Childhood spans from age 2 until sexual maturity, divided into early childhood (ages 2-6) and late childhood (ages 6-12). During early childhood, physical growth is rapid as motor skills develop. Cognitively, children progress from pre-operational to concrete operational thinking. Socially, play becomes cooperative and empathy emerges. Emotions are intense but regulated. Late childhood sees slower steady growth as cognitive abilities like logical reasoning improve and social worlds expand through school and peers. Schools and teachers play important roles in supporting all areas of development during these stages.

3. CHILDHOOD
Begins when the relative dependency of babyhood is over at the age of
2 years extends to the time when the child becomes sexually mature.
 Childhood is divided into two separate periods :
EARLY and LATE CHILDHOOD
-Early childhood extends from two – six years and late childhood extends
from
six to the time child becomes sexually mature(generally upto 12 years).

4. PARENTS EDUCATIONIST PSYCHOLOGISTS
EARLY CHILDHOOD  Problem
/troublesome
age
 Toy age
 Preschool age  Pre-gang age
 Exploratory,
imitative and
creative age
LATE CHILDHOD  Most
problematic
age
 Quarrelsome
age
 Elementary
school age
 Gang age
 Age of
conformity
 Creative and
play age

5. DEVELOPMENT
AL
CHARACHTERIS
TICS
EARLY CHILDHOOD LATE CHILDHOOD
P
H
Y
S
I
C
A
L
 The average annual increase in
height is 3 inches. By the age of
six ,the average child measures
46.6 inches.
 The average annual increase in
weight is 3-5 pounds(weighs 7
times as much as they did at
birth).Average girls weighs 48.5
pounds; Average boys weighs
49 pounds.
 Baby looks disappears.
 The muscles become stronger ,
larger and heavier.
 During the fist 4 – 6 months of
early childhood, the last four
baby teeth-the back molars –
erupt.
 The brain size increases from
70% of its adult weight to 90%.
 The period of late childhood
involves slow consistent growth.
 During this period , children grow
an average of 2-3 inches a
year;girls-58 inches, boys- 57.5
inches.
 Children gain about 5-7 pounds a
year.
 Muscle mass and strength
increases.
 Skeletal bones lengthens. Skeletal
growth is also associated with
losing baby teeth.
 Brains and nervous system develops
and becomes more complex. By the
age of 8-9 yrs, the brain is nearly
adult size.

6. DEVELOPME
NTAL
CHARACHTE
RISTICS
EARLY CHILDHOOD LATE CHILDHOOD
P
H
Y
S
I
C
A
L
Also develops some
motor skills such as
hoping, jumping,
climbing, dancing and
handedness (tendency of
using one hand than the
other).
Motor skills continue to
refine. Children love to
run, jump, leap, throw,
catch and balance. They
become faster, stronger,
better coordinated.
They also improve
resistance to common
illness.

7. DEVELOPMEN
TAL
CHARACHTE
RISTICS
EARLY CHILDHOOD LATE CHILDHOOD
C
O
G
N
I
T
I
V
E
 It is Piaget’s pre-operational
stage.
 Child gains the ability to
mentally represent an object
that is not physically present.
 The progress in symbolic
thought continues.
 Egocentrism: Children see the
world only in terms of their
own view.
 Animism: Think that all the
things are living.
 Develops intuitive thoughts.
 It is Piaget’s concrete
operational stage.
• Can perform concrete
operation, reason logically.
• Ability to classify .
• Ability to logically combine
relations to understand certain
conclusions(Transitivity).
• Seriation (ability to order
stimuli along quantitative
dimensions).
 Appreciates others views which
declines his egocentrism.
 Develops reversible mental
actions.

8. DEVELOPMENTAL
CHARACHTERISTI
CS
Early childhood Late childhood
C
O
G
N
I
T
I
V
E
Stage is also
characterized by
children having a
tendency for
centration,i.e. focusing
on a single
characteristic for
understanding an
event.
Remembers familiar
and repeated events .
Learn problem solving
skills and ability to learn
from and adapt to life’s
everyday experiences.
 Develops critical as well
as creative
thinking(both
convergent and
divergent).
 Long term memory
increases with age
during this period.

9. DEVELOPME
NTAL
CHARACHTE
RISTICS
Early childhood Late childhood
S
O
C
I
A
L
 To identify themselves with the
group , children imitate the
attitude of a person whom they
admires.
 The desire to excel begins.
 By the end of 3 yrs, cooperative
play and group activities begin to
develop.
 Sympathy and empathy
develops in them.
 They discover sharing as one
way to get social approval.
 Develops affections towards the
people outside the home ,i.e.
teacher or some intimate
objects.
 Period is often called as gang
age.
 Don’t want to depend upon
restricted environment of
home, wants to be in the wider
social world of peers and
craves or social approvals.
 In this process, envy, jealousy,
aggressiveness etc. are clearly
expressed in child’s behavior.
 Children’s group tend to
expand and to become highly
organized.
 Social skills such as sharing,
communication and conflict
resolution are further develop.

10. DEVELOPMENT
AL
CHARACHTERI
STICS
Early childhood Late childhood
S
O
C
I
A
l
Children’s social
horizons are limited
mainly to the home,
they are often selfish
and egocentric.
Children show off in
front of their friends
and family to gain
attention.
Decision making
power increases.
Children may tend to
still show off in front
of their friends and
family to gain
attention.

11. DEVELOPMENTAL
CHARACHTERISTIC
S
Early childhood Late childhood
E
M
O
T
I
O
N
A
L
 Early childhood characterized
by heightened emotionality.
 Children’s emotion last only
for few minutes.
 They express anger through
crying, screaming, kicking,
jumping etc.
 Response to fear include
running away and hiding,
crying etc.
 They become jealous when
they think parental attention
are shifting towards someone
else.
 They express their joy by
smiling and laughing,
clapping, jumping etc.
 Increased self regulation is one
of the most important
characteristic of late childhood.
 Increased understanding of
complex emotions such as
pride and shame.
 Increased ability to suppress or
conceal negative emotional
reactions.
 As child gets older, he uses a
greater variety of coping
strategies.

12. DEVELOPMENTAL
CHARACHTERISTIC
S
ROLE OF SCHOOL ROLE OF TEACHER
P
H
Y
S
I
C
A
L
C
O
G
N
I
T
I
V
e
 Healthy child shows good
academic results . Schools must
have programs about health
sciences like participation in
sports, games and physical
exercises .
 Child must informed about
personal hygiene and cleanliness
in school.
 Students should not be taught
with the same method in same
atmosphere. School should have
program for learning outside the
classroom for better cognitive
development.
 Teacher must have knowledge to
deal with grown up children and
they must adopt different
methods for treatment of the
students in various classes.
 He should keep records of physical
development of his students .
 Teacher should make
heterogeneous groups of children
to increase their cognitive power.
 Interesting and pleasant method
of teaching ensures the proper
cognition of the child.

13. DEVELOPMENTAL
CHARACHTERISTI
CS
ROLE OF SCHOOL ROLE OF TEACHER
C
O
G
N
I
T
I
V
e
S
O
C
I
A
l
 School should provide all special
facilities for mentally retarded
students.
 Schools should provide useful
materials such as good books,
magazines and other internet
facilities for development of
creative thinking of children.
 Function of education s to produce
good citizens for the society .
Success of the school reflects if a
child is socially developed.
 Duty of school is to provide
facilities for social development of
the child.
 School instills sociable practices
such as empathy, friendship,
participation, sharing etc.
 Teacher should treat MR students
with care and love.
 Teacher should stress on creative
thinking of students.
 Teacher must know different
methods of teaching to deal
individual differences.
 Teacher should make them learn
all social behaviors and norms.

14. DEVELOPMENT
AL
CHARACHTERIS
TICS
ROLE OF SCHOOL ROLE OF TEACHER
E
M
O
T
I
O
N
A
l
 School should have
arrangement of activities
like: boxing, wrestling,
debating etc. which
provides appropriate
release of hidden emotions.
 Interaction with peers and
teachers make a child
emotionally strong.
 Teacher should behave in a
friendly manner with children
in order to understand their
emotions.
 He should arrange some
healthy competition for their
emotional development.