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PEPSI Screening

PEPSI Screening

Jasmine Vazquez

College of Southern Nevada

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PEPSI Screening

Biography

The student is ten years old, a female in fifth-grade going into six-grade in a couple of

months. She is from a low Hispanic income family, her dad is a landscaper, and she has a stay at

home mom. This student has a total of three older siblings and one younger sibling. She is closer

to age with the younger sibling with only two years apart. There is a huge age gap with her older

siblings with the closest the sibling having a 15-year age gap. Her oldest sister recently had a

child and lived with her family for a year. This child enjoyed having her older sister home and

enjoyed playing with the baby even though she did not like that the baby cried so much. A

couple of months ago her two older brothers left home and went to live in California, later her

older sister left as well. Having her sibling move away, had a significant impact on her because

since she was born her siblings were always home with her and her mother. Nowadays it is just

she, her younger sister and her mom at home most of the time since her dad does not get home

till around seven pm and leaves around eight am.

This student enjoys being outside and playing with her four dogs. She shares a phone

with her younger sister and mostly uses it to watch videos on YouTube consisting of music

videos. She is excited that she is graduating from elementary but is scared of going into middle

school. She enjoys going to school even though she sometimes has difficulty in class. Her

favorite color is purple, she loves the movie Frozen, and she wants to be a doctor when she

grows up.

Physical Development
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In the Snowman and McCown (2015) textbook children around her age start to become

leaner and stronger, can have an obesity problem, girls have better motor skills than boys, and

the children would have a consistent weight and height.

Even though this student enjoys being outside and playing outside, she is overweight for

her age. According to her mother, this student has been told to watch her eating habits because

she is on the borderline of having pre-diabetes. From observing this student, she is overweight

and small compared to other children her age. She is four feet five inches and weighs 97lbs.

According to Marfina (2015), “body weight curves are characterized by two crossings – in 12

and 13 years [of age]” (p.6), this means that there is still a possibility that she may grow out of

her weight, but in the meantime, she is encouraged to eat healthier. The student mentions that she

feels that she does not eat a lot to be overweight, but does notice that she is a little rounder than

her friends. She also stated that this might be normal in her family because the same thing

happened to her older sister.

The student enjoys playing with her sister overall she likes having. As mentioned before

she enjoys being outside, but just like Stevens-Smith (2016) mentions, “advances in modern

society have pushed civilization into less activity with more opportunities and excuses to be

stationary” (p.3). The student tends to use excuses to stay inside and be on the phone or watch

television, complaining that it is hot outside or that she is tired for the rest of the day. It seems

that she enjoys being outside with others not by herself, which is understandable. These excuses

lead to her eating snacks absentmindedly while watching television or videos on the phone.

There was a study done that stated, “physical growth and skill development share many inputs–

such as health, nutrition, and care in early life – so that for a given genetic height potential,

people who achieve greater stature also tend to achieve greater skill” (Ulker, 2016. p.2).
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According to this study, this student lacks the height to have an achievement skill, but as

mentioned before this student still has the potential to grow just like the rest of the class. She

may struggle in certain things, but she still can grow with her peers.

Emotional Development

Children at this age will start developing a self-image such as a self-esteem and self-

concept (Snowman & McCown, 2015). This student seems to be sensitive about her weight, and

when brought up she will react in two different ways, one is to get angry, or she breaks down

crying. Her sensitivity to her weight can show that her self-esteem is low. From observing the

child, she reacted this way with siblings, and if an adult talked to her about her weight, she

would be quiet and give small responses, as if shy about the topic. It seems she feels that her

siblings are bullying her for her weight when it might just come from her sibling’s concern for

her health.

Her weight problem has even lead to some problems at school, “as children move

through the … childhood period, adult expectations increase … and children are often expected

to have the ability to sit still and focus, get along with others in group play, follow directions and

more" (Connors, 2017, p.2). This student seems to have some problems with her peers and

sometimes cannot seem to be able to play with her peers. According to the mother, the child had

a small conflict with one of her peers that called her out for her weight in recess. This problem

made the child to isolate herself from the class due to being shy and not wanting to confront her

peer. According to the mother and child, the teacher did not intervene; instead, the teacher

reprimanded the student for not wanting to participate in a group activity that afternoon.

Unfortunately, this is not uncommon, therefore, “schools should train and support teachers

specifically in communicating their affection and support to children in ways that children would
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confirm through self-reports” (Rucinski, 2018, p.11). Without teachers support many students do

not have much self-esteem. This child was one of those students affected and does not seem to

believe that she be herself at school. It does not help that she does not get the support at school

when it is needed.

According to, Child Psychiatry And Human Development, “nearly one in five Latinos in

the US live in poverty, [the children in these households]… often experience considerable risk

related to poverty" (Serrano-Villar. 2017, p.3). Most teachers are aware of the statistics, but there

are cases where they do not realize that they are teaching a low-income area. This child is one of

these students. She fears that someday something will happen to her family. This student is in the

free-reduced lunch program and has to walk to and from school every day due to low her

family's low income. All of these aspects make her shy and emotional to certain parts of her life,

and sometimes wishes she were someone else.

Philosophical Development

In the “Psychology Applied to Teaching," textbook children around this child age are aware

of their surroundings and understand what they are saying and can manipulate in their own

words to escape punishment (Snowman & McCown, 2015). The children usually have a good

understanding of right and wrong by now. The child tends to tell the truth but may lie to escape

punishment and is aware of their actions.

This child wants to get praised for doing something well and tries to get better so her parents

can praise her even more. J’Ann Ellsworth (1998) states that "praise for efforts is desired and

usually effective for improving performance,” and the child observed followed this rule. When

she finishes her homework, she shows it to her parents, and they praise her for completing it. She
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then shows her parents more work she has done and every time the child gets praised she has a

big smile on her face.

This child has also started to question why her peers are different from her. According to

Child: Care, Health & Development, “from a young age, children can identify atypical

[behavior] among their peers and offer a range of explanations for these [behaviors]" (Swords,

Hennessy, & Heary, 2011. p.2). From observing this child she has started to do this, she has

started to question some differences between herself and peers and has even offered some

explanations to why. While she answers to her question she has also tried not to sound negative,

this child would usually stop herself from talking out loud negative thoughts about her peers. On

the occasion that she does, she will stop and apologize. Now most of these explanations, she is

talking her family members and some may not now her peers, aside from what she has told them,

but she seems to feel guilty of talking cynical about people close to her, this is a great personality

to have.

This child tends to mirror her parents' personality especially her mothers. Educational

Philosophy & Theory states that “It is not adults that make children into personalities. It is the

nature of children themselves that enables their development of personality” (Main, 2012. p.8).

How much this is true, is not thoroughly researched. A child needs to be around more people to

understand the difference in personalities and hopefully not mirror their parents, for a child is

their person. Children should have the possibility to know what kind of personality they have and

even experience multiple ones to notice their own. That is one downside this child has. She tends

to keep to herself and does not have many friends she can visit them, and because of her family

income, she does not have the transportation to go out as often as other children. These situations

affect her interaction with her peers.

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Social Development

Social development is an essential aspect of childhood development. Children tend to

argue and discuss more with each other, which helps in their development. However, this child

does not have such interactions with others. From observing this child, she is shy and is often

excluded from activities when they have people over their house. This child tends to copy

people's attitudes on occasions. Her copying others attitudes might stem from her wanting to fit

in, although she is mostly around adults.

She gets along very well with her younger sister and gossip to each other, about random

things, that may be false. Once she tried to gossip to her mother but stopped midway since she

realized her mother might not like that she is gossiping. According to, Snowman and McCown,

“children come to realize that the rules for behavior within the peer group are not quite the same

as the rules for behavior within the family or the classroom” (2015, p.90). Children know that the

way they speak and act to each other is not the correct way they should behave with adults

around. She does not have many peers to talk to and sometimes forgets that she is the presence of

other adults, and wants to talk to them as she would with her sister.

There are times where her behavior is of a younger child. The lack of social interactions

has not made her realize that her behavior around her family is not acceptable around other

adults. In a research done, children around her age should be able to: express their feelings in

words, ask questions, play well with others, follows rules, help when asked, stop improper

behavior if asked to, most of smiles and seems happy, most of the time (Cuc & Macarie, 2012).

This child does some of these things. She tends to let her emotions show what she is feeling, this

child does ask questions, and she absolutely plays well with others, and usually seems happy.
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On the other hand, she tends to follow the rules if they suit her, she helps others if it can

benefit her, such as getting a reward, and it may take multiple sterns talking to stop some

improper behavior. Blaževic (2016) from the World Journal of Education mentions that “the

children’s social development is under the influence of the family, peers and school, especially in

the period of middle childhood” (p.6). It is possible that the child may be picking up on things

that she is allowed to do at home but does not realize that others will not tolerate her actions.

Since she only has contact with her family and her family let her actions go by, once she is in a

different environment, she cannot change her behavior. Aside from the fact she lacks the social

interaction with peers, her family lets the actions go by without any repercussions thus leading to

her not understanding that in different settings, or environments one’s behavior has to change.

Intellectual Development

Children around this age, ten years old, start understanding that there are multiple ways to

know things or to come to the same conclusion and that some ways are better than others. They

start to understand that they are learning and remembering skills that they have learned since day

one. Most of all children at this age realize that they are not the center of attention (Ellsworth,

1998). Some students will start showing the ability to share ideas and insights with peers. Many

may also start to pursue education outside of school, and some students will gain an interest in

science. Lastly, children at this age will begin to show their learning style.

This child realizes that it is possible to come to the same conclusion as someone else

using a different method, but does not seem to realize that the other way may be faster. For

example, on a homework assignment, she saw that the person helping her got the correct answer

using a faster method, but she still decided to do the long way because she believes that the long

way might be easier to understand. She still insisted on using the long way and got the correct
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answer. While working on the problem, she realized that she was being asked to use the skills

she learned in third grade. She did get stuck on a small part and tried asking her mom for help

but quickly realized that her mom does not know how to do the problem. Collette Tayler (2015)

stated that “home learning environment is a primary site of children’s learning and development”

(p.2), this is correct students would learn a skill at school then go home and practice that skill

with their homework. If they do not understand how to do a problem, they will ask for help from

their parents or sibling(s). Since her parents are from Mexico and had little to no education, they

cannot be much help to their children in their education. This child understands that her parents

want her to have an education and that is why she gets upset with herself when she does not

understand something or does not get a good grade, especially in math.

As stated before this child enjoys playing with others, but when it comes to her and her

younger sister, she sometimes gets upset that her younger sister received more attention from her

parents. When her parents are paying attention to her younger sister, she tries talking over them

and tries to get their attention. Her parents get mad at her and tell her to wait until they are finish

talking to interrupt or ask something, but then she will get upset and start crying a leaves the

room. Her parents know she needs to know to converse with others because it is "essential and

important for their child to the expressive and intellectual skills associated with it for their future

success" (Cohen, 2015, p.12). Her parents have asked her why she does not like it when her

some attention is given to her younger sister, and she has answered that she feels like they do not

care about her. Her parents have explained that they care about her, but she needs to understand

that she is not the center of attention, and has to learn to handle her tantrums. She states that

sometimes she wants to share her ideas and knowledge she knows. It is understandable, but she

still needs to understand that her time to share will come and needs to be patient and wait till it is
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her turn to speak. Her parents understand that “The very aim of education is … the child’s

ability to think for [him or] herself” (Kotzee, 2013, p.7), and are happy that their child wants to

express and show what she has learned. This child is also happy because she can understand

more and she is growing up, and it is a beautiful thing to acknowledge one's improvement in

their education.

Recommendations

To increase this child's physical development, try joining a sports club or gymnastics. These

activities will not only help the child with her weight but with her motor skills, and it can benefit

the child's social development as well. A club can be an excellent thing for a child, if finance is

an issue then the child can start small. The child can look up videos online and do some yoga to

help with motor skills and being at home the child can be more comfortable, and the rest of the

family can join.

A way to improve with the child's emotional development can be with a parent-teacher meeting.

During this meeting talk about ways to increase self-esteem and self-concept while in school and

at home, such as increased comments or complimentary.

This child does not need to work that much on their philosophical development. Once the

child works on their social development, then it will increase in their philosophical development.

To increase social development, this child should join clubs that are available at school. The

parents of this child could ask the teacher if there could be more group activities for the child to

join and be a part of to increase social development.

This child's intellectual development is close to her peers. She needs to work on sharing

attention with others and trying new methods on homework. If these two things can improve her

intellectual development would be on par with her peers.

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Conclusion and Chart

In conclusion, this child is below in her development. When it comes to physical this

child is overweight; thus she does not have a

P E P S I consistent weight or height as her peers nor does

Chart she have the motor skills as the rest of her peers.

In her emotional development, she has low self-

esteem and self-concept. Her philosophical is a

little below average she does have some areas to

Philos Intelle
Physical Emotiona
ophical Social ctual work on, but it is not as bad the rest of her
l

development. In her social development, she acts

younger then what she is and has a difficult time

knowing how to act in different settings. Lastly, her intellectual development is a little below

average. She understands different learning methods wishes to stick to the one she is learning.
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References

Blaževic, I. (2016). Family, Peer and School Influence on Children’s Social Development. World

Journal of Education, 6(2), 42–49. Retrieved from

http://ezproxy.library.csn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=tr

ue&db=eric&AN=EJ1158301&site=ehost-live

Cohen, M. (2015). The pedagogy of conversation in the home: 'familiar conversation' as a

pedagogical tool in eighteenth and nineteenth-century England. Oxford Review of

Education, 41(4), 447–463. https://doi.org/10.1080/03054985.2015.1048114

Conners-Burrow, N. A., Patrick, T., Kyzer, A., & McKelvey, L. (2017). A Preliminary

Evaluation of Reach: Training Early Childhood Teachers to Support Children’s Social

and Emotional Development. Early Childhood Education Journal, 45(2), 187–199.

Retrieved from

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ue&db=eric&AN=EJ1129264&site=ehost-live

Cuc, M. C., & Macarie, S. (2012). CONTRIBUTION OF SOCIO-EMOTIONAL

DEVELOPMENT GAME TO SOCIAL INTEGRATION OF YOUNG CHILDREN

FROM DISADVANTAGED BACKGROUNDS. Acta Didactica Napocensia, 5(4), 59-

64. Retrieved from

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0?accountid=27953

Ellsworth, J. (1998). PEPSI. Retrieved April 10, 2017, from

http://jan.ucc.nau.edu/%7Ejde7/ese504/class/pepsi/PEPSIObserv/year10.html
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Kotzee, B. (2013). Introduction: Education, Social Epistemology and Virtue Epistemology.

Journal of Philosophy of Education, 47(2), 157–167. https://doi.org/10.1111/1467-9752.12033

MAIN, S. (2012). “The Other Half” of Education: Unconscious education of children.

Educational Philosophy & Theory, 44(1), 82–95. https://doi.org/10.1111/j.1469-

5812.2010.00643.x

MARFINA, O. (2015). COMPARATIVE ANALYSIS OF PHYSICAL DEVELOPMENT OF

CHILDREN, TEEN-AGERS AND YOUTH FROM DIFFERENT COUNTRIES AT

THE END OF THE 1990s - THE BEGINNING OF THE 2000s. Papers on

Rucinski, C. L., Brown, J. L., & Downer, J. T. (2018). Teacher-Child Relationships, Classroom

Climate, and Children’s Social-Emotional and Academic Development. Journal of

Educational Psychology, 110(7), 992–1004. Retrieved from

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ue&db=eric&AN=EJ1191891&site=ehost-live

Serrano-Villar, M., Huang, K.-Y., & Calzada, E. J. (2017). Social Support, Parenting, and Social

Emotional Development in Young Mexican and Dominican American Children. Child

Psychiatry And Human Development, 48(4), 597–609. https://doi.org/10.1007/s10578-

016-0685-9

Snowman, J., & McCown, R. R. (2015). Psychology Applied to Teaching (14th ed.). Australia:

Cengage Learning.

Stevens-Smith, D. A. (2016). Active Bodies/Active Brains: The Relationship between Physical

Engagement and Children’s Brain Development. Physical Educator, 73(4). Retrieved

from

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ue&db=eric&AN=EJ1142941&site=ehost-liveAnthropology, 24(1), 120–128.

https://doi.org/10.12697/poa.2015.24.1.10

Swords, L., Hennessy, E., & Heary, C. (2011). Development of the Children’s Attributions about

Psychological Problems in their Peers Scale. Child: Care, Health & Development, 37(3),

446–455. https://doi.org/10.1111/j.1365-2214.2010.01151.x

Tayler, C. (2015). Learning in Early Childhood: experiences, relationships and 'Learning to Be’.

European Journal of Education, 50(2), 160–174. https://doi.org/10.1111/ejed.12117

Ulker, A. (2016). Body Size at Birth, Physical Development and Cognitive Outcomes in Early

Childhood: Evidence from the Longitudinal Survey of Australian Children. Education

Economics, 24(2), 142–166. Retrieved from

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ue&db=eric&AN=EJ1087899&site=ehost-live