PEPSI Screening

Emily Bethel

College of Southern Nevada EDU 220

July 11, 2017

 For this PEPSI screening data I decided to choose Sophia Richards. She is 10

years old and is in the fourth grade at Treem ES here in Nevada. She comes from a family

with mom and dad and three sisters. They arent the wealthiest but they are not struggling.

It seems like mom and dad are very involved in Sophias life but mom and older sister are

the one who help with homework, projects etc. She has lived in Henderson and has gone

to the same school since kindergarten. They live in a nice neighborhood. She is a very shy

student at first but eventually opens up. Sophia is in a general education classroom, and

has two hours of Spanish every week because she is at an international school.

Early childhood is a time of remarkable physical, cognitive, social, and emotional

development. Infants enter the world with a limited range of skills and abilities. Watching

a child develop new motor, cognitive, language, and social skills is a source of wonder

for parents and caregiver. When observing the student during classroom time I found that

she is always sitting up and involved in the lesson. She rarely has her head down on her

desk. Now at recess I found that she loves to play in the playground, especially on the

monkey bars or tetherball. She also likes just walking around the field socializing with

her friends. She doesnt seem to want to be involved with the challenging sports like

football or basketball. She doesnt want to get hurt. The student is very active, but not

very interactive with classmates unless it is her core group of friends. She isnt the girl

who will go up to a stranger and ask to join whatever it is that Sophia is doing. At this

age children are more likely to play rough, role play, pretend sword fighting and other

super active games related to that. These physical advances, along with developments in

cognitive and social skills, mean that many children now become enthusiastic about

organized team sports (BootsWebMD, 2015).

 When observing the student in the classroom I found that she excels average motor

skills compared to the rest of her classmates. During the development process, students

have the ability to self-help and manipulate small objects such as scissors and writing

tools (Thomas, 2013). The student I was observing had no difficultly physically writing,

erasing, typing, cutting gluing etc. She rarely asked for help.

Social-emotional development includes the child's experience, expression, and

management of emotions and the ability to establish positive and rewarding relationships

with others (Cohen and others 2005). It encompasses both intra- and interpersonal

processes. In emotional development we also look to see if the adolescent is on the

correct stage in accordance to their age.

When observing the student is she is able to express her emotions very well. When

she is upset about something, she tends to kind of shut off and bottles everything up until

she goes home and explodes to her parents. She has zero problem sharing or helping

students. She is very delicate. She is not the student to get yelled at or talked to about an

issue because she usually does nothing wrong. One instance happened and the teacher

had to reprimand her because she was talking when the teacher was talking and Sophia

started to cry. The teacher simply just spoke to her a little louder then she is used to and

that caused to her cry and feels embarrassed in At this age you get the use of expressive

behavior to modulate relationship dynamics, such as smiling while reproaching a friend.

Children in this age group are often fairly independent and outgoing, regaining any

confidence lost during the early school years. They are increasingly able to articulate

their experiences, thoughts and feelings and are usually comfortable and eager to talk on
the telephone ( BootsWebMD, 2014). The student that I was observing will not interact

with other, but he will interact with the teacher. When interacting with the teacher it is

mostly when needing help in an assignment. The student is not one to start conversation

and will give you short answers.

In emotional development at the age of 10 years old students may show more

sophisticated and complex emotions and interactions (Lee, 2015 Through Philosophical

development it refers to how people grow, adapt, and change over the course of their

lifetimes, through personality development, social emotional development, cognitive

development, and language development (Slavin, 2014 p.29). In the Philosophical we

take into account Piaget development and theories Piaget developed a stage theory of

intellectual development that included four distinct stages; the sensorimotor stage, The

preoperational stage, The concrete operational stage, The formal operational stage. Social

Development Social development is the development is the adolescent learning

the values, knowledge and skills to relate to others/classmates successfully. During this

stage, children start trying to prove that they are grown up; in fact, this is often

described as the I-can-do-it-myself stage (Slavin, 2014 p.57).

When observing this student as stated before is not social and likes to keep to

herself unless with the core group if girl friends. When observing her you see that she

doesnt feel the need to talk to others and has no interest in talking to others. At this age

students usually enjoy working with others in groups and begin to consider groups/clubs

important and take an interest in it. They ill usulally do better in a group setting. When

observing the student all that she had in interest in and was excited about with going
outside and playing in the playground. Ten year old children love being a part of sports

teams and other social groups, and will enjoy close friendships with select friends (Lee,

2015). Sophia is kind of the opposite. She enjoys working alone without anyone else

trying to tell her what to do. She would rather be given a paper assignment and be left to

read the instruction and figure out everything herself, rather than have people stare at her

while she asks for help. Again, she gets embarrassed very easily if it is not something she

wants or needs to do.

In the social development stage adolescent can become discouraged, which may

lead to being shy in public performances (KidsCentral, 2016). Which my student that Im

observing she is in that stage of becoming discouraged and somewhat shy and maybe that

is why he has no interest in making friends or being interactive with others. On the other

hand when she has the chance to pick partners she is always choosing the same people,

because that is who and what she comfortable with. She isnt shy with teachers or staff

because she knows they make the rules and are the boss.

In intellectual development we talk about the adolescents ability to think about

and understand his or her world. In the intellectual development period we look at

Piagets stages, which is related to major development in brain growth.

The development of language is perhaps one of the most astounding things to observe.

Children go through a number of distinct stages of language development. The earliest

form of language involves making babbling sounds, which eventually progresses to the

single word stage. (

 At the age of 10 the student I observed should be on the concrete operational stage

in Piagets development stages. Kids at this point of development begin to think more

logically, but their thinking can also be very rigid. They tend to struggle with abstract and

hypothetical concepts. At this point, children also become less egocentric and begin to

think about how other people might think and feel. Kids in the concrete operational stage

also begin to understand that their thoughts are unique to them and that not everyone else

necessarily shares their thoughts, feelings, and opinions (Cherry, 2015).

When observing the student I noticed she did not lack the ability of imagination and

was able to come up with her own ideas. I noticed that the student was a fairly good

reader, she was able to read whatever the teacher wrote on the board, whatever book,

article, and out that was given. She does however have a very hard time remembering

what she read. She will have to reread like 3 times to fully understand.

In the graph we see that the student is fairly high on almost all of the developmental

stages, emotional, philosophical, social, and intellectual. In the graph it does show the

physical developments as being low, but it is very close to the normal age development

unlike the others. Throughout the research we see that the student lack lots of social skills

and lacks some fine motor skills. With the graph we are able to show the parent in what

area the student is delayed and also the teacher, the graph can give the teacher somewhat

of an idea of what to and not to expect from the student. This graph can also be used to

compare with other graphs from children with special education services and to

determine if that is what the student needs due to the lack of development stages. Sophia

is average or above average in most areas but can and should work on her social aspects a
little more. Her test scores have come along way from August until now. When she

moves on to the fifth grade she will have some things to work on.
 References

Boots WebMD (2014, December 08). Childhood Milestones age 8. Retrieved from

http://www.webmd.boots.com/children/guide/childhood-milestones-age-8

Cherry, K. (n.d.). The Most Important Milestones in Language Development. Retrieved

July 12, 2017, from https://www.verywell.com/communication-milestones-2795110

Cherry, Kendra. (2015, December 23). Piagets Stages of Cognitive Development.

Retrieved from http://psychology.about.com/od/piagetstheory/a/keyconcepts.htm

Kids Central (2016). Social and Emotional Development: Ages 8-10. Retrieved from

https://kidcentraltn.com/article/social-and-emotional-development-ages-8-10

Lee, Katherine (2015). Child Development: Your Eight Year Old Child. Retrieved from

http://childparenting.about.com/od/physicalemotionalgrowth/tp/Child-Development-

Your-Eight-Year-Old-Child.htm

Saarni, Carolyn. (2011, September). Emotional Development in Childhood. Retrieved

from http://www.child-encyclopedia.com/emotions/according-experts/emotional-

development- childhood

Slavin, R. E. (2015). Educational Psychology: Theory and Practice (11th ed.). Pearson.