Chapter 2: The Stages of Development and Developmental Tasks

Chapter Summary
1. Read the material under Stages of Development and Developmental Tasks which is in the
handouts
2. Write here the things that a person can do under the 3 domains, physical, emotional/social, and
cognitive. Refer your answers to the handout or you can make your research to answer the items
- Physical refers to the things one can do with the body
- Emotional/social refers to what one can feel and how one interacts with other human
beings.
- Cognitive refers to what a person can comprehend mentally, this also involves
intelligence and understanding of the world.

Physical Emotional/Social Cognitive

Infancy and Physically, infants From the moment Infants’ automatic
Toddlerhood: develop from the they are born, babies movements or
Less than 1 yr. old top down, may indicate interest, reflexes are the
beginning with discomfort, disgust, starting point for
their heads and and enjoyment active learning
necks. Because through facial (sucking, grasping,
the neck muscles expressions and body staring, listening).
are not strong position. Around the
enough to offer age of 2 to 3 months,
support, a infants begin to show
newborn has a a spontaneous
tough time "social smile," and
holding their head around the age of 4
up at birth. months, they begin to
Infants and laugh spontaneously.
toddlers have a Infants also display
tremendous desire other emotions such
to learn as anger, sadness,
movement, surprise, and fear
balance, and fine- between the ages of 2
and gross-motor and 6 months. Babies
abilities as they begin to experience
get older. Rolling stranger anxiety
and crawling between the ages of 5
happen as infants and 6 months. They
learn to use big dislike being held or
muscle groups. played with by
Finger grasping others, and they will
and picking up express their
things are displeasure overtly.
 evidence of
developing small-
muscle skills.
A one-year-old Emotions are In the first year,
who can move experienced, babies learn to
into a sitting expressed, and concentrate their
position without perceived by 1 year vision, stretch out,
support can pull old children before explore, and learn
himself up to they completely about the objects that
stand and walk comprehend them. are around them.
alone while Children develop The learning process
holding onto abilities that connect of memory,
Infancy and furniture, take a them to family, peers, language, thinking,
Toddlerhood: few steps without instructors, and the and reasoning is
At 1 yr. old the support of an community as they referred to as
adult or furniture, learn to recognize, cognitive or brain
and lastly, a one- categorize, manage, development. It takes
year-old kid can and communicate more than just
also stand-alone their emotions, as producing sounds
without a parent well as observe and ("babble") or saying
or guardian to seek to comprehend "ma-ma" and "da-
help them. the emotions of da" to learn a
others. language.

Begins to run Child will swingThe learning process

Climbs onto and back and forth
has become more
down from between intense
thoughtful as a two-
furniture without independence and
year-old. His verbal
support clinging to you
skills are improving,
Walks up and during their second
and he's starting to
down steps while year. he has theconstruct mental
Infancy and holding on for ability to go away
images for objects,
Toddlerhood: support from you and putactions, and
At 2 yrs. old Throws ball new talents to the
concepts. He can
overhand test now that he can
also solve some
Draws or copies walk and accomplish
problems mentally
straight lines and things for himself
rather than
circles physically. physically
Stands on tiptoes manipulating
Kicks a ball objects, using mental
trial-and-error.
Infancy and Your child is Begin to become Drawing or copying
Toddlerhood: incredibly active, more conscious of a circle with a
At 3 yrs. old mobile, and her own and others' crayon or pencil
learning in a very sentiments. Have a (Thinking - Cognitive
physical way at lot of mood swings. Development). Plays
 this age. At this Show more fear in with dolls, animals,
age, children are some settings (e.g., and people in a
capable of in the darkness) and pretend world.
walking, running, may become bashful Creates stories or
kicking, and and whine. plays with his
throwing. They imagination. Sorts
are learning new and matches things
abilities, such as based on their shape
kicking a ball or and color.
riding a tricycle,
as they explore
their
surroundings.
4-year-olds are Four-year-old are Most 4-year-olds are
growing beginning to learning to: Begin
confidence in recognize that others sorting objects based
their physical have feelings as well, on criteria such as
abilities, but they and they may size, shape, and
can be overly bold empathize when a color. Height, size,
or too shy, just friend is sad or and gender are all
like their upset. They might factors to consider
emotions, and want to hug a crying when comparing and
Infancy and they still need to pal or kiss their sore contrasting.
Toddlerhood: be supervised spot. Your child's Although they are
At 4 yrs. old during vigorous emotional starting to
play. Your toddler development has understand the
is able to go up advanced by leaps distinction between
and down stairs and bounds by the real and make-
with ease, one age of five. believe, they may
foot on each step. still be confused.
A ball is thrown,
caught, bounced,
and kicked, and a
bat is used.
Infancy and Vision improves Children may Can count at least
Toddlerhood: to 20/20 after express feelings at ten things. At least
At 5 yrs. old growing 2 to 3 this age, though they four different hues
inches (5 to 7.5 may require should be
centimeters) First assistance and time recognized.
adult teeth begin to identify and Understand the
to erupt through discuss difficult fundamentals of time.
the gums (most emotions such as Know what
children do not irritation or envy. household things,
have their first They may also have such as money, food,
adult teeth until better emotional and gadgets, are
they are six years control and have used for.
 old) (getting the fewer unexpected
arms, legs, and outbursts of rage and
body to work despair.
together)
During Stable self-concepts In middle and late
middle/late based on the child's childhood, cognitive
childhood, there regular emotional skills continue to
are two main experiences evolve develop as thought
brain growth during middle and processes become
surges. Between late childhood. more rational and
the ages of 6 and Children get a better ordered when
8, there is a knowledge of their dealing with
noticeable self-conscious concrete knowledge.
development in emotions as their At this age, children
fine motor capacity for self- grasp ideas like past,
abilities and eye- reflection grows. As present, and future,
hand a result, the child's allowing them to
coordination. The self-concept is plan and work
frontal lobes then influenced by the toward goals.
mature between repeated experience
the ages of 10 and of patterns of self-
Middle Childhood to 12, resulting in conscious feelings.
Late Childhood advances in logic,
planning, and
memory. Late
childhood
physical
development
involves laying
the groundwork
for the adolescent
years, when boys
and girls will
reach puberty and
experience major
mental and
cognitive
development as
they mature into
full adulthood.
Adolescence

Early Adulthood

Middle Adulthood
Late Adulthood