CHILDREN AS LANGUAGE LEARNERS: UNIT 1
E-TIVITY 4: CHILD DEVELOPMENT STAGES
Areas of
development 3-6
Control of Still developing; a great need for physical
muscular exercise.
movement
Very unstable: can have sudden tantrums and
whims.
Feels both insecurity and omnipotence.
Emotions Does not know how to wait, which causes
frustration.
Develops social role identification.
Symbolic thought begins (can substitute
drawing or game for real object).
Thought is subjective and egocentric.
Solves problems intuitively.
Confuses fantasy and reality.
Intelligence Begins to use words, numbers, gestures and
images to represent objects from his/her
environment.
Can express himself clearly in L1 by age 3-4.
Understands language literally.
Finds patterns and constructs hypothesis on
how language works and experiments with
Language them (from general to more complex aspects of
the language).
Seeks verbal explanations: asks ‘Why?’
References
Harder, A. (2009) The Developmental Stages of Erik Erikson. Retrieved from http://www.learningplaceonline.com/stages/organize/Erikson.htm
Meece, J. (1997) Child and Adolescent Development for Educators. New York: McGraw-Hill.
Child Development Stages
Ages
6-10
Muscles are stronger and more resistant.
Control of body is greater (coordination,
balance).
Has greater control of emotional ambivalence.
Develops a sense of industry derived from
feeling capable of learning, and from creating
and accomplishing numerous new skills and
knowledge.
Is interested in sexual differences.
Is more realistic and rational.
Becomes more objective.
Discovers coincidence.
Opens up to the outside world.
Thought is increasingly linked to real world
objects and phenomena.
Begins to use mental operations (to reflect
about real world objects and phenomena).
Uses tenses correctly at age 6; understands
them from age 8-9.
Begins to understand aspects of pragmatics:
when and how to join a conversation, rules for
discussions, strategies to tell stories or jokes.
–––––
10-12
Motor (manipulative) skills become fully
developed.
Self-concept is increasingly based on
psychological features.
Consolidates sense of industry and productivity.
Might become over-anxious or over-enthusiastic
about approaching adolescence.
Begins to feel sexual attraction.
Begins to use abstract thought (propositional
logic, scientific and proportional reasoning).
Distinguishes between what is real (concrete)
and what is possible (abstract).
Begins to generate and test hypotheses in a
logical, more systematic way.
Uses deductive reasoning.
Begins to discriminate relevant from irrelevant
information.
Begins to monitor his/her comprehension.
Sound, meaning and grammatical systems are
well developed.
Language broadens (uses different registers and
styles) in speech and writing.
Becomes interested in the quality of his/her
written work.
Discovers that language can have literal and
metaphorical meanings.
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Areas of
development 3-6
Is egocentric, subjective and dependent.
First contacts with peers are ambivalent (can
be aggressive and friendly to the same person).
Becomes aware of his/her potential (both
abilities and limitations).
Sociability Plays parallel to others.
Extremely keen to communicate, in order to
differentiate himself from others.
Passionate and non-systematic in the ways
he/she does things.
Does not always want to do suggested activity.
Behaviour Physically aggressive, without a motive.
Takes other children’s toys as a way of
affirming him/herself.
Interrupts activities to gain attention.
Creates play situations that emulate adult
roles.
References
Harder, A. (2009) The Developmental Stages of Erik Erikson. Retrieved from http://www.learningplaceonline.com/stages/organize/Erikson.htm
Meece, J. (1997) Child and Adolescent Development for Educators. New York: McGraw-Hill.
CHILDREN AS LANGUAGE LEARNERS: UNIT 1
E-TIVITY 4: CHILD DEVELOPMENT STAGES
Ages
6-10
Begins to cooperate with others.
Initiates relationships with peers.
Alternates periods of silence and continuous
talking.
Can work very simply in a team from age 7-8.
Needs the group for security and self-esteem.
Learns moral values from adults.
The very active child starts to become calmer.
Usually keen to read and write.
Often admires teachers and thinks they know
everything.
Can sit and focus for longer periods of time,
but also gets tired easily.
–––––
10-12
Is more interested in peers and groups.
Develops more complex relationships.
Has a best friend (peer) and an idol (usually a
successful young adult).
Positive or negative social relationships
influence feelings of efficacy, competence,
self-esteem and behaviour (including ability to
work in teams)
Values and beliefs may begin to challenge
those of parents/teachers.
Begins to follow group trends, needs to belong.
Begins to seek independence.
Takes learning more seriously.
Begins to develop own learning strategies.
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