVELOPMENT ACCORDING
TO PIAGET AND VYGOTSKY
 Piaget (Preoperational Stage)
 “Children have difficulty solving conservation problems (as well as other
problems that require logical thinking)” (Snowman & McCown, 2015, p.42).
 Children have difficulty seeing things from another person’s perspective
(Snowman & McCown, 2015).
 Children are not inclined to contemplate alternatives and can only focus on one
quality at a time (Snowman & McCown, 2015).

 Vygotsky
 “Children are introduced to a culture’s major psychological tools through social
interactions with their parents and later through more formal interactions with
classroom teachers” (Snowman & McCown, 2015, p.51).
 Social interaction is the primary cause of cognitive development (Snowman &
McCown, 2015).
 4-YEAR-OLD
COGNITIVE/INTELLECTUAL
BEHAVIORS (OBSERVATION)
Examples of meeting milestones:
 The 4-year-old loves playing
games and watching musical
learning videos on YouTube.
 He is able to do some of the
actions of head,shoulders,knees
and toes and claps along to
music.
 He mimics his parents
behaviors.
 He is curious and loves to learn
new things.
Examples of NOT meeting
milestones:
 The child being observed is on the
autism spectrum and is nonverbal
at the moment.
 He communicates through PECs
(picture exchange
communication) for his wants and
snacks but cannot express his
needs verbally.
 RECOMMENDATIONS FOR
CONTINUED
COGNITIVE/INTELLUCTUAL
DEVELOPMENT
 Provide many sensory experiences. For example, water activities, kinetic
sand, and other items that will allow the child to experience other textures
(University of Washington, 1993).
 Explain things to your child and help put his feelings and thoughts into
words (University of Washington, 1993).
 Use creative movement props to create special movements and dances
(PBS, 2019).
 TYPICAL
PSYCHOSOCIAL/SOCIAL
BEHAVIORS
 Mom is still important but child can leave mom for short periods of time
(University of Washington, 1993).
 The child imitates adults (University of Washington, 1993).
 Likes company and is interested in others. Begins group play (University of
Washington, 1993).
 The child likes to roleplay and help others (Ellsworth, 1998).
 Shows interest in friends (Ellsworth, 1998).
 TYPICAL
PSYCHOSOCIAL/SOCIAL
DEVELOPMENT ACCORDING
TO ERIKSON
 Initiative Versus Guilt (four to five years; preschool to kindergarten)
 A child is able to participate in many physical activities.
 The use of language sets the stage for initiative, “which adds to autonomy the
quality of undertaking, planning, and ‘attacking’ a task for the sake of being active
and on the move” (Snowman & McCown, 2015, p.29).
 Children are given the freedom to explore and experiment.
 If restricted and feel like a nuisance, child will feel guilty about acting on their own.

(Snowman & McCown, 2015)

 4-YEAR-OLD
PSYCHOSOCIAL/SOCIAL
BEHAVIORS (OBSERVATION)
Examples of meeting Example of NOT meeting milestone:
milestones:
 He does not play with other children using
 The 4-year-old is in preschool roleplay.
and has no issues separating
from his parents.
 He is very observant and
imitates his parents behaviors.
 He has started to show
interests in other children. He
likes to chase his siblings and
likes to be chased.
 RECOMMENDATIONS FOR
CONTINUED
PSYCHOSOCIAL/SOCIAL
DEVELOPMENT
 Encourage and model any behaviors desired (Ellsworth, 1998).
 Play can be extended but adults should continue to check on child and
monitor (Ellsworth,1998).
 Schedule playdates so the child can practice friendship skills (PBS 2019).
 Read fiction books to promote empathy, this is a great way to expose your
child to diverse cultures as well (PBS 2019).
 Provide enough materials so that several children can use them together
(University of Washington, 1993).
 TYPICAL
MORAL/CHARACTER/PHILOSOPHICAL
BEHAVIORS
 Taking things is common at this age but the child does not act with malice
(Ellsworth, 1998).
 Children may talk or think about God often (Ellsworth, 1998).
 Begins to know right from wrong (University of Washington, 1993).
 More self-controlled and less aggressive (University of Washington, 1993).
 May start to use extreme threats (University of Washington, 1993).
 TYPICAL
MORAL/CHARACTER/PHILOSOPHICAL
DEVELOPMENT ACCORDING TO KOHLBERG
 Kohlberg believed that in young children, their understanding of moral
issues are narrow, concrete, and self-centered (Snowman & McCown,
2015).
 Level 1: Preconventional Morality (for children up to the age of 9)
 Called preconventional because young children don’t understand the rules of
society.
 There are two stages:
 Stage 1: Punishment-obedience orientation, punishment should be avoided by staying
out of trouble.
 Stage 2: Instrumental relativist orientation, obeying the rules gets you rewarded.
(Snowman & McCown, 2015)
 4-YEAR-OLD
MORAL/CHARACTER/PHILOSOPHICAL
(OBSERVATION)
Examples of meeting
milestones:
 The child is aware when he
obeys the rules, he gets a
reward.
 He has a twin brother and a
baby brother who he will take
toys from. He knows to give it
back if they become upset. He
is usually doing this to get
chased by his brothers.
Examples of NOT meeting milestones:
 He is aware of what is right and wrong
but tends to laugh and giggle when
he knows he is doing something
wrong.
 Since he is nonverbal, he tends to be
frustrated when things do not go his
way. He is not able to express himself
with words.
 RECOMMENDATIONS FOR CONTINUED
MORAL/CHARACTER/PHILOSOPHICAL
DEVELOPMENT
 Provide clear limits and enforce them consistently. It is important that they
are not enforced harshly (University of Washington, 1993).
 Notice and reinforce child’s self-control. For example, when he shares or waits
(University of Washington, 1993).
 Praise the child whenever possible and focus on their behavior when doing so
(University of Washington, 1993).
 Recognize and acknowledge when the child behaves or does something
correctly without being reminded. Take the time to note and reward good
behaviors (Center for Disease Control and Prevention, 2017).
 Address negative behaviors without reacting to the words or attitudes. Stay
calm (Center for Disease Control and Prevention, 2017).
 REFERENCES
 Center for Disease Control and Prevention. (2017). Child development. Retrieved

    from  https://www.cdc.gov/ncbddd/childdevelopment/facts.html
 Ellsworth, J. (1998). Online lesson: PEPSI as a screening tool. Retrieved

from http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.html
 PBS (2019) Learn & grow by age. Retrieved from https://www.pbs.org/parents/learn-grow/age-3

 Snowman, J. &  McCown, R. (2015). Psychology applied to teaching, 14th ed. Stamford,

     CT:  Cengage Learning.

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

guide. Retrieved from http://depts.washington.edu/allcwe2/fosterparents/training/chid
ev/cd06.htm