Developmental Periods Motor Skills Development:

1. Prenatal Sitting, crawling, walking, toilet training, holding

2. Infancy – From birth to 18-24 months. a spoon, scribbling.
A time of extreme dependence on adults.
Language development, symbolic Understanding the World Through Senses:
thought, sensorimotor coordination, and
social learning begin. Touching, tasting, listening, looking, smelling.
3. Early Childhood (Preschool years) –
From 2 to 5 years. Children become more Knowledge is based on physical actions, limited
independent, develop school readiness to the present or immediate past.
skills (e.g., following instructions,
identifying letters), and spend time with Early Childhood (3 to 7 Years)
peers. First grade typically marks the end
of early childhood. Main developmental task: skill development.
4. Middle & Late Childhood
(Elementary school years) – From 6 Continued rapid growth, fine motor skills, and
to 11 years. Children master reading, gross motor skills development.
writing, and math. Achievement becomes
central, self-control increases, and they Can take care of their own body and interact
engage more with the wider social world. effectively with others.
5. Adolescence – Transition from
childhood to adulthood, beginning Age 3: Walk, run, very curious, touches
around ages 10 to 12 and ending around everything.
18 to 21. Marked by rapid physical
changes, including height, weight, and Physical Development:
sexual development. Adolescents seek
independence, identity, and develop Ages 3-6: Develop fine motor skills (controlling
abstract, logical, and idealistic thinking. pencils, crayons, scissors for writing and
6. Early Adulthood drawing).
7. Middle Adulthood
8. Late Adulthood Ages 3-6: Develop gross motor skills (learn to
skip, balance on one foot, climb, dance).
DEVELOPMENTAL STAGES
Ages 5-8: Physical growth slows down; motor
4 Stages: skills improve and become more refined.

1. Infancy – Birth to 2 years Cognitive Development:

2. Early Childhood – 3 years to 7 years
3. Middle Childhood – 8 years to puberty Acquire more language skills.
(11-13 years)
4. Adolescence – Puberty (12 years) to Age 5: Vocabulary grows to approximately
approximately 18-21 years 1,500 words, uses five- to seven-word
sentences.
Infancy (Birth to 2 Years)
Communicates with others, solves problems,
Stage of tremendous growth – infant usually and names things they experience.
doubles in height and increases weight four
times. Socio-Emotional Development:

Bodily proportions change from the head being Learns to imagine and broaden skills through
about one-quarter of the body’s length to a active play. Learns to cooperate with others.
more balanced adult-like appearance. Learns to lead and follow.

Role of Play:

Helps develop language, thinking, and social

skills. Contributes to general personality
development.
From Ages 3-5: A joyful time of increased independence,
friendships, and developing interests (sports,
Formation of peer relationships (friendship music, arts).
groups, dance groups, preschool, and school
classmates). Adolescence (Puberty, 12 Years to
Approximately 18-21 Years)
Gender identification – awareness of male and
female differences. Begins with sexual maturity and ends with
becoming an adult within a social and cultural
Development of a sense of right and wrong context.
(moral development).
Physical Development:
Middle Childhood (8 Years to Puberty, 11-
13 Years) Another period of rapid physical growth.

Children learn the values of their culture. Sexual maturity is the most significant.

Integration: Developmental task of this stage— Females develop earlier (11-13 years) than
integrating personal development with a wider males (15 years).
social context.
Growth spurt: 2 years of fast growth followed
Important for cognitive skills, personality, by 3+ years of slow, steady growth.
motivation, and interpersonal relationships.
Total height gain: 18-23 cm.
Motivation:
Weight gain: 18-22 kg (40-50 lbs).
Inner desire for action toward achieving a goal.
Gives purpose and direction to behavior. Cognitive Development:

Physical Development: Changes in thinking and reasoning.

Slower than in early childhood or adolescence. Thinks logically about concrete objects and
considers multiple viewpoints.
Growth is slow and steady until puberty.
Benefits more from direct experiences than
Baby teeth are replaced with permanent teeth. abstract concepts.

Cognitive Development: Develops complex cognitive skills to solve

abstract and hypothetical problems.
Slow and steady, building on early childhood
skills. Plans for the future and reflects on thoughts.

Reasoning skills based on rules but still need Thinks about ideas outside personal experience.
hands-on learning.
Socio-Emotional Development:
Enthusiasm for learning and work increases.
Experiences new situations, people, and
Achievements motivate competence and self- responsibilities.
esteem.
Tries new roles, ways of thinking, and
Academic success becomes more complex behaviors.
around Grade 3 or 4.
Seeks independence—relies more on peer
Socio-Emotional Development: groups for guidance on norms and accepted
behaviors.
Develops interpersonal skills and social
relationships. Begins to pull away from family influence to
form identity.
Best friends become important but family
remains influential.
Mood swings:  Discontinuity – Development occurs in
distinct stages, like moving from a
Emotional state shifts frequently (happy/sad, caterpillar to a butterfly. Stage theorists
good/bad). (e.g., Piaget, Vygotsky) believe children
progress through fixed, qualitative
Caused by hormone changes or reactions to changes, akin to climbing stairs.
social, physical, and cognitive changes.
3. Timing: Is It Too Late? (Critical Periods
Struggles with self-esteem (sense of pride in & Early vs. Later Experience)
oneself).
 Early Experience View – Early life
Searches for identity, balancing personal desires experiences are crucial; neglect can have
with social expectations. long-term effects.
 Later Experience View – Development
Implications for Teachers: is flexible. Positive later experiences can
compensate for early adversity.
Understanding child development is essential.  Current View – Sensitive periods exist
where learning is easier (e.g., language
A 5-year-old’s reasoning differs from a 15-year- acquisition in childhood), but later
old’s. experiences still matter.

Growth is influenced by context (e.g., school Conclusion: Development is shaped by both

structure and expectations). biology and environment. People influence their
own development through choices and
Developmental Issues interactions. Mindset, goals, and expectations
also play a role in shaping the future.
How much is development influenced by
experience? Does it proceed in stages? Key
issues include:

1. What Is the Source of Development?

(Nature vs. Nurture)

 Nature (Heredity, Biology,

Maturation, Innate Abilities) –
Genetic blueprint influences
development. Some milestones (e.g.,
walking before talking) are biologically
driven, though extreme environments
can impact growth.
 Nurture (Environment, Learning,
Culture, Parenting) – Experiences
shape development, from nutrition and
healthcare to social influences like family,
peers, school, and media.
 Current View – Nature and nurture
interact. Biology plays a stronger role in
physical development, while
environment is crucial for aspects like
moral development.

2. What Is the Shape of Development?

(Continuity vs. Discontinuity)

 Continuity – Development is gradual

and cumulative, like improving running
endurance through exercise. Each new
cognitive skill builds on the last, much
like climbing a slope.