Physical, Cognitive, Social, and Emotional

Development in Students—An Eduphlog

Created by
Thomas Nartatez
 Introduction
Physical, Cognitive, Social, and Emotional
Development in Students—An Eduphlog was
created in partial fulfillment of the requirements
for ED 350 Developmental Concepts of Learning
at the University of Hawaii at Hilo during the Fall
2021 term. Through pictures and explanatory
text, it reflects my understanding of
child/adolescent development as applied to
students at all grade levels.
 Table of Contents
• Early Childhood
– The Student’s Physical Development in Early
Childhood
– The Student’s Cognitive Development in Early
Childhood
– The Student’s Social Development in Early
Childhood
– The Student’s Emotional Development in Early
Childhood
 Table of Contents
• Middle Childhood
– The Student’s Physical Development in Middle
Childhood
– The Student’s Cognitive Development in Middle
Childhood
– The Student’s Social Development in Middle
Childhood
– The Student’s Emotional Development in Middle
Childhood
 Table of Contents
• Adolescence
– The Student’s Physical Development in
Adolescence
– The Student’s Cognitive Development in
Adolescence
– The Student’s Social Development in Adolescence
– The Student’s Emotional Development in
Adolescence
• Photo and Text References
 This Photo by Unknown Author is licensed under CC BY

Early Childhood
 • According to
Woolfolk and
Perry, “many
studies show
advances in
prefrontal
cortex around 3
to 4 years old.
This means that
children 3 – 5
years old
This Photo by Unknown Author is licensed under CC BY-SA-NC
become
increasingly
able to control
The Student’s Physical their emotions
Development in Early and impulses,
and to focus
Childhood (1) attention.”
 • According to
Beaton, 2003;
Hill & Khanem,
2009,
handedness, or
the “preference
for using one
hand or another
to perform
tasks” (Cavill &
This Photo by Unknown Author is licensed under CC BY
Bryden, 2003),
is more
influenced by
The Student’s Physical genetics than
Development in Early the
environment.
Childhood (2)
 • According to the
American
Dietetic
Association,
children should
drink milk with
means and
water with
snacks. This
means three 8-
This Photo by Unknown Author is licensed under CC BY-NC-ND
ounces glasses
of milk and 2 8-
ounces glasses
The Student’s Physical of water a day
Development in Early to stay
hydrated.
Childhood (3)
The Student’s Cognitive • According to
Development in Early Woolfolk and
Perry, there are no
Childhood (1) penalties for
children who learn
and speak two
languages. The
benefits include
increased
cognitive ability in
areas of concept
formation,
creativity, theory
of mind, and
cognitive
This Photo by Unknown Author is licensed under CC BY-ND
flexibility.
The Student’s Cognitive
• According to
Development in Early Woolfolk and
Perry, children use
Childhood (2) a cognitive
technique called
fast-mapping that
allows them to
hear a word once
and locate the
meaning on their
mental map of the
language based
on what they
know or what is
“close-by” on the
map.

This Photo by Unknown Author is licensed under CC BY

The Student’s Cognitive • According to
Development in Early Piaget, the
preoperational
Childhood (3) stage of learning
for a child consists
of a concept of
conservation where
you can have a
skinny tall glass of
water and pour it
into a short fat
glass and since the
volume of water
didn’t change the
short fat glass can
hold the water.
This Photo by Unknown Author is licensed under CC BY-SA
The Student’s Social • According to
Development in Early Woolfolk and
Perry, pretend
Childhood (1) play is an
important
experience for
young children
and that children
with strong
imaginations
tend to have a
better grip on
reality than peers
with less-active
fantasy lives.

This Photo by Unknown Author is licensed under CC BY-ND

The Student’s Social
• According to
Development in Early Woolfolk and
Childhood (2) Perry, children
who are 3 and 4
years old
establish their
own set of
moral
imperatives that
are intended to
protect people’s
rights and
welfare.

This Photo by Unknown Author is licensed under CC BY-NC-ND

The Student’s Social • According to
Development in Early Woolfolk and
Perry, children
Childhood (3) who are 3 and 4
years old establish
their own social
conventions that
reflect generally
understood rules
about how one
should act. Social
conventions are
more likely to
reflect cultural
This Photo by Unknown Author is licensed under CC BY-SA-NC
norms.
The Student’s Emotional
Development in Early • According to B.J.
Zimmerman, self-
Childhood (1) regulation is our ability
to voluntarily control
our thoughts and
actions to achieve
personal goals and
respond to
environmental
contingencies.
Children who can
effectively self-
regulate can inhibit
automatic responses
that won’t serve them
well in certain
situations.
This Photo by Unknown Author is licensed under CC BY-NC-ND
The Student’s Emotional • According to
Development in Early Woolfolk and
Perry, a form of
Childhood (2) perspective-
taking that
develops in the
preschool years
is empathy. This
is the ability to
understand what
another person
is feeling and
experience the
same or similar
emotions.
This Photo by Unknown Author is licensed under CC BY-NC-ND
The Student’s Emotional
Development in Early
Childhood (3)
• According to Woolfolk
and Perry, when
children begin to show
empathy, they will also
begin to feel sympathy.
Sympathy involves
feeling sorry or
concerned for another
person because they
are experiencing
negative emotions.

This Photo by Unknown Author is licensed under CC BY-NC-ND

Middle Childhood

This Photo by Unknown Author is licensed under CC BY-SA-NC

 • According to
The Student’s Physical Development Woolfolk and
in Middle Childhood (1) Perry, bone
health is
important, and
we can build
bone mass and
reduce bone
loss by doing
weight bearing
exercises and
incorporating
weight training.
This is why
physical
This Photo by Unknown Author is licensed under CC BY-ND
education is
important.
 • According to
The Student’s Physical Development Kagan &
in Middle Childhood (2) Herschkowitz, due
to brain
development,
middle childhood
children have self-
regulation that is
enhanced through
more complex
thought processes
like analysis,
control,
abstraction,
memory space,
speed of
processing, and
This Photo by Unknown Author is licensed under CC BY-SA the integration of
information.
The Student’s Physical Development • According to
in Middle Childhood (3) Woolfolk and
Perry, physical
activity has
several benefits
for children in
middle childhood
such as
controlling weight
gain, blood
pressure,
cholesterol levels,
and reducing the
risk of diabetes
and some kinds
of cancer.
The Student’s Cognitive • According to
Development in Middle Woolfolk and Perry,
around the age of
Childhood (1) 5, children develop
metalinguistic
awareness which
means their
understanding
about language and
how it works
becomes explicit.
Their focus is on
both the meaning
they are trying to
convey and the
correctness of the
language form.

This Photo by Unknown Author is licensed under CC BY-NC-ND

The Student’s Cognitive • According to
Woolfolk and
Development in Middle Perry, there are
advantages to
Childhood (2) bilingualism
(increased
cognitive abilities
in concept
formation,
creativity, etc.)
but many 1st and
2nd generation
children and
adults are losing
their heritage
language and
This Photo by Unknown Author is licensed under CC BY-SA
prefer to speak
English.
The Student’s Cognitive • According to
Development in Middle Woolfolk and
Perry, a sub-
Childhood (3) concept of
Piaget’s Concrete
Operational Stage
is classification
where children
are able to focus
on a single
characteristic of
objects in a set
like color and
group the objects
according to that
characteristic.
This Photo by Unknown Author is licensed under CC BY-SA
The Student’s Social
Development in Middle • According to
Woolfolk and
Childhood (1) Perry, during
middle childhood,
children’s self-
perceptions
become more
refined and
realistic, and they
can now
distinguish
between their
ideal and real
selves.

This Photo by Unknown Author is licensed under CC BY

 This Photo by Unknown Author is licensed under CC BY-ND

• According to Susan Harter,

self-esteem associated with
middle childhood becomes
The Student’s Social more dynamic in that it is the
Development in product of a mental
Middle Childhood comparison of our ideal
selves with actual
(2) experiences and support
from significant others in our
lives.
The Student’s Social • According to R.S.
Development in Middle Moore, children in
middle childhood
Childhood (3) that live in
multicultural
communities will
be able to
differentiate
between learned
stereotypes and
personal
experience leading
them to interact
with peers across
ethnic lines and
form friendships
based on personal
liking.

This Photo by Unknown Author is licensed under CC BY

The Student’s Emotional
• According to
Development in Middle Patterson, Tice,
Baumeister, and
Childhood (1) Zhang, middle
childhood is
where children
will begin to
develop emotional
self-regulation
that enables
individuals to
remain focused on
goals, even in the
face of difficult
and stressful
times.

This Photo by Unknown Author is licensed under CC BY-NC

The Student’s Emotional
• According to
Development in Middle Selman, children
Childhood (2) in middle
childhood
experience
qualitative
changes in their
perspective-
taking skills which
increase their
ability to both
differentiate and
integrate the
points of view of
self and others.

This Photo by Unknown Author is licensed under CC BY-NC-ND

The Student’s Emotional • According to
Development in Middle Damon, an aspect
of moral reasoning
Childhood (3) in middle
childhood concerns
the beliefs about
distributive justice
which happens in
stages of resource
distribution
equality, then
merit-based
distribution, and
finally through
benevolent
distribution.

This Photo by Unknown Author is licensed under CC BY-SA

 This Photo by Unknown Author is licensed under CC BY

Adolescence
The Student’s Physical • According to
Marshall and
Development in Tanner, there are 5
physical changes
Adolescence (1) that show,
adolescent growth
spurts,
development of
the primary and
secondary sex
characteristics, the
distribution of fat
and muscle growth,
and finally greater
strength and
endurance due to
changes in the
respiratory and
circulatory systems.
The Student’s Physical
Development in • According to
Woolfolk and Perry,
Adolescence (2) body image is a
concept in which
an adolescent will
dynamically self-
evaluate their own
body. This can have
negative impacts
on the adolescent
especially in the
cases of comparing
their body to multi-
media sources
where the image is
artificial.

This Photo by Unknown Author is licensed under CC BY

The Student’s Physical
Development in • According to S.
J.Blakemore &
Adolescence (3) Choudhury, during
adolescence, brain
and neurological
systems continue
to develop. The
axon nerves which
transmit
information in the
frontal lobe
continue to be
myelinated so
information can
move faster in the
frontal cortex.

This Photo by Unknown Author is licensed under CC BY-NC-ND

The Student’s Cognitive
• According to
Development in Woolfolk & Perry,
metacognitive skills
Adolescence (1) are skills
adolescents use to
reason through a
problem towards a
valid conclusion
regardless of what
we know to be
true. This abstract
way of thinking
involves ignoring
common truth and
focusing on the
This Photo by Unknown Author is licensed under CC BY-NC-ND
question asked.
The Student’s Cognitive
Development in • According to
Adolescence (2) Woolfolk & Perry,
executive
functioning are
neurological skills
that adolescents
need to plan, focus,
remember, and
rethink. Some
executive skills are
selective attention
and memory
strategies.

This Photo by Unknown Author is licensed under CC BY-NC-ND

The Student’s Cognitive • According to
Woolfolk & Perry,
Development in argumentation is
a skill where you
Adolescence (3) will debate with
another person
and support your
position using
evidence and
understanding
while refuting
your opponent’s
claims and
evidence.
Adolescents are
better at
argumentation
than children.
This Photo by Unknown Author is licensed under CC BY-SA
The Student’s Social
Development in
• According to
Adolescence (1) James Marcia,
exploration is the
process by which
adolescents
consider and try
out alternative
beliefs, values,
and behaviors to
determine which
will give them the
most satisfaction.
The Student’s Social
Development in • According to
James Marcia,
Adolescence (2) commitment is an
individual’s
choices
concerning
political and
religious beliefs
which is usually
attained because
of their
exploratory
experiences.

This Photo by Unknown Author is licensed under CC BY-SA

The Student’s Social • According to
Development in Rubin, adolescent
cliques are
Adolescence (3) relatively small,
friendship-based
groups that serve
their emotional
and security
needs by
providing a stable
social context
where group
members know
each other we
and form close
friendships.

This Photo by Unknown Author is licensed under CC BY-SA

The Student’s Emotional
Development in
Adolescence (1) • According to G. W.
Peterson, et al.,
adolescents raised by
authoritative parents
are more socially
competent and
emotionally well
adjusted than
adolescents whose
parents are described
as authoritarian,
permissive, or
neglectful.

This Photo by Unknown Author is licensed under CC BY

The Student’s Emotional
Development in
• According to Arnett, et
Adolescence (2) al., adolescence is
marked but increased
independence and a
greater need for
privacy. More so in
Western industrialized
societies, this age
group expects fewer
restrictions and
increased
opportunities for
autonomy and self-
management.

This Photo by Unknown Author is licensed under CC BY-SA-NC

The Student’s Emotional
Development in
Adolescence (3)
• According to
Goodenow, et al.
school attachment
describes the extent
that students feel
accepted, valued,
respected, supported,
and included in their
schools.

This Photo by Unknown Author is licensed under CC BY

 Photo and Text References
• Early Childhood Section Divider
– Photo of Young Children learning from
https://researchleap.com/preserving-the-uniqueness-of-english-teac
hing-at-early-childhood-education-teacher-perspectives/

• The Student’s Physical Development in Early Childhood (1)

– Photo of Prefrontal Cortex from
https://achurchforstarvingartists.blog/2020/03/28/trauma-brain/
– Text reference from class textbook on page 179.
• The Student’s Physical Development in Early Childhood (2)
– Photo of little girl with finger paint from
https://pressbooks.nscc.ca/lumenlife/chapter/physical-development
-in-early-childhood/
– Text Reference from class textbook on page 184.
 Photo and Text References
• The Student’s Physical Development in Early Childhood (3)
– Photo of little boy drinking milk from
http://albehar.org/archives/47898.
– Text reference from class textbook on page 188.
• The Student’s Cognitive Development in Early Childhood (1)
– Photo of bilingual chalk board from
https://theconversation.com/how-to-make-australia-more-bilin
gual-42609

– Text reference from class textbook on page 212.

 Photo and Text References
• The Student’s Cognitive Development in Early Childhood (2)
– Photo of fast-mapping exercise is from
https://www.frontiersin.org/articles/10.3389/fnhum.2019.00304/full
– Text reference is from class textbook on page 215.
• The Student’s Cognitive Development in Early Childhood (3)
– Photo of Starbucks cup sizes is from
https://ell.stackexchange.com/questions/93421/is-the-counting-nouns-such-
as-a-cup-of-a-bottle-of-virtually-dead

– Text reference is from class textbook on page 222.

• The Student’s Social Development in Early Childhood (1)
– Photo of bursting imagination is from
https://www.newgrounds.com/art/view/midnightfrog/just-your-imagination
– Text reference is from class textbook on page 292.
 Photo and Text References
• The Student’s Social Development in Early Childhood (2)
– Photo of moral road sign is from
https://uayubkhan.blogspot.com/2012_07_01_archive.html
– Text reference from class textbook on page 274.
• The Student’s Social Development in Early Childhood (3)
– Photo of social norms approach is from
http://robertkaplinsky.com/behavioral-economics-series-social-norms-approa
ch/

– Text reference from class textbook on page 274.

• The Student’s Emotional Development in Early Childhood (1)
– Photo of Peter Griffin resisting to push the button is from
http://www.resilientmd.com/2014/07/self-regulation-key-cornerstone-of.html
– Text reference from class textbook on page 268.
 Photo and Text References
• The Student’s Emotional Development in Early Childhood (2)
– Photo of children showing empathy is from
http://inspiringbetterlife.blogspot.com/2012/05/e-is-for-empathy.html
– Text reference from class textbook on page 273.
• The Student’s Emotional Development in Early Childhood (3)
– Photo of supporting each other sympathetically is from
https://www.propublica.org/article/the-lost-year-what-the-pandemic-co
st-teenagers

– Text reference from class textbook on page 273.

• Middle Childhood Slide Divider
– Photo of soccer players is from
https://socialsci.libretexts.org/Courses/Foothill_College/Psych_40:_Lifes
pan_Development_(Pilati)/06:_Middle_Childhood/6.02:_Physical_Devel
opment_During_Middle_Childhood
 Photo and Text References
• The Student’s Physical Development in Middle Childhood (1)
– Photo of x-ray person flexing is from
https://imfimpossiblemissionforce.blogspot.com/2018/03/la-compagnia-israeli
ana-ha-trapiantato.html

– Text reference from class textbook on page 312.

• The Student’s Physical development in Middle Childhood (2)
– Photo of self control is from
https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2020/Strength_
model_of_self-control

– Text reference from class textbook on page 314.

• The Student’s Physical development in Middle Childhood (3)
– Photo of children playing soccer is from
https://pixnio.com/media/childhood-children-competition-soccer-soccer-ball
– Text reference from class textbook on page 316.
 Photo and Text References
• The Student’s Cognitive Development in Middle Childhood (1)
– Photo of gears in a head is from
https://www.vaspsiholog.com/2015/11/izborite-se-sa-opsesivnim-mislim-tako-
sto-cete-ih-prihvatiti/

– Text reference from class textbook on page 350.

• The Student’s Cognitive Development in Middle Childhood (2)
– Photo of Heritage Language chart is from
https://commons.wikimedia.org/wiki/File:Heritage_Language_Learner.png
– Text reference from class textbook on page 352.
• The Student’s Cognitive Development in Middle Childhood (3)
– Photo of color-coded periodic table is from
https://sciencenotes.org/wp-content/uploads/2014/11/periodic-table-printabl
e.png

– Text reference from class textbook on page 355.

 Photo and Text References
• The Student’s Social Development in Middle Childhood (1)
– Photo of visible self-perceptions is from
http://successismychoice.blogspot.com/2013/03/positive-self-concept-and-negati
ve-self.html

– Text Reference from class textbook on page 406.

• The Student’s Social Development in Middle Childhood (2)
– Photo of abstract self-esteem gap is from
https://www.politicalscience.com.au/2018/07/what-does-it-mean-to-have-self-re
spect.html

– Text reference from class textbook on page 407.

• The Student’s Social Development in Middle Childhood (3)
– Photo of multi-cultural children standing together is from
https://www.languageonthemove.com/multiculturalism-without-multilingualism/
– Text reference from class textbook on page 408.
 Photo and Text References
• The Student’s Emotional Development in Middle Childhood (1)
– Photo of person meditating is from
http://in5d.com/the-science-behind-meditation/
– Text reference from class textbook on page 410.
• The Student’s Emotional Development in Middle Childhood (2)
– Photo of putting yourself in their shoes is from
http://vasukimahal.blogspot.com/2015/05/blog-post_71.html
– Text reference from class textbook on page 411.
• The Student’s Emotional Development in Middle Childhood (3)
– Photo of moral reasoning is from https://en.wikiversity.org/wiki/Morality
– Text reference from class textbook on pages 412-413.
 Photo and Text References
• Adolescence Slide Divider
– Photo of adolescence is from
https://pressbooks.nscc.ca/lumenlife/chapter/emotional-and-social-developm
ent-in-adolescence/

• The Student’s Physical Development in Adolescence (1)

– Photo of cartoon person weightlifting is from
https://freesvg.org/bodybuilder-working-out
– Text reference from class textbook on page 462.
• The Student’s Physical Development in Adolescence (2)
– Photo of “love your body” is from
https://www.flickr.com/photos/ellevalentine/6240808713
– Text reference from class textbook on page 466.
 Photo and Text References
• The Student’s Physical Development in Adolescence (3)
– Photo of brain is from
http://news.schoolsdo.org/2017/05/continued-brain-training-can-help-concus
sion-victims/

– Text reference from class textbook on page 468.

• The Student’s Cognitive Development in Adolescence (1)
– Photo of Metacognitive Learning Skills is from
https://isshindo.blogspot.com/2014/06/metacognitive-skills-and-martial-arts.
html

– Text reference from class textbook on page 499.

• The Student’s Cognitive Development in Adolescence (2)
– Photo of Executive Functioning skills is from
https://worditout.com/word-cloud/4659993
– Text reference from class textbook on page 505.
 Photo and Text References
• The Student’s Cognitive Development in Adolescence (3)
– Photo of argument definition is from
https://thebluediamondgallery.com/tablet-dictionary/a/argument.html
– Text reference from class textbook on page 508.
• The Student’s Social Development in Adolescence (1)
– Photo of Space Exploration is from
https://www.pxfuel.com/en/free-photo-xgccf
– Text reference from class textbook on page 548.
• The Student’s Social Development in Adolescence (2)
– Photo of commitment sign is from
https://www.flickr.com/photos/eschipul/2371505523/
– Text reference from class textbook on page 548.
 Photo and Text References
• The Student’s Social Development in Adolescence (3)
– Photo of “Clique” the movie is from
https://en.wikipedia.org/wiki/The_Clique_(film)
– Text reference from class textbook on page 564.
• The Student’s Emotional Development in Adolescence (1)
– Photo of parenting styles is from
https://alexplusthree.blogspot.com/2012/06/parenting-stylesis-there-one-righ
t.html

– Text reference from class textbook on page 573.

 Photo and Text References
• The Student’s Emotional Development in Adolescence (2)
– Photo of Venn diagram is from
http://www.steve-wheeler.co.uk/2014/02/any-colour-you-like-learner-autono
my.html

– Text reference from class textbook on page 573.

• The Student’s Emotional Development in Adolescence (3)
– Photo of school pride is from
https://esheninger.blogspot.com/2011_01_01_archive.html
– Text reference from class textbook on page 577.