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RunningHead:DevelopmentalTheoriesCaseStudy

DevelopmentalTheoriesCaseStudy
MeaghanMcGann
19August2013
WheatonCollegeEducation225

RunningHead:DevelopmentalTheoriesCaseStudy

Abstract
ThecasestudyofJaneSmith1wasperformedtobetterunderstandthemajordevelopmental
theoriesofeducationinactionandtousethesetheoriestopredictthefurtherdevelopmentofthe
participant.JaneisasixteenyearoldgirlfromafamilyofnineinasmalltowninKentucky.I
hadtheprivilegeofobservingherwhilesheworkedontheserviceteamatHoneyRockthis
summer.Inordertoperformthisstudy,interviewswereconductedwiththemotherofJane
Smithoveremail,oldersiblingswereinterviewed,andthesubjectwasobservedandinteracted
withdirectly.ThroughtheseinteractionsIwasabletogatherbackgroundknowledgeonthe
subjectsearlydevelopment,aswellasobserveherpresentdevelopment,whilerelatingthis
knowledgetodevelopmentaltheories.IndoingsoIhopetorepresentanaccuratepictureofhow
herlifecomplimentsthestagesoftheoreticaldevelopmentandpredicthowhercurrent
circumstancesmightaffectherfuturedevelopment.

Allnameshavebeenchangedtoprotecttheprivacyoftheindividualsusedinthisstudy.

RunningHead:DevelopmentalTheoriesCaseStudy

Outline
I.BackgroundInformation
A.Birth
1.Pregnancy
2.Delivery
B.Family
1.Siblings
2.Parents
II.Development
A.Biological/Psychosocial
1.CommentonChildhood/Adolescence
2.RelatetoEriksonsStagesofPsychoanalyticDevelopment
B.Cognitive
1.CommentonChildhood/Adolescence
2.IntegratePiagetianTheory
C.Social
1.CommentonChildhood/Adolescence
2.IntegrateVygotskianTheory
III.FutureDevelopment
A.NextYear

RunningHead:DevelopmentalTheoriesCaseStudy
1.Psychosocial
2.Cognitive
3.Social
B.NextFiveYears
1.Psychosocial
2.Cognitive
3.Social
C.NextTenYears
1.Psychosocial
2.Cognitive
3.Social
Conclusion

RunningHead:DevelopmentalTheoriesCaseStudy

Mrs.Smithtendedtohaveroughpregnancies.AftertheirfourthchildMr.andMrs.Smith
didnotthinktheywouldhaveanymorechildren.Soonafterthischild,Mrs.Smithmiscarried
whatwouldhavebeentheirfifthchildafteranelevenweekpregnancy.Shethendiscoveredthat
shehadableedingdisorder.Thisonlycomplicatedmattersfurtherwhen,onemonthafterher
miscarriage,Mrs.Smithbecamepregnantagain.DespiteMrs.Smithsattemptsatahealthy
pregnancyinwhichshestayedawayfromcaffeineandalcohol,herpregnancywasnotwithout
complications.WhenMrs.Smithbeganspotting,thedoctorsdiscoveredthattheplacentahad
beguntotearawayfromtheuterusandherbodybegantothreatenmiscarriageagain.After
severalmonthsofmorningsickness,thedoctordecideditwouldbebesttoinducethebabyas
Mrs.Smithsotherfourchildrenhadthetendencytobebornverylargeandlate.Thus,onMarch
5,1997JaneSmithwasborn.
Despitethecomplicationsduringpregnancy,thedeliverywasmostlynormal,asidefrom
theplacentaironicallyrefusingtounlodgefromtheuterus.Themotherhadanepiduralwhich
wasineffectiveatfirst.Whentheygaveheranotherdosageoftheepidural,shewasunableto
pushquickly.Mostlikely,thisdidnothaveanyeffectonthechild.Ateightpoundsthreeounces
andtwentyoneinches,Janewasrightaroundthenormforanormalandhealthybaby(Berger
131132).
Thefifthofsevenchildren,Janehadaverysocialtoddlerhood.Withtwoolderbrothers
andsistersandtwoyoungerbrothers,thelargestagedifferencebeingeightyears,Janehad
plentyofplaymates.Mrs.Smithchosetohomeschoolallherchildrenwhichonlyincreasedthe
timethatthesiblingsspenttogether.Althoughmoresassythantheotherchildren,Mrs.Smith

RunningHead:DevelopmentalTheoriesCaseStudy

reportedthatgenerallyJaneandtheotherchildrengotalong.OldersiblingsalsoreportthatJane
alwaysbroughtlifeandlaughtertowhateveractivitythechildrenwereinvolvedwithtogether.
TheSmithhouseholdwasaverysafeenvironmenttogrowupin.Mr.andMrs.Smithhad
asolidmarriageanddidtheirbesttoinstillgoodmoralsandeducationintheirchildren.The
SmithfamilyclaimedChristianityastheirfaithandgrewupgoingtochurch.Additionally,their
churchhadmanyotherhomeschoolfamiliessoprovidedawelcomesocialoutletforthefamily.
BiologicallyJanedemonstratedfairlynormaldevelopment.Alwaysrightinthemiddlein
herheightandweight,Janesphysicaldevelopmentwasnormal.Bysixmonths,Janecouldsit
upbyeightmonthsshehadbeguntodemonstratethegrossmotorskillofcrawlingandby
twelvemonths,Janehadbeguntowalk(Berger146).Theearliestofherchildrentostopbreast
feeding,Janeweanedherselfatsevenmonths.Mrs.Smithattributedthisearlyweaningtothe
factthatJanesuckedherfingersforseveralyears,ahabitthatwasveryhardtobreak.Byfour
months,Janewaseatingsomesolidfoodsandassoonasshecould,Mrs.Smithstarted
introducingfoodsfromthefamilydinnertable.Mrs.Smithcommentedthatshedidnotlether
childrensettleatnotlikingfoods.Attwoandahalfyearsold,Janewaspottytrained.
Havingabackgroundineducation,Mrs.Smithputastrongemphasisinteachingher
childrenfromaveryyoungage.Mr.andMrs.Smithneverusedbabytalkandcorrected
mispronunciationsaswell.Bytheageoftwo,Janecouldrecognizeletters.Bytheageoffour,
Janeknewallthelettersoundsandbythetimeshewasfiveyearsold,shehadbeguntoread.
TheonlyconcernthatMrs.SmithexpressedwasthatJanewasslowerthantheotherchildrento
recognizehercolorsandtoreadfluently.
FromtheperspectiveofEriksonspsychosocialtheory,Janehadaveryhealthy

RunningHead:DevelopmentalTheoriesCaseStudy

developmentalchildhoodandadolescence.DuringinfancyJanehadlovingcaregivers,including
parentsandoldersiblings,provideforherbasicsurvivalneeds.Shedemonstratedabondwith
hercaregiversbygivingthembabykissesandbycryingwhenseparatedfromthoseshewas
familiarwith.InsomewayssuchatightbondmayhavebeendetrimentaltoJanesdevelopment,
asMrs.SmithnotesthatJanebegantoexperienceseparationanxietyattwelvemonths.During
thattimeshewouldcryforhoursifleftalone,andtothisday,sheisverymuchanextrovertwho
doesnotlikebeingbyherself.ThisportraysJanesestablishmentoftrust(Berger39).Inher
toddlerhood,Janewasencouragedtobecomeselfsufficientbybeingtoilettrained,bytalking,
andbylearningsounds,lettersandcolors.Thus,Janeestablishedautonomy(Berger39).From
earlytolatechildhood,asJaneacquiredtwoyoungersiblings,shetookoninitiativeinhelping
careforheryoungersiblings.HavingonebrotherwithDownSyndromecausedtheSmithsto
becomeveryinvolvedwithdoctorappointmentsandsoJanehadtolearntobecomemore
independentfromayoungerage.Alsoduringthistime,Janebegantodevelopherowninterests.
Shewasmoreathleticallyablethantheotherchildrenandenjoyedawidevarietyofactivities
fromdancetobasketballtoclimbing.DuringthistimeJanegrewininitiativeincaringfor
herselfandothersaswellasindustryasshediscoveredherowninterests(Berger39).Older
siblingsexpressedworriesaboutJanesfeelingsofinferiorityduringthistime.Theyexpressed
thatshedidnotbelieveherselftobeassmartasheroldersiblings.Asshegrewintoadolescence,
Janessenseofintellectualinferiorityaffectedthewayshebegantoidentifyherself.Herfamily
hadahistoryofgoingtoWheatonCollegeandshebegantogrowfrustratedandfeelinadequate
asshebegantodisbelievethatshecouldgetintothatschool.Thiscontinuestobeafearand
insecurityofJanesasshestrugglestodecidewhatcollegetogotoamidstthefearofnotgetting

RunningHead:DevelopmentalTheoriesCaseStudy

intothefamilyschool.
AccordingtoPiaget,Janehasbeguntoenterintotheformaloperationalstagesof
development.Inthedemonstrationofhergrossmotorabilities(crawling,walking)andfine
motorskills(feedingherself,growingincoordinationandathleticskill),Janewentthroughthe
sensorimotorperiodduringinfancyandearlychildhood(Berger47).Thepreoperationalperiod
occurredasJanebegantoformwordsandfluencyonherown,aswellasexpressaunique
imagination(Berger47).Mrs.SmithreflectsthatJaneflewthroughthisperiodandwasoneof
hermoretalkativechildren.Bytakingonresponsibilitiesanddutiesinthehomerangingfrom
changingdiaperstowashingdishesanddoingschoolwork,Janerepresentsherachievementof
theconcreteoperationalstageofdevelopment(Berger47).DuringthistimeJaneespecially
demonstratedanlogicalabilitytounderstandconceptsbyteachingheryoungersiblingsnew
skills.Throughthedemonstrationofafaithofherown,Janeexhibitstheabilitytothinkabstract
andthussignifiesthatshehasenteredintotheformaloperationstageofdevelopment,astage
thatmanyadultsdonotreach(Berger47).InconversationwithJane,sherepresentsatruebelief
inlifeafterdeathandastrongdesiretobecomeagoodandmoralperson.Oneparticular
exampleofthisoccurredmostrecentlyinherchoicetogiveuphersummerinserviceand
testimonyofherbelieftoothers.Notonlydoesthisdemonstratetheabilitytothinktheoretically
aboutherownfuture,butitalsoportraysthecognitiveabilityofperspectiveandconcernforhow
heractionsaffectothers.Inthisregard,PiagetwouldplaceJaneatamaturitybeyondtypical
cognitivedevelopmentforherage.
GrowingupinalargefamilyhadahugeimpactonJanessocialdevelopment.Thefifth
ofsevenchildren,andveryactiveinherchurch,Janemostoftenhadpeoplearoundher.Froma

RunningHead:DevelopmentalTheoriesCaseStudy

youngageshewasveryhappyandadaptable,fittingintotheolderchildrensschedulewithout
manydifficultiesorcomplaints.Today,atrueextrovertineverysenseoftheword,Janeputs
herselfinsituationswithpeopleanddoesnotlikebeingalonefortoolong.Shegetsalongwell
withmostpeopleandhasakeensenseoffunandabilitytomakeotherslaugh.Hertwoolder
sistersoftenremarkthatshehasthemostsassoutofthesevenchildren,butthatshemakesup
foritinhermischievousandfunnature.
Janesextremelysociallyinteractivedevelopmentrepresentsastrongcontenderfor
Vygotskyssocioculturaltheory:humandevelopmentresultsfromthedynamicinteraction
betweendevelopingpersonsandthesocietyandculturethatsurroundthem(Berger49).Asa
youngchildandcontinuingonintoadolescence,Janewas,andcontinuestobe,constantly
sociallystimulated.Evidenceofherstrongconnectiontoherfamilycanbeseeninthewayin
whichtheyallsharesimilarsensesofhumorandintheirtendencytoplaypracticaljokeson
people.Additionally,asshewasgrowingupunderthetutelageofhermotherandoldersiblings,
Janeexperiencedmuchguidedparticipationinlearning(Berger50).Mrs.Smithandolder
siblingswouldmodelacertainskillandsuperviseasJanepracticedit.Whentheyfeltconfident
thatshehadmasteredtheskilltheywouldthenallowhertoteachittootheryounger
siblings.Thus,theyalsotookintoaccountVygotskystheoryofthezoneofproximal
developmentJanewaschallenged,butnotgivensomethingthatshecouldnthandle(Berger51).
InthenextyearthebiologicalchallengesJanemayanticipatemightincludefurther
physicaldevelopmentandmaturationandtheinsecurityandfrustrationthatcomesalongwith
that.Shealsomayanticipatecontinuedpsychosocialstrugglesaboutwhoshereallyisandher
placeinsocietyandinherfamilyasshestartsapplyingforcollegeandasshetransitionsoutof

RunningHead:DevelopmentalTheoriesCaseStudy

10

thetemporarycommunityofthesummer(Berger39).Cognitively,Janemaystartaskingbigger
questionsaboutherfaithandwhyshebelieveswhatshebelieves.Shemaybegintowonderhow
thiswillimpactfuturechoicesasshepreparestotransitionoutofthehomeintothecollege
environmentinthenextfewyears.Socially,Janewillcontinuetothrive.Herlargefamilyand
herloveoflaughterhavegroomedherexceptionallywellforsocialenvironments.Heronly
strugglemaybefeelingleftoutorisolatedwhensheisalone.
Withinthenextfiveyears,Janesbodywillhaveundergonemostofitsdevelopmental
biologicalchanges.Shewilllikelynotgrowanytallerandmaystruggletoadjustasher
metabolismbeginstoslowdown(Berger411).Psychosociallyshewilllikelybeginsearchingfor
intimacy(Berger39).Thismaybeachallengeforherassheisveryoutgoingandlikeslarge
groupsofpeople.Thefearofrejectionorbeingdislikedbyothersmaycausehertosuppressher
truepersonalityinordertoappearmorefavorabletoothers.Inthecognitivesphere,Janewill
likelystayrootedinthebeliefshedevelopedduringadolescence(Berger454).Assheentersthe
realmofcollegeandinteractswithawidevarietyofnewideashercapacitytothinkabstractly
maybroadenandshemaybecomemoreliberalwithherintakeofideasandherperceptionsof
others.Socially,Janewillpursuedeeperandmoremeaningfulfriendships.Shemayfeelburned
outfromtryingtopleaseeveryoneorlonelyassheisseparatedforlongerperiodsfromher
familyandhome.Overall,Janeknowshowtoactinsocialenvironmentsandwillmostlikely
cheerfullyadapttothelifestylesofthosearoundher.
Bythetimesheistwentysix,Janewilllikelybemarriedorinpursuitofmarriage.From
conversationswithheroldersistersandwithJaneherself,itisobviousthatJanedoesnotseeka
lifeofsolitudeandlongsforintimacy.Thedesiretobelikedandapprovedofbyothersmay

RunningHead:DevelopmentalTheoriesCaseStudy

11

causeJanetosettleintosomerelationshipsthatmaynotbethebestinthelongrun.However,
becauseofherstrongcognitivefoundation,shewilllikelyrootthesechoicesfirmlyinherfaith
andinherdesiretodogoodtosocietyoverall.Manyofthesocialcuesofthisstageinherlife
willbetogetmarried,startacareerandafamily.Janewillmostlikelybeonboardwiththese
cuesandwilljoyfullyanticipatethesestagesinherlife.
Overall,Janesbiologicalandpsychosocial,cognitiveandsocialdevelopmentreflect
manyoftheperceivedandvaluednormsofAmericanculture.Janeisahappyandsocialsixteen
yearoldwhogrewupinasafeandlovingfamily.Muchofhercognitivematurityisrootedinher
faith.Shehasahighsenseofsecurityinherpositioninherfamilyanddelightsinsocial
environments.Janewillmostlikelythriveasshecontinuestodevelopintoyoungadulthood.

RunningHead:DevelopmentalTheoriesCaseStudy

12

References
Berger,K.S.(2009).
TheDevelopingPerson:ThroughChildhoodandAdolescence
(8thed.).
NewYork,NY:WorthPublishers.

I.BackgroundInformation

A.Birth

1.Pregnancy

2.Delivery

B.Family

1.Siblings

2.Parents

II.
Development

FirsttwoyearsEarlyChildhood

B.Biological/Psychosocial

1.StoryorexampleofChildhood/Adolescence

2.Relateto

EriksonsStagesofPsychoanalyticDevelopment

RunningHead:DevelopmentalTheoriesCaseStudy

A.
Cognitive

1.Commenton

Childhood/Adolescence

2.Integrate

PiagetianTheory

C.Social

1.CommentonChildhood/Adolescence

2.Integrate

VygotskianTheory

MiddleChildhood

B.Biological/Psychosocial

1.StoryorexampleofChildhood/Adolescence

2.Relateto

EriksonsStagesofPsychoanalyticDevelopment
A.
Cognitive

1.Commenton

Childhood/Adolescence

2.Integrate

13

RunningHead:DevelopmentalTheoriesCaseStudy

PiagetianTheory

C.Social

1.CommentonChildhood/Adolescence

2.Integrate

VygotskianTheory

Adolescence

B.Biological/Psychosocial

1.StoryorexampleofChildhood/Adolescence

2.Relateto

EriksonsStagesofPsychoanalyticDevelopment
A.
Cognitive

1.Commenton

Childhood/Adolescence

2.Integrate

PiagetianTheory

C.Social

1.CommentonChildhood/Adolescence

14

RunningHead:DevelopmentalTheoriesCaseStudy

2.Integrate

VygotskianTheory

III.FutureDevelopment

A.NextYear

1.Psychosocial

2.Cognitive

3.Social

B.NextFiveYears

1.Psychosocial

2.Cognitive

3.Social

C.NextTenYears

1.Psychosocial

2.Cognitive

3.Social

Conclusion

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