Physical, Emotional & Social Development

Provide a brief overview of two prominent theories on cognitive and social

development.

Discuss parenting strategies that emphasize importance of developmental

stages.

Important Factors That Impact the Developing Child

Biological Development

Environmental Influences

Biological Development

Children are not miniature versions of an adult.

A childs abilities coincide with with the development of his/her central

nervous system (CNS), particularly the brain.

This co-development with the CNS often becomes more easily overlooked as
the child gets older.

Environmental Influences

Those with primary child-rearing responsibilities are most likely to maximize

learning capabilities.

Understand the balance between developmental limits and parental

expectations (i.e. 2 year-old children cannot be taught how to read, but their
language development can be enhanced by reading to them).

Remember, normal development is not necessarily an age specific event,

but instead occurs within a range that can differ from child to child.

Physical and Motor Development

Features of Physical Development:
During childhood, children grow another 12 inches, and gain weight about the rate
of 5 pounds a year. Legs also grow much faster than the rest of the body. By the
age of 6, children make up almost 45% of body length. Children begin this period
with baby teeth, and, by the end, the children are loosing them.

Brain Development How does the brain develop?

Birth, brain is about 25% of its adult weight
6 months, brain is about 50% of its adult weight
75% of adult brain weight is present at 5-6 years
By 10 years, about 95% of adult brain weight has developed

Social Development
How a person develops a sense of self or self-identity, develops relationships with
others, and develops the kinds of social skills important in personal interactions
Erik Eriksons Psychosocial Stages

Trust vs. Mistrust

Autonomy vs. Shame and Doubt

Initiative vs. Guilt

Industry vs. Inferiority

Identity vs. Role Confusion

about his/her role in life.

Autonomy vs. Shame and Doubt

1-3 years

If parents encourage child to explore, they will develop independence,

autonomy

If parents punish exploration, child will feel that independence is bad,

shame and doubt

Initiative vs. Guilt

3-5 years

Child is expected to meet challenges in the world

If parents encourage initiative, child will be able to take responsibility

and make plans

If parent discourages initiative, child will become uncomfortable and

unable to plan for future

Industry vs. Inferiority

5-12 years old

Working to complete tasks, industry

Child does not apply themselves, or finish tasks, inferiority

Identity vs. Role Confusion

Adolescence

Change from child to adult

Success will result in confidence and a positive identity

Failure will result in low self esteem and become socially withdrawn,
role confusion

Trust Vs. Mistrust (0-1 Year

Description: Infants depend on others to meet their basic needs, and

therefore must be able to blindly trust the caregivers to provide them.

Positive outcome: If their needs are met consistently and responsively,

infants will learn to trust their environment and people in it.

Negative outcome: If needs are not responsibly met, infant may view world
as a dangerous and unreliable place.

Autonomy Vs. Shame/Doubt

(1-2 Years)

Description: Toddlers learn to explore and do things for themselves. Their

self-control and self-confidence begin to develop at this stage.

Positive outcome: If child is encouraged to explore and reassured when

mistakes are made, he/she will develop confidence needed to cope with
future situations that require choice, control, and independence.

Negative outcome: If parents are overprotective or extremely critical, child

may feel ashamed of behaviors and doubt his/her abilities and.

Initiative Vs. Guilt (2-6 Years)

Description: Children begin to interact with environment in more adult

like manner as motor and language skills develop. They learn to maintain
an eagerness for adventure and play, while learning to control impulsive
behavior.

Positive outcome: If parents are encouraging, but consistent in discipline,

children will learn to accept concept of right/wrong without guilt, and not feel
shame when using their imagination and engaging in fantasy play.

Negative outcome: If not, children may develop a sense of guilt and may
come to believe that it is wrong to be independent.

Competence/Industry Vs. Inferiority (6-12 Years)

Description: School is the important event at this stage. Children learn to

master basic social and academic skills. Peers become the key social agent
and children begin to compare themselves with others outside of the family.

Positive outcome: If children can find pleasure in learning, being

productive, and seeking success, they will develop a sense of competence.

Negative outcome: If not, they will develop feelings of inferiority.

Identity Vs. Role Confusion

(12-20 Years)

Description: This is the crossroad between childhood and maturity when

adolescents ask "Who am I?" The key social agent is the persons society of
peers.

Positive outcome: Adolescents who solve this conflict successfully will develop a
strong identity, and will be ready to plan for the future.
Negative outcome: If not, the adolescent will sink into confusion, unable to make
decisions and choices

Normal Stages of Human Development (Birth

to 5 Years)
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.

Physical and
Language

Emotional

Social

Birth to 1 month:

Generalized Tension

Helpless
Asocial
Fed by mother

Delight
Distress
Smiles at a Face

Visually fixates at a face,

smiles at a face, may be
soothed by rocking.

Enjoys being cuddled

Recognizes his mother.

Distinguishes between
familiar persons and
strangers, no longer smiles
indiscriminately. Expects
feeding, dressing, and
bathing.

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

2 to 3 months
Sensory Capacities: color
perception, visual exploration, oral
exploration.
Sounds: cries, coos, grunts
Motor Ability: control of eye
muscles, lifts head when on
stomach.

4 to 6 months
Sensory Capacities: localizes
sounds
Sounds: babbling, makes
most vowels and about half
of the consonants
Feedings: 3-5 per day
Motor Ability: control of
head and arm movements,
purposive grasping, rolls

over.

7 to 9 months
Motor Ability: control of
trunk and hands, sits without
support, crawls about.

10 to 12 months
Motor Ability: control of legs
and feet, stands, creeps,
apposition of thumb and
fore-finger.
Language: says one or two
words, imitates sounds,
responds to simple
commands.
Feedings: 3 meals, 2 snacks
Sleep: 12 hours, 2 naps

1 to 1 years
Motor Ability: creeps up
stairs, walks (10-20 min),
makes lines on paper with
crayon.

1 to 2 years
Motor Ability: runs, kicks a
ball, builds 6 cube tower
(2yrs) Capable of bowel and
bladder control.
Language: vocabulary of
more than 200 words
Sleep: 12 hours at night, 1-2
hr nap

2 to 3 years
Motor Ability: jumps off a
step, rides a tricycle, uses
crayons, builds a 9-10 cube
tower.
Language: starts to use short
sentences controls and
explores world with
language, stuttering may
appear briefly.

3 to 4 years
Motor Ability: Stands on one
leg, jumps up and down,

Specific emotional
attachment to mother.
Protests separation from
mother.

Enjoys "peek-a-boo"

Anger
Affection
Fear of strangers
Curiosity, exploration

Responsive to own name.

Wave bye-bye. Plays pat-acake, understands "no-no!"
Gives and takes objects.

Dependent Behavior
Very upset when separated
from mother
Fear of Bath

Obeys limited commands.

Repeats a few words.
Interested in his mirror
image. Feeds himself.

Temper tantrums (1-3yrs)

Resentment of new baby

Does opposite of what he is

told (18 months).

Fear of separation
Negativistic (2 yrs)
Violent emotions, anger
Differentiates facial
expressions of anger, sorrow,
and joy.
Sense of humor (Plays tricks)

Talks, uses "I" "me" "you"

Copies parents' actions.
Dependent, clinging,
possessive about toys,
enjoys playing alongside
another child. Negativism (2
yrs). Resists parental
demands. Gives orders.
Rigid insistence on sameness
of routine. Inability to make
decisions.

Affectionate toward parents.

Pleasure in genital
manipulation

Likes to share, uses "we"

Cooperative play with other
children, nursery school.

draws a circle and a cross (4

yrs) Self-sufficient in many
routines of home life.

Romantic attachment to
parent of opposite sex (3 to 5
yrs)
Jealousy of same-sex parent.
Imaginary fears of dark,
injury, etc. (3 to 5 years)

Imitates parents. Beginning

of identification with samesex parent, practices sex-role
activities. Intense curiosity &
interest in other children's
bodies. Imaginary friend.

4 to 5 years

Responsibility and guild

Feels pride in
accomplishment

Prefers to play with other children,

becomes competitive prefers sexappropriate activities.

Motor ability: mature motor

control, skips, broad jumps,
dresses himself, copies a
square and a triangle.
Language: talks clearly, uses
adult speech sounds, has
mastered basic grammar,
relates a story, knows over
2,000 words (5 yrs)