Running head: PRISM III

PRISM III
Athena Anderson
EDU220
12/09/2015
Professor Theri L. Wyckoff

PRISM III

Introduction
Illaria is six years old and lives in Milan, Italy; she is Italian and the primary language
spoken in their home is Italian. Education is extremely important to her parents; their children
are enrolled in a top tier private school. Illarias mother is the CEO of her fathers firm, and her
father works under her mother. Illarias mother has a doctorate from Oxford, and her father has a
degree from Universit Bocconi.
Illarias lives with her mother, father, one older sister Elena who is eight years old, and
one younger sister Sophia who is three years old. Illaria also lives with an English-speaking
nanny and maid; these two people spend more time caring for Illaria than her parents. They are
Catholic the primary religion of Italy (Zimmerman, 2015). Illarias family is considered to be
apart of the bourgeoisie socio-economic class; this class comprises about ten percent of Italians
and includes self-employed professionals, and managers (Nations Encycolpedia).
Maslows Hierarchy of Needs dictates that there are five basic tiers of needs that must be
met in sequential order, physiological, safety, love/belonging, esteem, self-actualization
(Snowman, 2013, p. 252). Illarias socio-economic class allows her to meet the first and some of
the second tier of needs. Her physiological needs are being met and some of the safety level
needs; like money. Illaria may have reached the safety level however; she is still waiting on her
parents to offer attention and nurturing. Illaria often acts out and her parents will bribe her with
chocolate to leave them alone. She struggles with self-esteem, and confidence. Her older sister
often receives more attention from her father and the younger sister from her mother. Illaria is
left in the middle and does not feel belongingness (Snowman, 2013, p. 252).

PRISM III

I have been working as a nanny for their family over the last six months. I have cared for
the children at home, and at various after school activities. I have been able to observe Ilaria in
many different scenarios and situations and I feel I am acquainted with her level of development.
Physical
Illaria is well into her sixth year and according to Callaway, six-year-old girls would have
an average height of forty-five inches and an average weight of forty-six pounds (Livestrong,
2013). Illaria falls below the average on both height and weight; she is thirty-four inches tall and
weighs thirty-seven pounds.
Illaria is the smallest among her peers. She over compensates for this by being tough.
Snowman explains that primary aged children may be extreme in their physical activities; they
are beginning to gain greater control of their bodies, and push the limits to see what capabilities
their bodies have (2013, p. 53). Illaria puts up a front among her peers and family as a tough
unbreakable child; the front that Illaria puts up is meant to disguise she is very sensitive. Her
relationship with her mother is strained, and she seeks to spend time with her father. She prefers
to interact with boys rather than girls; Illaria has learned that girls require more emotional
support, and boys just play hard.
Snowman explains that primary children need rest periods; they become fatigued easily
as a result of physical and mental exertion (2013, p. 53). Illaria benefits from quiet time; she has
less aggressive behavior when she is able to sit and read a book or draw.

PRISM III

Illaria has her physiological needs met, which is Maslows first hierarchy level
(Snowman, 2013, p. 252). Ilaria never has to wonder if she will have food, or clothes. Her maid
takes care of the cooking and cleaning. She is able to spend her time focusing on school,
playing, and violin lessons. She is active, and opportunities each day to exercise are offered.
Illarias lifestyle may meet her temporal needs, however it does not meet her mental.
(R) Emotional
Illaria has had five different nannies since her birth; her parents both work, and pay little
attention to their children. Snowman states that children are eager to please (2013, p. 54). Illaria
has lost her drive for pleasing and now fights for attention. She wants to be the favorite child,
and have her parents recognize she is the best of her siblings. Illaria has found her place in
school and she does very well. She is eager to please her teacher, and this environment has been
healthy for Illaria. When she is at school, she will show off at times but redirect before a
problem arises; at home she will not redirect her focus. This amounts to violent and oftentimes
destructive behavior. Illaria is maturing and gaining skills at school. However, at home Illaria is
struggling.
Illarias emotional characteristics and insecurities imply that Maslows second tier in the
Hierarchy of Needs, Safety, is not being met (Snowman, 2013, p. 252). Illarias home life is
chaotic she constantly fights for attention. The first week I began working with Illaria, included
lamps thrown across the room, sisters punched, hit and attacked, screaming and yelling, and
destruction of property. I watched as the adults around her stood back and let her melt down.
After the first week, I began stepping in and setting up boundaries. I wanted to create a safe
environment for Illaria, a place where she knew what to expect. Now six months later we have a

PRISM III

bond and her parents and grandmother come to me for help. When I leave next week her life
will again be tossed into chaos, as a new nanny will step in. Maslow explains that the first four
levels of needs (physiological, safety, belongingness and love, and esteem) are often referred to
as, deficiency needs because they motivate people to act only when they are unmet to some
degree (Snowman, 2013, p.248). Illarias needs of safety and nurturing are not being met and
unfortunately will probably not be met.
Intellectual/Cognitive
Illaria is a smart determined child; when she sets out to do something she will do
it well. She is competitive, and this propels her to excel in whatever activity she is participating.
Piaget felt that Illarias age group, has attained enough mastery of logical schemes that they can
understand and solve tasks (Snowman 2013, p. 58). When Illaria is asked to do something new
she is willing to try and actively understand. Illaria likes to be challenged so that she can prove
she is smart. Spelling is one of Illarias favorite topics, when we are doing homework that is the
first subject she focuses on; new words excite her and her teacher is constantly praising her for
her efforts. This praise has propelled her to work harder and succeed.
Sternbergs triarchic theory of intelligence, Illaria excels in two areas. She does well with
her creative and analytical abilities. She is able to solve unfamiliar problems and learn new
information (Snowman 2013, p. 74). In Illarias world children are accessories; which means her
parents have a checklist of things their children need to accomplish. Recently, Illaria began
taking violin lessons, which her mother feels show intelligence and sophistication. Illaria tries to
do well since this is the time her mother will sit down with her, however it is not often positive

PRISM III

and she is loosing interest. Illaria is quite creative though and wants to expand her talent in her
own ways.
Illaria is young and still developing her character. Howard Gardner sees intelligence as a
broad concept, and that people may excel in multiple areas (Snowman 2013, p. 75). One of the
identities Gardner talks about logical-mathematical intelligence; Illaria has already begun to
excel in math. Illaria sees patterns quickly, and really grasps the numerical language. When
Illaria is working out problems, she peaks out loud to work her way through things. Vygotsky
described this as private speech. This helps some children to clarify thinking, and problem solve
(Snowman, 2013, p. 55).
Illaria can be complex and difficult at times. She is smart and will put good effort into
solving problems. She excels when she feels praised and will work even harder. School is an
environment that she feels safe and comfortable so excelling in school will hopefully continue.
Intellectually she is doing well.
Social/Psychosocial
Snowman offers an analogy of Ericksons theory of personal development. An
apple tree does not spring from the ground as a miniature version of a fully formed tree covered
in fruit. Its various parts develop in a genetically predetermined sequence as it grows. This
genetic sequence interacts with the environment in which the organism grows. There are outside
elements that could affect the growth of the tree. The tree could be damaged which would change
the course of its genetic sequence (Snowman 2013, p.17). Erickson believes that the same is
true for a child. Their environment must support rather than interfere (Snowman 2013, p. 17).
Illaria has a tense relationship with her family. She is often in trouble, and acts out aggressively

PRISM III

at home. Her home environment has caused Illaria to develop aggressive and violent outbursts.
However, at school she is a different person. This is the environment where she has grown the
most. She still struggles with relationships and has very few friends. She is constantly jealous of
her sisters who are more popular, even among her parents.
James Marcia established four identity statuses; Illaria falls under identity diffusion.
Illaria is impulsive, her self-esteem is low; she is alienated from her parents, and avoids
interpersonal relationships (Snowman, 2013, p. 21). Illaria is very sensitive and self-conscious
of her looks; this affects her self-esteem. Unfortunately, kids will often make fun of her, and her
defense is to bully right back. Most of these interactions will happen outside of the class, as she
still cares about how her teacher views her. Illaria has a long way to go to establish good
relationships. At least once a week I will need to intervene on the playground after school,
because Illaria is making a scene against another kid. Illaria has never been invited to a friends
house nor, does she have a friends she plays with outside of class.
According to Maslows third tier on the Hierarchy of Needs, Illaria needs to feel
belongingness and love (Snowman, 2013, p. 252). This need is not being met. Maslow maintains
that such conditions as the freedom to investigate and learn and fairness, honesty, and orderliness
in interpersonal relationships are critical because their absence makes satisfaction of the five
basic needs impossible (Snowman, 2013, p.252). This holds true for Ilaria, her home life and
atmosphere is surrounded by unfair punishment and lack of nurture. Illaria has not reached
higher than the first level of Maslows five tiers. This has affected her life and her ability to
connect with adults and peers.

PRISM III

Moral
The time I have spent working with Illaria, I have seen how she thrives in an environment
that has clear and consistent rules. Kohlberg believed that a typical six year old, views rules as
unchangeable. He also believed that a child of this age holds a single, absolute moral perspective
(Snowman, 2013, p.41). Kohlbergs belief was based off of Piagets findings that children up to
ten had a morality of constraint; meaning they hold sacred the rules, and permit no exceptions,
and make no allowance for intentions (Snowman, 2013, p.40). Illaria not only believes rules
should be unchanging she also needs them to be unchanging. Illaria knows the rules and knows
when she breaks them. Since I set up rules and expectations, Illaria has had few outbursts in this
environment she will push the boundaries to verify I will do my part. Illaria will hold the adult in
the situation responsible to uphold the rules, and any deviation on the adults part will cause
confusion. Illaria has had many different responses to every adult in her life because of her need
for safety. As Piaget addressed, children will hold the rules sacred, this applies directly to Illaria
that is her way of knowing is she can trust a person.
Snowman explains that children will focus on physical consequences; meaning that
obeying rules should bring benefit in return (2013, p53). Illaria requires this to stay level headed.
She benefits greatly knowing she is doing well, and this helps her make smarter choices.
Morally Illaria can do well, but often chooses a power struggle. This is a daily occurrence
though this behavior is only seen at home. When Illaria is at school she follows directions, and
class rules.

PRISM III

Gilligan believes that females care less about separation and independence and more
about remaining loyal to others through expressions of caring, understanding, and sharing of
experiences (Snowman, 2013, p.42). This model at this point in Illarias life does not work.
Illaria struggles with understanding another persons perspective nor does she approach anything
from a caring stance. Illaria is often aloof and does not seek out affection. She is always on the
defense when approaching any situation. Nel Noddings believed that there is a human desire to
be good (Snowman, 2013, p.42). Through experiences in Illarias life she hasnt reached a point
where she sees good in people, so her being good doesnt fit well.
Conclusion
In conclusion, Illaria has a long way to go to reach a healthy level of Maslows hierarchy
of needs. Physically she is behind her peers, she is still growing into her body and her looks.
She is active and stays fit, though lacks emotional support in her life. Illaria longs to be admired
by her parents, and peers. Illarias emotional needs are rarely met and this has also had a
negative effect in her interpersonal relationships. She is disconnected from people, and from her
family. Her moral compass is lacking, as her environment is not a place she feels safe. There are
new adults entering her life and people she bonds with come and go. Illaria excels intellectually
and that is the area she has control over. She knows if she wants to receive praise from her
teacher she must do well. This is motivational for Illaria and something she is in control over.
Unfortunately, Illarias is behind in most areas of development though as time passes and her
cognitive levels increase. Illaria will learn and improve in areas she has a weakness in.

PRISM III

10
REFERENCES

Callaway, C. (2013, August 16). The Average Height and Weight by Age |. Retrieved from
http://www.livestrong.com/article/328220-the-average-height-and-weight-by-age/
United Nations. (2000) Italy Poverty and Wealth. Human Development report |.
Retrieved From: http://www.nationsencyclopedia.com/economies/Europe/ItalyPOVERTY-AND-WEALTH.html
Snowman, J., & McCown, R. (2013). ED PSYCH. Belmont, CA: Wadsworth, Cengage Learning.
Zimmerman, K. (January 29, 2015). Italian Culture: Facts, Customs & Traditions |.
Retrieved from: http://www.livescience.com/44376-italian-culture.html