Developmental Stages Children-Youth

Developmental Stages for Children/Youth
Physical Intellectual Emotional Social Moral

Age Development Development Development Development Development
0-6 · needs to be touched and · vocalizes (makes cooing · establishes · recognizes caregivers · sees him/herself as the
months held physically sounds and chuckles) attachment/bonding with · very dependent upon centre of the world
· caregiver feeds child · vocalizes spontaneously caregivers (caregiver and caregivers for fulfillment · has no sense of right or
· feeding pattern is · discovers s/he has impact child get to know each of needs wrong
established on environment (e.g., if other – learn to read each · initiates social contact
· has sucking and grasping s/he cries, caregiver will other’s cues and become (e.g., smiles when
reflexes come) emotionally attached to caregiver appears)
· reaches toward objects and one another)
grasps them · crying and smiling
· makes large muscle · comforts self with thumb
movements (arms and or pacifier
legs) · learns to trust that basic
· is able to follow objects needs will be met
and focus · concerned with
· rolls over satisfaction of needs
· supports head · distinguishes between
· sleeps a lot physical self and physical
· no bladder or bowel other
control
· rapid physical growth and
change
6 months · feeds self with a spoon · uses one or two words to · hugs caregiver · plays simple games (e.g., · sees him/herself as the
to · stands and walks name things or actions · does not like separation peek-a-boo, pat-a-cake) centre of the world
1½ years · “dances” to music · says words like “Mama” from caregiver · extends attachment to · has no sense of right or
· sits by him/herself and “Dada” · expresses several people other than wrong
· has precise thumb and · points to familiar things emotions clearly but is caregivers
finger grasp · points to at least one body unable to identify them · developing some
· can stack 2 or more blocks part · trusts caregivers independence from
· curious about everything · sees him/herself as caregivers (can meet some
(explores his/her world) permanent with enduring of his/her own needs e.g.,
· realizes an object can exist qualities (e.g., male versus can feed him/herself and
when out of sight and will female) reach for objects)
look for it (e.g., drops
things from high chair and
looks for it)
1½ years · walks up and down stairs · child has knowledge of the · can express feelings · plays with children (e.g., · beginning to learn about
to (one step at a time) following: verbally plays cooperatively right and wrong
3 years · rides a tricycle - · shows sympathy sometimes)
· throws and kicks a ball - · refers to self as “I” or · washes and dries own
· can put on a simple - “me” hands
garment - · can be separate from · toilet trained
· can hold a crayon with · can draw a partial person caregivers · tests boundaries and
fingers (e.g., head and body) · recognizes people outside limitations (e.g., learns to
· increased eye-hand · talks in sentences of immediate environment say “no”)
coordination (e.g., simple · speech is understandable · role of caregivers is · learns to consider needs
puzzles) half of the time crucial to the development and feelings of others
· can draw a complete circle · uses pronouns for self and of self (e.g., will imitate · world expands beyond
· handles small toys other (e.g., I, you) adults’ behaviour) home to the “outside
skillfully world”
· bladder and bowel control
3 years · hops on one foot · child knows the following: · can identify pictures of · dresses and undresses · protects self and stands up
to repeatedly - happy and sad people without help except for for his/her rights
6 years · skips and dances well - appropriately tying shoes · is concerned with what
· good balance and - · identifies with caregivers · plays role in “make- behaviour works to bring
coordination - and likes to imitate them believe” play about reward or
· has refined motor skills · can draw a complete · forms images of self · follows simple game rules punishment
(e.g., can draw a square person · can be further away · needs choices as s/he · still needs outside controls
with good corners) · can complete a puzzle (physically) from wants more independence as his/her conscience
· prints a few letters · talks in sentences caregivers · can share and take turns relatively unformed.
· is completely · frequently overwhelmed · often has “best friends”
understandable by feelings (s/he can · likes to show off skills to
· defines familiar words experience feelings of adults
· has developed certain likes doubt and shame) · will test authority
and dislikes · can identify differences in
· understands cause and self and others (e.g.,
effect relationships only in gender, colour of eyes and
relation to his/her own hair)
needs, wants or
experiences (e.g., hot
stove hurts me)
· expresses ideas, asks
questions, and engages in
discussions
6 years · can play sports and · highly verbal (e.g., tells · acts very independent and · participates in community · begins to experience
to develop new skills jokes, makes puns) self-assured but can be activities conflict between parents’
12 years · energetic · asks fact-oriented childish and silly at times · enjoys working and values and those of peers
· has a large appetite questions (e.g., wants to · self is partly defined by playing with others · has strong sense of fairness
· height and weight know “how,” “why” and school environment · has friends · rules are important and
increasing at a steady rate “when”) (personality is more · plays mostly with same- must be followed (i.e.,
· increased coordination and · can deal with abstract defined) sex peers breaking rules is bad)
strength ideas · likes affection from adults · can be alone
· body proportions · judges success based on · more independent but · strong group identity (e.g.,
becoming similar to an ability to read, write and wants caregivers to be Brownies)
adult’s do arithmetic present to help · learns to achieve and
· fine motor coordination · wants to develop skills and · can identify and label compete
well-developed (e.g., become competent what s/he is feeling · imitates and identifies
writing and drawing skills) · enjoys projects that are · can distinguish between with same-sex adult
task-oriented (e.g., sewing, wishes, motives and
woodwork) actions
· learns to think
systematically and
generally about concrete
objects
· learns the concept of
“past,” “present” and
“future”
12 years · growth spurts · achieves impressive · identifies with significant · many engage in part-time · challenges values of home
to · develops sexual changes in cognitive others outside of home work · develops personal morality
18 years characteristics and has development (i.e., able to · develops sexual identity · enjoys many social code
sexual drives think and reason) · part child, part adult (e.g., activities (e.g., at school) · what becomes important is
· new needs in personal · able to reason, generate “Go away, come closer” · relies heavily on peers whether the behaviour
hygiene (e.g., menstrual general principles and test messages) (e.g., tries to conform to conforms to the behaviour
pads, razors) them out against evidence · develops independence peer group norms) of others, not its inherent
· capable of introspection (e.g., “I dare you to tell · has close friendships and rightness or wrongness
and of perceiving me what to do!”) emotional involvements · belief that good behaviour
differences between how · likely to show extreme · experiences conflict with is maintained by some
things are and how they mood swings parents (e.g., presence of authority
may be · less dependent on family expectations)
· begins to consider and for affection and · experiments with sex-role
sometimes make career emotional support expectations and
choices · strives to define self as standards
· growth in ability to think separate individual
abstractly and utilize · often feels misunderstood
imagination in solving
problems

Developmental Stages Children-Youth

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Physical Intellectual Emotional Social Moral

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