MODULE CHILD ADOLESCENT AND DEVELOPMENT

Chapter 10: Stages of Child Learning Development

Objectives:
a.) Become more appreciative of the gift of life manifested in an anti-abortion
stand.

When planning, designing, implementing, and evaluating an educational

program, the nurse as educator must carefully consider the characteristics of learners
with respect to their developmental stage in life. The more heterogeneous the target
audience, the more complex the development of an educational program to meet the
diverse needs of the population. Conversely, the more homogeneous the population of
learners, the more straightforward the approach to teaching.
An individual’s developmental stage significantly influences the ability to learn.
Pedagogy, andragogy, and gerogogy are three different orientations to learning in
childhood, young and middle adulthood, and older adulthood, respectively. To meet the
health-related educational needs of learners, a developmental approach must be used.
Three major stage-range factors associated with learner readiness—physical, cognitive,
and psychosocial maturation—must be
taken into account at each
developmental period throughout the life
cycle.
For many years, developmental
psychologists have explored the various
patterns of behavior particular to stages
of development. Educators, more than
ever before, acknowledge the effects of
growth and development on an
individual’s willingness and ability to
make use of instruction.

DEVELOPMENTAL CHARACTERISTICS
As noted earlier, actual chronological age is only a relative indicator of someone’s
physical, cognitive, and psychosocial stage of development. Unique as each individual
is, however, some typical developmental trends have been identified as milestones of
normal progression through the life cycle. When dealing with the teaching-learning
process, it is imperative to examine the developmental phases as individuals progress
from infancy to senescence so as to fully appreciate the behavioral changes that occur
in the cognitive, affective, and psychomotor domains.
As influential as age can be to learning readiness, it should never be examined in
isolation. Growth and development interact with experiential background, physical and
emotional health status, and personal motivation, as well as numerous environmental
factors such as stress, the surrounding conditions, and the available support systems,
to affect a person’s ability and readiness to learn.

Page 1
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

Musinski (1999) describes three phases of learning: dependence, independence, and

interdependence. These passages of learning ability from childhood to adulthood,
labeled by Covey (1990) as the “maturity continuum,” are identified as follows:
 Dependence is characteristic of the infant and young child, who are totally
dependent on others for direction, support, and nurturance from a physical, emotional,
and intellectual standpoint (unfortunately, some adults are considered to be stuck in
this stage if they demonstrate manipulative behavior, do not listen, are insecure, or do
not accept responsibility for their own actions).
 Independence occurs when a child develops the ability to physically,
intellectually, and emotionally care for himself or herself and make his or her own
choices, including taking responsibility for learning.
 Interdependence occurs when an individual has sufficiently advanced in maturity
to achieve self-reliance, a sense of self-esteem, and the ability to give and receive,
and when that individual demonstrates a level of respect for others. Full physical
maturity does not guarantee simultaneous emotional and intellectual maturity.

THE DEVELOPMENTAL STAGES OF CHILDHOOD

Pedagogy is the art and science of helping children to learn (Knowles,

1990; Knowles, Holton, & Swanson, 2011). The different stages of childhood are divided
according to what developmental theorists and educational psychologists define as
speci fic patterns of behavior seen in particular phases of growth and development. One
common attribute observed throughout all phases of childhood is that learning is subject
centered. This section reviews the developmental characteristics in the four stages of
childhood and the teaching strategies to be used in relation to the physical, cognitive,
and psychosocial maturational levels indicative of learner readiness (Table 5-1).

Infancy (First 12 Months of Life) and Toddlerhood (1-2 Years of Age)

The field of growth and development is highly complex, and at no other time is
physical, cognitive, and psychosocial maturation so changeable as during the very early
years of childhood. Because of the dependency of members of this age group, the main
focus of instruction for health maintenance of children is geared toward the parents,
who are considered to be the primary learners rather than the very young child
(Crandell et al., 2012; Palfrey et al., 2005; Santrock, 2011). However, the older toddler
should not be excluded from healthcare teaching and can participate to some extent in
the education process.

Page 2
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

TABLE 5-1 Stage-Appropriate Teaching Strategies

Learner General Teaching Nursing Interventions

Characteristics Strategies

INFANCY-TODDLERHOOD

Approximate Birth-2 years Dependent on Orient teaching to Welcome active involvement

age: Sensorimotor environment caregiver Forge alliances

Cognitive Trust vs. Needs security Use repetition and Encourage physical closeness

stage: mistrust (Birth- Explores self and imitation of Provide detailed information

Psychosocial 12 mo) environment information Answer questions and concerns

stage: Autonomy vs. Natural curiosity Stimulate all senses Ask for information on child’s

shame and Provide physical strengths/limitations and likes/dislikes

doubt (1-2 yr) safety and emotional

security

Allow play and

manipulation of

objects

EARLY CHILDHOOD

Approximate 3-5 years Egocentric Use warm, calm Welcome active involvement

age: Preoperational Thinking precausal, approach Forge alliances

Cognitive Initiative vs. concrete, literal Build trust Encourage physical closeness

stage: guilt Believes illness self- Use repetition of Provide detailed information

Psychosocial caused and punitive information Answer questions and concerns

stage: Limited sense of time Allow manipulation Ask for information on child’s

Fears bodily injury of objects and strengths/limitations and likes/dislikes

Cannot generalize equipment

Animistic thinking Give care with

(objects possess life explanation

or human Reassure not to

Page 3
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

characteristics) blame self

Centration (focus is on Explain procedures

one characteristic of simply and briefly

an object) Provide safe, secure

Separation anxiety environment

Motivated by curiosity Use positive

Active imagination, reinforcement

prone to fears Encourage

Play is his/her work questions to reveal

perceptions/feelings

Use simple drawings

and stories

Use play therapy,

with dolls and

puppets

Stimulate senses:

visual, auditory,

tactile, motor

MIDDLE AND LATE CHILDHOOD

Approximate 6-11 years More realistic and Encourage Welcome active involvement

age: Concrete objective independence and Forge alliances

Cognitive operations Understands cause active participation Encourage physical closeness

stage: Industry vs. and effect Be honest, allay Provide detailed information

Psychosocial inferiority Deductive/inductive fears Answer questions and concerns

stage: reasoning Use logical Ask for information on child’s

Wants concrete explanation strengths/limitations and likes/dislikes

information Allow time to ask

Able to compare questions

objects and events Use analogies to

Variable rates of make invisible

physical growth processes real

Reasons syllogistically Establish role

Page 4
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

Understands models

seriousness and Relate care to other

consequences of children’s

actions experiences;

Subject-centered compare procedures

focus Use subject-

Immediate orientation centered focus

Use play therapy

Provide group

activities

Use drawings,

models, dolls,

painting, audio- and

videotapes

ADOLESCENCE

Approximate 12-19 years Abstract, hypothetical Establish trust, Explore emotional and financial support

age: Formal thinking authenticity Determine goals and expectations

Cognitive operations Can build on past Know their agenda Assess stress levels

stage: Identity vs. learning Address Respect values and norms

Psychosocial role confusion Reasons by logic and fears/concerns Determine role responsibilities and

stage: understands scientific about outcomes of relationships

principles illness Engage in 1:1 teaching without parents

Future orientation Identify control focus present, but with adolescent’s

Motivated by desire for Include in plan of permission inform family of content

social acceptance care covered

Peer group important Use peers for

Intense personal support and

preoccupation, influence

appearance extremely Negotiate changes

important (imaginary Focus on details

audience) Make information

Page 5
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

Feels invulnerable, meaningful to life

invincible/immune to Ensure

natural laws (personal confidentiality and

fable) privacy

Arrange group

sessions

Use audiovisuals,

role play, contracts,

reading materials

Provide for

experimentation and

flexibility

YOUNG ADULTHOOD

Approximate 20-40 years Autonomous Use problem- Explore emotional, financial, and

age: Formal Self-directed centered focus physical support system

Cognitive operations Uses personal Draw on meaningful Assess motivational level for

stage: Intimacy vs. experiences to experiences involvement

Psychosocial isolation enhance or interfere Focus on immediacy Identify potential obstacles and

stage: with learning of application stressors

Intrinsic motivation Encourage active

Able to analyze participation

critically Allow to set own

Makes decisions pace, be self-

about personal, directed

occupational, and Organize material

social roles Recognize social

Competency-based role

learner Apply new

knowledge through

Page 6
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

role playing and

hands-on practice

MIDDLE-AGED ADULTHOOD

Approximate 41-64 years Sense of self well- Focus on Explore emotional, financial, and

age: Formal developed maintaining physical support system

Cognitive operations Concerned with independence and Assess motivational level for

stage: Generativity physical changes reestablishing involvement

Psychosocial vs. self- At peak in career normal life patterns Identify potential obstacles and

stage: absorption Explores alternative Assess positive and stressors

and lifestyles negative past

stagnation Reflects on experiences with

contributions to family learning

and society Assess potential

Reexamines goals sources of stress

and values caused by midlife

Questions crisis issues

achievements and Provide information

successes to coincide with life

Has confidence in concerns and

abilities problems

Desires to modify

unsatisfactory aspects

of life

OLDER ADULTHOOD

Approximate 65 years and Cognitive changes Use concrete Involve principal caregivers

age: over Decreased ability to examples Encourage participation

Cognitive Formal think abstractly, Build on past life Provide resources for support (respite

stage: operations process information experiences care)

Psychosocial Ego integrity Decreased short-term Make information Assess coping mechanisms

Page 7
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

stage: vs. despair memory relevant and Provide written instructions for

Increased reaction meaningful reinforcement

time Present one concept Provide anticipatory problem solving

Increased test anxiety at a time (what happens if …)

Stimulus persistence Allow time for

(afterimage) processing/response

Focuses on past life (slow pace)

experiences Use repetition and

reinforcement of

information

Avoid written exams

Use verbal

exchange and

coaching

Establish retrieval

plan (use one or

several clues)

Encourage active

involvement

Keep explanations

brief

Use analogies to

illustrate abstract

information

Sensory/motor Speak slowly,

deficits distinctly

Auditory changes Use low-pitched

Hearing loss, tones

especially high-pitched Avoid shouting

tones, consonants (S, Use visual aids to

Z, T, F, and G), and supplement verbal

rapid speech instruction

Visual changes

Page 8
MODULE CHILD ADOLESCENT AND DEVELOPMENT

Farsighted (needs

glasses to read)

Lenses become

opaque (glare

problem)

Smaller pupil size Avoid glares, use

(decreased visual soft white light

adaptation to Provide suffcient

darkness) light

Decreased peripheral Use white

perception backgrounds and

Yellowing of lenses black print

(distorts low-tone Use large letters and

colors: blue, green, well-spaced print

violet) Avoid color coding

Distorted depth with pastel blues,

perception greens, purples, and

Fatigue/decreased yellows

energy levels Increase safety

Pathophysiology precautions/provide

(chronic illness) safe environment

Ensure accessibility

and fit of prostheses

(i.e., glasses,

hearing aid)

Keep sessions short

Provide for frequent

rest periods

Allow for extra time

to perform

Establish realistic

short-term goals

Page 9
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

Psychosocial Give time to

changes reminisce

Decreased risk taking Identify and present

Selective learning pertinent material

Intimidated by formal Use informal

learning teaching sessions

Demonstrate

relevance of

information to daily

life

Assess resources

Make learning

positive

Identify past positive

experiences

Integrate new

behaviors with

formerly established

ones

Ages and Stages of Development

Choosing quality care that is in a healthy and safe environment should be your number
one priority. Look for child care that stimulates and encourages your child’s physical,
intellectual, and social growth. Keep your child’s age and personality in mind when
looking for the program that best meets his needs. Understanding what makes your
child feel secure and knowing the activities he enjoys and will learn from will make a
difference in your final child care decision.

Personality

Each child has his own personality and responds to caregivers or experiences
differently. Just like adults, children may have outgoing, shy, or even-tempered natures.
Your caregiver should be in tune with your child’s special personality and treat your
child in a positive and caring manner that agrees with his special personality. This is
crucial to nurturing his healthy emotional growth. By understanding your child’s
personality, you and your caregiver can help him succeed by offering care, activities,
and discipline that best fit his needs.

Page 10
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

Developmental stages

As your child grows, you may find yourself searching for clues to her behavior. As a
parent, you may hear the words “developmental stages.” This is just another way of
saying your child is moving through a certain time period in the growing-up process. At
times, she may be fascinated with her hands, her feet, and her mouth. As she grows,
she may get into everything. Lock your doors and cabinets, and take a deep breath
during those exploration years! Then there will be an age when independence is all she
wants. At every stage, what she needs is your love, understanding, and time.

Parent Tip
Recent brain research indicates that birth to age three are the most important years in a
child’s development. Here are some tips to consider during your child’s early years:

 Be warm, loving, and responsive.

 Talk, read, and sing to your child.
 Establish routines and rituals.
 Encourage safe explorations and play.
 Make TV watching selective.
 Use discipline as an opportunity to teach.
 Recognize that each child is unique.
 Choose quality child care and stay involved.
 Take care of yourself.

Learning styles

Children learn in many different ways. Each child has his own way of learning—some
learn visually, others through touch, taste, and sound. Watch a group of children and
you’ll understand at once what this means. One child will sit and listen patiently, another
cannot wait to move and count beads. Another wants you to show her the answer over
and over. Children also learn in different ways depending on their developmental stage.
One thing we know is all children love to learn new things by exploring and discovering.
Children love to solve problems during play and in daily activities.

Look for a child care provider who understands children’s learning styles and includes
reading, learning numbers, art activities, rhyming, and problem solving in your child’s
daily activities. Also, find out how your provider encourages your child to understand
and benefit from daily activities and experiences.

Tips for looking for a child care provider during the first eighteen months of life
Look for a provider who:

 Is warm and friendly.

 Interacts with your infant and has eye contact.
 Talks to your infant while diapering.
 Includes your infant in activities, but keeps her safe from older children.

Page 11
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

 Avoids the use of walkers.

 Has feeding and sleeping practices similar to yours.
 Allows the infant to eat and sleep whenever she wishes rather than follow a
schedule.

Ages and stages

Depending upon the age of your child, his learning style and personality, your child will
have different needs. The first five years are especially crucial for physical, intellectual,
and social-emotional development. Keep your child’s personality and age in mind when
looking for child care experiences and activities. The following pages provide insight into
a child’s developmental stages from birth through fourteen years.

Birth to eighteen months: an overview

In the first eighteen months after birth, an infant makes miraculous progress. In this
relatively short time span, an infant sees her world through her senses. Babies gather
information through touch, taste, smell, sight, and sound. To help infants mature and
learn, the caregiver should stimulate but not overwhelm them. The overall goal is not to
“teach” your baby but to interact and explore her world with her. Older infants are on the
move. They take great pleasure in discovering what they can do with their voice,
hands, feet, and toes. Soon they practice rolling skills, crawling, walking, and other
great physical adventures. Through “the eyes of a child,” here is what you might expect
during the first eighteen months.

One month

What I’m Like: I can’t support my own head and I’m awake about one hour
in every ten (though it may seem more).

What I Need: I need milk, a smoke-free environment, a warm place to sleep,

hugs and kisses, and to hear your loving voice. It’s not too early to sing or
read to me. The more you talk and introduce different things to me, the more
I learn.

Three months

What I’m Like: My hands and feet fascinate me. I’ll laugh and coo at them
and you. I’m alert for 15 minutes, maybe longer, at a time. I love to listen to
you talk and read to me.

What I Need: Talk to me, feed me, and sing to me. My favorite songs are
lullabies. Cuddle me. I need fresh air, a ride in a stroller. Give me things to
pull and teethe on.

Page 12
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

Five months

What I’m Like: I may be able to roll over and sit with support. I can hold my
own toys. I babble and am alert for two hours at a time. I can eat most baby
food. Put toys just out of my reach and I will try to reach them. I like to see
what I look like and what I am doing.

What I Need: Make sure I’m safe as I’m learning to crawl. I need happy
sounds, and I like to be near you. Dance with me, tickle me, and tell me
about the world you see.

Nine months

What I’m Like: I’m busy! I like to explore everything! I crawl, sit, pull on
furniture, grasp objects, and understand simple commands. I like to be with
other babies and I react to their happiness and sadness.

What I Need: I need locks on cabinets with medicines, household cleaners,

or other dangerous things. Put away small sharp objects. I need touches,
nutritious food, and educational toys to keep me busy.

Twelve months

What I’m Like: I may be able to pull myself up and sidestep around
furniture. I may begin walking. I make lots of sounds and say “Mama” and
“Dada.” I’m curious about flowers, ants, grass, stones, bugs, and dirt. I like
to get messy, ’cause that’s how I learn. My fingers want to touch everything.
I like to play near others close to my age but not always with them. If I’m
walking, please walk at my pace.

What I Need: I need lots of cuddling and encouragement. I need a safe

place to move around as I will be getting into anything I can get my hands
on. Read to me again and again. Sing our favorite songs. Give me freedom
to do most things—until I need help. So please stay near.

Twelve to eighteen months

What I’m Like: I like to eat with a spoon, even if I spill. And I will spill, spill,
spill. I will explore everything high and low, so please keep me safe. I may
have temper tantrums because I have no other way of expressing my
feelings or frustrations. Sometimes I’m fearful and cling to you. I like to have
evening routines: music, story, and bath time. I like balls, blocks, pull toys,
push toys, take apart toys, put together toys, and cuddles. Sometimes I say
“No” and mean it. By eighteen months I can walk well by myself, although I
fall a lot. I may jump. I say lots of words, especially the word “mine”—
because everything is mine! I like it when we play outside or go to a park. I

Page 13
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

like being with other children. I try to take off my shoes and socks. I like to
build with blocks.

What I Need: Let me touch things. Let me try new things with your help, if I
need it. I need firm limits and consistency. Please give me praise. The more
you talk with me, the earlier I will tell you how I feel and what I need. I need
you to observe me and to understand why I’m upset or mad. I need your
understanding and patience. I want a routine. I need you to not mind the
mess I sometimes make. I need you to say I’m sorry if you made a mistake.
And please read to me over and over again!

The Toddler's Creed

If I want it, it’s mine. If I give it to you and change my mind later, it’s mine. If I take it
away from you, it’s mine. If it’s mine it will never belong to anybody else, no matter
what. If we are building something together, all the pieces are mine. If it looks just like
mine, it’s mine.

Eighteen months through two years: an overview

During the next stage of life, your child is beginning to define himself. Look for child care
activities that spur his imagination and vocabulary. During the toddler years, children get
into everything, so do your best to keep your child safe from a potential accident. Yet,
realize accidents do happen even to the most careful parents and children.

When looking for quality care for your toddler, consider:

 Is the child care setting safe and does it provide small group sizes and adult-to-
child ratios?
 Are there enough toys and activities so sharing isn’t a problem?
 Are there a lot of toys for building which can be put together?
 Is there a dress-up area?
 Do art activities allow the children the freedom to make their own art or do all
crafts look the same?
 And last, what are the toilet training and discipline practices of the provider?

Two years

What I’m Like: I am loving, affectionate, and responsive to others. I feel

sorry or sad when others my age are upset. I may even like to please you. I
don’t need you so close for protection, but please don’t go too far away. I
may do the exact opposite of what you want. I may be rigid, not willing to
wait or give in. I may even be bossy. “Me” is one of my favorite words. I may
have fears, especially of sounds, separation, moving household objects, or
that big dog.

What I Need: I need to continue exploring the world, down the block, the
parks, library, and stores, etc. I like my routines. If you have to change them,

Page 14
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

do so slowly. I need you to notice what I do well and PRAISE me. Give me
two OK choices to distract me when I begin to say “No.” I need you to be in
control and make decisions when I’m unable to do so. I do better when you
plan ahead. Be FIRM with me about the rules, but CALM when I forget or
disagree. And please be patient because I am doing my best to please you,
even though I may not act that way.

Three through five years: an overview

During the preschool years, your child will be incredibly busy. Cutting, pasting, painting,
and singing are all daily activities. When your child starts kindergarten around age five,
make sure home and child care activities include learning numbers, letters, and simple
directions. Most public school kindergarten programs are usually only a few hours a
day. You may need care before and after school. It is never too early to begin your
search.

When looking for quality care for your preschooler, consider:

 Are there other children the same age or close in age to your child?
 Is there space for climbing, running, and jumping?
 Are there books and learning activities to prepare your child for school?
 Is television and movie watching selective?
 Are learning materials and teaching styles age-appropriate and respectful of
children’s cultural and ethnic heritage?
 Are caregivers experienced and trained in early childhood development?
 Are children given choices to do and learn things for themselves?
 Are children rushed to complete activities or tasks?
 Or are they given enough time to work at their own pace?

Three years

What I’m Like: Watch out! I am charged with physical energy. I do things on
my own terms. My mind is a sponge. Reading and socializing are essential
in getting me ready for school. I like to pretend a lot and enjoy scribbling on
everything. I am full of questions, many of which are “Why?” I become fairly
reliable about using the potty. I may stay dry at night and may not. Playing
and trying new things out are how I learn. Sometimes I like to share. I begin
to listen more and begin to understand how to solve problems for myself.

What I Need: I want to know about everything and understand words, and
when encouraged, I will use words instead of grabbing, crying, or pushing.
Play with me, sing to me, and let’s pretend!

Page 15
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

Four years

What I’m Like: I’m in an active stage, running, hopping, jumping, and
climbing. I love to question “Why?” and “How?” I’m interested in numbers
and the world around me. I enjoy playing with my friends. I like to be creative
with my drawings, and I may like my pictures to be different from everyone
else’s. I’m curious about “sleepovers” but am not sure if I’m ready yet. I may
want to be just like my older sister or brother. I am proud that I am so BIG
now!

What I Need: I need to explore, to try out, and to test limits. Giving me room
to grow doesn’t mean letting me do everything. I need reasonable limits set
for my own protection and for others. Let me know clearly what is or isn’t to
be expected. I need to learn to give and take and play well with others. I
need to be read to, talked to, and listened to. I need to be given choices and
to learn things in my own way. Label objects and describe what’s happening
to me so I can learn new words and things.

Five years

What I’m Like: I’m slowing a little in growth. I have good motor control, but
my small muscles aren’t as developed as my large muscles for jumping. My
activity level is high and my play has direction. I like writing my name,
drawing pictures, making projects, and going to the library. I’m more
interested now in doing group activities, sharing things and my feelings. I
like quiet time away from the other kids from time to time. I may be anxious
to begin kindergarten.

What I Need: I need the opportunity for plenty of active play. I need to do
things for myself. I like to have choices in how I learn new things. But most
of all, I need your love and assurance that I’m important. I need time,
patience, understanding, and genuine attention. I am learning about who I
am and how I fit in with others. I need to know how I am doing in a positive
way. I understand more about things and how they work, so you can give
me a more detailed answer. I have a big imagination and pretend a lot.
Although I’m becoming taller, your lap is still one of my favorite places.

Six through eight years: an overview

Children at this age have busy days filled with recess, homework, and tear-jerking fights
with their friends. They begin to think and plan ahead. They have a thousand questions.
This age group has good and bad days just like adults. Get ready, because it’s only the
beginning!

Page 16
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

When looking for quality care for your school-age child, consider:

 Is the staff or provider trained to work with school-age children?

 Is there space for sports activities, climbing, running, and jumping?
 Are there materials that will interest your child?
 Is television and movie watching selective?
 Is there a quiet place to do homework or read?
 Is transportation available?

Six years

What I’m Like: Affectionate and excited over school, I go eagerly most of
the time. I am self-centered and can be quite demanding. I think of myself as
a big kid now. I can be impatient, wanting my demands to be met NOW. Yet
I may take forever to do ordinary things. I like to be with older children more
than with younger ones. I often have one close friend, and sometimes we
will exclude a third child.

What I Need: This might be my first year in real school. Although it’s fun, it’s
also scary. I need you to provide a safe place for me. Routines and
consistency are important. Don’t accept my behavior one day and correct
me for the same behavior tomorrow. Set up and explain rules about daily
routines like playtime and bedtime. I need your praise for what I am doing
well. Since I may go to before-and after-school care, help me get organized
the night before. Make sure I have everything ready for school.

Seven years

What I’m Like: I am often more quiet and sensitive to others than I was at
six. Sometimes I can be mean to others my age and younger. I may hurt
their feelings, but I really don’t mean to. I tend to be more polite and
agreeable to adult suggestions. By now I am conscious of my schoolwork
and am beginning to compare my work and myself with others. I want my
schoolwork to look “right.” If I make mistakes, I can easily become
frustrated.

What I Need: I need to tell you about my experiences, and I need the
attention of other adult listeners. I really want you to listen to me and
understand my feelings. Please don’t put me down or tell me I can’t do it—
help me to learn in a positive way. Please check my homework and reading
assignments. Let me go over to my friends and play when possible. I still
need hugs, kisses, and a bedtime story.

Eight years

What I’m Like: My curiosity and eagerness to explore new things continues
to grow. Friends are more important. I enjoy playing and being with peers.

Page 17
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

Recess may be my favorite “subject” in school. I may follow you around the
house just to find out how you feel and think, especially about me. I am also
beginning to be aware of adults as individuals and am curious about what
they do at work. Around the house or at child care, I can be quite helpful.

What I Need: My concept of an independent self has been developing. I

assert my individuality, and there are bound to be conflicts. I am expected to
learn and read and to get along with others. I need support in my efforts so
that I will have a desire for achievement. Your expectations will have a big
impact on me. If I am not doing well in school, explain to me that everyone
learns at a different pace, and that tiny improvements make a difference.
Tell me that the most important thing is to do my best. You can ask my
teachers for ways to help me at home. Problems in reading and writing
should be handled now to avoid more trouble later. And busy eight-year-olds
are usually hungry!

Nine through eleven years: an overview

Children from nine to eleven are like the socks they buy, with a great range of stretch.
Some are still “little kids” and others are quite mature. Some are already entering
puberty, with body, emotions, and attitude changes during this stage. Parents need to
take these changes into account when they are choosing child care for this age group.
These children begin to think logically and like to work on real tasks, such as mowing
lawns or baking. They have a lot of natural curiosity about living things and enjoy having
pets.

What I’m Like: I have lots of energy, and physical activities are important to
me. I like to take part in sports and group activities. I like clothes, music, and
my friends. I’m invited to sleepovers and to friends’ houses often. I want my
hair cut a certain way. I’m not as sure about school as I am about my social
life. Those of us who are girls are often taller and heavier than the boys.
Some girls may be beginning to show signs of puberty, and we may be self-
conscious about that. I feel powerful and independent, as though I know
what to do and how to do it. I can think for myself and want to be
independent. I may be eager to become an adult.

What I Need: I need you to keep communication lines open by setting rules
and giving reasons for them, by being a good listener, and by planning
ahead for changes in the schedule. Remember, I am still a child so don’t
expect me to act like an adult. Know that I like to be an active member of my
household, to help plan activities, and to be a part of the decision-making.
Once I am eleven or older, I may be ready to take care of myself from time
to time rather than go to child care. I still need adult help and
encouragement in doing my homework.

As children enter adolescence, they want their independence. Yet they still want to be
children and need your guidance. As your child grows, it’s easier to leave him at home

Page 18
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

for longer periods of time and also ask him to care for younger children. Trust your
instincts and watch your child to make sure you are not placing too much responsibility
on him at one time. Talk to him. Keep the door open. Make sure he is comfortable with
a new role of caregiver and is still able to finish his school work and other projects.

Eleven through fourteen years: an overview

Your child is changing so fast—in body, mind, and emotions—that you hardly know her
anymore. One day she’s as responsible and cooperative as an adult; the next day she’s
more like a six-year-old. Planning beyond today’s baseball game or slumber party is
hard. One minute she’s sunny and enthusiastic. The next she’s gloomy and silent. Keep
cool. These children are in process; they’re becoming more self-sufficient. It’s
Independence Day!

What I’m Like: I’m more independent than I used to be, but I’m quite self-
conscious. I think more like an adult, but there’s no simple answer. I like to
talk about issues in the adult world. I like to think for myself, and though I
often feel confused, my opinions are important to me, and I want others to
respect them. I seem to be moving away from my family. Friends are more
important than ever. To have them like me, I sometimes act in ways that
adults disapprove of. But I still need reasonable rules set by adults.
However, I’m more understanding and cooperative. I want nothing to do with
babysitters—in fact, if I’m mature enough I can often be by myself or watch
others.

What I Need: I need to know my family is behind me no matter how I may

stumble in my attempts to grow up. This growing up is serious business, and
I need to laugh and play a lot to lighten up and keep my balance. I need you
to understand that I’m doing my best and to encourage me to see my
mistakes as learning experiences. Please don’t tease me about my clothes,
hair, boy/girlfriends. I also need privacy with my own space and things.

What is child development and what skills do children develop at different ages.

What is child development?

Child development is a process every child goes through. This process involves
learning and mastering skills like sitting, walking, talking, skipping, and tying shoes.
Children learn these skills, called developmental milestones, during predictable time
periods.

Children develop skills in five main areas of development:

1. Cognitive Development
This is the child's ability to learn and solve problems. For example, this includes a
two-month-old baby learning to explore the environment with hands or eyes or a
five-year-old learning how to do simple math problems.

Page 19
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

2. Social and Emotional Development

This is the child's ability to interact with others, including helping themselves and
self-control. Examples of this type of development would include: a six-week-old
baby smiling, a ten-month-old baby waving bye-bye, or a five-year-old boy
knowing how to take turns in games at school.

3. Speech and Language Development

This is the child's ability to both understand and use language. For example, this
includes a 12-month-old baby saying his first words, a two-year-old naming parts
of her body, or a five-year-old learning to say "feet" instead of "foots".

4. Fine Motor Skill Development

This is the child's ability to use small muscles, specifically their hands and
fingers, to pick up small objects, hold a spoon, turn pages in a book, or use a
crayon to draw.

5. Gross Motor Skill Development

This is the child's ability to use large muscles. For example, a six-month-old baby
learns how to sit up with some support, a 12-month-old baby learns to pull up to
a stand holding onto furniture, and a five-year-old learns to skip.

What is a developmental milestone?

A developmental milestone is a skill that a child acquires within a specific time frame.
For instance, one developmental milestone is learning to walk. Most children learn this
skill or developmental milestone between the ages of 9 and 15 months.

Milestones develop in a sequential fashion. This means that a child will need to develop
some skills before he or she can develop new skills. For example, children must first
learn to crawl and to pull up to a standing position before they are able to walk. Each
milestone that a child acquires builds on the last milestone developed.

To find out more information about age-appropriate developmental milestones click on a

specific age below. If you are concerned your child has not met a developmental
milestone.

What are typical milestones, or skills, children learn at different ages?

We now know that our brains are not fully developed at birth. In fact, a baby's brain
weighs about one quarter (1/4) of what an adult's brain weighs!

The brain grows very rapidly during the first several years of life. During this time, your
child is learning all sorts of new skills.

Page 20
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

What if my child does not meet a developmental milestone?

Each child is an individual and may meet developmental milestones a little earlier or
later than his peers. You may have heard people say things like, "he was walking before
he turned 10 months, much earlier than his older brother" or "she didn't say much until
she was about 2 years old and then she talked a blue streak!" This is because each
child is unique and will develop at his or her own pace.

However, there are definitely blocks of time when most children will meet a milestone.
For example, children learn to walk anytime between 9 and 15 months of age. So, if
your child is 13 months of age and not yet walking, there is no need to worry if he is
crawling and pulling to a stand. He has acquired the skills he needs to learn to walk and
may begin walking soon. However, if you have a child 15 months of age who is not yet
walking, it would be a good idea to talk with your child's pediatrician to make sure there
aren't any medical or developmental problems since age 15 months is outside of the
normal "window" or time frame in which children learn to walk.

In this website, we will provide you with some information about these "windows" or
blocks of time when children usually develop a skill. We also will share with you
some warning signs or "red flags" to watch for that may mean your child is not meeting
developmental milestones. We will also give you the names of some
books and websites about child development that you may find helpful.

However, whenever you have questions, do not hesitate to ask a professional like your
child's doctor, nurse practitioner, or a trained child development or behavioral specialist.
There are also several clinical specialists who are specifically trained in various areas of
development who can be consulted. These include speech pathologists, occupational
and physical therapists, developmental psychologists and audiologists.

How can I help my child meet these developmental milestones?

As parents, we all want our children to succeed and be the best they can be. We know
from research that two factors influence how your child succeeds and grows: genes and
environment.

One of the factors that influence our child's development is their genetic makeup or
"genes." Some people refer to this as "nature." Genes are the genetic material we pass
onto our children. Children are born with their "genes" in place. These genes act like a
blueprint for what characteristics a child may have. For example, genes determine if a
child will have blue eyes or brown eyes; they also determine if he will be left- or right-
handed.

Page 21
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

The other factor that influences child development is the environment. This includes
experiences children have in their home, school and community environments. Some
people refer to this as "nurture." The environment can either improve or harm a child's
genetic blueprint. For example, malnourished children who live in third world countries
may not reach their IQ potential because of the impact of their environment on their
brain development.

We often think we need to run out and buy special toys, music and games to stimulate
our child's development, but we have to remind ourselves that it is more important to
provide the following, every-day activities you can do with your child to encourage brain
development.

 Give your child lots of love and attention. No matter what a child's age, holding,
hugging, and listening are important ways to show your child they matter.
 Interact with your child by talking, singing, playing, eating, and reading with your
child. Your child will grow up feeling special and important to you. You will also
learn a lot about your child's interests and skills.
 Read, read, read. Research has shown that children who are read to by their
parents have a larger vocabulary than other children. Reading also provides
children with new perspectives about the world we live in.
 Learn some simple parenting skills for helping your child to learn how to behave.
The most important parenting skills are having consistent rules, rewarding
behaviors you want to see your child do more of, and having consequences
for behaviors you do not want your child to continue to do.
 Limit TV time and video time to no more than 1-2 hours of educational viewing
per day.
 Ask for help when you need it from your spouse, partner, family, friends, and
your child's doctor or nurse practitioner. Parenting is wonderful but it is not
always easy.

Page 22
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

11 Types of Play Important to a Child's Development

Play builds your child's creativity and imagination as well as other skills. Whether it is
simply rolling a ball back and forth with a sibling or putting on a costume and imagining
she's an astronaut—she's developing important social skills such as learning to take
turns, cooperating, and getting along with others.

Does all play look the same to you? Sociologist Mildred Parten describes six types of
play that a child will take part in, depending on their age, mood, and social setting.

Unoccupied Play

Unoccupied play refers to activity when a child actually isn't playing at all. He may be
engaged in seemingly random movements, with no objective. Despite appearances, this
definitely is play and sets the stage for future play exploration.

Solitary (Independent) Play

Solitary play is just what it sounds like—when your child plays alone. This type of play is
important because it teaches a child how to keep himself entertained, eventually setting
the path to being self-sufficient.

Any child can play independently, but this type of play is the most common in younger
children around ages 2 or 3. At that age, they are still pretty self-centered and lack good

Page 23
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

communication skills. If a child is on the shy side and doesn't know his playmates well,
he may prefer this type of play.

Onlooker Play

Onlooker play is when a child simply observes other children playing and doesn't
partake in the action. It's common for younger children who are working on
their developing vocabulary.

Don't worry if your little one is behaving this way. It could be that the child feels shy,
needs to learn the rules, or maybe is the youngest and wants just to take a step back for
a while.

Parallel Play

Put two 3-year-olds in a room together and this is what you are likely to see: the two
children having fun, playing side by side in their own little world. It doesn't mean that
they don't like one another, they are just engaging in parallel play.

Despite having little social contact between playmates, children who parallel play
actually learn quite a bit from one another like taking turns and other social niceties.
Even though it appears they aren't paying attention to each other, they truly are and
often mimic the other one's behavior. As such, this type of play is viewed as an
important bridge to the later stages of play.

Associative Play

Slightly different from parallel play, associative play also features children playing
separately from one another. But in this mode of play, they are involved with what the
others are doing—think children building a city with blocks. As they build their individual
buildings, they are talking to one another and engaging each other.

This is an important stage of play because it helps little ones develop a whole host of
skills—socialization (what should we build now?) and problem solving (how can we
make this city bigger?), cooperation (if we work together we can make our city even
better) and language development (learning what to say to get their messages across to
one another). Through associative play is how children begin to make real friendships.

Cooperative Play

Cooperative play is where all the stages come together and children truly start playing
together. It is common in older preschoolers or in younger preschoolers who have older
siblings or have been around a lot of children).

Cooperative play uses all of the social skills your child has been working on and puts
them into action.5 Whether they are building a puzzle together, playing a board game, or

Page 24
 MODULE CHILD ADOLESCENT AND DEVELOPMENT

enjoying an outdoor group game, cooperative play sets the stage for future interactions
as your child matures into an adult.

Other Types of Play

While these stages are important and necessary for a child's social development, there
are other types of play that also contribute to a child's maturity. These types of play
usually develop as a child begins to engage in cooperative play and include:

 Dramatic/Fantasy Play: When your child who loves to play dress-up, doctor, or
restaurant, it's dramatic or fantasy play. Through this type of play, not only does
your child's imagination get a workout, but she learns how to take turns,
cooperate, share and work on language development. Through roleplay, kids are
also able to learn about functioning in the greater community.
 Competitive Play: Whether she's beating her brother at Chutes and Ladders or
playing on a local soccer team, your child is engaging in competitive play. Rules
and turn-taking, and functioning as part of a team are the big lessons taken from
this type of play. You may have to give your child guidance about dealing with
both winning and losing.
 Physical Play: Gross and fine motor skills really come into play here, whether
your child is throwing a ball or riding a bike. Physical play encourages kids to be
active.
 Constructive Play: Forms of constructive play include building with blocks,
making a road for toy cars, or constructing a fort out of couch pillows.
Constructive play teaches kids about manipulation, building, and fitting things
together.6 Cognitive skills are used to figure out how to make something work
best, whether it is a block tower that won't stand up or a sandcastle that keeps
collapsing.
 Symbolic Play: This type of play can be vocal (singing, jokes, rhymes), graphic
arts (drawing, coloring), counting, or making music. This type of play helps
children learn to develop skills in expressing themselves and exploring their
experiences, ideas, and emotions.

To know more about the Child Development please click the link below:
https://www.youtube.com/watch?v=gfghTDdh_uY
https://www.youtube.com/watch?v=xd802M7NFJs
https://www.youtube.com/watch?v=zM_aEudpMkc

Page 25