PRISM CASE STUDY 1

(PRISM) Case Study

Melissa Acevedo

College of Southern Nevada

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(PRISM) Case Study

Introduction

For my observation I have decided to observe my nephew Benjamin. Ben is three years

old. He lives at home with both of his parents and younger sister. Ben is Hispanic. He was born

in the United States as well as both of his parents. He is bilingual, understands/speaks both

English and Spanish fluently. His family’s economic status is in the higher middle class. He and

his family live in a very large home and have never needed any sort of government funding or

help.

I chose to observe my nephew Ben because I have baby sat him since he was an infant.

His mother and father work many hours therefore, I used to take care of him several days a week

as an infant. I still watch both him and his sister about 1 or 2 days per week, 11 hours per day. I

feel that I have witnessed him reach many of these developing milestones. I believe I know him

very well and that he is comfortable with me for the observation/case study. In this PRISM case

study I will explain Ben’s growth and development by comparing his development and

milestones to: The Child Development Guide, several psychologist’s theories, and Maslow’s

Growth Motivation theory and Hierarchy of Needs. Upon study we shall discover whether or not

Ben’s development meets all of the categories/theories.

Physical

Physically Ben is very short in stature. He is in the small percentage that do not reach the

certain height requirements for his age, yet is very healthy. He is extremely active and plays on a

soccer team with other children and enjoys playing outdoors. When indoors he uses his

imagination to climb on the sofas and pile the pillows on himself as if they were boulders. He
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loves to color, paint, draw etc. According to the Child Development Guide Ben is on track and

displaying normal characteristics (activities) for a child his age (DSHS Fosterparentscope, 1993).

Recently, he has begun to match certain colors with different characters that he sees from T.V.

As explained in (Snowman&McCown 2013, pg. 34) Ben has a hard time coloring in the lines

due to the lack of small muscle control (Snowman&McCown 2013, pg.49). He is not coloring

everything one solid color anymore. He has started using different colors for different parts of

the book/pictures. I believe that Ben is very advanced for a child his age. He just turned three and

since the age of two he has known how to put puzzles together, count, and all of his ABC’s. His

parents have also begun potty training him to which he has now gotten a lot better at running to

the bathroom when he feels it is time for him to go. According to Maslow’s Hierarchy Needs, the

Physiological need is very strong. It is something someone needs to fulfill in order for it to be

satisfied. A physiological need is described as something that is needed like; oxygen, food, or

water (Snowman&McCown 2013, pg. 252). At home Ben has always been provided with a

stable/warm home, nutritious food, healthy juices, etc. everything that is needed in order for him

and his mind grow.

I don’t have any recommendations for Ben/his parents other than to continue allowing

him to be active and creative with his imagination, and keep putting him in sports that allow him

to interact with other children his age.

Emotional

As far as emotion Ben has always been very caring and loving and has never been afraid

to throw tantrums when he does not get his way. The day I was observing him he threw a

tantrum after he had discovered I had thrown away his leftovers from his plate. He had come

back to look for them and found them gone. I had to serve him a new plate because he had
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become very upset. According to the Child Development Guide the behavior he displayed is a

common characteristic of children his age (DSHS Fosterparentscope, 1993). Ben does not fear

loud noises in fact; he is more curious over what caused the sound then the loud sound itself. I

have noticed that recently he has begun to get really upset when his mother goes to work. He

often asks “Where’s mama?” and I have to reassure him that she is working, and will be back

soon. He sometimes throws a “sad” tantrum where he goes see if her car is gone and sees it is.

Usually, reassurance helps him calm down and he eventually forgets.

Bens knows how to express himself through different emotions like showing

love/affection and throwing tantrums. He is also aware of other people’s emotions and what they

are feeling (Snowman&McCown, 2013 pg.51). He has begun to pay attention to how people talk,

act, gestures etc.

According to Maslow’s Hierarchy the (third level) implies Belongingness and Love, and

Safety. It is described as deficiency need. If the need is unmet individuals are motivated to act in

order to meet the need (Snowman&McCown 2013, pg. 252). Ben is very loved and spoiled by all

of his family. One can even say he gets more love and affection than one could ever need. As

much love as he gets he always gives back. He shows affection towards others being either a kiss

on the cheek or a hug. In some cases he displays the “need” for affection when she sees any

family member babying his little sister. He will either become clingy or very upset to get

attention.

My only recommendation for Ben’s emotional development is to perhaps have more of a

discipline when it comes to tantrums that are thrown. More than often his tantrums consist of

throwing, hitting, or slamming a door when he gets angry. I feel that for a child his age this
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behavior should not be displayed at such an extreme. I think this type of tantrum should be

followed by a negative punishment that is appropriate for his age.

Intellectual

Ben has a very good attention span. He definitely listens to what you are saying

especially if it is something he wants to know, or is trying to figure out. Most of the time if

someone disappears out of his sight and he sees them doing something he’ll asks “What are you

doing?” once told, he repeats what they said as a sort of confirmation to see if he understood

correctly. He is very good with his words and sentences, he averages about 4 words per sentence.

Ben also likes to sing songs as a child his age usually does according to the Child Development

Guide (DSHS Fosterparentscope, 1993).

Ben is in Piagets’s Preoperational stage of cognitive development. At this age children

tend to not think logically. Often times Ben will ask a question such as “Why does the dog need

a sweater?”, then I have to explain to him that dogs get cold just like people do

(Snowman&McCown 2013, pg. 25). He then goes around and lets everyone in the house know

the reason why the dog is wearing a sweater. Lev Vygotsky’s social cultural theory believes that

one’s culture passes on psychological tools that aid us in how we communicate with one another

and see the world (Snowman&McCown 2013, pg. 33) Ben is being taught two different

languages/traditions that will benefit him when he is older. He knows the purpose/use for certain

items that need to be known to live out in the world. He knows the basics like, asking for a straw

when he has a drink, and to use a napkin for his hands and mouth when he is eating etc. His

parents and all of his elders try and teach him what he needs to know that will benefit him in

society.
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Robert Sternberg’s theory of triarchic intelligence is made up of three separate parts:

Practical ability, Creative ability, and Analytical ability (Snowman&McCown 2013, pg.74). Ben

displays all three abilities at his age. Ben enjoys figuring out puzzles, watching interactive

programs on T.V, and identifying items in two languages. According to Howard Gardner the

theory of multiple intelligence is made up of 8 components: Logical, linguistic, musical, spatial,

bodily kinesthetic, interpersonal, intrapersonal, and naturalistic (Snowman&McCown 2013,

pg.75). Ben meets most of the 8 intelligence components. His mother writes a number or letter

on a chalk board, and Ben loves to figure out the letter and sound that accompanies it. He knows

his numbers, most animals, and likes to imitate their sounds and body movement. Ben always

loves to learn new things to better himself and seek his full potential as stated in Maslow’s

Hierarchy of needs Self- actualization (Snowman&McCown 2013, pg. 252)

I think that Ben’s Intellectual development is great and on track. I can’t really

recommend anything that can better his intellectual development. His parents do a very good job

in teaching him what he needs to know so he can be familiar with things once he begins school. I

believe that Ben is most advanced in his Intellectual development.

Social

When it comes to adults, Ben enjoys helping with all sorts of grown up tasks. He likes

throwing away trash when asked, and helping hand his sister certain things like: cups, toys, or

peeking in the room to see if she is still sleeping. According to Erik Erikson’s personality

development theory, Ben is at an age where he is seeking his own independence. He is currently

in Erikson’s Autonomy Versus Shame and Doubt development stage (Snowman&McCown

2013, pg. 18). Ben is very independent, he like to do things on his own with little to no help from

anyone around him. He has also been making tremendous progress when it comes to potty
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training and going all on his own. Maslow’s first level of Hierarchy of needs identifies Self-

Actualization as maximizing one’s own potential (Snowman&McCown 2013, pg. 252). He has

potential in going to the bathroom on his own without having to tell anyone. Ben is also always

exploring and trying to find different ways of helping others do stuff and learn new things.

Another thing he has always like to do is have people read to him while he follows along

often times making the certain noises, and sounds to accompany the illustrations. One thing I do

feel Ben does that kids his age don’t do is like to meet people. I have never observed him shy

away from anyone that is introduced to him (DSHS Fosterparentscope, 1993) Showing shyness

is something that is common for a child his age, but Ben is the complete opposite. He enjoys

playing with other children, though has never really shown a preference of playing with boys

rather than girls (Snowman&McCown 2013, pg. 51). Even though Ben does not show a

preference in playing with girls or boys, he does know that he is a boy. He is starting to

differentiate certain colors being a boy or girl color. According to James Marcia’s theory of

identity, a person commits to a certain role/value. This theory aims more towards the adolescent

age. Ben identifies his role as a boy by pointing out what he believes are boy from girl things

such as colors, animals, characters etc. If I try to hand him a pink spoon and hand his sister a red

spoon being the same exact spoon, he gives his sister the pink one. He tells me that pink is for

girls. (Snowman&McCown 2013, pg. 21).

I don’t really have any recommendations for Ben when it comes to social development. I

think he and his parents do a great job when it comes to meeting people, and Ben especially in

not being scared of other kids or strangers. Ben is very outgoing, which is a great quality to have

as he gets older and continues on in his development.

Moral
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I have observed that Ben does show signs of guilt, usually if someone is hurt. Or, has

seen something that he thinks should have not been done. He definitely knows right from wrong,

when it comes to certain things. As stated in the Child Development Guide, Ben is at an age

where he does follow/abide by most rules. It is common for children to display this behavior in

the last stage of Piaget’s theory: formal operational stage. In this stage children begin to

acknowledge rules and consequences of certain actions (Snowman&McCown 2013, pg. 27). Ben

is still too young to carry out with certain promises. I still see the occasional mishaps/tantrums,

and as stated, is normal for someone his age (DSHS Fosterparentscope, 1993). According to

Maslow’s need of esteem, Ben does show signs of respect to himself and others

(Snowman&McCrown 2013, pg. 252). Ben is being thought how to respect his parents and how

to behave in front of other people, or when he and his family are out. If he misbehaves his

parents will ask him “Do you want people to see you as a bad boy?” in which he always replies

“No”. After he usually begins to behave because he knows that being bad is not a good thing and

does not want to been see that way.

Ben is a very loving and caring child. According to Kohlberg’s theory, moral

development is aided by instruction and teaching children how to properly treat each other and

other people. Ben is in Kohlberg’s 1st stage of moral and developmental reasoning.

(Snowman&McCown 2013, pg. 41). Just the other day Ben’s dog Mindy hurt her leg and she

was limping. Upon noticing the limp Ben asked “What’s wrong with Mindy?” His mother (my

sister) explained to him that she had hurt her leg. Afterwards, Ben was telling everyone “Poor

Mindy, she hurt her leg.” He knew that because she was hurt she should not be bothered, and

should be petted gently. Carol Gilligan believes that females are more likely to show more caring

characteristics than boys (Snowman&McCown 2013, pg.44). Even though she stated it was only
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a slight difference I don’t think it is necessarily true from my observations. I have seen Ben play

with girls his age and have noticed that Ben is more willing to share and play nice with other

children than little girls. Girls tend to be a bit more selfish and not willing to play as nicely with

other children. Nel Noddings claims moral attitude and states that “Humans desire goodness.”

She believes that there has to be an existing/caring relationship between one another

(Snowman&McCown 2013, pg. 44). Ben is being taught to get along and play nice with other

kids. If he shows any signs of selfishness, or is not playing nice he is not allowed to play.

My recommendation for Ben’s moral development is to keep on the same track in

teaching him how to treat others. I believe the younger a child is taught to be respectful leads

them to grow up to be kind, polite, and respectful adults.

Upon going over my studies. I believe Ben is on track with his development and meets all

of the developmental categories and milestones for a child his age. I believe what helps Ben meet

all of the developmental milestones/characteristics (advanced) in some cases is his stable and

supportive home. His parents take the extra steps and time to ensure that he has everything he

needs, and sit with him to read, study shapes, A,B,C’S, animals etc. Both of his parents are very

patient and explain/answer anything Ben asks. Ben meets all of the categories on the PRISM

chart: Physical, (R) Emotional, Intellectual, Social, and Moral. I think his development and

growth for a child his age will only get be better and more advanced if both he and his parents

continue on the same path.

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References

DSHS Fosterparentscope Training: Child Development Guide: Two to Three Years. (1993).

Washington State Department of Health and Social Services. Retrieved from

http://depts.washington.edu/allcwe2/fosterparents/training/cdevguid/cdg04.htm

Snowman, J., & McCown, R. R. (2013). Ed psych. Belmont, CA: Wadsworth, Cengage

Learning.
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Appendix A
Benjamin Observation Notes

Benjamin
- 3 years old
- Male
- (1) younger sister
- Has both parents married, live together
- Mexican
- Higher middle class
- Bilingual, fluent in English and Spanish
Environment and Time Spent
- Observation took place in my home.
- 8 hours (baby sitter) asked questions throughout the/observed.
Physical
- Plays soccer (on team)
- Loves to climb (on sofas) pretends pillows are boulders.
- Loves to scribble/color. Does not stay in lines, but can distinguish items and characters
with certain colors.
- Currently potty training, good at controlling bladder.
Intellectual
- Good with senses, very curious. Asks “What are you doing?’ a lot.
- Has a fairly good attention span and listens when something is being explained.
- Very good with sentences. Often times repeats what he sees, or what is being explained.
- Loves to watch movies, likes to sing songs from movies he enjoys.
Social
- Loves his mom, very attached.
- Does not mind meeting new people.
- Very helpful enjoys throwing away trash and handing little sister cups and other items.
- Loves to listen and read stories.
- Enjoys watching other people draw and guess what they are drawing.
Emotional
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- Is independent and loves to do things on his own. Gets very happy when he is praised,
often times repeats action.
- Says “No” when he doesn’t want to do, or agree with something.
- Definitely throws tantrums “from very young age” if told “no” but, loves to laugh and
explore and mimic sounds.
- Does not really fear loud noises, he is usually curious about them.
- Fears some not all large animals. Any “nice or house hold” pets are fine. Fears alligators.
- Recently began getting upset at mother’s departure.
Moral
- Behavior is good, sometimes it takes a bit of convincing to get him to do certain task.
- Knows right from wrong says “sorry”.