Developmental Chart

Developmental Sequence Chart

Developmental Sequence Chart Template
Chloe, Mandi, Angelyna

Vesna Cejovic
TLSC 120
Contents
· Language Development
· Social-Emotional Development
· Cognitive Development
· Physical Development

1

LANGUAGE DEVELOPMENT
Explanation and Featured Characteristics of this Area of Development

Children begin to coordinate sounds, use words, and sentences to communicate. They are able to distinguish between
words and meaning.
Developments during this stage (Cite texts / Real-Life Examples / Observations from sites
theories) Annotations cite from text.
[Identify key developmental theories, milestones, [Summarize real-life examples you observed that relate to the
constructs, concepts for each domain and age range form
Birth – your text book provide page numbers for your reference.]
milestones listed on the left.
Be sure to be sure to include an explanation of the connection between
3 years
your example and the milestone. For instance, you might add a sentence
like "This demonstrates that..." for each of the examples in this section.
Note any development or learning theories that you find relevant to
these examples and why. Be sure to cite text when relevant]
Example: Speech develops through cooing, gurgling, in response to
caregivers and begins to morph into single syllables (goo, ga, ba)
Late infancy vocalizations, begin to become longer, with vowel and Example: At the Children’s Museum, the Treehouse Trails room provided an
consonant sounds (bada, babu) and begins to take on an expressive tone open space, made to appear as a little jungle, made for infants. The area was
9 conversational babble) very soft and padded so that they wouldn’t be able to hurt themselves, and large
enough that each baby would have adequate space. This area encouraged
language development through parent- child interaction as the babies made
“bada, babu” sounds and the parent would encourage them to form these sounds
into words, like “ball.” This scaffolds the baby’s ability to learn words.
[Woolfolk 173]
2
Vocabulary increases. They begin to use the past tense, ask My brother just turned five, and he discovered asking
questions, identify shapes and colors. Woolfolk writes that questions. He has gotten to the age of asking “why” to every
4 – 7 the “average 6-year-old has vocabulary of about 10,000 little thing. The average conversation: “Alright I’m going to
years words; defines objects by their use; knows spatial relations bed.” “Why?” “Because I’m tired.” “But why?”
(like “on top” and “far”) and opposites; knows address;
understands same and different” (Woolfolk 179).
According to Woolfolk, “This internal verbal thinking is My younger brother often when he’s reading or problem-solving
not stable until about age 12, so children in elementary he will sit at the table and talk to himself to try and understand
8 – 12 school may need to continue talking through problems what he is reading and doing. We often get frustrated if we’re
years and explaining their reasoning in order to develop their sitting with him, but self-talk helps with harder level thinking at
abilities to control their thinking” (Woolfolk 62). this age.
Language is fully mastered and we began putting that into

- Language is better developed. They’re able to formulate writing.
13 – 18 full sentences. They may be more complex in their
years thinking.

3
SOCIAL-EMOTIONAL DEVELOPMENT

[How might you explain this area of development to your friends? What types of things does this area of development
entail?]
This section entails how interactions with others impact an individual emotionally. As well as, the stages they must go
through as they grow older to reach emotional maturity.
[Identify key developmental theories, milestones, constructs,

concepts for each domain and age range from your text book
[Summarize real-life examples you observed that relate to the
Birth – provide page numbers for your reference.] milestones listed on the left.
3 years Be sure to be sure to include an explanation of the connection between

like "This demonstrates that..." for each of the examples in this section.

- Example: Autonomy vs shame and doubt- age 2 to 3, develop a

sense of control over their skills without being harshly Example: At the Children’s Museum, babies and toddlers can be expressive
punished for displays of independence, if children are scolded with paint and other art mediums. They can use this freedom to show their
they may feel ashamed and will no longer want to try new control over skills without punishment for getting paint on the walls or floors.
things This builds independence and self-efficacy, and is an example of Erikson’s
second stage of social- emotional development. [Woolfolk 94]
4
According to Erikson, children must get through the stage Currently, my five year old brother has become very brave. He’s
of initiative vs. guilt during this time. “The challenge of this discovering doing a lot of things on his own. He went from a
4 – 7 period is to maintain a balance between zest for activity and balance bike to now riding a two wheeler bike on his own. My
years an understanding that not every impulse can be acted on” mom is overbearing because he’s the youngest and the very last
(Woolfolk 97). They begin to become independent. Parents child she’s going to have. She doesn’t want him to grow up, but
must not be overbearing during this phase, supervising he’s finding his independence. My stepdad on the other hand has
without interfering. If children are unable to complete tasks allowed him to try the things he wants, my little brother
on their own they begin to feel guilty/embarrassed and less successfully rode a two wheeler his first try and even rides around
likely to do tasks in the future because they may fear on a child motorcycle. If he cannot do something he typically gets
they’re always doing something wrong. pretty upset.
During this stage, they must get past the phase of industry I remember personally going through this. I was into spelling
vs inferiority. Their lives are becoming increasingly more bees, I began to become extremely invested in school. It was also
8 – 12 competitive around this age. They begin to realize that there the age range where everyone had to be better than everyone.
years is pleasure in a job well done and that hard work pays off. People began separating into cliques.
Individuals during this stage go through an identity search. I’ve been able to fortunately watch my siblings grow up and my
The phase of identity vs role confusion entails the sister is currently in this phase of trying to figure out who she is
13 – 18 formation of their sense of self. They begin to wonder who and it is constantly changing. She’s gone through an emo phase, a
years they are and their place in the world. girly phase, a trendy phase; her interests changing monthly.
“Identity refers to the organization of the individual’s
drives, abilities, beliefs, and history into a consistent image
of self. It involves deliberate choices and decisions,
particularly about work, values, ideology, and commitments
to people and ideas” (Woolfolk 100).
5
COGNITIVE DEVELOPMENT

[How might you explain this area of development to your friends? What types of things does this area of development
entail?]
I would explain cognitive development as an area of study that involves both neuroscience and psychology. Cognitive development deals with
how children process information and how they intellectually connect with the world in which they live in. Cognitive development involves
intelligence, reasoning, language development and memory as well.
In Educational Psychology written by Anita Woolfolk, [Summarize real-life examples you observed that relate to the
Woolfolk explains Jean Piaget’s theory of cognitive
Birth – development. Piaget developed a framework to explain how
milestones listed on the left.
3 years humans understand their world by gathering and organizing
information (Woolfolk, 45). He explains why some ideas like "This demonstrates that..." for each of the examples in this section.
are easier for adults to understand than they are for
children. He developed four stages of development to
describe what a child should know how to do based on their
age. The sensorimotor stage takes place between the ages of A real-life example that I can relate to the sensorimotor stage and
zero and two where children’s thinking involves the senses object permanence happened while I was babysitting a two-year
and motor activity (Woolfolk, 48). Object permanence is a old. We were playing a game where I would hide a toy and after
key concept in the sensorimotor stage where children will about thirty seconds, he would go look for it. This demonstrates
understand that objects still exist even if they cannot that he understands the idea of object permanence because he still
directly see them (Woolfolk, 48). knew that the object existed even if it was temporarily out of sight
(Woolfolk, 48).
6
The ideas of schemes, assimilation, accommodation, An example I have been using while working with schemes,
equilibrium and disequilibrium relate more so to three-year assimilation, accommodation, equilibrium and disequilibrium is
old’s and will be put into the four to seven age categories the example of a child calling a kitten a puppy. In this child’s
later, but I will relate to here now. It is important to note mind they know that puppies have four legs, so they see a kitten
that all of these ideas are in Educational Psychology written with four legs and place this kitten in their “recognizing a puppy”
by Anita Woolfolk. Schemes are intellectual categories of scheme. This would demonstrate assimilation because the child
experience that children’s brains create that allow them to just put new information into an existing scheme. This would also
think about the world (Woolfolk, 47). Assimilation is when demonstrate equilibrium as it was the child’s attempt to make
children place new information into existing schemes sense of the world that they live in. However, at one point or
(Woolfolk, 47). Accommodation is changing existing another the child will learn the puppies and kittens are not the
schemes or creating new ones in order to understand new same animal, so they will have to create a scheme for
information (Woolfolk, 47). Equilibrium is when children “recognizing kittens”. This would demonstrate accommodation
look for a balance between mental schemes and information because the child had to create a new scheme in order to make
from the outside world (Woolfolk, 47). Disequilibrium is sense of new information. This would also demonstrate
when children accept that their way of thinking was disequilibrium as the child accepted that they were wrong and had
incorrect, so they problem solve to create a new way of to problem solve to be right (Woolfolk, 47).
thinking (Woolfolk, 47). All of these ideas work together in
order to help children better understand the world. The
example to the right will help to make sense of all of this.
The ideas of schemes, assimilation, accommodation, The puppy and kitten example from above could also be placed in
equilibrium and disequilibrium can also be included in this this category because it was an example of a young child trying to
4 – 7 age category because four and five years old are still trying make sense of the world while using the ideas of schemes,
years to form mental connections with the real world. assimilation, accommodation, equilibrium and disequilibrium.
In Educational Psychology written by Anita Woolfolk, A real-life example that I can relate to a semiotic function
Woolfolk explains the preoperational stage of Piaget’s happened when I was babysitting a six-year-old girl. She wanted
stages of cognitive development. This stage of development to play “house” with her older sister, but she wanted her older
relates to four to seven-year old’s. At this stage children are sister to be the Dad. In order to make this happen, the six-year-old
sort of in the middle; they cannot fully understand logic, but drew a black line on a piece of paper, cut it out, and told her sister
7
they are getting to that point. Children can classify, identify to hold that above her lips, so she would have a mustache like
and communicate during this stage (Woolfolk, 48-49). some Dads have in real-life. This demonstrates semiotic
Semiotic function is a key concept to this stage of functioning because the six-year-old used a symbol to represent a
development. Semiotic function is when children use real-life character (Woolfolk, 49).
symbols, language, pictures or gestures to represent objects
in an attempt to better understand the world (Woolfolk, 49). A real-life example that I can relate to the idea of being egocentric
Children at this age are often very egocentric where they happened while I was babysitting a four-year-old girl. I had gotten
think everyone experiences the world the way that they do a paper cut and she noticed I was in discomfort, so she told me I
(Woolfolk, 49). should call her Mom and ask her what I should do. This
demonstrates the idea of being egocentric because she placed
In Educational Psychology written by Anita Woolfolk, herself in the situation and told me what she would do. She was
Woolfolk explains how Vygotsky views cognitive not able to understand that I had a different way of handling it
development. Vygotsky thought that the only way children (Woolfolk, 49).
could really learn was through cultural settings. He believed
in co-constructed processes in which children could interact A real-life example that can be related to co-constructed processes
verbally with adults to come to solve a problem (Woolfolk, happened while I was with my Aunt and her six-year-old boy. We
57-58). were just about to leave, but my cousin was not able to find his
jacket, so my Aunt asked him several questions revolving around
In Educational Psychology written by Anita Woolfolk, where it might be. This demonstrates co-constructed processes
Woolfolk brings up how Vygotsky viewed private speech. because the two were able to have a conversation, and eventually
Private speech is children’s self-talk that guides their solve the problem (finding the jacket) (Woolfolk, 58).
thinking. This talk will later become internalized. Private
speech starts around the time children learn how to talk
(Woolfolk, 60). I can relate the idea of private speech to myself. I was always the
student who would whisper to myself during independent work
time or while taking tests as a way to think about what was in
front of me. This demonstrates how I was positively affected by
private speech as it helped to guide me to the correct answer
(Woolfolk, 61).
8
In Educational Psychology written by Anita Woolfolk, A real-life example related to conservation; I actually did with a
Woolfolk explains the concrete operational stage of family friend who is ten years old. I showed him a glass of water
8 – 12 Piaget’s stages of cognitive development. This stage relates in a narrow glass and then I poured that water into a wider glass.
years to eight, nine, ten-year old’s. Children at this stage will I asked him if the amount of water had changed and he told me
he did not think so. This demonstrates that he understands
understand conservation, which is knowing that some conservation because he knew objects stay the same despite a
characteristics of an object remain the same despite a change of outside appearance (Woolfolk, 49-51).
change of appearance (Woolfolk, 49).
In Educational Psychology written by Anita Woolfolk, A real-life example regarding hypothetico-deductive reasoning,
Woolfolk explains the formal operations stage of Piaget’s just happened with my fifteen-year-old sister. She was thinking
13 – 18 stages of cognitive development. This stage relates to about how late she wanted to be at her friend’s house because of
years children at adolescents all the way through adulthood. how much homework she has tonight. She thought about doing
homework with her friend, coming home around 8:00 or waking
Children at this stage are able to think abstractly (Woolfolk, up early tomorrow to get her homework done. She decided to do
52). Hypothetico-deductive reasoning is a key concept to homework with her friend that way the two can still spend the
the formal operations stage where children will be able to most amount of time with each other tonight. This situation
understand how to identify all factors to a problem and demonstrates hypothetico-deductive reasoning because my sister
evaluate all solutions (Woolfolk, 53). Adolescent was able to look at the problem, identify all solutions, and go with
egocentrism is another key concept to this stage where the one that would work the best for her (Woolfolk, 53).
those at adolescence assume everyone share’s one’s
A real-life example involving adolescent egocentrism happened
concerns (Woolfolk, 53).
with my friend last school year. She raised her hand to answer a
question in pre-calc, the teacher called on her and she ended up
saying the incorrect answer. She was so embarrassed and kept
thinking that now everyone would think she didn’t know what she
was doing in pre-calc class. This demonstrates adolescent
9
egocentrism because my friend had the mentality of “everyone is

watching me”, when in reality no one probably cared too much
about her saying the incorrect answer (Woolfolk, 53).

PHYSICAL DEVELOPMENT

Physical development involves the way in which children grow. They often grow taller, stronger, and gain weight. In later
years they go through sex transformations. Their physical development impacts their motor development.
[Identify key developmental theories, milestones, constructs,

concepts for each domain and age range form your text book
[Summarize real-life examples you observed that relate to the
Birth – provide page numbers for your reference.] milestones listed on the left.
3 years According to the text, “By age 2, most children stop

“toddling.” Their awkward, wide-legged gait becomes like "This demonstrates that..." for each of the examples in this section.
smooth and rhythmic; they have perfected walking.
During their third year, most children learn to run,
10
throw, and jump” (Woolfolk 75). Prior to this children Note any development or learning theories that you find relevant to
do the awkward walk where they appear to “toddle” these examples and why. Be sure to cite text when relevant]
everywhere and are more clumsy with their walking or
need assistance. As babies they have limited motor
movement. An example from real life is that one of my relative’s kids experienced
this stage, he is able to stretch and move his arms & legs and hold his
head up by themselves, since they are developing up the gross motor
skills,
Around this age they become more coordinated and My youngest brother, around 4, had actually become quite hyper.
begin to grow bigger and stronger than they were. He began playing basketball and other sports.
4 – 7 According to Woolfolk, “Between ages 2 and about 4
years or 5, preschoolers’ muscles grow stronger, their brains
develop to better integrate information about
movements, their balance improves, and their center of
gravity moves lower, so they are able to run, jump,
climb, and hop” (Woolfolk 75). Their gross motor skills
improve and they learn to throw and do other such
activities.
During this time, growing is a lot steadier. While they grow taller One of my other brothers is just getting out of this phase. He
and stronger, they become better at sports as well.”There is was always the absolute runt of his grade. Much smaller and
8 – 12 tremendous variation among children, however. A skinnier than the rest of his classmates, but perfectly healthy.
years particular child can be much larger or smaller than average
and still be perfectly healthy” (Woolfolk 75). Not all of the
students in this age range are the same, there is large variation in
height, weight, etc; often the girls are larger than the boys during
this period of time.
11
This age range marks the large physical development I recall when my brother began going through puberty, we
of sexual maturity these children go through. Puberty would laugh because he began growing hairs on his chin that he
13 – 18 typically begins in this range for males and females. so badly wanted gone. He completely shot up going from being
years Woolfolk says, “Less-welcome changes in puberty are a runt to being 6 foot, and taller than me. His voice dropped
increases in skin oiliness, skin acne, and body odor” tremendously and he no longer sounded like a pipsqueak.
(Woolfolk 76). Females begin developing breasts,
experience their first period, and grow in final height
between 14-16. While boys’ scrotums get larger, they
develop facial hair, experience their first sperm
ejaculation, and reach their final height around 19.

12

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Developmental Sequence Chart

Developmental Sequence Chart Template

Chloe, Mandi, Angelyna

Language is fully mastered and we began putting that into

[Identify key developmental theories, milestones, constructs,

3 years Be sure to be sure to include an explanation of the connection between

egocentrism because my friend had the mentality of “everyone is

[Identify key developmental theories, milestones, constructs,

3 years According to the text, “By age 2, most children stop

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