3. Biological Development
A child’s abilities coincide
with the development of
his/her central nervous
system (CNS), particularly the
brain.
4. Environmental Influences
Understand the balance between
developmental limits and adult
expectations (i.e. 2 year-old children
cannot be taught how to read, but
their language development can be
enhanced by reading to them).
6. Four Major Stages of
Cognitive Development
1. Sensorimotor (0-2 years)
2. Preoperational (2-7 years)
3. Concrete Operations (7-11
years)
4. Formal Operations (12+ years)
7. Sensorimotor Stage (0-2
years)
Infant’s world consists of the immediate
environment
Interact and learn by sensory input (hearing,
feeling, seeing) with motor capabilities.
Gradually learn to control their own bodies
and objects in the external world.
The ultimate task at this stage is to achieve the
sense that objects go on existing even when
we cannot see them (Object
Constancy/Permanence).
8. Preoperational Stage
(2-6/7 years)
Developing ability to manipulate images and
symbols, especially language.
Play becomes key in learning. Begin to see use
of symbolism in pretend play (e.g. Use a
broomstick as a “horsey”)
Child’s view of the world is egocentric.
Logical organization of thoughts remains
undeveloped (e.g. unable to apply principles
of conservation)
9. Concrete Operations
(6/7-12 Years)
Perform logical operations, but only in relation
to concrete objects, not abstract ideas.
Basic math skills developed (counting,
addition, subtraction) as well as an
understanding of conservation.
Can sort items into categories, reverse the
direction of their thinking, and think about two
concepts simultaneously.
Able to understand a situation from another
person’s perspective.
10. Formal Operations
(12+ years)
Begin to think logically and abstractly,
including speculations about what might
happen in the future.
Theoretical, philosophical, and scientific
reasoning becomes possible
Abstract concepts and moral values become
as important as concrete objects.
With these newly developed thinking abilities,
adolescents begin to reinterpret and revise
their knowledge base.
12. Trust Vs. Mistrust (0-1
Year)
Description: Infants depend on others to
meet their basic needs, and therefore must
be able to blindly trust the caregivers to
provide them.
Positive outcome: If their needs are met
consistently and responsively, infants will
learn to trust their environment and people
in it.
Negative outcome: If needs are not
responsibly met, infant may view world as a
dangerous and unreliable place.
13. Autonomy Vs. Shame/Doubt
(1-2 Years)
Description: Toddlers learn to explore and
do things for themselves. Their self-control
and self-confidence begin to develop at
this stage.
Positive outcome: If child is encouraged to
explore and reassured when mistakes are
made, he/she will develop confidence
needed to cope with future situations that
require choice, control, and independence.
Negative outcome: If parents are
overprotective or extremely critical, child
may feel ashamed of behaviors and doubt
his/her abilities and.
14. Initiative Vs. Guilt (2-6
Years)
Description: Children begin to interact with
Description: Children begin to interact with
environment in more “adult like” manner as motor
and language skills develop. They learn to
maintain an eagerness for adventure and play,
while learning to control impulsive behavior.
Positive outcome: If parents are encouraging, but
consistent in discipline, children will learn to accept
concept of right/wrong without guilt, and not feel
shame when using their imagination and engaging
in fantasy play.
Negative outcome: If not, children may develop a
sense of guilt and may come to believe that it is
wrong to be independent.
15. Competence/Industry Vs.
Inferiority (6-12 Years)
Description: School is the important event
at this stage. Children learn to master basic
social and academic skills. Peers become
the key social agent and children begin to
compare themselves with others outside of
the family.
Positive outcome: If children can find
pleasure in learning, being productive, and
seeking success, they will develop a sense
of competence.
Negative outcome: If not, they will develop
feelings of inferiority.
16. Identity Vs. Role Confusion
(12-20 Years)
Description: This is the crossroad between
childhood and maturity when adolescents
ask "Who am I?" The key social agent is the
person’s society of peers.
Positive outcome: Adolescents who solve
this conflict successfully will develop a
strong identity, and will be ready to plan for
the future.
Negative outcome: If not, the adolescent
will sink into confusion, unable to make
decisions and choices about his/her role in
life.
18. Age Cognitive Psychosocial
0-1 Sensorimotor Trust vs Mistrust
Autonomy vs
1-2 Sensorimotor
Shame/Doubt
2-6 Preoperational Initiative vs Guilt
Preoperational
6-7 Initiative vs Guilt
/Concrete
Concrete Competence/Industry vs
7-12
Operations Inferiority
12- Formal Identity vs Role
20+ Operations Confusion
19. Ages 2-6/7
Preoperational Initiative Vs Guilt
Language development Children begin to
is prominent. interact with
environment using motor
Fantasy/imaginary play and language skills.
becomes key in learning
about and expressing Impulse control is
their understanding of initiated by external
the world. structure.
Child’s view of the world Guilt can often stem
is egocentric. from an egocentric
understanding of the
Formal logic is not a part world around them.
of their thinking.
20. Ages 6/7-12
Concrete Operations Competence Vs
Inferiority
Perform logical
operations (i.e. basic School is a central part
math skills, of life at this stage.
categorical, thinking), Children learn to
but only in relation to master basic social
concrete objects, not and academic skills.
abstract ideas.
Peers are the key
Able to understand a social agent and they
situation from another begin to compare
person’s perspective. themselves to other
children.
21. Ages 12-20
Formal Operations Identity Vs Role
Confusion
Abstract, theoretical,
philosophical, and Adolescents begin to
scientific reasoning ask the question, "Who
becomes possible. am I?"
Long term cause and The adolescent
effect speculations typically relies on
begin to occur. his/her society of peers
to help resolve the
Adolescents begin to inner conflicts.
question, reinterpret
and revise their
previous knowledge
base.
22. At 4 yrs……
Enjoys jokes and silly games and loves
showing off
Play still very important
Can still demonstrate stubbornness,
aggression, and blaming others
A sense of past/future developing
23. You can help by encouraging……..
Teach them organized activities.
Needs support and reassurance
24. At 5 yrs……
Becoming more independent and can be
serious and realistic at times
Friendly & talkative to strangers
Becoming less frustrated and less angry
25. You can help by encouraging……..
Needs parent/teacher/carer to tell him what is right and
wrong.
How to handle their tantrums.
Show patience.
Teach in organized manner.
Teach them organized activities.
Needs support and reassuranceTeach them a balance
of happiness and contentment
Help learn in groups to learn to share.
Distraction techniques still workTeach them organized
activities.
Needs support and reassurance
26. At 6yrs……
•Speech becomes more social, less egocentric. Wants to be
the "best" and "first."
•Grasp of logical concepts in some areas.
•Concepts formed are crude and irreversible.
•Perceptions dominate judgment.
•In moral-ethical realm, only uses simple do's and don'ts
imposed by authority.
•Has boundless energy.
•May be oppositional, silly, brash, and critical.
•Cries easily; shows a variety of tension-releasing
behavior.
•Is attached to the teacher.
•Has difficulty being flexible.
27. You can help by encouraging……..
Develops a positive, realistic self-concept.
Learns to respect himself.
Begins to understand his own uniqueness.
Gains awareness of his feelings.
Learns to express feelings.
Learns how to participate in groups.
Begins to learn from his mistakes.
28. At 7yrs……
•Begin to calm down a bit.
•Begin to reason and concentrate.
•Worry, are self-critical, and may express a lack of
confidence.
•Demand more of their teacher's time.
•Dislike being singled out, even for praise.
29. You can help by encouraging……..
Develops a concept of herself.
Begins to understand others.
Gains respect for others.
Builds relationships with others.
Develops a sense of responsibility.
30. At 8 yrs……
•Explosive, excitable, dramatic, and inquisitive.
•Possesses a "know-it-all" attitude.
•Is able to assume some responsibility for his actions.
•Actively seeks praise.
•May undertake more than he can handle successfully.
•Is self-critical.
•Recognizes the needs of others.
31. You can help by encouraging……..
Explores the relationship of feelings, goals,
and behavior.
Learns about choices and consequences.
Begins setting goals.
Becomes more responsible.
Learns how to work with others.
32. At 9 yrs……
•Time of general confusion.
•Want to put some distance between themselves and
adults, and may rebel against authority.
•Need to be part of a group.
•Seek independence.
•Possess a high activity level.
•Can express a wide range of emotions and verbalize
easily.
•Can empathize.
•Can think independently and critically, but are tied to
peer standards.
•Begin to increase their sense of truthfulness.
•Are typically not self-confident.
33. You can help by encouraging……..
Begins making decisions.
Gains a greater sense of responsibility.
Sets personal standards.
Develops personal interests and abilities.
Develops social skills.
Learns to engage in group decision-making.
34. At 10 yrs……
•Have a positive approach to life.
•Tends to be obedient, good natured, and fun.
•Possesses a surprising scope of interests.
•Finds TV very important and identifies with TV
characters.
•Is capable of increasing independence.
•Tends to be improving her self-concept and acceptance of
others.
•Forms good personal relationships with teachers.
35. You can help by encouraging……..
At ten-years-old, your child is developing
communication skills and becoming more
mature.
Improves his listen and responding skills.
Increases his problem-solving abilities.
Begins to undergo maturational changes.
Gains awareness of peer and adult
expectations.
36. At 11 yrs……
•Heading towards adolescence.
•Shows more self-assertion and curiosity.
•Is socially expansive and aware.
•Is physically exuberant, restless, wiggly, and talks a lot.
•Has a range and intensity of emotions.
•Is moody and easily frustrated.
•Can relate feelings.
•Is competitive, wants to excel, and may put down "out
group".
•Exhibits "off-color" humor and silliness.
•Teases and tussles.
37. You can help by encouraging……..
Making the transition to adolescence.
Copes with changes.
Transitions to adolescence.
Works on her interpersonal skills.
Handles peer groups/pressure.
Develops personal interests and abilities.
Takes on greater responsibility for her
behavior and decisions.
38. 3 Steps to Improve Child's Behavior
1) Relationship: A loving, stable relationship. This is built on
the words you say and the tone of your voice. Bonded by
the values and skills you pass child every day.
2) Planning: Watch your expectations so that you plan for
good behavior rather than dread the bad. Planning
involves knowing child, her temperament and skills, and
knowing the challenges of her environment. Use direct
instruction, guidance, and practice opportunities to
teach the skills she will need to cope with new challenges
in the journey of childhood.
3) Response: Attentiveness and response are the tools for
improving your child's behavior. It all comes down to
actions and consequences. When a child's action elicits
positive reinforcement, it will be repeated over time.
When an action elicits punishment, it will eventually be
extinguished.
