This page presents an overview of child development from birth to five years of age. It is important to keep in mind that the time frames presented are averages and some children may achieve various developmental milestones earlier or later than the average but still be within the normal range. This information is presented to help parents understand what to expect from their child. Any questions you may have about your child's development should be shared with his doctor.
Birth to 1 month
Physical and Language
Feedings: 5-8 per day
Sleep: 20 hrs per day
Sensory Capacities: makes basic distinctions in vision, hearing, smelling, tasting, touch, temperature, and perception of pain
Emotional
Generalized Tension
Social
Helpless
Asocial
Fed by mother
วันจันทร์ที่ 22 กันยายน พ.ศ. 2551
วันอาทิตย์ที่ 21 กันยายน พ.ศ. 2551
Approximate Timetable of Prenatal Development
This page presents a detailed overview of human development from the time the sperm is united with the ovum until birth. Prenatal development is divided into three trimesters. During the first two months the developing human is referred to as an embryo. The embryo has three layers from which all body organs develop. During the second trimester the developing human is referred to as a fetus. During the third trimester, the individual is a baby which if born prematurely could survive with extra support. Premature births prior to the third trimester are less likely to survive, even with extraordinary medical care in a neonatal intensive care unit.
First Trimester
First Month
Fertilization, descent of ovum from tube to uterus. Early cell division and formation of embryonic disc from which new organism will develop. Early formation of three layers of cells: (1) the ectoderm, from which sense organs and nervous system will develop (2) the mesoderm, from which circulatory, skeletal and muscular systems will develop (3) the endoderm, from which digestive and some glandular systems will develop. Special layer of cells formed in the uterus which will become the placenta and through which nutritive substances will be carried to the new organism and waste products carried away. Special layer of cells forms the amnion or water-sac, which will surround the developing embryo except at umbilical cord. Heart tube forms and begins to pulsate and force blood to circulate through blood vessels in embryonic disc. Nervous system begins to arise, first in form of neural groove. Development of intestinal tract, lungs, liver and kidneys begins. By end of one month, the embryo is about one-fourth inch long, curled into a crescent, with small nubbins on sides of body indicating incipient arms and legs.
Second Month
Embryo increases in size to about 1½ inches. Bones and muscle begin to round out contours of body. Face and neck develop and begin to give features a human appearance. Forehead very prominent, reflecting precocious development of brain in comparison to rest of body. Limb buds elongate. Muscles and cartilage develop. Sex organs begin to form.
Third Month
Beginning of fetal period. Sexual differentiation continues, with male sexual organs showing more rapid development and the female remaining more neutral. buds for all 20 temporary teeth laid down. Vocal cords appear; digestive system shows activity. Stomach cells begin to secrete fluid; liver pours bile into intestine. Kidneys begin functioning, with urine gradually seeping into amniotic fluid. Other waste products passed through placenta into mother's blood. Bones and muscles continue development, and by end of third month spontaneous movements of arms, legs, shoulders and fingers are possible.
Second Trimester
Fourth Month
Lower parts of body show relatively accelerated rate, so that head size decreases from one-half to one-fourth of body size. Back straightens, hands and feet are well-formed. Skin appears dark red, owing to coursing of blood showing through thin skin and wrinkles, owing to absence of underlying fat. Finger closure is possible. Reflexes become more active as muscular maturation continues. Fetus begins to stir and so thrust out arms and legs in movements readily perceived by the mother.
Fifth Month
Skin structures begin to attain final form. Sweat and sebaceous glands are formed and function. Skin derivatives also appear -- hair, nails on fingers and toes. Bony axis becomes quite straight and much spontaneous activity occurs. Fetus is lean and wrinkled, about one foot long and weighs about one pound.
Sixth Month
Eyelids which have been fused shut since third month, reopen; eyes are completely formed. Taste buds appear on tongue and in mouth and are, in fact, more abundant than in the infant or adult.
Third Trimester
Seventh Month
Organism capable of independent life from this time on. Cerebral hemispheres cover almost the entire brain. Seven-month fetus can emit a variety of specialized responses. Generally is about 15 inches long and weighs about three pounds.
Eighth and Ninth Month
During this time, finishing touches are being put on the various organs and functional capacities. Fat is formed rapidly over the entire body, smoothing out the wrinkled skin and rounding out body contours. Dull red color of skin fades so that a firth pigmentation of skin is usually very slight in all races. Activity is usually great and he can change his position within the somewhat crowded uterus. Periods of activity will alternate with periods of quiescence. Fetal organs step up their activity. Fetal heart rate becomes quite rapid. Digestive organs continue to expel more waste products, leading to the formation of a fetal stool, called the meconium, which is expelled shortly after birth. Violent uterine contractions begin, though milder ones have been tolerated earlier, and the fetus is eventually expelled from the womb into an independent physiological existence.
First Trimester
First Month
Fertilization, descent of ovum from tube to uterus. Early cell division and formation of embryonic disc from which new organism will develop. Early formation of three layers of cells: (1) the ectoderm, from which sense organs and nervous system will develop (2) the mesoderm, from which circulatory, skeletal and muscular systems will develop (3) the endoderm, from which digestive and some glandular systems will develop. Special layer of cells formed in the uterus which will become the placenta and through which nutritive substances will be carried to the new organism and waste products carried away. Special layer of cells forms the amnion or water-sac, which will surround the developing embryo except at umbilical cord. Heart tube forms and begins to pulsate and force blood to circulate through blood vessels in embryonic disc. Nervous system begins to arise, first in form of neural groove. Development of intestinal tract, lungs, liver and kidneys begins. By end of one month, the embryo is about one-fourth inch long, curled into a crescent, with small nubbins on sides of body indicating incipient arms and legs.
Second Month
Embryo increases in size to about 1½ inches. Bones and muscle begin to round out contours of body. Face and neck develop and begin to give features a human appearance. Forehead very prominent, reflecting precocious development of brain in comparison to rest of body. Limb buds elongate. Muscles and cartilage develop. Sex organs begin to form.
Third Month
Beginning of fetal period. Sexual differentiation continues, with male sexual organs showing more rapid development and the female remaining more neutral. buds for all 20 temporary teeth laid down. Vocal cords appear; digestive system shows activity. Stomach cells begin to secrete fluid; liver pours bile into intestine. Kidneys begin functioning, with urine gradually seeping into amniotic fluid. Other waste products passed through placenta into mother's blood. Bones and muscles continue development, and by end of third month spontaneous movements of arms, legs, shoulders and fingers are possible.
Second Trimester
Fourth Month
Lower parts of body show relatively accelerated rate, so that head size decreases from one-half to one-fourth of body size. Back straightens, hands and feet are well-formed. Skin appears dark red, owing to coursing of blood showing through thin skin and wrinkles, owing to absence of underlying fat. Finger closure is possible. Reflexes become more active as muscular maturation continues. Fetus begins to stir and so thrust out arms and legs in movements readily perceived by the mother.
Fifth Month
Skin structures begin to attain final form. Sweat and sebaceous glands are formed and function. Skin derivatives also appear -- hair, nails on fingers and toes. Bony axis becomes quite straight and much spontaneous activity occurs. Fetus is lean and wrinkled, about one foot long and weighs about one pound.
Sixth Month
Eyelids which have been fused shut since third month, reopen; eyes are completely formed. Taste buds appear on tongue and in mouth and are, in fact, more abundant than in the infant or adult.
Third Trimester
Seventh Month
Organism capable of independent life from this time on. Cerebral hemispheres cover almost the entire brain. Seven-month fetus can emit a variety of specialized responses. Generally is about 15 inches long and weighs about three pounds.
Eighth and Ninth Month
During this time, finishing touches are being put on the various organs and functional capacities. Fat is formed rapidly over the entire body, smoothing out the wrinkled skin and rounding out body contours. Dull red color of skin fades so that a firth pigmentation of skin is usually very slight in all races. Activity is usually great and he can change his position within the somewhat crowded uterus. Periods of activity will alternate with periods of quiescence. Fetal organs step up their activity. Fetal heart rate becomes quite rapid. Digestive organs continue to expel more waste products, leading to the formation of a fetal stool, called the meconium, which is expelled shortly after birth. Violent uterine contractions begin, though milder ones have been tolerated earlier, and the fetus is eventually expelled from the womb into an independent physiological existence.
วันเสาร์ที่ 20 กันยายน พ.ศ. 2551
Playing With Your Child
While children do need time to play alone and with other children without adult intervention, research shows that playtime with parents is also important.
Children crave time with parents. It makes them feel special. Parents are encouraged to find time to spend playing with their kids on a regular basis. This should include one to one with each child and group time with all of the adults and kids in the home. If you are a single parent or have an only child, occasionally invite family or friends over to play.
In pretend play, let the child develop the theme. Get into their world. Let them go with it. Ask questions. Play along. Be silly along with them and have fun. Avoid over-stimulation. Know when it is time to stop.
Also, when appropriate, parents can use stuffed animals or puppets to act out real-life situations that can teach problem solving or social skills. Let the puppet demonstrate the wrong way to handle a situation. Then, along with input from the child, act out a better way. Afterward, let the child do the same.
More Possibilities:
Play outdoors. Throw balls. Push kids on swings. Make mud pies. Go on a hike around the neighborhood. Take a nature walk in your backyard.
Play games – card games – board games – silly and wacky kids games. Help them learn to take turns, how to win and how to loose. Praise them. Encourage them. Laugh with them.
Get involved in a craft project together. Build a jigsaw puzzle as a family. Bake cookies. Paint a picture.
Listen to music together. Sing along. Play rhythm instruments along with music. Get out the guitar or keyboard and make music.
Read a book together. Ask questions. Ask them to change the story or make up a new one.
Watch a movie together. Find out what they liked – how they felt. Discover the child’s interests. Comment on and discuss any bothersome content either words or actions.
Play kid games like: Follow the Leader – Guess What I Am? – Hide and Seek
Help kids when they show the need it or ask for it. Use it as a time to teach:
patience
problem solving
social skills
creativity
Playing with kids builds a bond that will last forever. It lets the child know he or she is loved and appreciated. It opens the door for sharing problems and concerns when the need arises. It helps the parent get to know and under the uniqueness of each child. It is also great stress reducer for overworked parents.
Family Activities are great for the whole family. They help develop strong family bonds which can last a lifetime. It can be said that a family who plays together stays together. They also are more cooperative, supportive and have open communication. These qualities pay off in big dividends by increasing self-esteem, social skills and a sense of connectedness that helps kids and teens use good judgment when confronted with difficulties and temptations.
Children crave time with parents. It makes them feel special. Parents are encouraged to find time to spend playing with their kids on a regular basis. This should include one to one with each child and group time with all of the adults and kids in the home. If you are a single parent or have an only child, occasionally invite family or friends over to play.
In pretend play, let the child develop the theme. Get into their world. Let them go with it. Ask questions. Play along. Be silly along with them and have fun. Avoid over-stimulation. Know when it is time to stop.
Also, when appropriate, parents can use stuffed animals or puppets to act out real-life situations that can teach problem solving or social skills. Let the puppet demonstrate the wrong way to handle a situation. Then, along with input from the child, act out a better way. Afterward, let the child do the same.
More Possibilities:
Play outdoors. Throw balls. Push kids on swings. Make mud pies. Go on a hike around the neighborhood. Take a nature walk in your backyard.
Play games – card games – board games – silly and wacky kids games. Help them learn to take turns, how to win and how to loose. Praise them. Encourage them. Laugh with them.
Get involved in a craft project together. Build a jigsaw puzzle as a family. Bake cookies. Paint a picture.
Listen to music together. Sing along. Play rhythm instruments along with music. Get out the guitar or keyboard and make music.
Read a book together. Ask questions. Ask them to change the story or make up a new one.
Watch a movie together. Find out what they liked – how they felt. Discover the child’s interests. Comment on and discuss any bothersome content either words or actions.
Play kid games like: Follow the Leader – Guess What I Am? – Hide and Seek
Help kids when they show the need it or ask for it. Use it as a time to teach:
patience
problem solving
social skills
creativity
Playing with kids builds a bond that will last forever. It lets the child know he or she is loved and appreciated. It opens the door for sharing problems and concerns when the need arises. It helps the parent get to know and under the uniqueness of each child. It is also great stress reducer for overworked parents.
Family Activities are great for the whole family. They help develop strong family bonds which can last a lifetime. It can be said that a family who plays together stays together. They also are more cooperative, supportive and have open communication. These qualities pay off in big dividends by increasing self-esteem, social skills and a sense of connectedness that helps kids and teens use good judgment when confronted with difficulties and temptations.
วันพุธที่ 17 กันยายน พ.ศ. 2551
Supporting Play Activities
Parents can help playtime to be enjoyable, productive and safe. Here are a few suggestions on how to help your child at play:
Provide a child centered play area:
* Make sure it is childproof and clean
* Avoid over-stimulation – especially for babies
* Allow children to leave constructions up for awhile so they come back and engage in new adventures in the world they created
* Store play items safely but make them easily accessible
Provide toys with play value that:
* Can be used in many ways
* Allow children to determine the play
* Appeal to children at more than one age or level of development
* Can be used with other toys for new and more complete play
* Will stand the test of time and continue to be part of play as develop new interest and skills
* Help children develop skills important for further learning and a sense of mastery
Encourage a balance in play activities:
* Reduce or eliminate screen time (1 or 2 hours per day max)
* Encourage outdoor play that uses large muscles – running, jumping, climbing and playing games is cool
* Curtail time spent in adult-organized activities – kid directed play is important
* Don’t allow your child to become over-scheduled – self directed play should be encouraged
* Encourage new activities such as art, music, building or science – you make the introduction then let them on their own (some will make a hit others won’t and that’s OK)
* How about letting them work? – kids enjoy helping in the kitchen and in the yard – give younger children junior sized appliances, tools and equipment so they can “work” beside you.
Provide a child centered play area:
* Make sure it is childproof and clean
* Avoid over-stimulation – especially for babies
* Allow children to leave constructions up for awhile so they come back and engage in new adventures in the world they created
* Store play items safely but make them easily accessible
Provide toys with play value that:
* Can be used in many ways
* Allow children to determine the play
* Appeal to children at more than one age or level of development
* Can be used with other toys for new and more complete play
* Will stand the test of time and continue to be part of play as develop new interest and skills
* Help children develop skills important for further learning and a sense of mastery
Encourage a balance in play activities:
* Reduce or eliminate screen time (1 or 2 hours per day max)
* Encourage outdoor play that uses large muscles – running, jumping, climbing and playing games is cool
* Curtail time spent in adult-organized activities – kid directed play is important
* Don’t allow your child to become over-scheduled – self directed play should be encouraged
* Encourage new activities such as art, music, building or science – you make the introduction then let them on their own (some will make a hit others won’t and that’s OK)
* How about letting them work? – kids enjoy helping in the kitchen and in the yard – give younger children junior sized appliances, tools and equipment so they can “work” beside you.
วันอังคารที่ 16 กันยายน พ.ศ. 2551
Forms of Play
As children develop they will move from individual play to group play. How an older child chooses to play may depend on how they feel at the moment or a personal preference. The way most children play usually varies from day to day and situation to situation.
There are three basic forms of play:
Solitary Play
Babies usually like to spend much of their time playing on their own. They are exploring all aspects of their environment from the sound of their own voice and the feel of their own body parts to those of others. They want to gaze upon, grab, suck and rattle any object that comes their way.
Older children at times will also prefer to play on their own. They may spend hours making up stories with their GI Joes or Barbie Dolls. They like to build, draw, paint, invent and explore by themselves. They hopefully will also like to read and even write on their own.
Parallel Play
From the age of two to about three, children move to playing alongside other children without much interaction with each other. They may be engaged in similar activities or totally different activities but they like being around others their own age. Even though it may appear that they don’t care about the presence of the other children, just try separating them and you will see this contact from a far is very important to them.
Group Play
By the age of three, children are ready for preschool. They are potty trained, able to communicate and socialize with others. They are able to share ideas and toys. Through interactive play they begin to learn social skills such as sharing and taking turns. They also develop the ability to collaborate on the “theme” of the play activity. The children not adults should institute play themes and structure. Adults should only intervene when children exhibit the need for coaching on social and problem solving skills.
Finally, children also like to play with adults. This can be one to one or in a group. It is important that parents spend time playing with their children. It is fun. Let the kids set the pace and become a part of their world. No need to teach or preach, just enjoy the experience.
Note: It is OK for kids to frequently engage in solitary play. However, the need to develop social and communication skills requires a balance. If a child ONLY plays by himself, it may indicate a problem. Don’t hesitate to talk to an expert such as your child’s pediatrician or teacher if you have concerns.
There are three basic forms of play:
Solitary Play
Babies usually like to spend much of their time playing on their own. They are exploring all aspects of their environment from the sound of their own voice and the feel of their own body parts to those of others. They want to gaze upon, grab, suck and rattle any object that comes their way.
Older children at times will also prefer to play on their own. They may spend hours making up stories with their GI Joes or Barbie Dolls. They like to build, draw, paint, invent and explore by themselves. They hopefully will also like to read and even write on their own.
Parallel Play
From the age of two to about three, children move to playing alongside other children without much interaction with each other. They may be engaged in similar activities or totally different activities but they like being around others their own age. Even though it may appear that they don’t care about the presence of the other children, just try separating them and you will see this contact from a far is very important to them.
Group Play
By the age of three, children are ready for preschool. They are potty trained, able to communicate and socialize with others. They are able to share ideas and toys. Through interactive play they begin to learn social skills such as sharing and taking turns. They also develop the ability to collaborate on the “theme” of the play activity. The children not adults should institute play themes and structure. Adults should only intervene when children exhibit the need for coaching on social and problem solving skills.
Finally, children also like to play with adults. This can be one to one or in a group. It is important that parents spend time playing with their children. It is fun. Let the kids set the pace and become a part of their world. No need to teach or preach, just enjoy the experience.
Note: It is OK for kids to frequently engage in solitary play. However, the need to develop social and communication skills requires a balance. If a child ONLY plays by himself, it may indicate a problem. Don’t hesitate to talk to an expert such as your child’s pediatrician or teacher if you have concerns.
Play and Developmental Stages
Birth-18 months
Almost all neuron (nerve cells) are present at birth but most are not connected in networks. The connecting process (synapse formation) is rapid during this year, with brain activity becoming closer to adult than newborn by 12 months. Areas of greatest growth are sensorimotor, visual cortex and later the frontal lobes. Play reflects the development of brain areas. This is what Piaget called “practice play.”
Sight, sound, touch, taste, smell: These are the ways babies learn about the world. This is why the best infant toys are usually brightly colored noisemakers. They soon graduate from mobiles (try a musical one for extra interest) and mirrors (which they find fascinating) to grasping and holding. Toys they can manipulate with pleasing effects--activity quilts with different textures: attachments that squeak or jingle; rattles; activity bars: soft balls to drop and retrieve--begin to teach them dexterity and the concept of cause-and-effect.
As babies team to sit up, crawl, stand and then walk, the possibilities quickly expand They're ready to experiment with nesting cups, activity boxes, stacking rings, large blocks, and a little later with shape-sorters. These toys help develop fine motor skills and reach relationships among objects. Cloth or board books, especially intriguing with pictures of faces or familiar objects, let then, practice object-recognition and instill basic ideas of language. Babies and toddlers also love bathtub toys because they delight in all kinds of water play such as filling, emptying, and splashing. And as soon as they're up on their feet, they're ready to roll with push-pull toys.
A word of caution: Be sure any toy for a child in this age group has no small pieces that can be removed or broken off and swallowed, no sharp edges or points, and is made of materials.
18 months-3 years
During this age the synapses continue to expand and reach about 1,000 trillion - twice the density of the adult brain. (Pruning takes place later to reduce the number). The toddler brain is twice as active as the adult brain. The structures of the brain that are sensitive to language and social-emotional response develop. Motor development continues at a rapid pace.
Action is the name of the game for toddlers, who delight in running, jumping, climbing and riding. A ride-on toy to zip around on will be a sure-fire hit- whether it’s a low tricycle or a foot-to-floor vehicle in a whimsical bus or car design. Low climbing toys, large balls, and outdoor items like a sandbox or wading pool are also good choices for developing gross motor skills.
Take-apart toys, pop-up toys mid simple puzzles gratify toddlers' curiosity about how things work, reinforcing their eye-hand coordination and understanding of spatial orientation and cause and effect. One of the best possible toys is that time-tested classic, a good block set: it's just about the most open-ended, mind-expanding toy made for kids of almost all ages and one that will be used for years. Another creative, tactile-pleasing choice is modeling clay. Tambourines, xylophones, drums and other simple musical instruments are satisfying noisemakers.
Again, be sure toys are made of nontoxic materials, with no sharp edges or points or small parts that can be removed or broken off and swallowed.
3-6 years
This is the fastest growth period for the frontal lobe networks, and speed of processing, memory, and problem solving is increasing. The brain is at 90% of its adult weight by 6 years.
Imagination and interaction play starting roles during the preschool years, and the best toys help set the stage for developing these skills. Things that connect with the experiences kids have are the best for dramatic play.
Opt for a generic unstructured item rather than the single-function brand name version. Play telephones, kitchen appliances and utensils, tool sets, medical kits. vehicles. dress-up clothes and, of course, baby dolls, as well as toy people and animals all spark the scenarios kids like to construct. Finger or hand puppets offer another way of acting out and mastering day-to-day experiences.
The language and social skills practiced through make-believe games come into play as preschoolers interact more and more. Early board games introduce the concept of taking turns and sharing with others, while letter -, word- and number-recognition toys and games reinforce math and language learning. So, of course, do books, especially if they're chosen to match the child's interests.
Art materials (clay, crayons markets, paints, collage materials) are another creative favorite with most children in this age group. And don't forget jump ropes, larger tricycles and that always-memorable first bike with training wheels.
6-9 years
The synaptic connections in motor and sensory areas are firmly established and the process of elimination synapses (pruning) in these areas has begun. Because of the activity in higher brain "control" centers, children increase in levels of attention and ability to inhibit impulses.
By the time they're in the primary grades, children have gotten the hang of basic dexterity, language, and social skills; now they're eager to practice and refine them. They like to challenge themselves, intellectually, with puzzles and games that test their growing knowledge or involve strategy (checkers, card games), and physically, with pick-up sticks, jacks, roller skates, pogo sticks, and ball games.
There are lots of other imaginative options than can broaden this group's horizons, from craft sets for making jewelry and puppets to a microscope, nature-study kit, or a printing set. You might also turn the passion for collecting that many children develop at this age into a special link between the two of you: for example, by adding a special doll or action figure or set of stamps.
9-14 years
The maturation of the frontal lobe continues in adolescence. (Pruning continues during the stage). The Speed and efficiency of thought increases, spatial working memory improves, emotional regulation becomes greater, planning and problem solving skills increase, and scientific reasoning and ability to understand one's own thinking develops. Play becomes sophisticated and increasingly symbolic.
Play in the preteen years often is a group production, and the pastimes kids prefer reflect that. Many complex head games for several players, and equipment for organized sports or activities (baseball bat and glove, racket/paddle games) is often a hit. Electronic games are also popular, played either on en masse or by competitive turns.
At the same time, preteens lavish lots of time and concentration on individual interests, which might include books, music elaborate construction of model- building sets, mature tools, sewing kits and paints. By this age their tastes and skills are pretty well defined, so targeting toy and entertainment purchases to likes and abilities of each child is important.
Almost all neuron (nerve cells) are present at birth but most are not connected in networks. The connecting process (synapse formation) is rapid during this year, with brain activity becoming closer to adult than newborn by 12 months. Areas of greatest growth are sensorimotor, visual cortex and later the frontal lobes. Play reflects the development of brain areas. This is what Piaget called “practice play.”
Sight, sound, touch, taste, smell: These are the ways babies learn about the world. This is why the best infant toys are usually brightly colored noisemakers. They soon graduate from mobiles (try a musical one for extra interest) and mirrors (which they find fascinating) to grasping and holding. Toys they can manipulate with pleasing effects--activity quilts with different textures: attachments that squeak or jingle; rattles; activity bars: soft balls to drop and retrieve--begin to teach them dexterity and the concept of cause-and-effect.
As babies team to sit up, crawl, stand and then walk, the possibilities quickly expand They're ready to experiment with nesting cups, activity boxes, stacking rings, large blocks, and a little later with shape-sorters. These toys help develop fine motor skills and reach relationships among objects. Cloth or board books, especially intriguing with pictures of faces or familiar objects, let then, practice object-recognition and instill basic ideas of language. Babies and toddlers also love bathtub toys because they delight in all kinds of water play such as filling, emptying, and splashing. And as soon as they're up on their feet, they're ready to roll with push-pull toys.
A word of caution: Be sure any toy for a child in this age group has no small pieces that can be removed or broken off and swallowed, no sharp edges or points, and is made of materials.
18 months-3 years
During this age the synapses continue to expand and reach about 1,000 trillion - twice the density of the adult brain. (Pruning takes place later to reduce the number). The toddler brain is twice as active as the adult brain. The structures of the brain that are sensitive to language and social-emotional response develop. Motor development continues at a rapid pace.
Action is the name of the game for toddlers, who delight in running, jumping, climbing and riding. A ride-on toy to zip around on will be a sure-fire hit- whether it’s a low tricycle or a foot-to-floor vehicle in a whimsical bus or car design. Low climbing toys, large balls, and outdoor items like a sandbox or wading pool are also good choices for developing gross motor skills.
Take-apart toys, pop-up toys mid simple puzzles gratify toddlers' curiosity about how things work, reinforcing their eye-hand coordination and understanding of spatial orientation and cause and effect. One of the best possible toys is that time-tested classic, a good block set: it's just about the most open-ended, mind-expanding toy made for kids of almost all ages and one that will be used for years. Another creative, tactile-pleasing choice is modeling clay. Tambourines, xylophones, drums and other simple musical instruments are satisfying noisemakers.
Again, be sure toys are made of nontoxic materials, with no sharp edges or points or small parts that can be removed or broken off and swallowed.
3-6 years
This is the fastest growth period for the frontal lobe networks, and speed of processing, memory, and problem solving is increasing. The brain is at 90% of its adult weight by 6 years.
Imagination and interaction play starting roles during the preschool years, and the best toys help set the stage for developing these skills. Things that connect with the experiences kids have are the best for dramatic play.
Opt for a generic unstructured item rather than the single-function brand name version. Play telephones, kitchen appliances and utensils, tool sets, medical kits. vehicles. dress-up clothes and, of course, baby dolls, as well as toy people and animals all spark the scenarios kids like to construct. Finger or hand puppets offer another way of acting out and mastering day-to-day experiences.
The language and social skills practiced through make-believe games come into play as preschoolers interact more and more. Early board games introduce the concept of taking turns and sharing with others, while letter -, word- and number-recognition toys and games reinforce math and language learning. So, of course, do books, especially if they're chosen to match the child's interests.
Art materials (clay, crayons markets, paints, collage materials) are another creative favorite with most children in this age group. And don't forget jump ropes, larger tricycles and that always-memorable first bike with training wheels.
6-9 years
The synaptic connections in motor and sensory areas are firmly established and the process of elimination synapses (pruning) in these areas has begun. Because of the activity in higher brain "control" centers, children increase in levels of attention and ability to inhibit impulses.
By the time they're in the primary grades, children have gotten the hang of basic dexterity, language, and social skills; now they're eager to practice and refine them. They like to challenge themselves, intellectually, with puzzles and games that test their growing knowledge or involve strategy (checkers, card games), and physically, with pick-up sticks, jacks, roller skates, pogo sticks, and ball games.
There are lots of other imaginative options than can broaden this group's horizons, from craft sets for making jewelry and puppets to a microscope, nature-study kit, or a printing set. You might also turn the passion for collecting that many children develop at this age into a special link between the two of you: for example, by adding a special doll or action figure or set of stamps.
9-14 years
The maturation of the frontal lobe continues in adolescence. (Pruning continues during the stage). The Speed and efficiency of thought increases, spatial working memory improves, emotional regulation becomes greater, planning and problem solving skills increase, and scientific reasoning and ability to understand one's own thinking develops. Play becomes sophisticated and increasingly symbolic.
Play in the preteen years often is a group production, and the pastimes kids prefer reflect that. Many complex head games for several players, and equipment for organized sports or activities (baseball bat and glove, racket/paddle games) is often a hit. Electronic games are also popular, played either on en masse or by competitive turns.
At the same time, preteens lavish lots of time and concentration on individual interests, which might include books, music elaborate construction of model- building sets, mature tools, sewing kits and paints. By this age their tastes and skills are pretty well defined, so targeting toy and entertainment purchases to likes and abilities of each child is important.
Types of Play
Motor/Physical Play
Motor play provides critical opportunities for children to develop both individual gross and fine muscle strength and and overall integration of muscles, nerves, and brain functions. Recent research has confirmed the critical link between stimulating activity and brain development. Young children must have ample opportunities to develop physically, and motor play instills this disposition toward physical activity in young children.
Social Play
A variety of opportunities for children to engage in social play are the best mechanisms for progressing through the different social stages. By interacting with others in play settings, children learn social rules such as, give and take, reciprocity, cooperation, and sharing. Through a range of interactions with children at different social stages, children also learn to use moral reasoning to develop a mature sense of values. To be prepared to function effectively in the adult world, children need to participate in lots of social situations.
Constructive Play
Constructive play is when children manipulate their environment to create things. This type of play occurs when children build towers and cities with blocks, play in the sand, construct contraptions on the woodworking bench, and draw murals with chalk on the sidewalk. Constructive play allows children to experiment with objects; find out combinations that work and don't work; and learn basic knowledge about stacking, building, drawing, making music and constructing. It also gives children a sense of accomplishment and empowers them with control of their environment. Children who are comfortable manipulating objects and materials also become good at manipulating words, ideas and concepts.
Fantasy Play
Children learn to abstract, to try out new roles and possible situations, and to experiment with language and emotions with fantasy play. In addition, children develop flexible thinking; learn to create beyond the here and now; stretch their imaginations, use new words and word combinations in a risk-free environment, and use numbers and words to express ideas, concepts, dreams, and histories. In an ever-more technological society, lots of practice with all forms of abstraction - time, place, amount, symbols, words, and ideas - is essential.
Games With Rules
Developmentally, most children progress from an egocentric view of the world to an understanding of the importance of social contracts and rules. Part of this development occurs as they learn that games like Follow the Leader, Red Rover, Simon Says, baseball and soccer cannot function without everyone adhering to the same set of rules. The "games with rules" concept teaches children a critically important concept - the game of life has rules (laws) that we all must follow to function productively.
Motor play provides critical opportunities for children to develop both individual gross and fine muscle strength and and overall integration of muscles, nerves, and brain functions. Recent research has confirmed the critical link between stimulating activity and brain development. Young children must have ample opportunities to develop physically, and motor play instills this disposition toward physical activity in young children.
Social Play
A variety of opportunities for children to engage in social play are the best mechanisms for progressing through the different social stages. By interacting with others in play settings, children learn social rules such as, give and take, reciprocity, cooperation, and sharing. Through a range of interactions with children at different social stages, children also learn to use moral reasoning to develop a mature sense of values. To be prepared to function effectively in the adult world, children need to participate in lots of social situations.
Constructive Play
Constructive play is when children manipulate their environment to create things. This type of play occurs when children build towers and cities with blocks, play in the sand, construct contraptions on the woodworking bench, and draw murals with chalk on the sidewalk. Constructive play allows children to experiment with objects; find out combinations that work and don't work; and learn basic knowledge about stacking, building, drawing, making music and constructing. It also gives children a sense of accomplishment and empowers them with control of their environment. Children who are comfortable manipulating objects and materials also become good at manipulating words, ideas and concepts.
Fantasy Play
Children learn to abstract, to try out new roles and possible situations, and to experiment with language and emotions with fantasy play. In addition, children develop flexible thinking; learn to create beyond the here and now; stretch their imaginations, use new words and word combinations in a risk-free environment, and use numbers and words to express ideas, concepts, dreams, and histories. In an ever-more technological society, lots of practice with all forms of abstraction - time, place, amount, symbols, words, and ideas - is essential.
Games With Rules
Developmentally, most children progress from an egocentric view of the world to an understanding of the importance of social contracts and rules. Part of this development occurs as they learn that games like Follow the Leader, Red Rover, Simon Says, baseball and soccer cannot function without everyone adhering to the same set of rules. The "games with rules" concept teaches children a critically important concept - the game of life has rules (laws) that we all must follow to function productively.
Play Is The Work of the Child
Play activities are essential to healthy development for children and adolescents. Research shows that 75% of brain development occurs after birth. The activities engaged in by children both stimulate and influence the pattern of the connections made between the nerve cells. This process influences the development of fine and gross motor skills, language, socialization, personal awareness, emotional well-being, creativity, problem solving and learning ability.
The most important role that play can have is to help children to be active, make choices and practice actions to mastery. They should have experience with a wide variety of content (art, music, language, science, math, social relations) because each is important for the development of a complex and integrated brain. Play that links sensori-motor, cognitive, and social-emotional experiences provides an ideal setting from brain development.
According to Montessori, the essential dimensions of play are:
Voluntary, enjoyable, purposeful and spontaneous
Creativity expanded using problem solving skills, social skills, language skills and physical skills
Helps expand on new ideas
Helps the child to adapt socially
Helps to thwart emotional problems
If play is the work of the child, toys are the tools. Through toys, children learn about their world, themselves, and others. Toys teach children to:
Figure out how things work
Pick up new ideas
Build muscle control and strength
Use their imagination
Solve problems
Learn to cooperate with others
Play content should come from the child’s own imagination and experiences.
Unfortunately, the play experience for today’s child is often quite different from that of their parents.
With the ever expanding influence of electronic media including TV, videos, video games and the internet, child are spending much of their time being passively entertained by or minimally interacting by way of a keyboard or control pad with an electronic device.
Even today’s toys are more often structured by onboard computers that dictate the play experience.
This robs children of unstructured play with other kids as well as individual playtime spent in creative play. Parents need to understand the play needs of their child and provide an environment to meet those needs.
The most important role that play can have is to help children to be active, make choices and practice actions to mastery. They should have experience with a wide variety of content (art, music, language, science, math, social relations) because each is important for the development of a complex and integrated brain. Play that links sensori-motor, cognitive, and social-emotional experiences provides an ideal setting from brain development.
According to Montessori, the essential dimensions of play are:
Voluntary, enjoyable, purposeful and spontaneous
Creativity expanded using problem solving skills, social skills, language skills and physical skills
Helps expand on new ideas
Helps the child to adapt socially
Helps to thwart emotional problems
If play is the work of the child, toys are the tools. Through toys, children learn about their world, themselves, and others. Toys teach children to:
Figure out how things work
Pick up new ideas
Build muscle control and strength
Use their imagination
Solve problems
Learn to cooperate with others
Play content should come from the child’s own imagination and experiences.
Unfortunately, the play experience for today’s child is often quite different from that of their parents.
With the ever expanding influence of electronic media including TV, videos, video games and the internet, child are spending much of their time being passively entertained by or minimally interacting by way of a keyboard or control pad with an electronic device.
Even today’s toys are more often structured by onboard computers that dictate the play experience.
This robs children of unstructured play with other kids as well as individual playtime spent in creative play. Parents need to understand the play needs of their child and provide an environment to meet those needs.
AGE 5 of Development
Physical Development
Hops and skips, dresses without help, good balance and smoother muscle action, skates, rides wagon and scooter, prints simple letters, handedness established, ties shoes, girls small muscle development about 1 year ahead of boys.
Emotional Development
Self-assured, stable, well-adjusted, home-centered, likes to associate with mother, capable, of some self-criticism, enjoys responsibility. Likes to follow the rules.
Social Development
Highly cooperative play, has special "friends", highly organized, enjoys simple table games requiring turns and observing rules, "school", feels pride clothes and accomplishments, eager to carry out some responsibility.
Intellectual Development
2,072 words, tells long tales, carries out direction well, reads own name, counts to 10, asks meaning of words, knows colors, beginning to know difference between fact and fiction-lying, interested in environment, city, stores, etc.
Hops and skips, dresses without help, good balance and smoother muscle action, skates, rides wagon and scooter, prints simple letters, handedness established, ties shoes, girls small muscle development about 1 year ahead of boys.
Emotional Development
Self-assured, stable, well-adjusted, home-centered, likes to associate with mother, capable, of some self-criticism, enjoys responsibility. Likes to follow the rules.
Social Development
Highly cooperative play, has special "friends", highly organized, enjoys simple table games requiring turns and observing rules, "school", feels pride clothes and accomplishments, eager to carry out some responsibility.
Intellectual Development
2,072 words, tells long tales, carries out direction well, reads own name, counts to 10, asks meaning of words, knows colors, beginning to know difference between fact and fiction-lying, interested in environment, city, stores, etc.
AGE 4 of Development
Physical Development
Skips on one foot, draws "Man", cuts with scissors (not well), can wash and dry face, dress self except ties, standing broad jump, throws ball overhand, high motor drive.
Emotional Development
Seems sure of himself, out-of bounds behavior, often negative, may be defiant, seems to be testing himself out, needs controlled freedom.
Social Development
Cooperative play, enjoys other children's company, highly social, may play loosely organized group games - tag, duck-duck-goose, talkative, versatile.
Intellectual Development
Uses complete sentences, 1540 words, asks endless questions, learning to generalize, highly imaginative, dramatic, can draw recognizable simple objects.
Skips on one foot, draws "Man", cuts with scissors (not well), can wash and dry face, dress self except ties, standing broad jump, throws ball overhand, high motor drive.
Emotional Development
Seems sure of himself, out-of bounds behavior, often negative, may be defiant, seems to be testing himself out, needs controlled freedom.
Social Development
Cooperative play, enjoys other children's company, highly social, may play loosely organized group games - tag, duck-duck-goose, talkative, versatile.
Intellectual Development
Uses complete sentences, 1540 words, asks endless questions, learning to generalize, highly imaginative, dramatic, can draw recognizable simple objects.
AGE 3 of Development
Physical Development
Runs well, marches, stands on one foot briefly, rides tricycle, imitates cross, feeds self well, puts on shoes and stockings, unbuttons and buttons, build tower of 10 cubes. Pours from pitcher.
Emotional Development
Likes to conform, easy going attitude, not so resistive to change, more secure, greater sense of personal identity, beginning to be adventuresome, enjoys music.
Social Development
Parallel play, enjoys being by others, takes turns, knows if he is a boy or girl, enjoys brief group activities requiring no skill, likes to "help" in small ways--responds to verbal guidance.
Intellectual Development
Says short sentences, 896 words, great growth in communication, tells simple stories, uses words as tools of thought, wants to understand environment, answers questions, imaginative, may recite few nursery rhymes
Runs well, marches, stands on one foot briefly, rides tricycle, imitates cross, feeds self well, puts on shoes and stockings, unbuttons and buttons, build tower of 10 cubes. Pours from pitcher.
Emotional Development
Likes to conform, easy going attitude, not so resistive to change, more secure, greater sense of personal identity, beginning to be adventuresome, enjoys music.
Social Development
Parallel play, enjoys being by others, takes turns, knows if he is a boy or girl, enjoys brief group activities requiring no skill, likes to "help" in small ways--responds to verbal guidance.
Intellectual Development
Says short sentences, 896 words, great growth in communication, tells simple stories, uses words as tools of thought, wants to understand environment, answers questions, imaginative, may recite few nursery rhymes
AGE 2 of Development
Physical Development
Walks well, goes up and down steps alone, runs, seats self on chair, becoming independent in toileting, uses spoon and fork, imitates circular stroke, turns pages singly, kicks ball, attempts to dress self, builds tower of six cubes.
Emotional Development
Very Self-centered, just beginning a sense of personal identity and belongings, possessive, often negative, often frustrated, no ability to choose between alternatives, enjoys physical affection, resistive to change, becoming independent, more responsive to humor and distraction than discipline or reason.
Social Development
Solitary play, dependent on adult guidance, plays with dolls, refers to self by name, socially very immature, little concept of others as "people." May respond to simple direction.
Intellectual Development
Says words, phrases and simple sentences, 272 words, understands simple directions, identifies simple pictures, likes to look at books, short attention span, avoids simple hazards, can do simple form board.
Walks well, goes up and down steps alone, runs, seats self on chair, becoming independent in toileting, uses spoon and fork, imitates circular stroke, turns pages singly, kicks ball, attempts to dress self, builds tower of six cubes.
Emotional Development
Very Self-centered, just beginning a sense of personal identity and belongings, possessive, often negative, often frustrated, no ability to choose between alternatives, enjoys physical affection, resistive to change, becoming independent, more responsive to humor and distraction than discipline or reason.
Social Development
Solitary play, dependent on adult guidance, plays with dolls, refers to self by name, socially very immature, little concept of others as "people." May respond to simple direction.
Intellectual Development
Says words, phrases and simple sentences, 272 words, understands simple directions, identifies simple pictures, likes to look at books, short attention span, avoids simple hazards, can do simple form board.
General Developmental Sequence Toddler through Preschool
General Developmental Sequence
Toddler through Preschool
This page presents typical activities and achievements for children from two to five years of age. It is important to keep in mind that the time frames presented are averages and some children may achieve various developmental milestones earlier or later than the average but still be within the normal range.
This information is presented to help parents understand what to expect from their child. Any questions you may have about your child's development should be shared with his doctor or teacher.
There are many programs available touting to raise IQ and speed up child development in general. Research shows that the key to healthy child development is the amount of time children spend time with their parents having fun and learning at the same time. Electronic input for children of this age should be limited to no more than 2 hours per day (that includes "educational" programs). Here are some suggestions: Activities for Toddlers & Parents. Reading to children develops language skill and pre-reading skills. You will find these resources on reading to children to help you make the most of this special time. Here is a great preschool book list.
Children at this stage also need lots of playtime. This includes playing alone, with peers and with their parents. Please see our articles on "Play the Work of a Child." Here are suggestions for Toys & Games for this crowd. Listening to music and playing with musical toys is also great. Finally, get our kids playing outside as much as possible. Just a couple of well chosen outdoor play items such as these Outdoor Fun can lead to hours of fun, exploration and physical development.
Toddler through Preschool
This page presents typical activities and achievements for children from two to five years of age. It is important to keep in mind that the time frames presented are averages and some children may achieve various developmental milestones earlier or later than the average but still be within the normal range.
This information is presented to help parents understand what to expect from their child. Any questions you may have about your child's development should be shared with his doctor or teacher.
There are many programs available touting to raise IQ and speed up child development in general. Research shows that the key to healthy child development is the amount of time children spend time with their parents having fun and learning at the same time. Electronic input for children of this age should be limited to no more than 2 hours per day (that includes "educational" programs). Here are some suggestions: Activities for Toddlers & Parents. Reading to children develops language skill and pre-reading skills. You will find these resources on reading to children to help you make the most of this special time. Here is a great preschool book list.
Children at this stage also need lots of playtime. This includes playing alone, with peers and with their parents. Please see our articles on "Play the Work of a Child." Here are suggestions for Toys & Games for this crowd. Listening to music and playing with musical toys is also great. Finally, get our kids playing outside as much as possible. Just a couple of well chosen outdoor play items such as these Outdoor Fun can lead to hours of fun, exploration and physical development.
Adult Developmental Issues
This section addresses the many unique aspects of adulthood, from marriage and divorce, raising a family, retirement, all the way to menopause and changing physical drives. A wide range of insight and viewpoints are presented here, from clinical and theoretical surveys of adulthood to personal accounts of the loss of a spouse. Many of the titles focus on the social aspects of adulthood and the unique relationships experienced therein, while others deal more with physical and psychological changes that take place as a result of aging.
Adolescent Development
Adolescence is time of great change and transition for teens and parents alike; it is the period when an individual first begins to let go of childish ways in an effort to embrace adult behavior. It can be a period of great stress and anxiety, as teenagers face many questions about their own identity and where they fit in their world. For parents, it can a difficult period, as their teen is no longer the child they once knew, but a rapidly developing individual preparing for life outside of the immediate home.
Titles in this section offer guidance, insight, and understanding of adolescent development and into what is potentially a difficult period in a child’s life. Many titles provide ideas on how to facilitate communication between parents and teens to enhance understanding and provide support to the growing teen’s needs. Other titles address the mature themes of developing sexuality in teens, and give teens, parents, and professionals insight into this area of development. Also, titles are available on strategies for managing particular adolescent developmental problems, such as behavior disturbances, developmental disabilities, and the dangers of teen alcohol, tobacco, and drug use.
Titles in this section offer guidance, insight, and understanding of adolescent development and into what is potentially a difficult period in a child’s life. Many titles provide ideas on how to facilitate communication between parents and teens to enhance understanding and provide support to the growing teen’s needs. Other titles address the mature themes of developing sexuality in teens, and give teens, parents, and professionals insight into this area of development. Also, titles are available on strategies for managing particular adolescent developmental problems, such as behavior disturbances, developmental disabilities, and the dangers of teen alcohol, tobacco, and drug use.
Middle Childhood Development
Middle Childhood is the period of life between ages 6 - 12 years when children attend school, are making friends outside the immediate family, master new physical and mental skills, and are becoming more and more individual. However, this opens the door for a new set of challenges, both for the child and the parent, and often can lead to stressful situations that can have a negative effect on the child’s development.
This section contains titles dealing with this period in a child’s development. From introductory videos and books that describe the anticipated milestones for this age group, to activity-based titles, these resources can help parents, teachers, and childcare providers understand and respect this unique stage of middle childhood development, and how to best support the growth a child experiences during this time.
This section contains titles dealing with this period in a child’s development. From introductory videos and books that describe the anticipated milestones for this age group, to activity-based titles, these resources can help parents, teachers, and childcare providers understand and respect this unique stage of middle childhood development, and how to best support the growth a child experiences during this time.
Prenatal Development and Birth
The prenatal period is one of the most important parts of the lifecycle. It begins with the moment the couple decides to become parents and continues until the baby is born. This is the first stage of development, and it is divided into three periods, or trimesters. With knowledge of this period of development, expecting mothers can make appropriate lifestyle choices to help ensure the health of developing baby.
The titles in this section can help answer the many questions that linger in an expecting parent’s mind, and can help parents know what to expect during the prenatal period. Also included are titles dealing with the newborn baby, their special needs, and activity-based titles that offer parents ideas to enhance and expand the growing family’s experience.
The titles in this section can help answer the many questions that linger in an expecting parent’s mind, and can help parents know what to expect during the prenatal period. Also included are titles dealing with the newborn baby, their special needs, and activity-based titles that offer parents ideas to enhance and expand the growing family’s experience.
Infant Toddler Development
Infant/Toddler Development refers to a child’s development in the first 24-36 months of life. During this period, an infant experiences rapid physical growth, as well as dramatic growth in motor skills, cognitive and language skills, and social skills. This is a very exciting time for babies, as they are experiencing their world for the first time. It’s important to know what sorts of things to expect from babies during this stage.
Babies are born with all five senses active, and although some are considerably underdeveloped, they rapidly mature as the baby grows. From birth, infants begin learning about the world around them through their senses. The titles in this section describe the progression a typically developing child goes through in developing their senses, and describes how adults and caregivers can best support that development. Although babies develop at their own pace, it’s important to be aware of what milestones to expect, and at what point to worry that something may not be right. Titles range from activity-based programs designed to stimulate growth, to developmental research aimed at describing the different stages of an infant’s life, to theoretical research into the development of identity and the sense of self.
Babies are born with all five senses active, and although some are considerably underdeveloped, they rapidly mature as the baby grows. From birth, infants begin learning about the world around them through their senses. The titles in this section describe the progression a typically developing child goes through in developing their senses, and describes how adults and caregivers can best support that development. Although babies develop at their own pace, it’s important to be aware of what milestones to expect, and at what point to worry that something may not be right. Titles range from activity-based programs designed to stimulate growth, to developmental research aimed at describing the different stages of an infant’s life, to theoretical research into the development of identity and the sense of self.
Child Development Media
Human development occurs across the life-span, prenatally to late adulthood. Understanding the milestones of development at each stage can support development and assist in managing developmental challenges.
Children develop in a multitude of ways in the first years of life, from physical growth to the development of new cognitive, social, and emotional skills. Development occurs as a child matures and is exposed to any number of environmental factors: early interactions with parents and siblings, and later with other children, factor into the development of social skills, just as visual, aural, and touch stimulation factor into the development of cognitive and language skills. Though children are born with the potential to master all of the skills they need to develop healthily, parents and childcare providers can support children’s development by becoming aware of a growing child’s motivations and the unique ways in which children learn about themselves and the world around them.
The resources available here will help teachers, caregivers, and parents become more knowledgeable about key developmental milestones. Although every child develops at his or her own pace, all children learn to stand, walk, point, and recognize their own name; caregivers need to know when to seek out help when certain developmental goals are not met.
Children develop in a multitude of ways in the first years of life, from physical growth to the development of new cognitive, social, and emotional skills. Development occurs as a child matures and is exposed to any number of environmental factors: early interactions with parents and siblings, and later with other children, factor into the development of social skills, just as visual, aural, and touch stimulation factor into the development of cognitive and language skills. Though children are born with the potential to master all of the skills they need to develop healthily, parents and childcare providers can support children’s development by becoming aware of a growing child’s motivations and the unique ways in which children learn about themselves and the world around them.
The resources available here will help teachers, caregivers, and parents become more knowledgeable about key developmental milestones. Although every child develops at his or her own pace, all children learn to stand, walk, point, and recognize their own name; caregivers need to know when to seek out help when certain developmental goals are not met.
Preschool Child Development
Preschoolers are constantly on the move, exploring their world with exuberance, curiosity, and a seemingly endless source of energy. A child’s capacity for learning in this stage is enormous. Preschool-age children learn and develop from every experience, relationship, and adventure they encounter. Having the space and opportunity to explore objects and play environments helps preschool children develop their imagination and master the motor, cognitive, language, and social skills that are essential for future development.
This section, Preschool Child Development, features titles describing the many different changes and areas of development the preschool-age child experiences, and offers parents, teachers and childcare professionals valuable insight into that experience.
This section, Preschool Child Development, features titles describing the many different changes and areas of development the preschool-age child experiences, and offers parents, teachers and childcare professionals valuable insight into that experience.
Child Development Theories
Child Development Theories
Major Theories of Child Development
By Kendra Van Wagner, About.com
Child development that occurs from birth to adulthood was largely ignored throughout much of history. Children were often viewed simply as small versions of adults and little attention was paid to the many advances in cognitive abilities, language usage, and physical growth. Interest in the field of child development began early in the 20th-century and tended to focus on abnormal behavior.
The following are just a few of the many child development theories that have been proposed by theorists and researchers. More recent theories outline the developmental stages of children and identify the typical ages at which these growth milestones occur.
Psychoanalytic Child Development Theories
Sigmund Freud
The theories proposed by Sigmund Freud stressed the importance of childhood events and experiences, but almost exclusively focus on mental disorders rather that normal functioning.
According to Freud, child development is described as a series of 'psychosexual stages.' In "Three Essays on Sexuality" (1915), Freud outlined these stages as oral, anal, phallic, latency period, and genital. Each stage involves the satisfaction of a libidinal desire and can later play a role in adult personality. Learn more in this article on Freud’s stages of psychosexual development.
Erik Erikson
Theorist Erik Erikson also proposed a stage theory of development, but his theory encompassed development throughout the human lifespan. Erikson believed that each stage of development is focused on overcoming a conflict. Success or failure in dealing with conflicts can impact overall functioning. Learn more about this theory in this article on Erikson’s stages of psychosocial development.
Cognitive Child Development Theories
Theorist Jean Piaget suggested that children think differently than adults and proposed a stage theory of cognitive development. He was the first to note that children play an active role in gaining knowledge of the world. Learn more in this article on Piaget’s stages of cognitive development.
Behavioral Child Development Theories
Behavioral theories of child development focus on how environmental interaction influences behavior and are based upon the theories of theorists such as Watson, Pavlov, and Skinner. These theories deal only with observable behaviors. Development is considered a reaction to rewards, punishments, stimuli, and reinforcement. Learn more about these behavioral theories in these articles on classical conditioning and operant conditioning.
Social Child Development Theories
There is a great deal of research on the social development of children. John Bowbly proposed one of the earliest theories of social development. Bowlby believed that early relationships with caregivers play a major role in child development and continue to influence social relationships throughout life. Learn more in this overview of attachment theory.
Major Theories of Child Development
By Kendra Van Wagner, About.com
Child development that occurs from birth to adulthood was largely ignored throughout much of history. Children were often viewed simply as small versions of adults and little attention was paid to the many advances in cognitive abilities, language usage, and physical growth. Interest in the field of child development began early in the 20th-century and tended to focus on abnormal behavior.
The following are just a few of the many child development theories that have been proposed by theorists and researchers. More recent theories outline the developmental stages of children and identify the typical ages at which these growth milestones occur.
Psychoanalytic Child Development Theories
Sigmund Freud
The theories proposed by Sigmund Freud stressed the importance of childhood events and experiences, but almost exclusively focus on mental disorders rather that normal functioning.
According to Freud, child development is described as a series of 'psychosexual stages.' In "Three Essays on Sexuality" (1915), Freud outlined these stages as oral, anal, phallic, latency period, and genital. Each stage involves the satisfaction of a libidinal desire and can later play a role in adult personality. Learn more in this article on Freud’s stages of psychosexual development.
Erik Erikson
Theorist Erik Erikson also proposed a stage theory of development, but his theory encompassed development throughout the human lifespan. Erikson believed that each stage of development is focused on overcoming a conflict. Success or failure in dealing with conflicts can impact overall functioning. Learn more about this theory in this article on Erikson’s stages of psychosocial development.
Cognitive Child Development Theories
Theorist Jean Piaget suggested that children think differently than adults and proposed a stage theory of cognitive development. He was the first to note that children play an active role in gaining knowledge of the world. Learn more in this article on Piaget’s stages of cognitive development.
Behavioral Child Development Theories
Behavioral theories of child development focus on how environmental interaction influences behavior and are based upon the theories of theorists such as Watson, Pavlov, and Skinner. These theories deal only with observable behaviors. Development is considered a reaction to rewards, punishments, stimuli, and reinforcement. Learn more about these behavioral theories in these articles on classical conditioning and operant conditioning.
Social Child Development Theories
There is a great deal of research on the social development of children. John Bowbly proposed one of the earliest theories of social development. Bowlby believed that early relationships with caregivers play a major role in child development and continue to influence social relationships throughout life. Learn more in this overview of attachment theory.
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