Child development stages

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Child development stage is a milestone of child development theory, some of which are affirmed in nativist theory. This article discusses the most common developmental stages in children. There is wide variation in what is considered "normal", caused by variations of genetic, cognitive, physical, family, cultural, nutritional, educational, and environmental factors. Many children reach some or most of these milestones at different times of the norm.

The holistic development sees the child in a circle, as a whole person - physically, emotionally, intellectually, socially, morally, culturally and spiritually. Learning about child development involves studying patterns of growth and development, from which the guidelines for 'normal' development are interpreted. Developmental norms are sometimes called milestones - they define a recognized developmental pattern that children are expected to follow. Each child develops in a unique way; however, using norms helps in understanding the general pattern of these developments while recognizing the wide variation between individuals. This page mostly focuses on linguistic development.

One way to identify pervasive developmental disorders is if the baby fails to meet a developmental milestone in time or at all.

Video Child development stages

Achievement table

Maps Child development stages

Physical specifications

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Milestone by age

1-4Ã, month

Physical

• The head and chest circumference is almost the same as the abdomen.
• Head circumference increased by about 2 cm per month to two months, then increased by 1.5 cm per month up to four months.
• Improvement is an important indication of continued brain growth.
• Continue to breathe using your abdominal muscles.
• Posterior Fontanelle.
• The fontanel is anterior.
• The skin remains sensitive and easily irritated.
• The feet may look slightly bent.
• Cry with tears.
• Red gums.
• The eyes begin to move together simultaneously (binocular vision).
• Respond and develop in warm and sensitive contact and physical care.
• Unveils discomfort, hunger or thirst.
• Have very bad eyesight. The baby has trouble focusing on the object and can barely see the image with his eyes.

Motor development

• Rooting and sucking reflexes are well developed.
• Reflexes and tongue swallowing are immature; inability to move food to the back of the mouth.
• Hold the reflex.
• Landscape reflex appears near the middle of this period; when the baby is held in a prone position (face down), the head is held upright and the leg is fully extended.
• Handheld with all hands; power is not enough to hold the goods. Hold hands in open or semi open position.
• Great and jerking movement.
• Raises the head and upper body of the arm while in prone position.
• Women have more arm sync coupling.
• Men have more foot sync clutches.
• Rotate head from side to side when in supine position (face up); can not hold the head and parallel to the body.
• The upper part of the body is more active: the hand clasp above the face, the wave arms around, reaching for the object.
• According to Sigmund Freud, the baby is in the stage of oral fixation. The stage of oral fixation is when the infant begins to eradicate and suck.

4-8Ã, month

Physical

• The head and chest circumference are basically the same.
• The head circumference increases by about 1 cm per month to six to seven months, then 0.5 cm per month; head circumference should continue to increase steadily, showing healthy and sustainable brain growth.
• Closure of the fontanelle is posterior or completely closed.
• The fontanel is anterior.
• Breathing is the stomach; the rate of respiration depends on the activity; rates and patterns vary from baby to baby.
• Very active
• Teeth may begin to appear, with the upper and lower incisors coming in first. Gus can be red and swollen, accompanied by drooling, chewing, biting, and moving objects.
• The feet may appear bent; bending gradually disappears as the baby gets older.
• Fat rolls ("baby fat") appear on the thighs, upper arms, and neck.
• The actual eye color is set.

Motor development

• Reflexive behavior changes:
• Blinking reflexes are obvious
• Repeal the reflex voluntarily
• Moro reflex disappears
• When dropped abruptly, the baby throws the weapon as a protection measure.
• The reflexes appear and allow the baby to move solid food from front to back to swallow.
• Take objects with your fingers and thumbs (clasp handles).
• Reach objects with both arms simultaneously; then reach with one hand or the other.
• Transferring objects from one hand to the other; grasps the object using the whole hand (palmar grasp).
• Handle, vibrate, and pound objects; put everything in the mouth.
• Able to hold the bottle.
• Sitting alone without support, holding the head upright, back straightened, and arms propped forward for support
• Pulls into a crawling position by lifting arms and pulling the knees down the body; rock back and forth, but generally do not move forward.
• Lifting the head when placed on the back.
• Can roll from the back or abdomen.
• Maybe accidentally start scooting backwards when placed in the abdomen; will soon start to crawl forward.
• Search for dropped objects for up to 7 months
• Playing a "peek-a-boo" game
• Can not understand "no" or "danger"

8-18 bulan

Physical

• The respiratory rate varies with activity
• Environmental conditions, weather, activity, and clothing still affect body temperature variations.
• The head and chest circumference are the same.
• The anterior fontanel begins to close.
• Continue using your abdominal muscles to breathe.
• More teeth appear, often in the order of two lower incisors then two upper incisors followed by four more incisors and two lower molar teeth but some babies may still wait for the first.
• Arms and hands develop more than legs and feet (cephalocaudal development); hands look great in proportion to the rest of the body.
• The feet can continue to look bowed.
• "Baby Fat" continues to appear on the thighs, upper arms, and neck.
• The feet look flat because the arch is not yet fully developed.
• Both eyes work in unison (actual binocular coordination).
• Can see distant objects (4 to 6 m or 13 to 20 feet away) and designate them.

Motor development

• Reach with one hand that leads to holding the object or toy offered.
• Adjustments from the grip appear around 8 months.
• Manipulate objects, transfer them from one hand to the other.
• Explore a new object by sticking with one finger.
• They adjust their grips by touch at 8 months, not visual cues.
• The baby will start using visual cues when grabbed and grabbed after the age of 9 months.
• Using deliberate pinch pins to pick up small items, toys, and finger foods.
• Stacks of objects; also place objects within each other.
• Releasing objects or toys by dropping or throwing; can not deliberately put the object down because the baby, at the age of eight months, does not use visual sensory information when grasping objects.
• Get started to withdraw to a standing position.
• Starting on your own, leaning on furniture for support; move around obstacles with side steps.
• Have a good balance while sitting; can shift position without falling.
• Crawling on hands and knees; crawling up and down stairs.
• The hip and knee joints show greater slowness than the shoulder and elbow joint, indicating that motor skills develop in cephalocaudal trends.
• Slowness between joints decreases with age.
• The hip and knee joints are stronger than the shoulder and elbow joints in the interlimb ratio. This may be due to the weight of the joints of the hip and knee through to stand and walk.
• Walking with adult support, holding an adult's hand; may start running alone.
• Walking alone leads to inconsistent steps, grasping objects for balance, and taking a few steps without falling.
• Walking usually happens to explore the environment and does not need to get a specific task, goal, or object.
• People's watches, objects, and activities in the immediate environment.
• Respond to hearing test (sound localization); however, lose interest quickly and, therefore, may be difficult to formally test.
• Identify objects in reverse
• Drop objects intentionally and repeat and see objects
• Mimics activities like playing drums
• Begins developing expressive language rather than receptive language - the child actually responds to what is said to them rather than just receiving and watching the interaction.

Toddler (12-24 months)

Physical

• Weight is now about 3 times the child's birth weight.
• The respiratory rate varies with circumstances and emotional activity.
• The growth rate slows down.
• The size of the head rises slowly; grow about 1.3 cm every six months; the anterior fontanel is almost closed at the age of eighteen months as the skull bone thickens.
• The closure of the fontanel is anterior or completely closed, usually in the middle of this year.
• The chest circumference is larger than the head circumference.
• Feet may still be seen bowed.
• The toddler will start losing "Baby Fat" as soon as she starts walking.
• Changes in body shape; take a look more like an adult; still looks heavy on top; belly protruding, back swaying.

Motor development

• Skillfully and quickly.
• Stand alone with open legs, legs tensed, and arms extended to support.
• Get legs without help.
• Most children run unaided near the end of this period; often fall; not always able to maneuver around obstacles, such as furniture or toys.
• Children first recognize when to apply muscle strength when walking to save energy; soon after, the children learn to perfect the muscle tissue to stabilize themselves.
• Using furniture to lower yourself to the floor; collapse back into a sitting position or fall forward in the hand and then sit down.
• Like pushing or pulling toys while walking.
• Repeatedly picks up objects and throws them; direction becomes more intentional.
• Attempts to run; have difficulty stopping and usually just fall to the floor.
• Crawling up on all fours; down the stairs in the same position.
• Sit in a small chair.
• Bringing toys from one place to another.
• Enjoy crayons and markers for doodling; using the whole arm movement.
• Helps feed yourself; loves holding a spoon (often upside down) and drinking from a glass or cup; not always accurate in obtaining equipment to the mouth; spills often occur.
• Help change pages in books.
• Stack up two to six objects per day.

Cognitive development

• Enjoying object-hiding activity.
• At the beginning of this period, the child always searches in the same location for hidden objects (if the child has witnessed the hiding of an object). Then, the child will search in several locations.
• Skipping the toy to the other hand when offering a second object (referred to as "crossing the midline" - an important neurological development).
• Organize three to four objects by setting objects sideways (on lap or floor) when presented with new toys.
• Includes toys into the mouth less frequently.
• Likes to look at the picture book.
• Demonstrate understanding functional relationships (objects that belong together): Insert the spoon into the bowl and then use the spoon as if it is eating; placing the cup on a plate and sipping from the cup; trying to make a doll stand up.
• Show or offer toys to others to view.
• The names of many everyday objects.
• Shows increased understanding of spatial discrimination and form: placing all pegs in the pegboard; putting three geometric shapes in big shapes or puzzles.
• Place some small objects (beams, clotheslines, cereal pieces) in a container or bottle and then throw it away.
• Trying to make mechanical objects work after watching others do it.
• Respond with some facial movement, but can not really mimic facial expressions.
• Most children with autism are diagnosed at this age.

English

• Generate a sizable "jargon": putting words and sounds together into patterns like speech (inflection).
• Holcastic remarks: use one word to convey the whole mind; meaning it depends on inflection ("I" can be used to ask for more cookies or the desire to feed myself). Then; produces a two-word phrase to express complete thinking (telegraphic speech): "More cookies," "Daddy bye-bye."
• Following the simple directions, "Give Daddy a trophy."
• When prompted, it will lead to known people, animals, and toys.
• Identify three body parts if someone names them: "Show your nose (fingertips)."
• Shows some desired object and activity with the name: "Goodbye," "cookie"; oral requests are often accompanied by urgent movements.
• Respond to simple questions with "yes" or "no" head movements and the corresponding ones.
• Speech is 25 to 50 percent understandable during this period.
• Placing a known object on request (if the child knows the location of the object).
• Acquire and use five to fifty words; These are usually words that refer to animals, food, and toys.
• Uses movements, such as pointing or pulling, to direct the attention of adults.
• Enjoy rhymes and songs; try to join.
• It seems to be aware of the reciprocal (back and forth) aspects of the exchange of conversations; some changes in other types of voice exchange, such as making and imitating sounds.

Social

• Less alert for strangers.
• Helps get and get rid of toys.
• Just playing.
• Like to hold and read.
• Often mimics the actions of adults in the game.
• Enjoys the attention of adults; likes to know that an adult is near; give hugs and kisses.
• Recognize yourself in the mirror.
• Enjoying the friendship of other children, but not playing cooperatively.
• Begin to declare independence; often refusing to cooperate with the fun daily routine; refuse to dress, wear shoes, eat, bathe; want to try to do something without help.
• May rage when something goes wrong or if it is too tired or frustrated.
• Very curious about people and the environment; need to be watched carefully to prevent them from entering unsafe situations.

Running development

• Small children (12 months) have legs that are wider than older toddlers (24 months).
• The feet will develop a larger contact area as it goes.
• The maximum leg style will increase.
• Peak foot pressure increases.
• Increase in time integrity of all but midfoot.
• The lateral toes do not show any pattern in walking progress.
• The loading of foot parameters generally increases, midfoot evolves opposite from other areas of the foot.

Two years

Physical

• Posture is more upright; the stomach is still large and protruding, back sway, because the abdominal muscles have not fully developed.
• Slow and regular respiration
• The body temperature continues to fluctuate with activity, emotional state, and environment.
• The brain accounts for about 80 percent of its adult size.
• 16 baby teeth are almost gone out

Motor development

• Can walk around obstacles and walk with more erections.
• Squat for long while playing.
• Climb the stairs without help (but not with legs alternately).
• Balancing on one foot (for a moment), jumps up and down, but may fall.
• Often attending toilet training during the year (depending on the child's physical and neurological development) even though accidents are to be expected; children will show readiness for toilet training.
• Throw large balls by hand without losing balance. Hold a small glass or tumbler in one hand. Cancel the big button; open a large zipper.
• Unlock the door by turning the door knob.
• Hold large crayons with fists; graffiti.
• Climb up in a chair, turn around, and sit down.
• Stack up four to six objects on top of each other.
• Use your legs to encourage toys to ride a wheel.
• Most likely in the learning phase that appears to run.

Cognitive

• Eye-eye movement is more coordinated; can put objects together, separate them; fitting large pegs to the pegboard.
• Start using objects for purposes other than intended (probably pushing blocks around as boats).
• Are simple classification tasks based on a single dimension (separating toy dinosaurs from toy cars).
• It seems to be fascinated by, or deeply engaging, figuring out the situation: where the tennis ball rolls over, where the dog goes, what causes a certain sound.
• Attend the selected activity for a longer period of time. Finding cause and effect: squeezing a cat makes them scratch.
• Know where familiar people should be; noting their absence; find the hidden object by searching in the last hiding place first. (This is what Piaget calls the immortality of the object, which usually occurs during the sensorimotor stage of Piaget's cognitive developmental theory in childhood)
• The name of the known object.
• Acknowledge, express, and place pain.
• Expected to use "magical thinking".
• Tells of objects and events that are not coming soon (this is cognitive and linguistic progress).
• Reveals more curiosity about the world.

English

• Like to participate while reading.
• Creating effective language to get the desired response.
• Use fifty to three hundred words; vocabulary continues to increase.
• Has violated linguistic code; in other words, many of the two-year talks have meaning to them.
• Receptive language is more developed than expressive language; most two-year-olds understand significantly more than they can talk about.
• Speaks three and four words; using conventional wording to form a more complete sentence.
• Referring to yourself as "me" or sometimes "I" instead of by name: "I'm leaving till you see"; has no problem in expressing "mine".
• Express negative statements by sticking to negative words like "no" or "no": "No more milk."
• Use multiple plurals.
• Some other disappointments and irregularities are common.
• Speech is as much as 65 to 70 percent is understandable.
• Be able to verbalize needs.
• Ask a lot of questions.
• Can use multiple pronouns.

Social and emotional

• Showing signs of empathy and attention: entertaining another child if injured or scared; it seems sometimes too loving to offer hugs and kisses to children
• Continue to use physical aggression if frustrated or angry (for some children, this is more exaggerated than others); Physical aggression usually decreases as verbal skills increase.
• Temper tantrums tend to peak during this year; very difficult to reason with during the act.
• Can not wait; difficult to wait or take turns.
• Likes "help" with housework; mimicking everyday activities: maybe trying toilets to train stuffed animals, feeding dolls.
• "Bossy" with parents and caregivers; ordering them around, making requests, expecting adult direct adherence.
• Watches and mimics other children's games, but seldom interact directly; playing near others, often choosing toys and similar activities (parallel games); solitary play is often simple and repetitive.
• Offer toys to other children, but usually have games; still tend to hoard toys.
• Making choices is difficult; want both.
• Often challenging; shouted "no" to be automatic.
• Ritualistic; wanting everything "so"; the routine is done exactly as before; goods placed "where they are."

Three years

Physical

• Stable growth though slower than in the first two years.
• Adult height can be predicted from height measurement at age three; men are about 53% of their height and adult women, 57%.
• Legs grow faster than arms.
• Head circumference and chest are the same; size of the head in a better proportion to the body.
• "Baby fat" disappears when the neck appears.
• Posture is more upright; the stomach no longer stands out.
• A little tap.
• Can jump from low steps
• Can stand and walk on tiptoe
• The "Baby" tooth is on top.
• The need to consume about 6,300 kJ (1,500 calories) daily.

Motor development

• Walk up and down stairs unassisted, using legs back and forth; can jump from the bottom step, landing on both legs.
• Can balance one leg for a moment.
• Can kick big ball-shaped objects.
• Need minimal feeding help.
• Jump in place.
• Can run without help.
• Bow without falling.
• Climb the object well.
• Starts walking easily, with knee flexion used to support weight.
• Full control over the legs in running motion
• Small tricycle pedal.
• Throwing the ball by hand; purpose and distance is limited.
• Capture a large bouncing ball with both arms outstretched.
• Likes swinging on the swing.
• Shows an increase in crayon or marker controls; using vertical, horizontal, and circular scratches.
• Hold crayons or markers between two fingers and thumb (first tripod handle) first, unlike before.
• Can reverse book pages one by one
• Likes to build with blocks.
• Build towers with eight or more blocks.
• Likes to play with clay; pounds, scrolls, and squeeze it.
• Can begin to show hand dominance.
• Bring a fluid container, like a cup of milk or a bowl of water, without much spillage; pour the liquid from the pitcher to another container.
• Manipulate large buttons and zips on clothes.
• Washing and drying hands; brush your own teeth, but not completely.
• Usually achieve full bladder control during this time.

Cognitive development

• Carefully listen to stories that are age-appropriate.
• Make relevant comments throughout the story, especially with regard to events at home and family.
• Likes viewing books and maybe pretending to "read" others or explaining images.
• Enjoy stories with puzzles, guesswork, and "tension."
• Speech is understandable most of the time.
• Generate an expanded noun phrase: "big and brown dog".
• Generates a verb with "ing" end; use "-s" to indicate more than one; often placing "-s" on already-assured forms: geeses, mices.
• Indicate negatives by entering "no" or "no" before a simple noun or verb phrase: "Not a baby."
• Answer "What are you doing?", "What's this?", and "Where?" questions related to familiar objects and events.

Four years

Physical development

• The head circumference is usually not measured after the age of three.
• It takes about 1,700 calories per day.
• The acuity of hearing can be judged by the correct use of sounds and language by the child, as well as by the child's proper response to questions and instructions.

Motor development

• Walk in a straight line (ribbon or chalk line on the floor).
• Kneel on one leg.
• Pedal and steer wheeled toys with confidence; alternating corners, avoiding obstacles and coming to "traffic."
• Up the stairs, trees, playground equipment.
• Skip objects as high as 12 to 15 cm (5 to 6 inches); landing with both legs together.
• Walk, start, stop, and move around obstacles easily. â € <â € <
• Use arm gestures to increase running speed
• Throwing the ball by hand; distance and goal increase.
• Create towers with ten blocks or more.
• Shapes and objects of clay: cakes, snakes, simple animals.
• Reproduce some shapes and letters.
• Hold crayons or markers using tripod grips.
• Paint and draw with purpose; may have an idea in mind, but often have problems in implementing it so call creation something else.
• Be more accurate in hitting nails and pegs with a hammer.
• Peel the small wooden beads on a string.
• Can run in circles
• Can jump

Cognitive

• Can recognize that certain words sound similar
• Names of eighteen to twenty large letters. Write some letters and sometimes their names.
• Some children start reading simple books, like alphabet books with just a few words per page and lots of pictures.
• Love stories about how things grow and how things work.
• Delights in word games, creating silly Languages.
• Understand the concepts of "highest", "largest", "equal", and "more"; choose an image that has "most houses" or "the biggest dogs."
• The amount is calculated up to 20 or more.
• Understand the sequence of everyday events: "When we wake up in the morning, we dress, breakfast, brush our teeth, and go to school."
• When viewing a picture, it can recognize and identify missing pieces of the puzzle (people, cars, animals).
• Very good storyteller.
• Counting 1 to 7 objects aloud, but not always in
order
• Follow two to three steps provided individually or in the
group
• Can put "ed" at the end of words like "I'm out and playing."

English

• Use frontword "active", "in", and "below".
• Use ownership consistently: "hers," "theirs," "the baby's."
• Answer "Who?", "Who?", "Why?", and "How many?"
• Produce an elaborate sentence structure: "The cat ran under the house before I could see what color it was."
• Speech is almost completely understandable.
• Start using the old verb form correctly: "Mommy closes the door," "Daddy goes to work."
• Refers to activities, events, objects, and people that do not exist.
• Changing the tone of voice and sentence structure to adapt to the listener's level of understanding: To the brother, "Milk lost?" To the mother, "Does the baby drink all the milk?"
• Mention your first and last name, gender, sibling name, and sometimes have a phone number.
• Answer correctly when asked what to do if tired, cold, or hungry. Read and sing simple songs like mango and rhyme.

Social development

• Sign out; friendly; too enthusiastic at times.
• The atmosphere changes quickly and unexpectedly; laugh a minute, cry next; can lead to small frustrations (block structures that will not balance); sulking for abandonment.
• An imaginative friend or companion is a common thing; holding conversations and sharing strong emotions with this invisible friend.
• Boasting, exaggerating, and "bending" the truth with fictitious stories or claims of courage; test the limit with the "bathroom" talk.
• Working with others; participate in group activities.
• Showing pride in achievement; looking for frequent adult approval.
• Often look selfish; can not always alternate or understand alternately in some conditions; tattles on other kids.
• Insist on trying to do things independently, but may become so frustrated that it almost explodes when problems arise: dripping paint, paper planes that will not fold right.
• Like role-playing and make-believe activities.
• Rely (most of the time) on verbal rather than physical aggression; can scream angry rather than hit to make a point; threatening: "You can not come to my birthday party."
• Name and mocking calls are often used as ways to exclude other children.
• Sometimes it can be ordered, telling their parents to stop talking, or telling their friends to "Come here right now."
• Make a close relationship with a playmate; started to have "best" friends.

Five years

Physical

• The head size is approximately the same as the adult.
• May begin to lose "baby" teeth (firstborn).
• The body is like an adult in proportion.
• Requires about 7,500 J (1,800 calories) daily
• Visual tracking and binocular vision are well developed.

Motor development

• Walk backwards, toe to right.
• Walk without help up and down stairs, legs alternating.
• May learn to turn a somersault (should be taught in the right way to avoid injury).
• Can touch your toes without flexing the knee.
• Walk through the balance beam.
• Learn to jump using alternate feet.
• Capture the thrown ball from a distance of 1 m (3.3 feet).
• Riding a tricycle or wheel with skilled speed and steering; some children learn to ride a bicycle, usually with an exercise wheel.
• Jump or jump forward ten times in a row without falling.
• Balance on both feet with good control for ten seconds.
• Create a three-dimensional structure with a small cube by copying from an image or model.
• Reproduce many shapes and letters: square, triangle, A, I, O, U, C, H, L, T.
• Demonstrate fair control of a pencil or marker; can start coloring the line.
• Cut on the line with scissors (not perfect).
• The hand dominance is well established
• Often have imaginary friends

Cognitive

• Rectangular shape of two triangular pieces.
• Create a step with a series of small blocks.
• Understand the concept of the same shape, same size.
• Sort objects by two dimensions, like colors and shapes.
• Sort objects so that everything in the group has one common feature (classification skill: all is food or boat or animal).
• Understanding the smallest and shortest concepts; place objects in order from the shortest to the highest, the smallest to the largest.
• Identify objects with specific serial positions: first, second, last.
• The amount is calculated up to 20 and above; many children count up to 100.
• Recognize numbers from 1 to 10.
• Understanding the concept is less than: "Which bowl has less water?"
• Understanding dark, light, and early terms: "I wake up in the morning, before everyone else. It's still dark."
• Associates the clock time with the daily schedule: "Time to turn on the TV when small hand points to 5."
• Some children may tell the time of day: five, two o'clock.
• Find out what a calendar is.
• Identify and identify coins; start counting and saving money.
• Many children know the alphabet and capitalization and lowercase letters.
• Understanding the half concept; can say how many pieces the object has when it is half cut.
• Ask for innumerable questions: Why? What? Where? When? How? Who?
• Eager to learn new things. Curious and curious.

English development

• Vocabulary of 1,500 plus words.
• Tell a known story while viewing a picture in a book.
• Defines simple words by function: a sphere must be reflected; the bed is for sleeping.
• Identify and name four to eight colors.
• Recognizing humor in simple jokes; making jokes and puzzles.
• Generate sentences with five to seven words; longer sentences are unusual.
• State the city or city name, birthday, and parent's own name.
• Answer the phone correctly; calling people to call or receive short messages
• Speech is almost completely true in grammar.
• Use "will" and "can" appropriately.
• Using the past from irregular verbs consistently: "go away," "get caught," "swim."
• Using past inflections (-ed) appropriately to mark regular verbs: "jump," "rain," "washed."

Social development

• Likes and often have one or two friendships.
• Played cooperatively (can end), generous, take turns, share toys.
• Participate in group games and activities with other children; suggest the idea of ​​imaginative and elaborate play.
• Showing affection and concern for others especially those who are "under" or in pain
• Generally subject to parent or caregiver requests.
• Requires comfort and assurance from adults but less open for comfort.
• Have better self-control over emotional swings.
• Enjoys people and makes them laugh.
• Likes to chat with others.
• Brag about achievements.
• Often have imaginary friends

Six-year-old

Physical

• Weight gain reflects a significant increase in muscle mass.
• Heart rate and respiratory rate close to adults.
• The body may look thin because it is through a period of rapid growth.
• Baby teeth begin to be replaced with permanent teeth, starting with two lower front teeth
Vision <20> 20/20; if under 20/40 should see a professional.
• The most common vision problems during childhood are myopia, or farsightedness. (Berk, 2007).
• Use 6,700 J to 7,100 J (1,600 to 1,700 calories) per day.

Motor development

• Gain more control over great and fine motor skills; the movement is more precise and deliberate, although some of the irregularities continue.
• Like to run, jump, climb, and throw quickly, etc.
• It's still difficult to keep silent.
• Increased attention span; work on task for longer time.
• Can focus effort but not always consistent.
• Understanding the time (today, tomorrow, yesterday) and simple movements (some things run faster than others).
• Acknowledge the season and the main activities performed at certain times.
• Have fun with troubleshooting and sorting activities such as stacking, puzzles, and labyrinths
• Enjoy challenges from puzzles, counting and sorting activities, paper and pencil mazes, and games that involve matching letters and words with pictures.
• Recognize some words with visions; trying to extract words
• In some cases, the child may read well.
• Works that facilitate learning to ride a bicycle, swim, swing a bat, or kick a ball.
• Like to make something.
• Reverses or confuses certain letters: b/d, p/g, g/q, t/f.
• Can track objects.
• Fold and cut paper into a simple shape.
• Can tie a string, string (like a shoe).

English

• Can identify right and left hand consistently enough.
• Stick to positive beliefs that involve the unexplained (magic or fantasy)
• Arrives in some understanding of death and death; expressed the fear that parents could die.
• Speaks a lot.
• Likes to tell jokes and riddles; often, his humor is far from smooth.
• Experiment with slang and profanity and think it's funny.
• Excitement and curiosity about the environment and everyday events.
• Be able to have conversations like adults; ask a lot of questions.
• Learn 5 to 10 words per day; 10,000-14,000 vocabulary.
• Use precise word verbs, word order, and sentence structure.

Social and emotional

• Use language rather than tantrums or physical aggression to express displeasure: "It's mine! Give me back, you stupid."
• Talking about yourself through necessary steps in simple problem-solving situations (although "logic" may not be obvious to adults).
• Have mood swings to the primary caregiver depending on the day
• Friendships with parents are less dependent but still require closeness and parenting.
• Want to be happy; needs and seek approval of adults, guarantees, and praise; may complain excessively about minor injuries to get more attention.
• Often can not see the world from someone else's point of view
• Self-perceived failure can make children frustrated and frustrated.
• Can not handle things that do not work in their own way
• Do not understand ethical behavior or moral standards especially when doing things that have not been given a rule
• Understanding when he is considered "bad"; value is based on the value imposed by others.
• Perhaps more and more fearful of unknown things such as in darkness, sound, and animals.

Seven-year-old

Motor development

• Well-developed hand-eye coordination
• Good balanced feeling
• Being able to do basic gymnastics such as somersaults
• Be able to ride a balance bike
• Improved troubleshooting and reasoning abilities
• May feel ashamed and guilty

Writing Grip

• The Dynamic Tripod is the final stage of holding the stationery

English

• Vocabulary now number at least a few thousand words
• Be able to tell time
• Begin to understand how words form sound

Social and emotional

• Very critical of yourself and eager to please
• Can understand right and wrong
• Complains a lot and has strong emotional changes
• Sometimes there is destruction because of small frustrations, especially for attention
• Ability to handle errors and failures increase

Eight years

Motor development

• Have good finger control
• Increased physical strength and endurance
• Almost able to communicate at adult level
• Want to understand how and why everything works
• Clearly, the ability to think logically
• Shows clear preferences for specific subjects and activities

English language skills

• Like to read
• Can begin to understand how opponents work

Social and emotional

• Start developing a close circle of same-sex friends
• Become more vulnerable to peer pressure
• Like group activity
• Morbid and melodramatic mood swings
• Very impatient and may have trouble waiting for special events like Christmas

Nine years

Motor skills

• Pretty good at handling tools
• Hand-dexterity and hand-eye coordination are well developed
• Be able to draw in detail
• May survive with certain physical activity until the point of exhaustion

English language skills

• Good in remembering and remembering information, but it usually does not show a deep understanding of it
• Be able to concentrate and resume tasks after interruptions
• Want to learn skills
• Start understanding true vs wrong in good vs. bad
place

Social skills

• Often displays intense disgust for the opposite sex
• Will use physical complaints as a means to quit unwanted tasks
• Generally reliable and trustworthy with basic responsibilities
• Vulnerable mood swings

Ten years

Motor skills

• Capable of demanding motor/endurance tasks such as cycling and team sports
• Girls can start breast development and show changes in facial shape
• Adult-like ad planning
• Motor planning includes the choice of movement and the trajectory of individual movements. Children begin to display motor planning in the preference of specific body parts such as hand preference. For example, left-handers will start planning how they can perform motor skills, such as throwing a ball, but running it with your left hand. Hand picks favored by children will also be displayed in other motor duties.
• Children show a significant increase in sensitivity to end-country comfort
• End-of-State Convenience is a preference for initially using unusual and unusual positions and movements to end in a comfortable position. One of the most common methods for studying end-of-state comfort is the task of too much glass. In this task, the individual is asked to use one hand to take a drinking glass which is placed upward, rotate straight, and pour water from the glass given to the glass. Once the children start grabbing the glass upside down with the thumb pointing down, then they have featured the ultimate-state comfort. As a result, after they turn the glass, the child will end up with the palm holding the glass in a comfortable position.

The number of grips corresponding to the final-state comfort (ESC) effect greatly increases with age & lt; Jovanovic, B. & amp; Schwarzer, G. (2017). The influence of the habit of grasping and object orientation in motor planning in children and adults. Developmental psychobiology, 59 (8), 949-957. & Gt;

English skills

• Still does not display an in-depth understanding of the subject
• Not fully understand right and wrong
• Not good at organizing or planning things in a practical way

Social skills

• Some interests in the opposite sex
• Not as busy as children ages 7 to 9; overall disposition tends to be cheerful and fun oriented
• Friendship is very important, with the friend's gender inconsistent with each individual, as well as the whole important
• Can have a short temper, but have learned to adjust the level of anger according to the suitability of the situation
• Get well with parents, eager to please
• Have less fear than he did at a younger age

Eleven-year-old

Motor skills

• Very restless and difficult to sit still
• There are no obvious signs of puberty in boys, girls usually begin to grow pubic hair. Breast development has not been significant, but very interesting.
• Height is fast
• Better ability to make decisions
• Begin to understand that not everyone has the same belief
• Acne and Pimples are commonplace
• The period of possibility occurs in women

English language skills

• Can use logic and debate others pretty well
• School reports can incorporate visual, spoken, and written material

Social and emotional development

• Often criticize others, stubborn, and selfish
• Tend to physically show anger by hitting people/objects, throwing things, or slamming doors
• More interested in the opposite sex, more with women, and some men.
• Friends are important, but with more arguments than before
• Might be worried and afraid of things
• Caring for what others think is more common.

Twelve years

Motor skills

• Usually a big appetite
• Girls are developing breasts, filling pubic hair, armpit hair, and can start menstruating
• Changes in boys are less dramatic, but penis and testicular enlargement usually begins with smooth pubic hair growth and frequent, random erections

English language skills

• Be able to categorize information to better understand it
• Read adult books and magazines on topics of interest
• Be able to proofread home work for spelling, grammar, and logic

Social skills

• The overall disposition is fun and cheerful
• Can become very interested in the subject of interest or achievement
• Highly vulnerable to peer pressure and following trends
• A more stable friendship with slightly melodramatic than 11
• May get interested in the opposite sex, especially girls

Thirteen years

• Moody and uncomfortable with themselves and their environment
• Like alone and respect privacy
• Maybe believe that the world is out to get it
• Unsafe about their body
• Might not fit with adults

Fourteen years

• Generally fun, bright disposition
• Can show interest in the opposite sex
• Often high interest in extracurricular activities
• It may be fun and popular
• Have big circles from both of your gender friends
• Can show signs of depression.

Fifteen years

• Usually quarrels and do not want to share their problems with others
• May want to be independent and free of family
• Usually more familiar with siblings than parents
• Friendship is very important
• Romantic interests are common

Sixteen

• Good overall relationship with family
• Begin to see parents as human rather than authority figure
• Friendship is very important, may have a wide circle of both sex buddies
• Love can be intense

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See also

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References

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Further reading

• Segal, Marilyn (1998). Your Child When Playing: Three to Five Years . New York: Newmarket Press. p.Ã, 292. ISBNÃ, 1-55704-337-X.
• Doherty, J. and Hughes, M. (2009) Child development theory and practice 0-11 . Essex: Pearson. Chapters 6 and 7.

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External links

• CDC's "Learn the Signs of Early Action" campaign - information for parents about early child development and developmental disabilities
• Development milestone, National Dissemination Center for Children with Disabilities, NICHCY
• YourChild: Development milestone, University of Michigan Health System

Source of the article : Wikipedia