Lifespan Development 2222 A Psychosocial Theory: Erikson’s Eight Stages of Man *Each stage involves a “crisis,” which is really a task that we are working to master in our psychosocial (psychological, emotional, relationship) world. What happens if we don’t master a stage effectively? Well, we end up going back to that stage within other stages to continue to work on it. For instance, if we engage in heavy alcohol use as a teenager, we are less likely to achieve identity formation. We may miss out on working through stressors, engaging in learning opportunities through choices of classes, volunteering, working, and activities, and we may not develop a full sense of ‘who am I.’ When entering the young adult stage, then, it is difficult to form a lifetime commitment to someone else. After all, if I don’t know who I am and what I truly want in life, how can I commit to a life with someone else? THUS, in this case, the individual will need to tackle the identity issue in young adulthood—before s/he can tackle the task of achieving intimacy. ( 1. Infant: Trust vs Mistrust Needs maximum comfort with minimal uncertainty to trust himself/herself, others, and the environment 2. Toddler: Autonomy vs Shame and Doubt Works to master physical environment while maintaining self-esteem 3. Preschooler: Initiative vs Guilt Begins to initiate, not imitate, activities; develops conscience and sexual identity 4. School-Age Child: Industry vs Inferiority Tries to develop a sense of self-worth by refining skills 5. Adolescent: Identity vs Role Confusion Tries integrating many roles (child, sibling, student, athlete, worker) into a self-image under role model and peer pressure 6. Young Adult: Intimacy vs Isolation Learns to make personal commitment to another as spouse, parent or partner 7. Middle-Age Adult: Generativity vs Stagnation Seeks satisfaction through productivity in career, family, and civic interests 8. Older Adult: Integrity vs Despair Reviews life accomplishments, deals with loss and preparation for death © 2022. Angela G. Bagne. ALL RIGHTS RESERVED. Lifespan Development 2222 Milestones of Motor Development Your textbook is great--- but is not clear-- and even misleading in the chart given for motor development for when movement skills should develop. Use this guideline INSTEAD of your book’s chart for better accuracy. 3.2 months: rolling over 3.3 months: grasping rattle 5.9 months: sitting without support 7.2 months: standing while holding on 8.2 months: grasping with thumb and finger 11.5 months: standing alone well 12.3 months: walking well 14.8 months: building tower of two cubes 16.6 months: walking up steps 23.8 months: jumping in place **Fifty percent of children are able to perform each skill at the mo ...

1. Lifespan Development 2222
A Psychosocial Theory: Erikson’s Eight Stages of Man
*Each stage involves a “crisis,” which is really a task that we
are working to master in our psychosocial (psychological,
emotional, relationship) world. What happens if we don’t master
a stage effectively? Well, we end up going back to that stage
within other stages to continue to work on it. For instance, if we
engage in heavy alcohol use as a teenager, we are less likely to
achieve identity formation. We may miss out on working
through stressors, engaging in learning opportunities through
choices of classes, volunteering, working, and activities, and we
may not develop a full sense of ‘who am I.’ When entering the
young adult stage, then, it is difficult to form a lifetime
commitment to someone else. After all, if I don’t know who I
am and what I truly want in life, how can I commit to a life with
someone else? THUS, in this case, the individual will need to
tackle the identity issue in young adulthood—before s/he can
tackle the task of achieving intimacy. (
1. Infant:
Trust vs Mistrust
Needs maximum comfort with minimal uncertainty
to trust himself/herself, others, and the environment
2. Toddler:
Autonomy vs Shame and Doubt
Works to master physical environment while maintaining
self-esteem
3. Preschooler:
Initiative vs Guilt
Begins to initiate, not imitate, activities; develops

2. conscience and sexual identity
4. School-Age Child:
Industry vs Inferiority
Tries to develop a sense of self-worth by refining skills
5. Adolescent:
Identity vs Role Confusion
Tries integrating many roles (child, sibling, student, athlete,
worker) into a self-image under role model and peer pressure
6. Young Adult:
Intimacy vs Isolation
Learns to make personal commitment to another as
spouse, parent or partner
7. Middle-Age Adult:
Generativity vs Stagnation
Seeks satisfaction through productivity in career, family, and
civic interests
8. Older Adult:
Integrity vs Despair
Reviews life accomplishments, deals with loss
and preparation for death
© 2022. Angela G. Bagne. ALL RIGHTS RESERVED.
Lifespan Development 2222

3. Milestones of Motor Development
Your textbook is great--- but is not clear-- and even misleading
in the chart given for motor development for when movement
skills should develop. Use this guideline INSTEAD of your
book’s chart for better accuracy.
3.2 months:
rolling over
3.3 months:
grasping rattle
5.9 months:
sitting without support
7.2 months:
standing while holding on
8.2 months: grasping with thumb and finger
11.5 months: standing alone well
12.3 months: walking well
14.8 months: building tower of two cubes
16.6 months: walking up steps
23.8 months: jumping in place
**Fifty percent of children are able to perform each skill at the
month indicated below. However, the specific timing at which

4. each skill appears varies widely. For example, one-quarter of
children are able to walk well at 11.1 months; by 14.9 months,
90 percent of children are walking well. See your lesson for a
further discussion of motor development and ‘red flags.’
(Source: Adapted from Frankenburg et al., 2002)
The Newborn: Tools for Exploring Her World;
Motor Development, Perceptual Skills, and Self-Awareness
Chapter 3 Summary Points
© 2022. Angela G. Bagne. ALL RIGHTS RESERVED.
© 2022. Angela G. Bagne. ALL RIGHTS RESERVED.
Reflexesborn with certain specific responses that are triggered
by specific stimuli
How do reflexes help newborns interact with the world?
Reflexessurvival
E.g., rooting, suckingprecursors for later motor
E.g., steppingnervous system functioning
indicator

5. Newborn StatesAlert Inactivity Waking Activity Crying
Sleeping
Alert InactivityCalmAttentiveComputer…
Waking ActivityNot attentive/focusedSudden (uncoordinated)
movements
CryingBasic Cry
E.g., hungryMad Cry
More intense, louderPain Cry
Sleeping
Newborns: avg 16-18 hours/day
sleep-wake cycle of around 4 hours of sleep followed by 1 hour
of wakefulnessBy 3 or 4 months often sleep through the night --
although not any of your instructor’s 3 kids ;) REM: 50% of
newborn’s sleep, 25% at 1 year

6. Sleep- growth
SIDSSIDS=
Smoking (prenatal or parents/ect. after birth)Sleeping on their
stomach
African American infants 2xOverheating (*fans may reduce
risk, for example)Premature, low birth weight
Co-SleepingAmerican cultures vs. other cultures?Advantages
and disadvantages? Safety first… How and when can co-
sleeping be a good bonding experience AND safe?
TemperamentSurgency/extroversion
Generally happy, active, vocal, regularly seeks interesting
stimulationAffect
Pleasure, enthusiasm, and contentment vs. anger, fearful, not
easily soothedEffortful control
Focus of attention, not easily distracted, can inhibit
responsesPersistenceActivity Level
Motor
Hereditary and Environmental Contributions to
TemperamentTwin Studies
activity levels in fraternal twins r = .38, identical twins r = .72
(r indicates a correlation– the closer to 1.0, the more
relationship– thus, there is a biological connection here)
Similar for social fearfulness, persistence, and proneness to
anger

7. STABILITY
Physical DevelopmentHeight WeightCephalocaudal
GrowthGrowth is more rapid in infancy than during any other
period after birth3 months- double weight1 year- triple weight
Nutrition and GrowthBreast-feeding can be the best way to
ensure proper nourishment Foods should be introduced one at a
time, with patience! What are good foods??
The Brain is Awesome.Neuron =How many?
100+ billionGrowth?
Plasticity =
-the ability of the brain to grow throughout the lifespan (form
new connections between neurons, reorganize, form new brain
neurons) is highest in early life, particularly from birth to 3! (a
bit less to 5 years old…and then levels off at adolescence/young
adulthood)

8. Malnutrition1 in 3 children are malnourished (world)Slow
development
Physical, cognitive, overall developmental disabilityMost
damaging during infancy due to rapid growth rate- physically
and cognitively
Over and under-feeding infants
Motor DevelopmentMotor =
Write down when baby can:
roll over
sit independently
walk
*Milestones*
Motor DevelopmentBook picture (next slide): generous. Not
time when skills
develop but…
Past average time/ during second half of the range for which the
skill should develop: We need to have a RED FLAG: a little
“hmm…” pop in our head that a milestone is not happening
around that average time. This is not to say that there’s a
problem– but early diagnosis = better outcomes!!
Domains impact one another: E.g., physical development drives
speech development
What can you do?

9. TOO GENEROUS! WHY?
TOO GENEROUS! WHY?
Motor DevelopmentGross (large) motor skills:
Roll over 4 mo
Sit unsupported 6 mo
Crawling 8-10 mo
Walk holding on 9 mo
Walk independent12 months
(9-15 mo)
3 mo: Coordination of limbs
4 mo: Reach for objects
5 mo: Coord both hands
8-9 mo: Grasp (thumb/finger)
Fine Motor Skills
Drink from a cup (no spill) by age 2
Can use zippers (not buttons) (2-3 yrs)
Tying shoes 5-6 yrs
Locomotion:
Dynamic Systems Theory

10. Motor development = many distinct skills
Organized/reorganized to meet demands of specific tasks
Development of muscle, perceptual abilities, and the nervous
system
Motivation of child
Posture and BalanceInfants- BIG heads… balanceFew mo. of
age- use inner ear and visual cues to adjust posture
Relearn balance with each new posture!
Handedness90% of children prefer right handMost children
grasp with their right hand by age 13 months, clear preference
by 2 years
Early preference (meaning ALWAYS using only the right hand
for everything) generally we don’t want to seeHeredity,
environment
PerceptionNewborns have a good sense of smell
react to pleasant/unpleasant
WHY is this helpful/purpose (think about this based on your
TEDtalk for this lesson)
PerceptionNewborns can differentiate between tastes
Salty, sour, bitter, and sweet
A natural sweet tooth
Taste preferences for what mom had while in the womb

11. Touch and PainBabies react to touch
Reflexes/other movements
One of most highly developed senses
Calmed by massage
and NEED touch
Babies react to painful stimuli with pain cry
Once thought babies could not feel pain (you already know
babies feel pain even in utero)
HearingHearing begins prenatally
startle reactions
6-mo.- distinguish between different pitches as adults
Hearing7 mo. infants can use sound to locate direction and
distance (adult level at 12 mo.)
Infants differentiate changes in melodies, sounds, mother’s
voice
SeeingNewborns respond to light, track moving objectsVisual
Acuity (clarity of vision)
1 mo: See at 20 ft what adults see at 200-400 ft
By 1 yr, visual acuity same as adults (20/20 by 6 mo)

12. ColorNewborns perceive few colors
1 mo: Differentiate between blue and gray; red from green
3-4 mo: Perceive colors similarly to adults
DepthBinocular vision/Retinal disparity: Combine both eyes’
vision to see depth and motion at 14 wks (4-6 mo) Infants prefer
to look:
at patterns and complex stimuli
at faces
DepthVisual cliff studies
6 wks react with emotional indicators or interest to differences
in depth
7 mo show fear of the deep side of the cliff (6-14 months will
not crawl over visual cliff)
Integrating Sensory InformationInfants: Perceive the link
between visual images and soundsPay more attention to
intersensory redundancy
Self Awareness: Origins of self-concept9 mo smile…15-24 mo:
That’s ME!
Preschoolers: Describe physical characteristics, preferences,
competenciesA great example of the endless interplay of the
domains… (physical: brain maturation; social-emotional

13. domain)
Origins of self-concept9 mo smile at the face in the mirror but
recognize self?15-24 mo (18 mo) know that the image is
theirsPreschoolers describe their physical characteristics,
preferences, and competencies
Theory of mindAge 2-3: People have desires and these cause
behavior– different from own3-3 ½ true theory of mind4 yrs
begin to understand: Behavior is based on beliefs and that the
beliefs can be wrong
Adults are correct
(physical: brain maturation; cognitive domain)
How might a child answer this from an egocentric perspective?
Once they have theory of mind?
How might a child answer this from an egocentric perspective?
Once they have theory of mind?
Early Childhood Cognitive Development
© 2022. Angela G. Bagne. ALL RIGHTS RESERVED.
© 2022. Angela G. Bagne. ALL RIGHTS RESERVED.

14. Self-awareness
(last chap applies here)
Self-conceptTheory of mind
How might a child answer this problem from an egocentric
perspective? Once they have theory of mind?
How might a child answer this problem from an egocentric
perspective? Once they have theory of mind?
Cognition
What is cognition?
Cognitive DefinitionsSchema- organization of all
infoAssimilation—new ideas into existing Accommodation—
creation of new, modified Like adding bricks, we are constantly
adding information to build our schemas.
Contin.Assimilation is required to benefit from experience.
Accommodation allows for dealing with completely new data or
experience

15. Piaget: Children’s cognition occurs in stages
Sensorimotor
Preoperational
Concrete Operational
Formal Operational
Ideas to keep in mind…Some activities are not appropriate for
certain stages and learning will not occur
Age = not a perfect indicator of cognitive level
SensorimotorBirth to nearly 2 years oldInteracts- sensory
stimulation and actions (motor)Object permanence
Sensorimotor
Stranger anxietyTiming? How does this make sense with
cognitive development?Attachment (next chap)
Preoperational 2 years old to 6 or 7 years oldsymbols (words
and numbers) = language development!
relates to the world only from his perspective

16. Preoperational
Pretend play- why so important?
Preoperational contin.
Egocentrism… Theory of mind?
CentrationConservation
Appearance as reality (concrete!)
Piaget: Good theory?sequence for cognitive Maturationmore of
a continuum than Piaget thought
Cognitive abilities are stronger at an earlier age than Piaget
thought
Play…
to explore new concepts and ideas
2. Solve problems, make comparisons,
develop relationships
3. learning to work with others

17. impacts future ability to work
and live
4. learning = fun
Information ProcessingHuman thinking… a computer model
Neural/mental structures/programs
Info Processing: AttentionAttention = info receives additional
processing
orienting response to unfamiliar information
habituation
Info Processing: Learning
Classical ConditioningAutomatic associations madePavlov:
meat + bell soundPerfume + grandma
Classical Conditioning continued
A neutral stimulus becomes able to elicit a response that was
previously caused by another stimulusE. g., The pain of a needle
automatically causes a scared/unhappy response for the child.
The child learns that the pediatrician’s office goes along with
getting a shot. The child is likely to cry at the very sight of the
pediatrician’s office.

18. Operant Conditioning
Behaviors are affected by consequences
Reinforcement to increase behavior
Punishment to decrease behavior
Operant Conditioning continuedBehaviors are affected by their
consequences
E.g., If a child is praised for saying his first word, he will be
more likely to want to say words
ImitationChildren learn by observing others
Social LearningImitationObserving others
SOCIAL LEARNING + OPERANT CONDITIONING
Info Processing: Memory
Studies on memory: 30 weeks gestation2-3 months old children
remember past events

19. Lev Vygotsky
Cognitive development is an apprenticeship- children advance
by interaction with others more mature
Vygotsky’s TheoryZone of Proximal Development:The
difference between what children can do with VS. without help
from a more experienced guideattempt to keep students in this
zone =
= max achieving
Scaffolding: giving just enough help Studies show that students
do not learn as well when told everything to do, nor when left
alone to discover on their own
VygotskyPrivate Speech
talk to self in difficult tasks for self guidance and
regulationbecomes internalized… inner speech… Vygotsky’s
term for thought
ReviewWhat is the difference between Piaget’s view on
cognitive development and Vygotsky’s? Similarities?
LanguageWhat is the purpose of language?

20. Steps to Speech2 months = cooing (e.g., “Ahhhh”)6 months =
babbling8-11 months = incorporate intonation (changes in pitch)
typical of the language they hear
Language: Click on picture below and to watch video clip on
babbling
Language: Click to watch video clip ‘conversation’
Receptive vs. Expressive LanguageReceptive language- what
the child understands
Expressive language- what the child can actually SAY (much
less than what he understands!)
W
Receptive vs. Expressive Language: Click to watch video clip
First Words and More!By 12 months = first wordsOften include
consonant-vowel pairs such as “dada” or “wawa”18 mo = 25-
250 words2 years = say a few hundred wordsBy age 6 = say
around 10,000 words

21. Speaking in Sentences18 months = 2-3 word sentences, called
telegraphic speech
Grammatical errors, words left out“Me go store?”
The 30 million word gap (by age 4!)SES (social economic
status) and what children hear:Children in poverty hear
significantly less language (fewer words, less advanced
language)Less language heard = less learnedLess learned =
academic and life implications
Language: Identifying Wordspay more attention to often
repeated and emphasized wordsinfant-directed speechspeak
slowly and exaggerate changes in pitch and volume
Fast Mapping of Wordsconnecting new words to objects: figure
out meaning of the new word (whole object vs. parts of it)
paying attention to what children are interested in:joint
attention
Fast Mapping Contin.Types of constraints on word names
include:If an unfamiliar word is heard in the presence of objects
that already have names and objects that don’t, the word must
refer to one of the objects that doesn’t have a nameNames refer

22. to the whole object and not just a part of it
Fast Mapping Contin.Children use sentence cues to infer the
meaning of unfamiliar wordsCognitive factors, such as better
attentional and perceptual skills, assist in learning
languageNaming errors result from underextension (defining
words too narrowly) and overextension (defining words too
broadly)
Encouraging Language GrowthParents assist in learning
language by:Sign Language? Speaking to children
frequentlyNaming objects of children’s attentionUsing speech
that is more grammatically sophisticatedReading to
themEncouraging watching programs with an emphasis on
learning new words, such as Sesame Street
Communicating with othersEffective communication
requires:Taking turns as speaker and listenerMaking sure to
speak in language the listener understandsPaying attention
while listening and making sure the speaker knows if he/she is
being understoodEye contact, ect.
Language: Final thoughtsCrying = communicationLanguage in
early childhood sets up the child for LIFE.Kindergarten success
= life academic success!!!Ranges of skills, red flags (that
“hmm, this milestone average is about now…”)YOU are
key.

23. Social-Emotional Development in Early Childhood
Chapter 5
© 2022. Angela G. Bagne. ALL RIGHTS RESERVED.
© 2022. Angela G. Bagne. ALL RIGHTS RESERVED.
Erikson’s Stages of Early Psychosocial Development: Attached
handout
Basic Trust vs. Mistrust (Infancy)dependent on caregivers to
meet needs and provide comfortresponsiveness and
consistency… helps to develop a basic sense of trust and
openness in the childIf these needs are not met, the child
develops wariness and a lack of comfort
Erikson’s Stages (Cont)Autonomy vs. Shame and Doubt (1-3
years)develop a sense of control over own actions;
independenceIf not achieved, shameful and doubt own
capabilities
Erikson’s Stages (Cont)Initiative vs. Guilt (3-5 years)develop
imagination for possibilities for themselves play becomes
purposeful and includes playing roles (e.g., dad)work ethic for
future academic/life

24. The Growth of AttachmentSecurity, need for physical
closeness… attachment
John Bowlby… survival
E.g., mom
attachment = strong emotional bond
AttachmentHarry Harlow studies?
Father-Infant RelationshipsComfort: Mom… then often dad
Dads: more time playing
Dads: play differently Playmate vs. comforter
The Father’s RoleWhy is the mother typically the primary
caregiver??
The Father’s RoleWhy is the mother typically the primary
caregiver??Evolution/species survival (females ovulate about
450 eggs TOTAL and devote much time to child bearing. Thus,
females need to protect their chances at continuing their
genetics by investing in protecting their young)Biology (ability

25. to carry the child and bonding; differing hormones--
nurturing)Society norms and expectations
Forms of AttachmentThe “Strange Situation” Mary
AinsworthMother leaves child in room… returns… child
reaction is observed
Insecure vs. Secure attachment
The Four Reactions to the Strange SituationSecure Attachment:
comforted, crying stops, and the child begins to explore again
Insecure attachments:Avoidant Attachment: ignores or turns
awayResistant Attachment: upset and remains upset, difficult to
consoleDisorganized Attachment: seems confused and is unsure
of reaction
Consequences of Secure AttachmentMore confident and
successful with peersFewer conflicts with friendships with
peersChildren use early attachments as prototypes for later
relationships and interactions

26. Experiencing and expressing emotionsNewborns = pleasure and
distressjoy, anger, fear = basic emotionsUniversal, so found the
same across cultures worldwide.
Development of Basic Emotions2-3 mo: smiling in response to
human faces = social smiles (although research is proving this
is often even earlier)6 mo: stranger wariness (anxiety)
beginsPeaks at about 13 months… and slowly declinesHuge
difference in one child to another, largely due to inborn bio,
partly due to experiences
Emergence of Complex Emotions18-24 mo: complex emotions
emerge E.g.,
Guilt
Embarrassment
Pride
Recognizing & Using Others’ Emotions4-6 mo: distinguish
facial expression and the emotions they portraySocial
referencing
A positive and rewarding relationship with parents/siblings
improves understanding of emotions!
Regulating EmotionsBy 4-6 mo: begin to regulate emotions

27. Older childrenless and less dependent upon others to control
emotionsmore able to use mental strategies to regulate
emotionsadapt the method to the situation
The joys of play12 mo: engaging in parallel play
15-18 mo: do similar activities and smile at each other in simple
social play
By 2 yrs: engage in cooperative play
*
Make-believePlay roles reflect values and traditionsIs
entertaining and promotes cognitiveExplore scary
topicsImaginary friend = promotes imagination and sociability
(and cognitive)Play Therapy: Assessment and diagnosis; therapy
Parental influenceengage in play/pretend play with childplay
mediator in settling disputesplay a coaching role in diffusing
aggression and competition
Children whose parents engage in these activities are often more
socially skillful
Learning to CooperateAge
Observe peers cooperating = more likely to imitate them
Peers are responsive to attempts to cooperate = more likely to
cooperate

28. Helping others
Prosocial behavior = behavior that benefits othersAltruism18
mo: engage in altruistic behaviors, such as comforting or
hugging peers in painMood, confidence, skills
Altruism continuedParents foster altruism
by:ModelingDisciplinary practices that include reasoning,
warmth, and feedbackProviding opportunities to act prosocially
Gender: Aggression
Physical (more for boys)
Relational (within relationships, e.g., “If you don’t play my
game I will tell Sara not to like you!” Girls do this– boys do not
(unless they have learned it from a girl!)
GenderGirls: language, cooperation/social
Boys: Visio-Spatial/Math, rough play
Environment: Different expectations/treatment?
Gender IdentityBy 2-3 yrs:identify self as boy or girl Generally

29. prefer same-sex playmates
3-4 yrs: mostly understand that gender is stable
Lesson 3: Early Childhood Development
*Note: This lesson and others are designed to be easily used
with screen readers.
Let’s continue your prenatal learning into the child’s early years
by first reviewing—and further discussing the developmental
domains!
Within the physical domain we look at brain and body growth
and motor (movement) development. Physical and motor growth
is most impressive in our earliest years. Just think of that one
cell becoming a newborn child in just a few short months.
(Note: These months might not seem as short if you are the one
pregnant. ()
Motor development (a major part of the physical domain, as is
growth and sensation and perception) refers to the advancing
movement abilities of the child. You will read about both gross
motor and fine motor development. When you think about gross
motor (BIG movements, such as crawling), I want you to think
of the milestone dates given in your text as generous (as are
many pediatricians) in giving you a good idea of what ‘normal’
is. Please use the handout attached instead of your text as your
reference.
The cognitive domain is the second domain of development.
“Cognitive,” or cognition refers to mental processes, such as
thinking, remembering and problem solving. Understanding the
process of learning is an important application in the cognitive
domain, and is what we refer to as a meta-cognitive process
(meta-cognition involves thinking about your own thinking).
What a child learns in early childhood sets up the child for her
entire life. In fact, research clearly demonstrates that
kindergarten success predicts all future academic success. Thus,

30. we can predict success for a senior in high school, for example,
by his kindergarten success. WOW! This knowledge has sparked
current research investigating HOW to help those children at
risk (particularly due to poverty) for low kindergarten success
from as soon after birth as possible.
A big part of your study of early childhood cognitive
development is the child’s ability to learn language. Language
acquisition in early childhood (which determines language
abilities for one’s entire life) is largely impacted by
environment. The child NEEDS to hear and have symbols
(words) connected to objects for him by other children and
adults to learn it. Sadly, if a child is not in an environment that
is rich with language demonstrated for him, he will never catch
up. The child’s ability to learn language (from birth to three
especially) is so impressively fast—we just can’t learn language
to that level past these critical years. Although environment is
an important key to language development, our ability to learn
language is very much an innate (inborn) process. Our brains
are set up (pre-wired) to learn language. For example, my
daughter looked out the car window one day and yelled
“COWS!” My son rolled his eyes and said, “You mean deers.
Babies don’t know anythi ng!” Did I ever say “deers” to or in
front of him? Of course not—his brain had applied a rule of
language.
The third domain of development is the social-emotional
domain. Did you know that you are born with just a few basic
emotions? What are they? It’s not until you get into toddlerhood
(close to age one) and beyond that you develop complex
emotions, such as embarrassment. How do you know what these
emotions are? How on earth do you know how to handle them at
your youngest ages? YOU DON’T
. You need to learn about them from those around you.
This is why talking—explaining feelings, validating them (they

31. are ok and everybody feels these ways at times), explaining
what to do about them, and demonstrating what to do about
them is so important. Children need to look to others,
particularly their primary caregivers, to learn about emotions,
and they learn a lot by what you say to them… and they learn a
lot by watching how their caregivers handle their own
emotions—and will be much more likely to copy what mom
does when she’s feeling angry (for example) than to act
how mom
said to act when feeling angry.
What about the social part of this domain (although emotions
are definitely part of this)? Should babies and young children be
around adults? Should they be around other children? If you
answered ‘yes’ to both questions, you are correct! Why? Think
about what is valuable that the child learns from each.
With every developmental milestone, from any of the three
domains, there is a range of appropriate times that a child
should meet that milestone. For instance, the average time for a
child to walk is a little over 12 months. So, about 50% of
children can walk well at a little over 12 months of age. The
RANGE of when a child learns to walk is about 9 months to 15
months. So, most children learn to walk between 9 and 15
months of age. Does this mean that if my child does not walk
until after 15 months then there is a major problem? No. Could
there be? Yes, and that leads us to the idea of ‘red flags.’
When a child is deviating past the norm (the ‘normal’) for a
milestone or nearing the end of the range for when we would
expect that skill to develop, it should raise a 'red flag' or a bit
of concern for us as parents, educators or professionals working
with the child. This is not to say that there is necessarily
something wrong-- but checking into it with a child

32. development specialist can never hurt. Addressing any delay or
problem early often provides a better likelihood that the child
does not continue to fall behind peers and experience further
delays across all three developmental domains. The public
school district typically has at least one early childhood
specialist and a team to provide services at NO charge to the
parents or caregivers. The child development specialist is
usually able to come right to your home to assess (figure out if
and what is going on with the child by watching the child and
talking to him/the parent)-- and ultimately provide some type of
therapy with the child if needed. A good rule of thumb is that if
there is even the slightest question as to delay, a parent should
contact his/her local school district’s early childhood
department for an evaluation.
The time period from conception (and before) to age five is full
of excitement. I hope you enjoy your reading in chapters 3, 4
and 5. As you think about early development, it may help to
understand a few names given to the time periods…
Infant (birth to age 1)
Toddler (age 1 to age 3)
Preschooler (age 3 to age 5)
Assignments for Lesson 3:
1. Read chapters 3, 4, and 5. For each, begin by reading the
summary at the end of the chapter. Then page through the
chapter, looking at main headings and bolded terms. This will
help you to get the main ideas and prepare your learning for the
details. Highlight or taking notes on important points. Do the
Test Yourself recall sections throughout the chapter. You don’t
need to turn these in but they WILL help you earn better scores
on your quizzes!
You don’t need to KNOW everything at this point. In fact,
reading or learning about a concept MANY times is what leads

33. to full understanding and lengthy memory storage. ( After
reading the chapter, take the chapter quiz. You will have a good
idea about the concepts at this point—so that you can more
easily find the information in the chapter to double check your
understanding—or to find something you know you read but
didn’t quite stick! Your second (or fifth!) try on the quiz (each
of the three quizzes for this lesson!) will give you a second (or
fifth!) chance to make sure you LEARNED the included
information (OK, and help with points)!
2. Attached important information not specifically tied to one
assignment in this lesson:
1.
Erikson’s 8 Stages of Man theory: Your book describes
this theory stage by stage throughout the lifespan, BUT this
handout gives you a great visual and brief overview of the
entire theory of psychosocial development. This is helpful for
your learning in this lesson—and we will look deeper into the
ENTIRE theory a bit later. (
2.
Handout on motor development (as described earlier in
this lesson to replace your textbook’s overview picture)
3.
PowerPoints for Chapters 3, 4 and 5.
These are meant to serve as outlines for your studying,
and include helpful pieces of information, video clips, and
examples to aid in your understanding. (
4. What Children Need Assignment: (30 points)
Part 1: Head to the website
www.zerotothree.org/ and you will see (around the
middle of the page, not the tabs at the top) four areas to
explore. The first three are listed here, as these are the three

34. areas that I want you to focus on:
Early Development & Well-Being How the earliest relationships
with caregivers make a lasting difference
Early Learning How early experiences foster neural connections
in babies and toddlers
Parenting How loving connections in the early years last a
lifetime
1.
Choose TWO of the three areas, and for each of the two
you choose find one posting (“topic”) that you find particularly
interesting. For instance, if you click on “Early Learning” you
may then choose “Play.”
2.
For each of the two you choose, you should summarize
your reading in one large paragraph. Thus, you should have two
large paragraphs to submit.
Part 2: Watch (and take notes on) Improving Early Child
Development with Words: Dr. Brenda Fitzgerald (22 minutes) at
https://www.youtube.com/watch?v=y8qc8Aa3weE.
1.
Why do we need to learn language? How do we know?
Explain.
2.
Describe TWO important research studies (what did
they do and what did they find) presented by Dr. Fitzgerald.
You should have one big paragraph. Please include great
details. (
Part 3: Watch this talk by Dr. Bruce Perry on Social and

35. Emotional Development in Early childhood
(one hour in length) at
https://www.youtube.com/watch?v=vkJwFRAwDNE. Summarize
your learning in
THREE large paragraphs. There is lots in this video
(Dr. Perry is amazing)—and thus I suggest that you watch entire
talk and take
great notes. Next, based on your notes, decide the key
areas you want to talk about and choose the key details. THEN,
write your summary paragraphs—AND lastly, go back to the
video and watch again to make sure that you are accurate and to
see if there are other details you would like to include! You
may (and are encouraged to) connect your learning in this video
to your textbook learning. This may be in your explanations or
in examples that you give. Be sure that each paragraph includes
significant video learning when doing this. �
Your completed assignment is due in the appropriate
Assignment folder by Sunday, October 9th at 11:59pm
.
5. Quizzes: Chapters 3, 4, and 5 (20 points each quiz)
Click on the
Quizzes link, and click on the Chapter 3, 4, or 5 Quiz.
You will complete 20 questions in multiple-choice format for
each quiz. You have 20 minutes to complete the quiz. You may
use your book and notes.
b. At the end of your quiz, you will find out if you answered
any questions incorrectly and which questions you missed.
You may take the quiz
up to three times in order to further your understanding
of the chapter by clicking on the Chapter 3, 4, or 5 Quiz and
completing the quiz again. Your quiz questions may include the
same and/or a mix of different questions each time, with a

36. varying order to which they will appear. Only your highest
score will go into the
Gradebook.
These quizzes are all open before the start of this lesson—and
are available to complete for the entire lesson to give you lots
of flexibility in your learning! Time flies though, so be careful
to organize your time. You should be planning to complete
about one chapter per week—so plan out your hours and days so
that you can get all of this great learning in! All three quizzes
(chapters 3, 4 and 5) will officially close on Sunday, October
16th at 11:59pm.
You have reached the end of Lesson 3!
© 2022. Angela G. Bagne. ALL RIGHTS RESERVED.