self case study

Chapter I

The Problem and Review of Related Literature

Introduction

Malnutrition – big word for the whole world. Nutrition

plays an essential role to the growth of the children. Hence,

negative outcomes of a child’s growth will definitely arise if

nutrition is poor. Malnutrition is a general term that

indicates lack of nutritional elements necessary for human

health. (Medline Plus) Furthermore, it jeopardizes children’s

growth and development, and it slows national progress towards

development goals. (United Nations Children’s Fund, 2009)

Based on the hunger statistics of World Food Programme, poor

nutrition causes nearly half (45%) of deaths in children under

5 - 3.1 million children each year.

Developing countries are the most affected realm of

malnutrition, and 1 out of 6 children of these countries- 100

million, is malnourished. Based on the news released by the

World Food Programme (2012) , globally, almost 870 million are

undernourished, 852 million from developing countries. It was

also stated in the report that for the past 8 years,

Educ 1 Case Study |Growth and Development

Afghanistan (59 %) followed by Yemen (58 %), and Timor-Leste

(54%) are the countries with the highest rate of malnourished

children. Chronic malnutrition increases the risk of death and

mental and physical disability.

Philippines, faces the same poverty-related problem.

More than half a million of Filipino children are malnourished

and they rank third among the most disadvantaged sector in the

country, report says. (Delfin, 2013) Moreover, Antique tops

the list of the highest number of undernourished kids in the

country, where 2 in every 5 kids are underweight and 2 in

every 10 are stunted. Based on the report, UNICEF stresses

that poor feeding, care practices, poor health conditions of

pregnant women, lack of access to health services, and

unsanitary conditions are the risk-taking factors that affect

children.

I, 17 yrs. old, have evidently gone growth and

development throughout my existence. I stand 4’11’’ tall for

my age yet I haven’t met the average height of the girls my

age, 5’2’’, but I believe this is not a disorder in my growth.

This is further explained by Dr. Stephen Kemp (2013) , that


familial short stature is the reason why some kids look up to

others literally because the shortness of the parents is

transmitted to the children, however they have a normal growth

velocity. On the other hand, there’s a personality disorder

which has been noticeable in me as I aged because I have been

hearing comments from the people around me, “Dalo ka!”

In connection to this, I argue that birth order,

especially being a first-born child affects my development

that causes my selfishness. Advantages of being first-born

will also be exhibited in this case study. This also aims to

narrate the different aspects of my growth and development. In

addition, it will present results of the various assessments I

have done within myself. Various theories will also be

mentioned in order to support the presentation of my growth

and development.

This self-investigation will be of great help for me to

be completely aware of who I’ve become throughout the years.

Also, it will also help the first-born children like me to

inform them the advantages of being a first-born child.

Additionally, this study will help the first-born’s siblings


to understand their elder. Parents and teachers will also

profit from this because they will be able to know the various

reasons of a first-born adolescent and the ways how to deal

with them.

Review of Related Literature and Related Studies

Growth

Children’s Growth

Physical growth refers to the increases in height and

weight and other body changes that occur as a child matures.

Hair grows; teeth come in, come out, and come in again; and

eventually puberty hits. It's all part of the growth process.

(Dowshen, 2013)

Babies are born with some extra fluid, so it is perfectly

normal for a newborn to drop a few ounces when that fluid is

lost in the first few days of life. A healthy newborn is

expected to lose 7% to 10% of the birth weight but should

regain that weight by about 2 weeks after birth. During their

first month, most newborns continue to gain weight at a rate

of about one ounce (30 g) per day. They generally grow in

height about 1 to 1.5 inches (2.54 to 3.81 centimeters) during


the first month. (Gavin, 2011) On average, they grow 10 inches

(25 centimeters) in length and triple their birth weights. By

age 4 - 6 months, an infant's weight should be double the

birth weight.

During the second half of the first year of life, growth

is not as rapid. Between ages 1 and 2, a toddler will gain

only about 5 pounds. Weight gain will remain at about 5 pounds

per year between ages 2 - 5. (Manheim & Zieve, 2012) But no

child continues the rate of growth experienced during infancy.

After age 1, a baby's growth in length slows considerably, and

by 2 years, growth in height usually continues at a fairly

steady rate of approximately 2½ inches (6 centimeters) per

year until adolescence. No child grows at a perfectly steady

rate throughout this period of childhood, however. Weeks or

months of slightly slower growth alternate with mini "growth

spurts" in most children. Kids differ in growth and

development during childhood — just like adults, some kids are

taller or shorter. (Dowshen, 2013)

Being small or large at birth doesn't necessarily mean a

baby will be small or large later in childhood or as an adult.


Plenty of towering teenagers began life as small babies, and

the biggest baby on the block can grow up to be a petite

adult. (Gavin, 2011)

The reality is that kids grow at their own pace. Big,

small, tall, short — there is a wide range of healthy shapes

and sizes among children. Genetics, gender, nutrition,

physical activity, health problems, environment, hormones, and

lifestyle factors like nutrition and physical activity all

influence a child's height and weight. And many of these

factors can vary widely from family to family. Girls and boys

are measured on different growth charts because they grow in

different patterns and at different rates. In babies, head

circumference (the distance around the largest part of the

head) can provide clues about brain development(Ben-Joseph,

2010)

Between ages 2 - 10 years, a child will continue to grow

at a steady pace. A final growth spurt begins at the start of

puberty, sometime between ages 9 and 15. The child's nutrient

needs correspond with these changes in growth rates. An infant

needs more calories in relation to size than a preschooler or


school-age child needs. Nutrient needs increase again as a

child gets close to adolescence. Generally, a healthy child

will follow an individual growth curve, even though the

nutrient intake may be different for each child. Parents and

caregivers should provide a diet that is appropriate for their

child's age. They should offer a wide variety of foods to

ensure their child is getting enough nutrition. (Manheim &

Zieve, 2012)

It can be difficult, but the fact is that children all

develop at different rates. It doesn't mean that your child

won't catch up and be at the same place other children are

later. The developmental curve is a statistical norm that

averages out a number of children in a study. But there is no

normal child. Some children are early bloomers, and some are

late, but they will most likely plateau out and end up in the

same place. (Phil & Karp, 2013)

Adolescents’ and Adults’ Growth

WHO identifies adolescence as the period in human growth

and development that occurs after childhood and before


adulthood, from ages 10 to19. It represents one of the

critical transitions in the life span and is characterized by

a tremendous pace in growth and change that is second only to

that of infancy. Biological processes drive many aspects of

this growth and development, with the onset of puberty marking

the passage from childhood to adolescence. (World Health

Organization)

The beginning of biological growth and development during

adolescence is signified by the onset of puberty, which is

often defined as the physical transformation of a child into

an adult. A myriad of biological changes occur during puberty

including sexual maturation, increases in height and weight,

completion of skeletal growth accompanied by a marked increase

in skeletal mass, and changes in body composition. A 13-year-

old male who has nearly completed the linear growth spurt

associated with puberty and has experienced significant

muscular development will have remarkably different energy and

nutrient needs than those of a 13-year-old male who has not

yet experienced puberty. Consequently, sexual maturation

should be used to assess the extent of biological growth and


development and the individual nutritional needs of

adolescents in place of chronological age. (Stang & Story,

2005)

Stang and Story (2005) added that approximately half of

adult ideal body weight is gained during adolescence. Peak

weight gain follows the linear growth spurt by 3 to 6 months

in females and by approximately 3 months in males. Girls will

gain approximately 18.3 lb (8.3 kg) per year during peak rates

of weight gain, (12.5 years of age on average).3,4 Average

weight gains during puberty among females are between 15-55 lb

(7-25 kg), with a mean gain of 38.5 lb (17.5 kg). Weight gain

slows around the time of menarche, but will continue into late

adolescence. Adolescent females may gain as much as 14 lb (6.3

kg) during the latter half of adolescence. Adolescent males

gain an average of 20 lb (9 kg) per year during puberty.

Overall, male teens gain 15-65 lb (7-30 kg) during puberty,

with a mean gain of 52.2 lb (23.7 kg).

Body fat levels decrease among males during adolescence,

dropping to an average of 12% body fat by the end of puberty.


Body composition changes more significantly among females

during puberty. The average lean body mass of teen females

falls from 80%-74% while average body fat levels increase from

16%-27% by the end of adolescence. Females experience a 120%

increase in body fat during puberty. On average, teen females

acquire approximately 2.5 lb (1.14 kg) of body fat mass each

year during puberty.

A common misconception about human growth and development

is that it stops when you become an adult. While some

individuals will stop growing before age 18, many people,

particularly men, continue to grow physically well into their

mid-20s. (Pashley, 2011)

Unlike females, males often continue to grow taller past

age 18. Genetics ultimately determine at what rate a person

will grow and at what age growth ceases. Like women, men also

begin producing larger quantities of estrogen at the end of

puberty; the abundance of this hormone in the blood causes

growth plates to close. However, because men often go through

puberty after women, many continue to grow taller even in

early adulthood.Educ 1 Case Study |Growth and Development

Most young adults aged 18 and over will complete the

process of physical maturation, usually attaining full adult

height and secondary sexual characteristics, such as size of

penis and breasts, are completed. (Anonymous, 2009)

Development

Children’s Development

Healthy brain development results from healthy human

contact. Positive stimuli are a major factor in brain

development. These stimuli begin at birth. Therefore, it is

vital for children to have loving caregivers. Young children

need dependable, trusting relationships. They thrive in

environments that are predictable and nurturing.

Development refers to change or growth that occurs in

children. It starts with infancy and continues to adulthood.

Although each child is unique, the basic patterns, or

principles, of growth and development are universal,

predictable, and orderly. Development tends to proceed from

the head downward. Development also depends on maturation.

Maturation refers to the sequence of biological changes in


children. These orderly changes give children new abilities.

Much of the maturation depends on changes in the brain and the

nervous system. These changes assist children to improve their

thinking abilities and motor skills.

Theories of Development

Psychologists continue to study human development. They

are learning more about what people are like and how they

develop. Over the past century, many psychologists have

provided theories that are considered practical guides. A

theory is a principle or idea that is proposed, researched,

and generally accepted as an explanation. Developmental

theories provide insights into how children grow and learn.

Theories are helpful for understanding and guiding

developmental processes. Theories can be useful decision-

making tools

Erikson’s Psychosocial Theory

Erik Erikson proposed a theory of psychosocial

development. He believed development occurs throughout the

life span. His theory provided new insights into the formation

of a healthy personality. It emphasizes the social and


emotional aspects of growth. Children’s personalities develop

in response to their social environment. The same is true of

their skills for social interaction. Erikson’s theory includes

eight stages. At each stage, a social con ict or crisisfl

occurs.

Piaget’s Cognitive Development Theory

Jean Piaget’s thinking has challenged teachers to focus

on the ways children come to know as opposed to what they

know. His theory of cognitive development focuses on

predictable cognitive (thinking) stages. Piaget believed that

thinking was different during each stage of development. His

theory explained mental operations. This includes how children

perceive, think, understand, and learn about their world.

Piaget believed that children naturally attempt to understand

what they do not know. Knowledge is gathered gradually during

active involvement in real-life experiences. By physically

handling objects, young children discover that relationships

exist between them. Terms Piaget used to describe these

processes were schemata, adaptation, assimilation, and


accommodation. These processes occur during each stage of

development.

Piaget’s stages of cognitive development are the same for

all children. Most children proceed through the stages in

order. Each stage builds on a previous stage. Piaget’s theory

includes four stages: sensorimotor, preoperational, concrete,

and formal operations.

Vygotsky’s Sociocultural Theory

Both Jean Piaget and Lev Vygotsky believed that children

build knowledge through experiences. Piaget believed this

child is at the preoperational stage of Piaget’s cognitive

development. She is using her nger to represent a babyfi

bottle.

Vygotsky, on the other hand, believed that children learn

through social and cultural experiences. Interactions with

peers and adults help children in this process. While

interacting with others, children learn the customs, values,

beliefs, and language of their culture. For this reason,

families and teachers should provide plenty of social

interaction for young children.


One of Vygotsky’s most important contributions was the

zone of proximal development (ZPD). This concept presents

learning as a scale. One end of the scale or “zone” includes

the tasks that are within the child’s current developmental

level. The other end of the scale includes tasks too dif cultfi

for children to accomplish, even with help.

In the middle are the tasks children cannot accomplish

alone. These are achieved with help from another knowledgeable

peer or adult. The term used for this assistance is

scaffolding. (Goodheart-Willcox Co. Inc.)

Adolescent’s and Adult’s Development

During adolescence teens develop a stronger recognition

of their own personal identity, including recognition of a set

of personal moral and ethical values, and greater perception

of feelings of self- esteem or self worth. (Stang & Story,

2005)

Psychosocial Development

Adolescents experience dramatic biological changes

related to puberty; these biological changes can significantly

affect psychosocial development. An increased awareness of


sexuality and a heightened preoccupation with body image are

fundamental psychosocial tasks during adolescence. Dramatic

changes in body shape and size can cause a great deal of

ambivalence among adolescents, especially among females,

leading to the development of poor body image and eating

disturbances or disorders if not addressed by family or health

care professionals. Similarly, a perceived delay in sexual

maturation and biological development, especially among males,

may lead to the development of poor body image and lowered

self-esteem. It is imperative that health professionals who

work with adolescents have a clear understanding of how normal

psychosocial and cognitive development relate to biological

growth and development, and are able to appreciate how these

processes affect nutritional intake and status.

Peer influence is a dominant psychosocial issue during

adolescence, especially during the early stages. Young teens

are highly cognizant of their physical appearance and social

behaviors, seeking acceptance within a peer group.

Cognitive Development


The early stage of adolescence is a time of great

cognitive development. At the beginning of adolescence,

cognitive abilities are dominated by concrete thinking,

egocentrism, and impulsive behavior. The ability to engage in

abstract reasoning is not highly developed in most young

teens, limiting their capacity to comprehend nutrition and

health relationships. Young adolescents also lack the skills

necessary to problem solve in an effort to overcome barriers

to behavior change and the ability to appreciate how current

behaviors can affect future health status.

Middle adolescence is characterized by growth in

emotional autonomy and increasing detachment from family. The

bulk of physical growth and development is completed during

this stage, however body image concerns may continue to be a

source of trepidation, especially among males who are late to

mature and females who have experienced great changes in body

composition and size. Conflicts over personal choice,

including food choices, become increasingly common during this

stage of adolescence.


Abstract reasoning skills begin to emerge among most

teens during middle adolescence, however, these skills may not

be highly developed. Adolescents will often regress to

concrete thinking skills when faced with overwhelming emotions

or stressful situations.

The expansion of abstract reasoning skills continues to

occur during late adolescence, which assists teens in

developing an ability to comprehend how current health

behaviors affect long-term health status. This is an

especially important skill for adolescent females who plan to

have children or who become pregnant during late adolescence.

Many adolescents are at increased risk for depression and

potential suicide attempts, because of pressures and conflicts

in their family, school or social organizations, peer groups,

and intimate relationships. (Manheim J. K., 2011)

The process of adolescence is a period of preparation for

adulthood during which time several key developmental

experiences occur. While adolescence is a time of tremendous

growth and potential, it is also a time of considerable risk


during which social contexts exert powerful influences. (World

Health Organization)

Early Adulthood

For young adults, the primary tasks are the gradual

acceptance of adult responsibilities, child bearing, and the

beginning of careers or work. Though their focuses may differ,

both young men and women experience major growth during this

period: both aspire to become mature adults able to accept

adult responsibilities.

Middle Adulthood

This is a time of heavy responsibility. Adults in this age

group are often caring for children as well as parents and, at

times, are financially responsible for both. It is a time of

wisdom, when both men and women are able to look at the big

picture of life and guide others along the way.

The Elderly


Age is a basis for social differentiation in all

societies. While a biological fact, the perception of age is

influenced by customs, cultural values and beliefs and is thus

socially constructed. As long as they are physically able,

they also contribute to productive work in farming and in the

household. Within the extended family, they enjoy a sense of

belonging, as well as emotional and physical security.

(Anonymous, United Nations Programme on the Family, 1999)

Integration of the Argument

The issue of the birth order constellation is influential

throughout a girl's childhood and adolescence. It is clear

that a woman's psychotypology is determined by her birth order

which is influential in her psychosocial development with the

family constellation and beyond. (Williams, 2012)

A study made by Alexandre Courtiol at the Institute of

Evolutionary Sciences in Montpellier, France, suggested that

the arrival of a younger brother or sister can alienate the

eldest child and can have a long-lasting psychological impact,

leaving them naturally wary of others. In his study, he paired


510 students with anonymous partners to play a finance-based

game. Both players were given 30 monetary units and told that

whatever they had left at the end of the game would be

converted into real cash. Player A was told to give any sum of

money to player B, with the knowledge that this would be

tripled for player B’s pot. Player B then had the option of

giving any sum of money back to player A.

The selfish decision would have been for neither player

to give any money away, but less than 1 in 10 participants

played this way. The more money player A gave away, the more

trusting they were judged to be and the more money player B

tended to return, showing reciprocity.

On average, eldest siblings gave 25 per cent less “money”

than non-firstborns or only children, whether they were in

role A or B. Courtiol interprets this as meaning firstborns

were 25 per cent less trusting and reciprocating.

Firstborn children are more likely to achieve greatness,

but this may come at the cost of a less trusting,

uncooperative disposition. (Bhattacharya, 2009)


Firstborn children are more selfish and less co-operative

than other youngsters, the study has found. It is thought that

the arrival of a younger brother or sister has long-lasting

impact on the eldest child's personality, leaving them wary of

others and their motives. It is supported by Williams’ (2012)

statement that firstborn is afraid to put her needs first as

she deems this to be selfish.

Surprisingly, the only children were just as generous as

the lastborn and middle children. The Montpelier University

researchers said this showed that the reason for being more

co-operative was not just because a child had never known a

world without brothers and sisters. It appears that something

common to firstborns' upbringing makes it harder for them to

trust others. (Macrae, 2009)

Macrae added that firstborns have been shown to have

higher IQs. This may be because they benefit from having their

parents' undivided attention at the start of their lives. But

mollycoddling of the first baby also leads to eldest children

growing up to be more conservative, uptight and anxious.


Chapter II

Methodology

Research Design

The researcher utilized descriptive and explanatory

research since the information collected was not manipulated

or changed. The gathered information includes the status,

behaviour, personality and characteristics based on the


current and past records and also the tests conducted by the

respondent.

Respondent

The respondent of this case study is Jojie Catipan

Piedraverde, a 17 year-old female enrolled as 2nd year college

of the College of Education of University of Southeastern

Philippines taking up Bachelor of Elementary Education major

in General Education.

Instrument

The researcher conducted her study through the

utilization of the following inventory tests: Fullerton

Personality Inventory, Test Labs Intelligence Test, Bem Gender

Traits Test, The Robin Hood Morality Test, Queendom Social

Skill Test, Cattell’s 16 Personality Factor Test, Temperament

Test and the Quick IQ test. All of those tests were conducted

online testing the different aspects of the respondent;

emotionally, intellectually and morally. In addition, the

statements of the respondent’s parents are utilized to narrate


the growth and development of the respondent especially during

childhood.

Data Gathering Procedure

The collection of data was done through different

procedures. The first method was an interview conducted to the

respondent’s parents. A one-on-one conversation to her father

and mother was done, asking them her growth and development

during her childhood years. Another method utilized is taking

the result of the inventory tests online which assessed the

different aspects of the respondent.

Data Analysis

Both qualitative and quantitative method was applied in

data analysis. In relation to the principle of growth and

development which is the involvement of qualitative and

quantitative changes to one’s evolution, both results

therefore are presented in the data. A graphical presentation

of the Inventory tests results was presented. An

interpretation and organization of these results were also

given as well. In addition, a narration of the respondent’s


personal experience was also exhibited, supported by different

theories and principles affecting her growth and development.

Chapter III

Results and Discussion

I. Narrative/ Description of Personal Experiences

a. Physical and Motor Development

I definitely don’t have any memory of how I

was during my childhood years. Hence, I

interviewed the persons who brought me into this

world, my parents. Twentieth of November, 1995 -

the day my parents can never explain their

happiness as they first saw their first child,


With my lateGrandmother

Say hi! With my DadHappy 1stBirthday!

the day I was born. I weigh 2585 grams at

that time. (see appendix) However, I was a

post-mature baby; staying inside my Mom’s

womb for hours made me suffer for a week of

needle pain because doctors often injected

antibiotics in order to strengthen my immune system. Everybody

was so fond of me back then since I was a healthy baby. I

inherited my Dad’s round eyes, dark complexion and curly hair

and all of those were evident as I reached my 5th month of

existence. On my 7th month, I already grew 2 front teeth and

started crawling from every corner. As I turned 1 year old, I

already have 8 teeth and 4 months after, I can already stand

on my own. Eventually, I learned how to walk without other’s

assistance. I can definitely say my growth is normal and I was

responsive to changes. I was able to do tasks according to

what the demands are based on my age.

Puberty hit me when I was 10. I was on 5th grade

then when I had my first menstruation; the same age when

my mother also had her first. I was totally ignorant

unaware and afraid of what happened to me at that timeEduc 1 Case Study |Growth and Development

I can stand on myown

What are you staringat?

and eventually, I didn’t told my parents until the second day.

I cried that time telling them the truth and I was shocked

because they never scolded me for not telling them so.

Instead, they laughed and talked to me. They told me it is

normal for a girl and they told me to be more cautious on what

I act and do. My breast started to develop and pubic hair also

started appearing. There are also pimples in my face and they

sometimes embarrass me.

My height during early childhood up to the middle

childhood was fair enough with the other kids my age. However,

as I reached 2nd year high school, my height slowed down. I

was one of the students who came first in the lines because of

my short stature with a height of 4’9’’. Now that I am

in college, I still have that short stature which is 4’11’’

compared to the other girls. I also gained weight as I reached

high school that’s why I am chubby.

b. Linguistic, Language and Literacy Development

According to my parents, my ability to talk was delayed.

I was already 1 year and 6 months old when I started making


My height slowed down

sounds. They never stopped coaching me until I uttered

complete words. Expectedly, my first words are ‘”mama” and

“dada” They thought I was having a problem but they were

relieved as I began talking.

Since my Mom is a teacher, she exposed me to books at an

early age. She brought me to schools where she’s assigned and

I eventually developed my language skills. They also told me

that I can spell words “umbrella” and “caterpillar” correctly

before I entered 1st grade.

During my elementary

years, I excelled in

Language and Reading

subjects. Hence, I am a

chosen to be the

representative of our

school in different contests such as spelling bee, read-a-

thon, reader’s theatre and even plays. I also joined Division

and Regional School Press Conference as a writer. As I

reached secondary years, I found an interest of entering the


Deklamasyon

library. I started borrowing books and reading them at home. I

continued becoming a writer of school publication, the

Sentinel and now, I am already a member of The Eagle. I also

began writing journals and blogs.

I believe that words are the most powerful tool on Earth and

its power creates different changes. Thus, I can say that

though my language ability is delayed, it’s never too late to

create a room for development.

c. Cognitive/ Intellectual Development

My exposure to learning environment

really contributes to my cognitive

development. I entered nursery at the age

of 4 and as I turned 5, I was enrolled to

a kindergarten. I was also enrolled to a

preparatory school at the age of 6 and

entered became grade 1 when I was 7 years

old. Since both of my parents are

working, they cannot really look after my

studies. Therefore, they hired a tutor


Graduation in Nursery

for me but my Mom is still the one who assessed me every

before examination.

Since I was young, I am expected to excel among my

classmates. I am always one of those kids who end the year

level with honors. I graduated elementary as a salutatorian

and 3rd honourable mention during high school. I am not

being conceited because I can compete academically, but

I am saying this because it is something to be proud of. Even

I myself can say that I am highly privileged to possess this

kind of intelligence.

I am quite an achiever because I am

expected to be. However, it builds pressure

within me; pressured to fulfill everybody’s

expectations and pressured not to

disappoint them. For this reason, I am

making my studies as my top priority than

anything else in order to give justice to

my parent’s sacrifices for them to send me to school.


Graduation inElementary

The success of my cognitive development means a lot for

it bridges a young mind to a mature one. For this

reason, I am currently at the last pace of attaining what I

aim for. A Few distance ahead to success is where I stand now.

d. Social and Emotional Development

My mom told me I was a still baby who only cries for

needs. I am so bubbly that everybody wanted to cuddle me.

However Dad said they were selfish when it regards to me; they

never let anyone to carry me unless it is a family or a nanny.


The Reward

During the third month of my existence, my Mom returned

to her assigned school, miles away from our home. That’s

why I have built a strong bond towards my nanny, Ate

Jeana. When she left me at the

age of 3, I felt how sorrow

hurts. I clearly remembered

how I literally climb to her

legs and cried to death in

order for her to stay, but

I’ve done nothing to stop her. However, as time goes by, I

learned to accept the fact that people come and go, it is the

reality.

“When the whole world turns their back to you, don’t

worry, your family stays with you.” – This is the saying I’ve

been holding on. My family is my home and I will risk my blood

and soul to protect them no matter what happens.

I was shy back then. I cry every time a stranger tries to

hold or touch me. But as I aged, I became the opposite. I meet

no stranger, everybody is a friend. I guess, I learned this


A baby's way ofcommunication: cry

My teacher, Myhero

trait from my Dad because ever since I was a kid, I have

noticed that he has someone talking to and whenever I asked

who that was, he will answer me “I don’t know, but he’s a

friend.” Due to this, the reminder “Don’t talk to strangers”

is neglected because if I do that, no friendship will be

created. That’s why; I say I have a million of friends.

Friendship – too priceless that I will treasure it at any

expense.

From grade 1-3, I am enrolled at Amigo

School of Calinan, a private school. But, I

was transferred to Calinan Central Elementary

School, a public school, as I turned grade 4.

Adjustment and adaptation period was hard

since everything is new and unfamiliar. There

were a lot of people compared to my previous institution and

they treat me like I’m some kind of special rich princess

after knowing I’m from a private school where in fact we’re

never rich. However, everything went smooth and well after I

gained some friends.


After transferring, I felt like I’m in the

real world. I have learned a great deal about life

that my previous school haven’t taught me. I

realized I was so innocent and ignorant that even

crossing the street and going home alone is a near-

death moment. This is where I learned how to take

risks for my own benefit.

Crush? Before, it is a sin for me because I

thought it’s just for a legal couple. But that

thought changed as I transferred school. I realized

it is an admiration to the opposite sex and eventually, I have

my first crush. For the seventeen years of my existence, I

never had any boyfriend; ‘NBSB’ or ‘No boyfriend since birth’

as what people say. “Choose: study or boyfriend?” This is the

reminder that my Dad instilled in me since I was a kid. Thus,

I have never engaged to any intimate relationship because I

will really prioritize my studies. But regardless of my Dad’s

constant reminder, it is my choice to stay single. “Unsa ra

gud na ug mahuman nako ug skwela?.” I answer his reminder with

these words. Indeed, staying single for years is worthEduc 1 Case Study |Growth and Development

NBSB

something. I believe love inspires but I know love can wait. I

won’t rush it because in time, I’ll meet someone whom God has

destined for me.

e. Moral Development

Every mistake deserves punishment. This is my dad’s

principle when I was still a kid. Back then, there’s no day

where I don’t receive spank from a belt or kneeling down the

floor with books held up. Memories of bitter reprimands are

already part of my childhood. I remembered cursing him at the

back of my mind while he’s busy leaving scars in my legs. He

taught us that way because he was also taught the same way.

But those changed as years pass by.

I realized my Dad was just molding us to become a good

person because he believed that to straighten

up a child, one must feel his errors. I never

planted any grudge against him because every

after our punishment moments, he’ll say sorry

and would explain to us why he had to do that

and his fierceness will be reciprocated with


Camouflage: same kin

sweetness. I learned a lot of great deal from him when it

comes to people. “Respect- give it and you’ll receive it.” He

is very much concerned with our attitude towards other people;

“Bahala’g pobre ta, basta ang respeto sa usa’g usa anaa.” He

keeps on reminding us those words. Hence, I believe that I

grew as an upright and a virtuous person.

When it comes to spiritual reminders,

my Mom never falls too short. “Never forget

to pray. He listens. He saves.” She taught

me how to pray and believe in Him. Every

Sunday, our family is present during masses

and I am so happy to be part of such family who is spiritually

oriented.

Hence, as I grew,

I’ve been involved to

different groups such as

Youth for Christ and

Marie Rivier Young

Evangelizer. Being a God-centered person means a lot because


No need to ask who Ilook like

it boosts my hope and faith to keep going on life even if

trials come. Becoming optimism despite the off-putting

challenges is because of the faith that grew within me.

II. Presentation of Inventory Test Results and Diagnosis

a. IQ Test Lab Result

Intelligence score chart

Verbal Mathematics Spatial Logic Pattern Recognition General Knowledge Short Term Memory Visualization Classification

Percentile Chart


VerbalMathematicsSpatialLogicPattern RecognitionGeneral KnowledgeShort term MemoryVisualizationClassification

Mental abilities have the highest correlation with

general intelligence of all objectively measurable abilities

and they are the primary focus of this test. Furthermore the

mental abilities targeted for measurement were specifically

chosen because they have been shown to correlate highly with

many other abilities. The graph shows how the respondent

scored in various abilities such as pattern recognition and

logical reasoning - skills which are all reliable predictors

of academic achievement.

Diagnosis

General Statistics

Total number of questions 30

Questions answered 30


Questions Unanswered 0

Questions answered

Correctly

22

Questions answered

incorrectly

8

Percentage correct answers 73%

Full analytical report for Jojie Piedraverde

Your age adjusted IQ score is 118 and the average score

for all test takers is 100.Well done! Your performance on the

test was well above the population average which means that

you have the ability to achieve success in life. Typically,


people with scores in this range can see logic in their

surroundings and perform very well academically. You like to

conceptualize ideas and gather your own information which

means that you have the brains to go far. You should be able

to handle all academic challenges and if you think of

intelligence as an ability to adapt adequately to new

situations then you are heading in the right direction. Your

age adjusted IQ score is 118 and the average score of all test

takers is 100.Your IQ score is the result of a formula based

on the number of questions answered correctly on the test.

This score has been further adjusted to account for the

differences in capabilities among various age groups. Your IQ

when converted to Stanford-Binet’s is 119 and to Catell’s is

129.

Your highest score was in Verbal

Exceptional intelligence does not guarantee results -- to

achieve excellence you must fully understand your strengths

and learn to maximize your efforts. Knowing your greatest

intellectual strength may give you insight into how you can


improve your learning process, work better with others, or

become more self aware of your abilities. According to this

test your verbal skills are the most developed of all your

intellectual capabilities - your capability to use language

effectively and to communicate well is your biggest strength.

Your lowest score was in Mathematics

Weaknesses are the roadblocks we face when trying to achieve

our goals. Awareness of your weaknesses allows you to predict

problems and find solutions ahead of time, thereby alleviating

future headaches. According to this test your mathematical

skills are the most underdeveloped of all your intellectual

capabilities - your capability to use numbers effectively and

to reason well is your biggest weakness.

Intelligence Scores

Your verbal score was 90 and your percentile score is 82. Your

Grade ** Excellent **According to this test you are a word wiz

with a very high verbal IQ! You have probably read lots and


are likely to be well aware of the numerous advantages of

expressing yourself in a precise manner. You appreciate the

sometimes subtle differences between words and can easily

communicate to others what you really mean. Overall you have a

much better understanding of the intricacies of communication

than most people. Remember there is no ceiling to your

knowledge and you can improve your verbal ability infinitely.

Your mathematical score is 54 and your percentile score is 51

Your Grade ** Average **You have a firm knowledge of basic

arithmetic, geometry and algebra and seem to have a good

understanding of analogies, equations and hierarchical

structures. When faced with a mathematical problem you often

analyze it well and explore many alternative solutions.

Your spatial score is 80 and your percentile score is 74. Your

Grade ** Average **You seem to have good abstract reasoning

abilities and an understanding of physical space. This means

that you have a good sense of direction and also that you have

the ability to view things from varying perspectives. You also


have the ability to appreciate art and you can predict how

everyday situations change when conditions or events vary.

Your logic score is 70 and your percentile score is 66. Your

Grade ** Average *You have the ability to reason well and this

helps you see where a given set of conditions is going to

lead. Your logic skills help you perceive the physical world

around you accurately and also give you the capacity to think

effectively. The practical significance of a high IQ in this

area is significant as it allows you to adapt adequately to

new situations.

Your pattern recognition score is 76 and your percentile score

is 66 Your Grade ** Average ** You have a good pattern

recognition score which means that you are proficient at

matching and anticipating patterns. Furthermore you recognize

the underlying mechanisms in every situation and can

understand the connections between things. This is especially

useful because it helps you summarize information, remember

things and make sense of scrambled data.


Your general knowledge score is 81 and your percentile score

is 66. Your Grade ** Average You have a very good knowledge

base and are generally well informed about things that are

commonly known. Your retention of information that is

encountered less often is also very good.

Your short term memory score is 75 and your percentile score

is 78 Your Grade ** Excellent Your attention span is very

good and you have the ability to hold information in your

short term memory for quite a long time. You also have the

ability to "catch-on" to new information faster than most

people and you are very good at solving problems involving

many variables.

Your visualization score is 69 and your percentile score is 69

Your Grade ** Average **You are capable of absorbing and

analyzing visual information and you have the ability to think

and communicate in pictures. You also have the ability to

detect patterns in pictures or images and visualize what

should come next in a series. You have a creative appreciation


of your environment which helps you in many everyday tasks

such as memorizing and narrating stories.

Your classification score is 89 and your percentile score is

90 Your Grade ** Excellent **

This intelligence is strongly correlated with the concept of

general intelligence. You are probably very good at

conceptualizing problems, adapting to new situations and

memorizing information.

Website: http://www.intelligencetest.com/test/starttest.php

b. Quick IQ test result

You have reached 13 points and your IQ is 124.

IQ Score Table Points Level IQ Range Description 20 Genius 140+ You are probably a genius. 16 -19 Gifted 130 -

139 You have a unique imagination and

logical mind. 10 -15

Aboveaverage

115 -129

You have a good imagination andlogical mind.

6 - 9 Higheraverage

102 -114

You have an average imagination andlogical mind.


3 - 5 Loweraverage

90 -101

0 - 2 Belowaverage 70 - 89 You have a below average imagination

and logical min

Website: http://www.quickiqtest.net/

c. Multiple Intelligence Test

Top 3

Intelligen

ces

Score

(5.0

highest

)

Rank Description

4.57 1

Language: You enjoy enjoy saying,

hearing, and seeing words. You like

telling stories. You are motivated

by books, records, dramas,

opportunities for writing. Effective

techniques of enhancing your

learning using your language

intelligence include reading aloud,

especially plays and poetry. Another

idea is to write down reflections on

what you've read. You may also enjoy

exploring and developing your love

of words, i.e., meanings of words,

origin of words and idioms, names.

Use different kinds of dictionaries.


4.43 2

Spatial: You remember things

visually, including exact sizes and

shapes of objects. You like posters,

charts, and graphics. You like any

kind of visual clues. You enjoy

drawing. Effective techniques of

enhancing your learning using your

spatial intelligence include

creating and/or using pictures,

maps, diagrams, and graphs as you

learn things.

4.14 3

Social: You like to develop ideas

and learn from other people. You

like to talk. You have good social

skills. Effective techniques of

enhancing your learning using your

social intelligence include taking

part in group discussions or

discussing a topic one-to-one with

another personThe scores for your other five intelligences:

3.57 3.43 3 2.71 2.14


Just because these five are not in your top three doesn’t mean

you’re not strong in them. If your average score for any

intelligence is above three, you’re probably using that

intelligence quite often to help you learn.

Website: http://www.literacyworks.org/mi/practice/index.html

d. Fullerton Personality Test

Your Profile:

You have a great need for other people to like and admire

you.

You have a great deal of unused capacity which you have

not turned to your advantage.

Disciplined and self-controlled outside, you tend to be

worrisome and insecure inside.

You prefer a certain amount of change and variety and

become dissatisfied when hemmed in by restrictions and

limitations.

You pride yourself as an independent thinker and do not

accept others statements without satisfactory proof.

You have a tendency to be critical of yourself.


At times you have serious doubts as to whether you have

made the right decision or done the right thing.

At times you are extroverted, sociable, while at other

times you are introverted, wary, reserved.

While you have some personality weaknesses, you are

generally able to compensate for them.

Website:

http://psych.fullerton.edu/mbirnbaum/web/personalityb.htm

e. The Robin Hood Morality test

Maid Marion Little John The Sheriff Robin Hood

Morale and Honest(best)---------------------------------

Immoral and Dishonest(Worst)

Interpretation

You are essentially a contented person, even if you

consider yourself a little superior. You are moral by your own


standards; for you believe that morality is what best suits

the occasion.

Women: You like being a woman, you understand what love is,

and frankly enjoy sex.

Website: www.talisman.org/quizzes/robin-hood-morality.shtml

f. Queendom Socal Skill Test

Interpretation

You are reasonably skilled when it comes to the core

ability of identifying, perceiving and expressing emotions in

yourself and others. There is still, however, room for growth.

Overall, your skills in this area of emotional intelligence

aid you in the process of reading others, understanding how

they feel, and effectively identifying our own emotions. These

skills form the basis of your ability to relate to the


75% 0

emotions of others as well as your ability to understand

yourself.

Website: http://www.queendom.com/tests/access_page/index.htm?

idRegTest=3129

g. Gender Schema Test/ The Bem Gender traits test for

Androgyn

Gender traits Scores

Masculine -20 and under

Nearly Masculine -19 to -10

Androgynous -9 to +9

Nearly Feminine +9 to +19

Feminine +20 and over

Your Score is 10 therefore your gender trait is nearly

feminine.

Website: androgyne.0catch.com/gentest1.htm

h. Temperament Test


Temperaments Score

Sanguine 19

Melancholy 5

Phlegmatic 9

Choleric 7

I am a Sanguine therefore.

Interpretation

Role

In our distant past, the sanguine members of the pack

might have played a supportive, encouraging, social role. They

would have been the glue that kept the group together. In

modern society, you might see them as entertainers, singers,

dancers, or perhaps simply as the energetic people at parties.

In fantasy, they might be Bards.

In a nutshell...

Sanguine people are boisterous, bubbly, chatty, openly

emotional, social extroverts.

Social


Sanguines find social interactions with faces both familiar

and unfamiliar invigorating. This is how they recharge, and

time alone - while sometimes desirable - can bore them

quickly. The more people they're surrounded by, the better

they feel, and they're not picky about who they get to know.

They enjoy having many, many friends. While sanguines enjoy

being around other people, it's largely because they enjoy the

attention of others and feel good about the fact that they are

not lonely. They are talkers more than they are listeners.

They may move away from friends that they consider to be

boring or dull. They are bubbly, fun-loving, extroverted

people-people who are always in the mood for a good time. They

love wild nights out. They make friends quickly, and they'll

cheerily talk to strangers. People of the melancholic

temperament might perceive a room of twenty strangers as

frightening or uncomfortable, while a sanguine might see them

as opportunities to meet new friends. They are not picky, and

will usually like more things than they dislike. They tend to

enjoy things that are trendy, popular, and so on. They enjoy

social situations, and believe that everyone else would too.


They're likely to convince people to come along with things

like 'come on, you'll enjoy it!' or 'you don't know what

you're missing!' Being friends with a Sanguine is often as

simple as knowing each other's face and name. They aren't

particularly trustworthy... as they'll be too eager to spill

secrets with others, and their general flightiness can make

them unreliable as they're likely to get easily distracted by

other things.

Expressive

They are talkative, and speak in a friendly, energetic,

playful kind of way; they're often charismatic, and when

interacting with them, you can feel like you've known them all

your life. They are very emotional, and their emotions can be

extreme but fleeting. They are the sorts who will be screaming

"I HATE YOU I HATE YOU!!" one day, then mere hours later,

they'll be profusely apologising about it, then expecting

everything to all be water under the bridge after that. They

are quick to 'forgive and forget' - and expect others to do

the same - because they live in the moment rather than

dwelling in the past. They tend to have open senses of humour


(rather than dry or subtle humour), and laugh and smile often

and clearly .They may tease others in a 'playful' way,

expecting them not to 'take it so seriously'. They are very

show-off and have high self-esteem. They're prone to bragging,

in a 'look how amazing I am!!' kind of way rather than 'I am

better than you' (which is more choleric).They are extreme in

their emotions, and may go through stages of melodramatic

misery and self-loathing as well. They can be very easy-going,

suggesting that more serious people 'mellow out' or 'take a

chill pill'. Sanguines can be great motivators, as they'll

enthusiastically encourage others towards action, and they see

things positively, optimistically, and would convince others

to see things that way too. They are naturally physical with

others, very 'touchy-feely', openly expressing their affection

through hugs and stroking and grabbing shoulders and things

like that. They could not be said to be neat and tidy. They

live in the moment, which can lead to poor planning or

disorganisation, messiness.


Website:

http://neoxenos.org/wp-content/blogs.dir/1/files/temperaments/

temperament_test.htm

i. Cattell’s 16 Personality Factor Test

Trait Score

Warmth 3.3

Warmth is how nice to people you are. Low scorers are impersonal, distant, cool, reserved, detached, formal and aloof. High scorers are outgoing, attentive to others, kindly, easy-going, participating and like people

Reasoning 2.9

Reasoning is how good at abstract thinking you are.Low scorers prefer common sense, high scorers prefer abstract thinking

Emotional stability

3.2

Emotional stability is how in control of your emotions you are. Low scorers are reactive emotionally, changeable, affected by feelings, emotionally less stable, easily upset. High scorersare emotionally stable, adaptive, mature, and face reality calmly.

Dominance 2.


6

Dominance is how assertive you are when dealing with people. Low scorers are deferential, cooperative, avoids conflict, submissive, humble, obedient, easily led, docile and accommodating. High scorers are dominant, forceful, assertive, aggressive, competitive, stubborn and bossy.

Liveliness 2

Liveliness is how much energy you display. High scorers are serious, restrained, prudent, taciturn,introspective and silent. Low scorers are lively, animated, spontaneous, enthusiastic, happy-go-lucky, cheerful, expressive and impulsive.

Rule-consciousness

3.3

Rule-consciousness is how much you abide by authority. Low scorers are nonconforming, self indulgent and disregard rules. High scorers are rule-conscious, dutiful, conscientious, conforming,moralistic, staid and rule bound.

Social boldness 3

Social boldness is how socially confident you are. Low scorers are shy, threat-sensitive, timid, hesitant and intimidated. High scorers are sociallybold, venturesome, thick-skinned and uninhibited.

Sensitivity 3.


6

Sensitivity is how much you can be affected. Low scorers are utilitarian, objective, unsentimental, tough minded, self-reliant, no-nonsense and rough. High scorers are sensitive, aesthetic, sentimental,tender-minded, intuitive and refined

Vigilance 0.6

Vigilance. Low scorers are trusting, unsuspecting, accepting, unconditional and easy. High scorers arevigilant, suspicious, skeptical, distrustful and oppositional

Abstractedness 2

Abstractedness is how imaginative you are. Low scorers are grounded, practical, prosaic, solution oriented, steady and conventional. High scorers areabstract, imaginative, absent minded, impractical and absorbed in ideas.

Privateness 0.7

Privateness is how honest you are about who you are. Low scorers are forthright, genuine, artless, open, guileless, naive, unpretentious and involved.High scorers are rivate, discreet, nondisclosing, shrewd, polished, worldly, astute and diplomatic

Apprehension

1.8


Apprehension is how troubled you are. Low scorers are self-assured, unworried, complacent, secure, free of guilt, confident and self satisfied. High scorers are apprehensive, self-doubting, worried, guilt prone, insecure, worrying and self blaming

Openness tochange

3.4

Openness to change is how not stuck in your ways you are. Low scorers are traditional, attached to familiar, conservative and respect traditional ideas. High scorers are open to change, experimental, liberal, analytical, critical, free-thinking and flexibile.

Self-reliance

1.7

Self-reliance is how contained your needs are. Low scorers are group-oriented and affiliative. High scorers are self-reliant, solitary, resourceful, individualistic and self-sufficient.

Perfectionism

2.3

Perfectionism is how high you standards are for yourself. Low scoerers tolerate disorder are unexacting, flexible, undisciplined, lax, self-conflict, impulsive, careless of social rules and uncontrolled. High scorers are perfectionist, organized, compulsive, self-disciplined, socially precise, exacting will power, control and self-sentimental.


Tension 1.2

Tension is how driven you are, crossed with impatience. Low scorers are relaxed, placid, tranquil, torpid, patient, composed low drive. Highscorers are tense, high energy, impatient, driven, frustrated, over wrought and time driven

Website: http://personality-testing.info/tests/16PF.php

III. Reflective Analysis

Every individual is born with definite potentials of

development passed on to him by his parents through heredity.

Although an individual inherits these trait potentialities,

the direction that these traits follow during the process of

growth and development depends upon the individual’s

environment. (Bustos & Espiritu, 1985)

Structural-Organismic Perspective / Biological Perspective


Based on the second basic principle of development which

is the rate of development is unique to each individual

(Bustos & Espiritu, 1985), I have experienced such. My

language development is delayed compared to the other children

because I have started babbling when I’m 1 year and 6 months

old which is the period that I supposedly utter my first

words. Consequently, this predictable sequence is also

observable in the phylogenetic skills- those skills which are

universally true of the human race. Similarly, a baby babbles

before he talks.

Furthermore, according to the principle of development,

stating that there are individual differences, my personality

development differs at some point. I am a first born child and

birth order definitely affects development. The issue of the

birth order constellation is influential throughout a girl's

childhood and adolescence. It is clear that a woman's

psychotypology is determined by her birth order which is

influential in her psychosocial development with the family

constellation and beyond. (Williams, 2012)


People say at times I am selfish but I tend not to.

However, I can’t take away the fact that it is part of my

personality. Supported by Williams’ (2012) claims, firstborn

children are more selfish and less co-operative than other

youngsters, the study has found. It is thought that the

arrival of a younger brother or sister has long-lasting impact

on the eldest child's personality, leaving them wary of others

and their motives.

Meanwhile, the physical features that I have inherited

from my parents especially my complexion, hair and stature is

further explained by Mendel’s theory of inheritance wherein

traits are passed down in families in different patterns such

that the next generation doesn’t possess the previous’ traits.

I am the only child of my parents who has curly hairs and I

inherited it from my Dad whereas my siblings weren’t. Thus,

every individual who carries the genetic code for the said

characteristic will show evidence of inheritance. (Miko, 2008)

Cognitivist Perspective


Based on Piaget’s stages of cognitive development, one

can think abstractly, speculates in hypothetical situations

and reasons deductively about what may be possible when an

adolescent reached the formal operational stage. (Kail, 2010)

For formal operations, it appears that maturation establishes

the basis, but a special environment is required for most

adolescents and adults to attain this stage. (Huitt & Hummel,

2003) In connection to this, I who currently conducts a case

study have been flexible enough to provide response to every

events’ demands. Hence, one can’t successfully accomplish such

task without undergoing the previous stages of Piaget’s

because I believe that this certain task won’t be achieved by

any typical grade two pupils.

I remembered every after recognition days during my

elementary years, my parents used to give me gifts such as

bracelet as a reward for being an honor pupil. Those moments

always motivate me to do better on the next level. This is

further explained by Skinner’s operant conditioning in which

the consequences of behaviour determine whether behaviour is

repeated in the future. One of his consequences isEduc 1 Case Study |Growth and Development

reinforcement which increases the future likelihood of the

behaviour that it follows. (Kail, 2010) This is where my

situation takes place, where I receive positive reinforcement

from my parents in the form of rewards.

Socio-Cultural Perspective

During my first two years in grade school, I have been

enrolled to tutorials. Despite the absence of my working

parents, I am guided with my studies through my tutors.

According to Vygotsky’s Socio-cultural Theory of Cognitive

Development,, children’s learning of new cognitive skills is

guided by an adult for a more skilled child who structures the

child’s learning experience, a process called Scaffolding.

(Acero, Javier, & Castro, 2008) In my case, the one who

applied scaffold for me from grade 1-grade 2 is my tutor.

Moreover, when I entered high school, there will be a new

set of friends of course. On my 1st year of secondary, my

friends are academically competitive and they do excel in

class. Since I am in that circle of friends, I am socially

motivated to do well as them. With that kind of motivation I


have achieved what I have aimed for. This is related to the

Socialization and the Development of Identity and Social

Relations wherein an individual socializes in order to conform

to the society and in my case, I have developed my social

competence. Peers influence acquisition of knowledge

behaviours. Social skills are learned by modelling or

imitating. What the peers do are copied and followed by those

who observe them. (Acero, Javier, & Castro, 2008)

Socio-Emotional Perspective

During my last year in grade school, I am one of the

students who represent the school in competitions. The

competence among me and other students is intense for we

belong in the graduating batch who aims for honors and extra-

curricular activities as well. This kind of situation is

listed by Erik Erikson in his Pyschosocial stages as the

fourth stage where a conflict between Industry and inferiority

occurs. (Bustos & Espiritu, 1985) Additionally, failure to

master cultural skills and norms will lead to a sense of

inferiority. (Acero, Javier, & Castro, 2008) In connection to


this, when I lost in the District Hekasi quiz bee, I felt such

weakness; I don’t want to go to school anymore because of

shame including the fact that my coach can’t accept defeat

just because of me. However, I did my best to surpass this

crisis by winning other contests and those events actually

boost my self-esteem.

Ecological Perspective

Development is influenced by immediate and more distant

environments, which typically influence each other. (Kail,

2010) Brofenbrenner’s Ecological theory looks at a child’s

development within the context of the system of relationships

that form his or her environment. Bronfenbrenner’s theory

defines complex “layers” of environment, each having an effect

on a child’s development. (Paquette & Ryan, 2001) I have

always believed that environment plays a huge role in a

child’s development since it did a lot to mine.

The systems laid by Brofenbrenner are microsystem,

mesosystem, macrosystem, chronosystem and exosystem. Exosystem

is the socio-economic context that influences child’s


development indirectly. (Acero, Javier, & Castro, 2008) And

government is one of such. Today, the effects of the foul

administration implicates massively to people. I am a student

of a state university, an institution supported by the

government, and I have witnessed how difficult it is to keep

going without any financial support. Now, that the issue

regarding pork barrel exploded, scholarships diminished. See?

The mistake of a person in the government involves the whole

society affecting even the ordinary citizens. This will in

turn affect the development of many.

Ethological/ Psychological Development

Konrad Lorenz mainly developed the Ethological

theory wherein attachment to the first moving objects seen

involving innate learning. (Word Press) He also argued that

maternal care was instinctual based on the experiment he

conducted among the geese and was able to discover imprinting.

(Vicedo, 2009)

I and my Mom are close despite the fact that during

three months onwards which is the crucial stages of my


development, she is away. Due to our 17 years of being

together including the 9 months of being as one, one can’t

take the special bond as mother and daughter we have created.

The theory of ethology is one explanation why I cry whenever

other persons tried to carry me back when I was still an

infant. Being her daughter is one thing I’ve been massively

grateful because she’s amazing as a Mom and a bestfriend.

Moreover, my Mom is a working mother. In lieu with this,

Acero (2008) claimed that a daughter’s perspective is

influenced when a mother’s role involves freedom of choice,

satisfaction and competence. This is the reason why I tend to

become quite a achiever due to my viewpoint that my role

mother, my mom is achievement-oriented as well.

Psychoanalytic Perspective

Freud’s psychoanalytic theory states that by being aware

of these thoughts, people could consciously experience their

emotions and relieve negative psychological symptoms. (Long,

2013)


The third component of personality, the superego, is the

"moral agent" in the child's personality. It emerges during

the preschool years as children begin to internalize adult

standards of right and wrong. If the peer in the previous

example left the attractive toy unattended, the id might tell

the child to grab the toy and run; the superego would remind

the child that taking another's toy would be wrong. (Kail,

2010)

I remembered when I was still in grade 2 that I have

experienced superego during a crisis wherein I have been left

out by the class because I’m the only one who refuses to shun

our classmate. Despite the fact that I’ll be left behind by

some friends I chose to follow my conscience and I clearly

remembered saying “Ayaw ninyo siya awaya, bad baya na.”

Indeed- every child would definitely say such every time a

crisis arises according to Freud’s psychoanalytic theory.

Moral Perspective

Belt? Kneels? Pinch? I have undergone all that kind of

punishment inflicted by my Dad. Thus, I always have that fear


of committing mistakes especially towards other people. This

kind of moral reasoning is based on Kohlberg’s Theory of Moral

Development where Obedience and Punishment is the 1st stage of

Pre-conventional Morality. (Acero, Javier, & Castro, 2008)

This obedience is compelled by the threat or application of

punishment. (Barger, 2000) Indeed, it has been a practice in

our house back then that every mistake deserves a punishment

whether physically or orally. Having no anger towards my Dad

though, happened since he has been so sweet and fatherly to

us. Hence, there is equilibrium between the positive and

negative side that morally molded me into who I am now.

Each individual, as the theories hold, is provided with

inherent potentials for development. However, environmental

intervention in development is acknowledged as a crucial

factor as well. An individual’s potential may be fulfilled or

hindered by the experiences provided by the environment.

(Bustos & Espiritu, 1985)


Chapter IV

Summary, Conclusion and Recommendations

Summary/ Conclusion

Human beings are expected to undergo the process of

growth and development, and human as I am, I have undergone

such. Different aspects of my life developed through time.

Such development is greatly influenced by factors, both

genetics and environment due to the fact that the principle of

nature and nurture is present in one’s evolution.

Features and characteristics that have been transmitted

by my parents unto me are evident most especially in my

appearance. Meanwhile, environment contributed a great deal

to my emotional, social, moral and intellectual development.

The people who’ve became a part of journey taught me different

things that I value most for these are the lessons that guide

me to conquer the foes and enjoy the wonders of life.


Furthermore, development is the product of maturation and

learning. Hence, those learning I have gathered definitely

contributed a lot to my growth and development.

Thus, I have successfully achieved the previous stages

presented by the theorists from childhood up to adolescence in

accordance to the principles of growth and development for I

have fulfilled the social expectations referred to as

development tasks. I therefore say that I, Jojie Piedraverde,

effectively gone through growth and development. Furthermore,

I acclaim that my argument, first born children are selfish,

is true since birth order implicates and individual’s

development.

Recommendations

I highly recommend myself to keep away from being selfish

because it is never a fine attitude of an upright person. In

addition, I ought to keep on being responsive to the possible

changes I am going to experience through time in order for my

emotional stability, mental readiness and personal


preservation be well maintained. These changes therefore must

be positively accepted.


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Appendices


Inventory Tests


Curriculum Vitae

Personal Background

Name: Jojie C. PiedraverdeSex: Female

Birth date: November 20, 1995Age: 17

Birth place: Davao Mission Hospital, Davao City

Nationality: Filipino

Address: P-4, Peñano Street, Calinan, Davao CityEthnicity: Cebuano

Religion: Roman Catholic

Civil Status: Single

Ordinal Position in the family: 1st child

Parent’s name (father): Jose PiedraverdeOccupation: Driver

(mother): Jessica PiedraverdeOccupation: Teacher

Educational Attainment

Level School Year Affiliations

Elementary-Amigo School of Calinan-Calinan Central Elem. School

2002-2005 2005-2008

SSG(Vice President)RCY, GSP, The Gong


Secondary Holy Cross College of Calinan 2008-2012

JEC(Secretary), MRYE, CAT(officer), GSP(Cadet), YFC,Sentinel (News editor)

Tertiary

University ofSoutheastern Philippines(Bachelor of Elementary

Education, GeneralEducation)

2012-Present

ULCM, TheEagle(writer),Samfil (CED rep)


self case study

Documents