AGE Fine Motor Gross Motor Language Play

Puts small pellets Walks alone well; 4 – 6 words Can stack 2 blocks;
15 into small bottles can seat in chair exploring sense of
permanence
No longer rotates a Can run and jump 7 – 20 words; Imitates household
spoon to bring to in place; walk up & uses jargoning; chores, dusting;
18
mouth down the stairs names 1 body parallel play
part
Can open doors by Walks up stairs 50 words; 2 word Parallel play
24 doorknobs; alone still using sentences evident
unscrew lids both feet
Make simple lines Can jump down Verbal language Spends time
30
from chair increasing playing house

COGNITIVE AND PSYCHOSOCIAL DEVELOPMENT OF A TODDLER

Age in Months Stage Task
Cognitive
18-Dec Sensimotor 5 Child experiments by trial
and error method
18 - 24 Sensimotor 6 Can pretend and use deferred
imitation; object permanence
is complete
24 Pre-operational thought Able to use assimilation or
change situation to fit
thoughts
Psychosocial
24 - 36 Autonomy vs. shame and Learn independence and the
guilt beginning of problem solving

SUMMARY OF PRESCHOOL
Age (yr.) Fine Motor Grass Motor Language Play
Undresses self; stacks Runs; alternates feet on Vocabulary of 900 Able to take turns;
tower of blocks; draws a stairs; rides tricycle, words very imaginative
3 cross stands on one foot

Can do simple buttons Constantly in motion, Vocabulary of 1,500 Pretending is a

4 jumps; skips words major activity

Draws a 6 part man Throws overhand Vocabulary of 2,100 Like games with
5 words numbers or letters

DEVELOPMENT OF SECONDARY SEX CHARACTERISTICS IN SCHOOL-AGE CHILD

Age (yr.) Boys Girls
 Pre pubertal weight gain occurs
9 to 11
Sparse growth of straight; downy,
slightly pigmented hair at base of penis
11 to 12 Scrotum becoming textured; growth of
penis and testes begins
Sebaceous gland secretion increases
Perspiration increases
Pubic hair present across pubis
Penis lengthens
12 to 13
Dramatic linear growth spurt
Breast enlargement occurs
SUMMARY OF SCHOOL-AGE DEVELOPMENT
Age (yr.) Physical Development
A year of constant motion; skipping is a
6 new skill; first molar erupts
Central incisor erupt; difference
7 between sexes becomes apparent time in
quiet play
Coordination definitely improved;
8 playing with gang becomes important;
eyes become fully developed
9 All activities done with gang
10 Coordination improves
11 Active, but awkward and ungainly
12 Coordination improves
Breasts: elevation od papilla with breast
bud formation; areolar diameter enlarges
Straight hair along the labia. Vaginal
epithelium becomes cornified
pH of vaginal secretions acid; slight
mucous vaginal discharge present
Sebaceous gland secretion increases
Perspiration increases
Dramatic growth spurt
Pubic hair grows darker; spreads over
entire pubis
Breast enlarge, still no protrusion of
nipples
Axillary hair present
Menarche occurs
Psychosocial & Cognitive
Development
First-grade teacher becomes authority
figure; adjustment to all-day school may
be difficult and lead to nervous
manifestation of fingernail biting;
defines words by their use
A quiet year; striving for perfection
leads to this year being called an eraser
year. Conservation is learned; can tell
time; can make simple change
“Best friends” develop; whispering and
giggling begin; can write as well as
print; understands concepts of past.
Present and future.
Gang age; a 9 yr old club is formed to
spite someone has secret codes, is all
boy or a girl, gangs disband and reform
quickly
Ready for camp away from home;
collecting age; ready for competitive
games
Insecure with members of opposite sex;
repeats off-color jokes
A sense of humor is present; is social
and cooperative
 SEXUAL MATURATION IN ADOLOESCENTS
Age (yr.) Males Females
Pubic hair thick and curly; triangular in
Growth spurt continuing; pubic hair distribution; breast areola and papilla form
abundant and curly. secondary mound; menstruation is
13-15 ovulatory making pregnancy possible
Testes, penis and scrotum enlarging
further; facial hair fine and downy; voice
changes
Genitalia adult; pubic hair abundant and Pubic hair abundant and curly; may extend
curly; scrotum dark and heavily rugated, onto medial aspect of thighs; breast tissue
15-16 sperm production mature adult and nipple protrude, may have some
degree of acne
Pubic hair abundant and curly; may extend
along medial line of the thighs; testes,
16-17 scrotum, and penis adult size; may have End of skeletal growth
some degree of acne; gynecomastia
(enlarged breast tissue)
17-18 End of skeletal growth

Freud’s Five Stages of Development

Stage Age Characteristics
Mouth is the center of pleasure (major source of
gratification and exploration)
Oral Birth to 1 ½ years
Major conflict: weaning

Anus and bladder are the sources of pleasure

Anal 1 ½ to 3 years
Major conflict: Toilet training
The child’s genitals are the center of pleasure.
Phallic 4 to 6 years

Masturbation offers pleasure. Other activities can

include fantasy, experimentation with peers and
questioning of adults about sexual topics. Major
conflict: (The Oedipus complex and Electra
complex, which resolves when the child identifies
with parent of same sex. (The Oedipus complex
refers to the male child’s attraction for his mother
and hostile attitudes toward his father. The electra
complex refers to the female’s attraction for her
father and hostile attitudes towards her mother
Energy is directed to physical and intellectual
activities. Sexual impulses tend to be repressed.
Latency 6 to puberty
Develop relationships between peers of the same
sex.
Energy is directed toward full maturity and function
and development of skills needed to cope with the
Genital Puberty and after
environment.
 Erickson’s Eight Stages of Development
Indicators of
Indicators of
Stage Age Central Task positive
positive resolution
resolution
Mistrust,
Birth to 18 Learning to trust withdrawal,
Infancy Trust versus mistrust
months others estrangement
Compulsive self
Self control without restraint or
18 months to 3 Autonomy versus shame and loss of self esteem. compliance.
Early Infancy
years doubt
Ability to cooperate Willfulness and
and express oneself defiance

Learning the degree Lack of self

to which confidence.
assertiveness and Pessisim, fear of
Late purpose influence the wrong doing.
3 to 5 years Initiative versus Guilt environment.
Childhood Over control
Beginning ability to and over
evaluate one’s own restriction of
behavior own activity
Beginning to create, Loss of hope,
develop and sense of being
manipulate. mediocre.
School Age 6 to 12 years Industry versus inferiority
Developing sense of Withdrawal
competence and from school and
perseverance peers
Coherent sense of Feelings of
self. confusion,
Identity versus role
Adolescence 12 to 20 years indecisiveness
confusion Plans to actualize and possible anti
one’s abilities social behavior
Impersonal
Intimate relationship relationships.
with another partner. Avoidance of
Young
18 to 25 years Intimacy versus isolation relationships,
adulthood
Commitment to work career or
and relationships lifestyles
commitments
Self indulgence,
Creativity, self concern,
Generativity versus
Adulthood 25 to 65 years productivity, concern lack of interests
stagnation
for others and
commitments
Acceptance of worth
and uniqueness of Sense of loss,
Maturity 65 to death Integrity versus despair one’s own life. contempt for
others
Acceptance of death
 Piaget’s Phases of Cognitive Development
Phases and Stages Age Significant behavior

Sensorimotor stage Birth to 2 years

Stage 1
Birth to 1 month Most active is reflexive
Use of reflexes
Stage 2
Perception of events is centered on the body.
1 to 4 months
Primary circular reaction Objects are extension of self

Stage 3
Acknowledges the external environment. Actively
Secondary circular 4 to 8 months
makes changes in the environment
reaction
Stage 4
Coordination of 8 to 12 months Can distinguish a goal from a means of attaining it
secondary schemata
Stage 5
Tries and discovers new goals and ways to attain
12 to 18 months
Tertiary circular reaction goals. Rituals are important
Stage 6
Interprets the environment by mental image. Uses
18 to 24 months
Inventions of new means make believe and pretend play

Uses and an egocentric approach to accommodate

Pre conceptual phase
Intuitive phase
Concrete Operations
Phase
Formal Operations Phase
2 to 4 years the demands of the environment. Everything is
significant and relates to “me”.
Explores the environment. Language development
is rapid. Associates words with objects
4 to 7 years Egocentric thinking diminishes. Thinks of one idea
at a time. Includes others in the environment.
Words express thoughts.
7 to 11 years Solves concrete problems. Begins to understand
relationships such as size. Understands right and
left. Cognizant of viewpoints
Uses rational thinking. Reasoning is deductive and
11 to 15 years
futuristic.

Kohlberg’s Phases of Moral Development

Level Stage Average Age

Pre-conventional
Person is responsive to
cultural rules of labels of
good and bad, right or
wrong. Externally
established rules
determine right or wrong
actions. Person reasons in
terms of punishment,
reward, or exchange of
favors.
Egocentric focus
Conventional
Person is concerned with
maintaining expectations
and rules of the family,
group, nation, or society.
A sense of
of guilt has developed and
affects behavior. The
person values conformity,
loyalty and active
maintenance of social
order and control.
Conformity means good
behavior or what pleases
or helps another and is
approved.
Societal focus
Punishment and Obedient
Orientation
Fear of punishment, not respect Toddler to 7 years
for authority, is the reason for
decisions, behavior, and
conformity
Instrumental Relativist
Orientation
Conformity is based on
egocentricity and narcissistic Preschooler through school-age
needs. There is no feeling of
justice, loyalty, or gratitude. “I’ll
do something if I get something
for it because it pleases you.”
Interpersonal Concordance
Orientation
Decisions and behavior are School-age through adulthood
based on concerns about others
reactions; the
person wants others’ approval or
a reward. An emphatic response,
based on understanding of how
another person feels, is a
determinant of decisions and
behavior
Law-and-Order Orientation
The person wants established Adolescence and adulthood (most men are in this
rules from authorities, and the stage)
reason for decisions and
behavior is that social
And sexual rules and traditions
demand the response. (I’ll do
something because it’s the law of
my duty
Post conventional
The person lives
autonomously and defines
moral values and
principles that are distinct
from personal
identification with group
values. He or she lives
according to principles
that are universally
agreed on and that the
person considers
appropriate for life
Universal focus
Social Contact Legalistic
Orientation
The social rules are not sole
basis for decisions and behavior
because the person believes a
higher moral principle applies
such as equality, justice, or due
Middle-age or older adult
process
Universal Ethical Principle
Orientation
Decisions and behaviors are
based on internalized rules, on
conscience rather than social
laws, and on self-chosen ethical
and abstract principles that are
universal, comprehensive, and
consistent.