Age Group
Physical development
Communication and intellectual development
Social, emotional and behavioural development
0-18 months
New born baby;
Sucking, grasping reflexes
Lifts head when held at shoulder
Rolls over
Holds head up when held in sitting position
Sits unaided, spends more time in upright position
Learns to crawl
Achieve mobility, strong urge to climb, crawl Stands and walks
Explore using their senses and using their own activity and movement
Recognizes primary caregiver Uses both hands to grasp objects Has extensive visual interests Puts everything in mouth
Solves simple problems
Begins to respond selectively to words
Is interested and understands words
Says words like mama, dada
Enjoy feeding and cuddling
Often imitate facial expressions Wants to have needs met
Develop a sense of security
Smiles spontaneously and responsively
Likes movement, to be held and rocked Laughs aloud
Responds to tickling
Prefers primary caregiver
May cry when strangers approach
18-36 months
Toddler;
Enjoy physical activities such as running, kicking, climbing, jumping, etc.
Beginnings of bladder and bowel control towards latter part of this stage
Are increasingly able to manipulate small objects with hands
Limited vocabulary of 500-3,000 words and only able to form three to four word sentences
No understanding of pronouns
Learning to use memory and acquiring the basics of self-control
Becoming aware of limits; says ―no‖ often
Establishing a positive, distinct sense of self through continuous exploration of the world
Needs to develop a sense of self and to do some things for him/herself
3-6 years
Pre-School
Is able to dress and undress self Has refined coordination and is learning many new skills
Likes to do things like climb, hop, skip and do stunts
By age 6, vocabulary will have increased to between 8,000 and 14,000 words
When questioned, they can generally express who, what, where, and some time how, but not when or how many
They are also able to provide a fair amount of detail about a situation
Develops capacity to share and take turns
Plays cooperatively with peers
Is developing some independence and self-reliance
Learning to distinguish between reality and fantasy
7-9 years
School-Age
Have increased coordination and strength Enjoy using new skills, both gross and fine motor
Are increasing in height and weight at steady rates
Start logical thinking
Start to understand the idea of the passage of time
They can also copy adult speech patterns
Have acquired the basic cognitive and linguistic concepts necessary to sufficiently communicate an abusive event
Increased ability to interact with peers
Have more same-sex friends Increased ability to engage in competition
Need to develop a sense of mastery and accomplishment based upon physical strength, self-control and school performance
10-12 years
Early Adolescence;
Have increased coordination and strength
Are developing body proportions similar to those of an adult
May begin puberty—evident sexual development, voice changes, and increased body odor are common
Early adolescents have an increased ability to learn and apply skills The early adolescent years mark the beginning of abstract thinking but revert to concrete thought under stress
Be able to answer who, what, where, and when questions, but still may have problems with why questions
Increased ability to interact with peers
Increased ability to engage in competition
Has a strong group identity; increasingly defines self through peers
Defines self-concept in part by success in school
13-15 years
Middle Adolescence
Females;
Pubic hair fully developed
Auxiliary hair immoderate quantity
Continued breast growth
Moderate muscle growth and increase in motor skills Males;
Pubic hair pigmented, curled
Auxiliary hair begins after pubic hair
Penis, testes, and scrotum continue to grow
Height growth spurt.
Shows fully developed abstract thought (usually by age 15)
Age range Physical Intellectual/cognitive Social/emotional and behavioral moral 0-1 years Raises head slightly Holds hand in fist Lifts head and chest while lying on stomach Uses sucking, grasping and rooting reflexes Rolls over Reaches for and touches objects Crawls Grasps and pulls things towards self Sits without support Stands unaided Walks with aid Picks objects up with thumb and one finger See clearly within 13 inches Focus on and follow moving object Begins to anticipate…
QF1030 – Child Development (1) This assignment will discuss the importance of observation techniques and examine the advantages and disadvantages for each method of observation that I have used in my book of celebration. I will identify how observations inform the childs learning and how they fit into the assessment cycle. The analysis of the observations will enable me to reflect on any developments needed and implications for future practice within the setting. It was during the eighteenth…
Understand child and young person’s development Child development is a term used to explain the varying aspects of development from birth through to adulthood which are traditionally measured against milestones as to when these should occur. Over the years studies of development have associated chronological age with the achievement of milestones. However there can be considerable variation in the achievement of milestones, even between children with developmental trajectories within the normal…
Child Development in the Classroom “I feel I must play an important role in the child’s development of social competence and friendship skills. I will do my best to help these children develop peer friendships. My responsibilities involve not only imparting academic skills but social skills as well. Some methods are setting up study-buddies and team projects.” As children grow older, they develop in several different ways. Child development includes physical, intellectual, social, and emotional…
in response to what he wants and may grab and push. At 2-3 year the child finds it hard to wait or make a choice , but cannot yet understand reason or control his impulses - he may know what you want him to do but he can't yet make himself do it if he wants to do something else. The child loves to copy what adults do and the way you look, eg making houses out of boxes and rugs, dressing up, digging in the garden. At 3 the child often enjoys being with other children and they now begin to play together…
Erikson's stages of psychosocial development, as articulated by Erik Erikson, explain eight stages through which a healthily developing human should pass from infancy to late adulthood. In each stage, the person confronts, and hopefully masters, new challenges. Each stage builds upon the successful completion of earlier stages. The challenges of stages not successfully completed may be expected to reappear as problems in the future. However, mastery of a stage is not required to advance to the…
Study Guide Chapter 2 1. Development: the pattern of change that occur throughout the life span A. Biological B. Cognitive C. Sociemotional 2. Prenatal: conception to birth Infancy to toddler: birth to age 2 Early childhood: age 2 to 6 Late/middle childhood: age 6 to 11 Adolescent: age 11 to 18 3. Theory: an organized system of assumptions and principles that claims to explain certain phenomena Theory example: providing isolated divorced mothers with social support will lead them…
more neatly., child can balanceIncrease muscle co-ordinationChild can catch a ball 1m in one hand.Drawing and writing neaterCutting is accurateIncrease stamina swimming, gymnastic etc., joins in activities.Boy have wet dream puberty startBody proportions similar to adultGrowth differentiatesPuberty completesBody changes stabilise | Basic language, gurgling, cooing, babbling, general sound, crying to express a need,Speech easily understood, child ask questions, enjoy talking, child can decode familiar…
deployment, making it that much harder on a child’s psychosocial development. A child’s psychosocial functioning throughout a deployment can be influenced by many factors. (Flake, Davis, Johnson, & Middleton, 2009) Support systems, parenting techniques, and coping mechanisms have all been seen to impact the child’s psychosocial functioning and development. “Psychosocial functioning is determined by a child’s psychological development within a social environment. Psychosocial morbidity occurs when…
KEY TERMS AND CONCEPTS Key Terms and Concepts lateralization myelin nightmare night terror obesity child abuse cycle-of-violence hypothesis psychological maltreatment child neglect resilience handedness Brochure Outline Physical Growth: Children’s physical growth during the preschool period proceeds steadily. Differences in height and weight reflect individual differences, gender, and economic status. In addition to gaining height and weight, the body of the preschooler undergoes…