Submitted by: Kiefer Chong Cedric Naldoza Princess Ravelo Diego Verano

1. CHDODEV Case Study
Submitted by:
Kiefer Chong
Cedric Naldoza
Princess Ravelo
Diego Verano

2. Background
Our case study group observed a little girl named Athena Bryson, a happy-go-
lucky four-year-old kindergartener at John Dewey School for Children. She
is an only child and has very supportive parents, who have influenced her
aspirations. Because of them, she dreams of being a doctor.
According to their teachers, Athena prefers speaking in Filipino, even if you
speak to her in English. She enjoys story time, and is most likely to ask
numerous questions about it. During activity time, however, Athena would
require minimal help, as she is able to do most of the tasks by herself.
Their teachers also classified Athena as more of a follower than a leader.
She prefers interacting with girls, in terms of social interactions. She is
quite imaginative, and shows great interest in unicorns (she would ask her
teachers to “hold her unicorn” before proceeding onto the task at hand).
She is also good at establishing conversations, and would ask loads of
questions to the person she is talking to. She still needs a bit of help when
it comes to letters and how they sound, but is excellent with numbers.

3. Physical Development
At around 4-5 years old, Athena is displaying normal physical development. Based on
Sigmund Freud’s Psychosexual Theory, she is on the genital stage of development.
This means that she has just discovered the differences in sexes, which is very
evident in the amount of female friends she has in the group she is in.
Though basic movements can be done, it is readily seen that these motor skills are still
developing. She can hop, walk, skip, catch, etc. but might still stumble every once
in a while. In spite of this slight “disability” due to development, she has shown
great confidence, interest and excellence during their class dance time. Her actions
were very rigid, as to be expected from the motor skills of kids her age, but she
tried her best to execute all the dance moves.
Early childhood is also the time for rapid body growth. Compared to her other
classmates, Athena is slightly shorter; which is to be expected as male children
grow taller and develop an overall bigger build compared to girls. Baby fat, on the
other hand, starts to decrease and similar builds among boys and girls are seen,
differing only in the fact that the females contain more fatty bodies compared to
the more muscular build of males.

4. Cognitive Development
Athena loves pretend playing with dolls and
building blocks, thus displaying the second
stage of Jean Piaget’s Cognitive Development
Theory, the Preoperational Stage, wherein
egocentrism occurs. She is also very
independent and is capable of doing things by
her own. She is very active in class and thinks
critically during class activites.

5. Emotional Development
According to Athena’s teachers, she doesn’t get frustrated when she does not get the
lesson. Instead, she seeks the attention of her teachers and asks for help. After she
gets the lesson, she immediately feels accomplished. This is one example of Erik
Erikson’s third stage of Psychosocial Theory, Initiative VS Guilt. Athena’s initiative
to learn is a good sign because if this continues, she will exhibit the ego quality
known as purpose.
Athena also feels proud and excited every time she sees her work posted on the wall.
This is one application of positive reinforcement. In return, she will keep on doing
her best to satisfy the need to feel accomplished. As in every classroom, children
have diverse emotions. According to teacher Libby, one technique she uses is
trying to control and address Athena’s emotions before it gets worse and affect the
whole class.
As of now, Athena is not experiencing emotional issues, but when she gets hurt
physically or emotionally, she always remember to ask for her teacher’s help - but
this only happens when she cannot handle the situation.

6. Social Development
Athena loves being with her friends, before and
after class. As an individual who is on the third
stage of Erikson’s theory, she is beginning to
take more control over her environment. She
knows her purpose and doesn’t doubt wether
or not she should approach people. In one
instance, she approached us and did not
hesitate to ask us to get the pencil from
behind our seats. She admires teacher Libby
and is very affectionate towards her.

7. Conclusion and Recommendations
As an exuberant, gregarious, four-year-old,
Athena excels not only in kinesthetic activities,
but also in critical thinking. She may still need
a bit of guidance during class hours, however.
Scaffolding and the Zone of Proximal
Development is recommended to effectively
address the issue. Topics suited to her needs
and learning levels must be utilized to
maintain interest and learning. This can be the
key to easier teaching and learning.

8. SOURCES
• NA. (2009). Mosby’s medical dictionary. Retrieved on August 17, 2014
from http://medical-dictionary.thefreedictionary.com/child+development.
• Kidspot team. (n.d.). Development in children. Retrieved on August 17,
2014 from http://www.kidspot.com.au/discoverycentre/Development-
Development-Physical-development-in-babies-and-
children+5367+553+article.htm.
• Cherry, K. (n.d.). Cognitive development in early childhood. Retrieved on
August 17, 2014 from
http://psychology.about.com/od/developmentalpsychology/ss/early-
childhood-development_3.htm.
• Nash, E. (n.d.). What is the definition for emotional development?
Retrieved on August 17, 2014 from
http://science.blurtit.com/291817/what-is-the-definition-for-emotional-
development
• Berk, L. E. (2008). Infants and children: Prenatal through middle childhood,
6/e. Illinois: Pearson Longman.