Child DevelopmentChild DevelopmentUniversity of Michigan Health SystemUniversity of Michigan Health System

Key wordsKey words Gross motor:Gross motor:  using large groups of muscles to   using large groups of muscles to

sit, stand, walk, run, etc., keeping balance, and sit, stand, walk, run, etc., keeping balance, and changing positions. changing positions.

Fine motor:Fine motor:  using hands to be able to eat, draw,   using hands to be able to eat, draw, dress, play, write, and do many other things. dress, play, write, and do many other things.

Language:Language:  speaking, using body language and   speaking, using body language and gestures, communicating, and understanding gestures, communicating, and understanding what others say. what others say.

Cognitive: Cognitive:  Thinking skills:  including learning,  Thinking skills:  including learning, understanding, problem-solving, reasoning, and understanding, problem-solving, reasoning, and remembering. remembering.

Social:  Social:  Interacting with others, having Interacting with others, having relationships with family, friends, and teachers, relationships with family, friends, and teachers, cooperating, and responding to the feelings of cooperating, and responding to the feelings of others. others.

3 months3 months By 3 months of age does your child:By 3 months of age does your child: Motor SkillsMotor Skills lift head when held at your shoulder lift head when held at your shoulder lift head and chest when lying on his stomach lift head and chest when lying on his stomach turn head from side to side when lying on his stomach turn head from side to side when lying on his stomach follow a moving object or person with his eyes follow a moving object or person with his eyes often hold hands open or loosely fisted often hold hands open or loosely fisted grasp rattle when given to her grasp rattle when given to her wiggle and kick with arms and legs wiggle and kick with arms and legs

Sensory and Thinking SkillsSensory and Thinking Skills turn head toward bright colors and lights turn head toward bright colors and lights turn toward the sound of a human voice turn toward the sound of a human voice recognize bottle or breast recognize bottle or breast respond to your shaking a rattle or bell respond to your shaking a rattle or bell

Language and Social SkillsLanguage and Social Skills make cooing, gurgling sounds make cooing, gurgling sounds smile when smiled at smile when smiled at communicate hunger, fear, discomfort (through crying or facial expression) communicate hunger, fear, discomfort (through crying or facial expression) usually quiet down at the sound of a soothing voice or when held usually quiet down at the sound of a soothing voice or when held anticipate being lifted anticipate being lifted react to "peek-a-boo" games react to "peek-a-boo" games

6 months6 months By 6 months of age does your child:By 6 months of age does your child: Motor SkillsMotor Skills hold head steady when sitting with your help hold head steady when sitting with your help reach for and grasp objects reach for and grasp objects play with his toes play with his toes help hold the bottle during feeding help hold the bottle during feeding explore by mouthing and banging objects explore by mouthing and banging objects move toys from one hand to another move toys from one hand to another shake a rattle shake a rattle pull up to a sitting position on her own if you grasp her hands pull up to a sitting position on her own if you grasp her hands sit with only a little support sit with only a little support sit in a high chair sit in a high chair roll over roll over bounce when held in a standing position bounce when held in a standing position

Sensory and Thinking SkillsSensory and Thinking Skills open his mouth for the spoon open his mouth for the spoon imitate familiar actions you perform imitate familiar actions you perform

Language and Social SkillsLanguage and Social Skills babble, making almost sing-song sounds babble, making almost sing-song sounds know familiar faces know familiar faces laugh and squeal with delight laugh and squeal with delight scream if annoyed scream if annoyed smile at herself in a mirror smile at herself in a mirror

12 month12 month By 12 months of age does your child:By 12 months of age does your child: Motor SkillsMotor Skills drink from a cup with help drink from a cup with help feed herself finger food like raisins or bread crumbs feed herself finger food like raisins or bread crumbs grasp small objects by using her thumb and index or forefinger grasp small objects by using her thumb and index or forefinger use his first finger to poke or point use his first finger to poke or point put small blocks in and take them out of a container put small blocks in and take them out of a container knock two blocks together knock two blocks together sit well without support sit well without support crawl on hands and knees crawl on hands and knees pull himself to stand or take steps holding onto furniture pull himself to stand or take steps holding onto furniture stand alone momentarily stand alone momentarily walk with one hand held walk with one hand held cooperate with dressing by offering a foot or an arm cooperate with dressing by offering a foot or an arm

Sensory and Thinking SkillsSensory and Thinking Skills copy sounds and actions you make copy sounds and actions you make respond to music with body motion respond to music with body motion try to accomplish simple goals (seeing and then crawling to a toy) try to accomplish simple goals (seeing and then crawling to a toy) look for an object she watched fall out of sight (such as a spoon that falls under the table) look for an object she watched fall out of sight (such as a spoon that falls under the table)

Language and Social SkillsLanguage and Social Skills babble, but it sometimes "sounds like" talking babble, but it sometimes "sounds like" talking say his first word say his first word recognize family members' names recognize family members' names try to "talk" with you try to "talk" with you respond to another's distress by showing distress or crying respond to another's distress by showing distress or crying show affection to familiar adults show affection to familiar adults show mild to severe anxiety at separation from parent show mild to severe anxiety at separation from parent show apprehension about strangers show apprehension about strangers raise her arms when she wants to be picked up raise her arms when she wants to be picked up understand simple commandsunderstand simple commands

Questions?????Questions?????

If you have questions about your child's If you have questions about your child's development or want to have your child development or want to have your child tested,tested,

call your pediatrician call your pediatrician the local health department the local health department the Make-A-Difference Information the Make-A-Difference Information

Network (They can help you find a Network (They can help you find a testing location near your community.) testing location near your community.) 1-800-332-6262 1-800-332-6262

the Parent Helpline (They can help you the Parent Helpline (They can help you with questions about child rearing.) 1-with questions about child rearing.) 1-800-332-6378 800-332-6378

18 months18 months By 18 months of age does your child:By 18 months of age does your child: Motor SkillsMotor Skills like to pull, push, and dump things like to pull, push, and dump things pull off hat, socks, and mittens pull off hat, socks, and mittens turn pages in a book turn pages in a book stack 2 blocks stack 2 blocks carry a stuffed animal or doll carry a stuffed animal or doll scribble with crayons scribble with crayons walk without help walk without help run stiffly, with eyes on the ground run stiffly, with eyes on the ground

Sensory and Thinking SkillsSensory and Thinking Skills identify an object in a picture book identify an object in a picture book laugh at silly actions (as in wearing a bowl as a hat) laugh at silly actions (as in wearing a bowl as a hat) look for objects that are out of sight look for objects that are out of sight put a round lid on a round pot put a round lid on a round pot follow simple 1-step directions follow simple 1-step directions solve problems by trial and error solve problems by trial and error

Language and Social SkillsLanguage and Social Skills say 8-10 words you can understand say 8-10 words you can understand look at a person who is talking to him look at a person who is talking to him ask specifically for her mother or father ask specifically for her mother or father use "hi," "bye," and "please," with reminders use "hi," "bye," and "please," with reminders protest when frustrated protest when frustrated ask for something by pointing or by using one word ask for something by pointing or by using one word direct another's attention to an object or action direct another's attention to an object or action become anxious when separated from parent(s) become anxious when separated from parent(s) seek attention seek attention bring toys to share with parentact out a familiar activity in play (as in pretending to take a bath) bring toys to share with parentact out a familiar activity in play (as in pretending to take a bath) play alone on the floor with toys play alone on the floor with toys compete with other children for toys compete with other children for toys recognize herself in the mirror or in pictures recognize herself in the mirror or in pictures seem selfish at times seem selfish at times

2 years2 years By 2 years of age does your child:By 2 years of age does your child: Motor SkillsMotor Skills drink from a straw drink from a straw feed himself with a spoon feed himself with a spoon help in washing hands help in washing hands put arms in sleeves with helpbuild a tower of 3-4 blocks put arms in sleeves with helpbuild a tower of 3-4 blocks toss or roll a large ball toss or roll a large ball open cabinets, drawers, boxes open cabinets, drawers, boxes operate a mechanical toy operate a mechanical toy bend over to pick up a toy and not fall bend over to pick up a toy and not fall walk up steps with help walk up steps with help take steps backward take steps backward

Sensory and Thinking SkillsSensory and Thinking Skills like to take things apart like to take things apart explore surroundings explore surroundings point to 5-6 parts of a doll when asked point to 5-6 parts of a doll when asked

Language and Social SkillsLanguage and Social Skills have a vocabulary of several hundred words have a vocabulary of several hundred words use 2-3 word sentences use 2-3 word sentences say names of toys say names of toys ask for information about an object (asks, "Shoe?" while pointing to shoe box) ask for information about an object (asks, "Shoe?" while pointing to shoe box) hum or try to sing hum or try to sing listen to short rhymes listen to short rhymes like to imitate parents like to imitate parents sometimes get angry and have temper tantrums sometimes get angry and have temper tantrums act shy around strangers act shy around strangers comfort a distressed friend or parent comfort a distressed friend or parent take turns in play with other children take turns in play with other children treat a doll or stuffed animal as though it were alive treat a doll or stuffed animal as though it were alive apply pretend action to others (as in pretending to feed a doll) apply pretend action to others (as in pretending to feed a doll) show awareness of parental approval or disapproval for her actions show awareness of parental approval or disapproval for her actions refer to self by name and use "me" and "mine" refer to self by name and use "me" and "mine" verbalize his desires and feelings ("I want cookie") verbalize his desires and feelings ("I want cookie") laugh at silly labeling of objects and events (as in calling a nose an ear) laugh at silly labeling of objects and events (as in calling a nose an ear) enjoy looking at one book over and over enjoy looking at one book over and over point to eyes, ears, or nose when you ask point to eyes, ears, or nose when you ask

3 years3 years By 3 years of age does your child:By 3 years of age does your child: Motor SkillsMotor Skills feed himself (with some spilling)feed himself (with some spilling)

open doorsopen doorshold a glass in one handhold a glass in one handhold a crayon wellhold a crayon wellwash and dry hands by himselfwash and dry hands by himselffold paper, if shown howfold paper, if shown howbuild a tower of 54 blocksbuild a tower of 54 blocksthrow a ball overheadthrow a ball overheadtry to catch a large balltry to catch a large ballput on shoes (but not tie laces)put on shoes (but not tie laces)dress herself with helpdress herself with helpuse the toilet with some helpuse the toilet with some helpwalk up steps, alternating feetwalk up steps, alternating feetwalk on tiptoes if shown howwalk on tiptoes if shown howwalk in a straight linewalk in a straight linekick a ball forwardkick a ball forwardjump with both feetjump with both feetpedal a tricyclepedal a tricycle

Sensory and Thinking SkillsSensory and Thinking Skills recognize sounds in the environmentrecognize sounds in the environment

pay attention for about 3 minutespay attention for about 3 minutesremember what happened yesterdayremember what happened yesterdayknow what is food and what is not foodknow what is food and what is not foodknow some numbers (but not always in the right order)know some numbers (but not always in the right order)know where things usually belongknow where things usually belongunderstand what "1" isunderstand what "1" isunderstand "now," "soon," and "later"understand "now," "soon," and "later"substitute one object for another in pretend play (as in pretending a block is a "car")substitute one object for another in pretend play (as in pretending a block is a "car")laugh at silly ideas (like "milking" a dog)laugh at silly ideas (like "milking" a dog)look through a book alonelook through a book alonematch circles and squaresmatch circles and squaresmatch an object to a picture of that objectmatch an object to a picture of that objectmatch objects that have same function (as in putting a cup and plate together)match objects that have same function (as in putting a cup and plate together)count 2 to 3 objectscount 2 to 3 objectsavoid some dangers, like a hot stove or a moving caravoid some dangers, like a hot stove or a moving carfollow simple one-step commandsfollow simple one-step commands

3 years3 years Language and Social SkillsLanguage and Social Skills use 3-5 word sentencesuse 3-5 word sentences

ask short questionsask short questionsuse plurals ("dogs," "cars," "hats")use plurals ("dogs," "cars," "hats")name at least 10 familiar objectsname at least 10 familiar objectsrepeat simple rhymesrepeat simple rhymesname at least one color correctlyname at least one color correctlyimitate housework or help with simple tasksimitate housework or help with simple tasksask to use the toilet almost every timeask to use the toilet almost every timeenjoy being read toenjoy being read totalk about feelings and mental states (e.g., remembering)talk about feelings and mental states (e.g., remembering)demonstrate some shame when caught in a wrongdoingdemonstrate some shame when caught in a wrongdoingtry to make others laughtry to make others laughplay spontaneously with two or three children in a groupplay spontaneously with two or three children in a groupassign roles in pretend social play ("You be mommy;" "I be daddy")assign roles in pretend social play ("You be mommy;" "I be daddy")know her first and last nameknow her first and last nameunderstand "I," "you," "he," and "she"understand "I," "you," "he," and "she"believe everything centers around him ("if I hide my eyes, no one will believe everything centers around him ("if I hide my eyes, no one will see me")see me")answer whether she is a boy or girlanswer whether she is a boy or girl

4 years4 years By 4 years of age does your child:By 4 years of age does your child: Motor SkillsMotor Skills feed herself (with little spilling)feed herself (with little spilling)

try to use a forktry to use a forkhold a pencilhold a penciltry to write nametry to write namedraw with the arm and not small hand movementsdraw with the arm and not small hand movementsdraw a circledraw a circledraw a facedraw a facetry to cut paper with blunt scissorstry to cut paper with blunt scissorssometimes unbutton buttonssometimes unbutton buttonstry to buckle, button, and lace, even though she probably needs helptry to buckle, button, and lace, even though she probably needs helpcompletely undress herself if wearing clothes with simple fastenerscompletely undress herself if wearing clothes with simple fastenersbrush teeth with helpbrush teeth with helpbuild a tower of 7-9 blocksbuild a tower of 7-9 blocksput together a simple puzzle of 4-12 piecesput together a simple puzzle of 4-12 piecespour from a small pitcherpour from a small pitcheruse the toilet aloneuse the toilet alonetry to skiptry to skipcatch a bouncing ballcatch a bouncing ballwalk downstairs using a handrail and alternating feetwalk downstairs using a handrail and alternating feetswing, starting by himself and keeping himself goingswing, starting by himself and keeping himself going

Sensory and Thinking SkillsSensory and Thinking Skills recognize red, yellow, and bluerecognize red, yellow, and blue

understand taking turns and can do so without always being remindedunderstand taking turns and can do so without always being remindedunderstand "big," "little," "tall," "short"understand "big," "little," "tall," "short"want to know what will happen nextwant to know what will happen nextsort by shape or colorsort by shape or colorcount up to 5 objectscount up to 5 objectsfollow three instructions given at one timefollow three instructions given at one time("Put the toys away, wash your hands, and come eat.")("Put the toys away, wash your hands, and come eat.")distinguish between the real world and the imaginary or pretend worlddistinguish between the real world and the imaginary or pretend worldidentify situations that would lead to happiness, sadness, or angeridentify situations that would lead to happiness, sadness, or anger

4 years4 years Language and Social SkillsLanguage and Social Skills have a large vocabulary and use good grammar oftenhave a large vocabulary and use good grammar often

often talk about action in conversation ("go," "do," "make")often talk about action in conversation ("go," "do," "make")enjoy rhyming and nonsense wordsenjoy rhyming and nonsense wordsuse regular past tenses of verbs ("pulled," "walked")use regular past tenses of verbs ("pulled," "walked")use "a," "an," and "the" when speakinguse "a," "an," and "the" when speakingask direct questions ("May I?" "Would you?")ask direct questions ("May I?" "Would you?")want explanations of "why" and "how"want explanations of "why" and "how"relate a simple experience she has had recentlyrelate a simple experience she has had recentlyunderstand "next to"understand "next to"separate from his parent for a short time without cryingseparate from his parent for a short time without cryinghelp clean up toys at home or school when asked tohelp clean up toys at home or school when asked tolike to play "dress up"like to play "dress up"pretend to play with imaginary objectspretend to play with imaginary objectsact out elaborate events which tell a story (as in serving an imaginary dinner or going on a act out elaborate events which tell a story (as in serving an imaginary dinner or going on a "dragon hunt")"dragon hunt")sometimes cooperate with other childrensometimes cooperate with other childrenoften prefer playing with other children to playing alone, unless deeply involved in a solitary often prefer playing with other children to playing alone, unless deeply involved in a solitary tasktaskchange the rules of a game as he goes alongchange the rules of a game as he goes alongtry to bargain ("I'll give you this toy if you'll give me that one")try to bargain ("I'll give you this toy if you'll give me that one")share when askedshare when askedenjoy tag, hide-and-seek and other games with simple rulesenjoy tag, hide-and-seek and other games with simple ruleslike moderate "rough and tumble" playlike moderate "rough and tumble" playlike to do things for himselflike to do things for himselfknow her age and the town where she livesknow her age and the town where she livesact as though a doll or stuffed animal thinks and feels on its ownact as though a doll or stuffed animal thinks and feels on its own

End of 4End of 4thth year year MovementMovement Hops and stands on one foot up to five seconds Hops and stands on one foot up to five seconds Goes upstairs and downstairs without support Goes upstairs and downstairs without support Kicks ball forward Kicks ball forward Throws ball overhand Throws ball overhand Catches bounced ball most of the time Catches bounced ball most of the time Moves forward and backward with agility Moves forward and backward with agility Hand and Finger SkillsHand and Finger Skills Copies square shapes Copies square shapes Draws a person with two to four body parts Draws a person with two to four body parts Uses scissors Uses scissors Draws circles and squares Draws circles and squares Begins to copy some capital letters Begins to copy some capital letters LanguageLanguage Understands the concepts of "same" and "different" Understands the concepts of "same" and "different" Has mastered some basic rules of grammar Has mastered some basic rules of grammar Speaks in sentences of five to six words Speaks in sentences of five to six words Speaks clearly enough for strangers to understand Speaks clearly enough for strangers to understand Tells stories Tells stories CognitiveCognitive Correctly names some colors Correctly names some colors Understands the concept of counting and may know a few numbers Understands the concept of counting and may know a few numbers Approaches problems from a single point of view Approaches problems from a single point of view Begins to have a clearer sense of time Begins to have a clearer sense of time Follows three-part commands Follows three-part commands Recalls parts of a story Recalls parts of a story Understands the concept of same/different Understands the concept of same/different Engages in fantasy play Engages in fantasy play SocialSocial Interested in new experiences Interested in new experiences Cooperates with other children Cooperates with other children Plays "Mom" or "Dad" Plays "Mom" or "Dad" Increasingly inventive in fantasy play Increasingly inventive in fantasy play Dresses and undresses Dresses and undresses Negotiates solutions to conflicts Negotiates solutions to conflicts More independent More independent

End of 4End of 4thth year year EmotionalEmotional Imagines that many unfamiliar images may be "monsters" Imagines that many unfamiliar images may be "monsters" Views self as a whole person involving body, mind and feelings Views self as a whole person involving body, mind and feelings Often cannot distinguish between fantasy and reality Often cannot distinguish between fantasy and reality Developmental Health WatchDevelopmental Health Watch Because each child develops in his own particular manner, Because each child develops in his own particular manner,

it's impossible to tell exactly when or how he'll perfect a given skill. The developmental it's impossible to tell exactly when or how he'll perfect a given skill. The developmental milestones will give you a general idea of the changes you can expect as your child gets milestones will give you a general idea of the changes you can expect as your child gets older, but don't be alarmed if his development takes a slightly different course. Alert your older, but don't be alarmed if his development takes a slightly different course. Alert your pediatrician, however, if your child displays any of the following signs of possible pediatrician, however, if your child displays any of the following signs of possible developmental delay for this age range. developmental delay for this age range.

Cannot throw a ball overhand Cannot throw a ball overhand Cannot jump in place Cannot jump in place Cannot ride a tricycle Cannot ride a tricycle Cannot grasp a crayon between thumb and fingers Cannot grasp a crayon between thumb and fingers Has difficulty scribbling Has difficulty scribbling Cannot stack four blocks Cannot stack four blocks Still clings or cries whenever his parents leave him Still clings or cries whenever his parents leave him Shows no interest in interactive games Shows no interest in interactive games Ignores other children Ignores other children Doesn't respond to people outside the family Doesn't respond to people outside the family Doesn't engage in fantasy play Doesn't engage in fantasy play Resists dressing, sleeping, using the toilet Resists dressing, sleeping, using the toilet Lashes out without any self-control when angry or upset Lashes out without any self-control when angry or upset Cannot copy a circle Cannot copy a circle Doesn't use sentences of more than three words Doesn't use sentences of more than three words Doesn't use "me" and "you" appropriately Doesn't use "me" and "you" appropriately

By the End of 5 Years By the End of 5 Years MovementMovement Stands on one foot for 10 seconds or longer Stands on one foot for 10 seconds or longer Hops, somersaults Hops, somersaults Swings, climbs Swings, climbs May be able to skip May be able to skip Hand and Finger SkillsHand and Finger Skills Copies triangle and other geometric patterns Copies triangle and other geometric patterns Draws person with body Draws person with body Prints some letters Prints some letters Dresses and undresses without assistance Dresses and undresses without assistance Uses fork, spoon and (sometimes) a table knife Uses fork, spoon and (sometimes) a table knife Usually cares for own toilet needs Usually cares for own toilet needs Language Language Recalls part of a story Recalls part of a story Speaks sentences of more than five words Speaks sentences of more than five words Uses future tense Uses future tense Tells longer stories Tells longer stories Says name and address Says name and address Cognitive MilestonesCognitive Milestones Can count 10 or more objects Can count 10 or more objects Correctly names at least four colors Correctly names at least four colors Better understands the concept of time Better understands the concept of time Knows about things used every day in the home (money, food, appliances) Knows about things used every day in the home (money, food, appliances) Social Social Wants to please friends Wants to please friends Wants to be like her friends Wants to be like her friends More likely to agree to rules More likely to agree to rules Likes to sing, dance and act Likes to sing, dance and act Shows more independence and may even visit a next-door neighbor by herself Shows more independence and may even visit a next-door neighbor by herself

By the End of 5 Years By the End of 5 Years Emotional MilestonesEmotional Milestones Aware of sexuality Aware of sexuality Able to distinguish fantasy from reality Able to distinguish fantasy from reality Sometimes demanding, sometimes eagerly cooperative Sometimes demanding, sometimes eagerly cooperative Developmental Health WatchDevelopmental Health Watch Because each child develops in her own particular manner, it's impossible to predict exactly Because each child develops in her own particular manner, it's impossible to predict exactly

when or how your own preschooler will perfect a given skill. The developmental milestones will give you a general idea of the when or how your own preschooler will perfect a given skill. The developmental milestones will give you a general idea of the changes you can expect as your child gets older, but don't be alarmed if her development takes a slightly different course. changes you can expect as your child gets older, but don't be alarmed if her development takes a slightly different course. Alert your pediatrician, however, if your child displays any of the following signs of possible developmental delay for this age Alert your pediatrician, however, if your child displays any of the following signs of possible developmental delay for this age range. range.

Exhibits extremely fearful or timid behavior Exhibits extremely fearful or timid behavior Exhibits extremely aggressive behavior Exhibits extremely aggressive behavior Is unable to separate from parents without major protest Is unable to separate from parents without major protest Is easily distracted and unable to concentrate on any single activity for more than five minutes Is easily distracted and unable to concentrate on any single activity for more than five minutes Shows little interest in playing with other children Shows little interest in playing with other children Refuses to respond to people in general, or responds only superficially Refuses to respond to people in general, or responds only superficially Rarely uses fantasy or imitation in play Rarely uses fantasy or imitation in play Seems unhappy or sad much of the time Seems unhappy or sad much of the time Doesn't engage in a variety of activities Doesn't engage in a variety of activities Avoids or seems aloof with other children and adults Avoids or seems aloof with other children and adults Doesn't express a wide range of emotions Doesn't express a wide range of emotions Has trouble eating, sleeping or using the toilet Has trouble eating, sleeping or using the toilet Can't differentiate between fantasy and reality Can't differentiate between fantasy and reality Seems unusually passive Seems unusually passive Cannot understand two-part commands using prepositions ("Put the cup on the table"; "Get the ball under the couch.") Cannot understand two-part commands using prepositions ("Put the cup on the table"; "Get the ball under the couch.") Can't correctly give her first and last name Can't correctly give her first and last name Doesn't use plurals or past tense properly when speaking Doesn't use plurals or past tense properly when speaking Doesn't talk about her daily activities and experiences Doesn't talk about her daily activities and experiences Cannot build a tower of six to eight blocks Cannot build a tower of six to eight blocks Seems uncomfortable holding a crayon Seems uncomfortable holding a crayon Has trouble taking off clothing Has trouble taking off clothing Cannot brush her teeth efficiently Cannot brush her teeth efficiently Cannot wash and dry her hands Cannot wash and dry her hands

TheoriesTheories PiagetPiaget Main articles: Main articles: Jean PiagetJean Piaget and and Theory of cognitive developmentTheory of cognitive development Piaget was a French speaking Swiss theorist who posited that children learn through actively constructing Piaget was a French speaking Swiss theorist who posited that children learn through actively constructing

knowledge through hands-on experience.knowledge through hands-on experience.[4][4] He suggested that the adult's role in helping the child learn was to He suggested that the adult's role in helping the child learn was to provide appropriate materials for the child to interact and construct. He would use Socratic questioning to get the provide appropriate materials for the child to interact and construct. He would use Socratic questioning to get the children to reflect on what they were doing. He would try to get them to see contradictions in their explanations. He children to reflect on what they were doing. He would try to get them to see contradictions in their explanations. He also developed also developed stagesstages of development. His approach can be seen in how the curriculum is sequenced in schools, of development. His approach can be seen in how the curriculum is sequenced in schools, and in the pedagogy of preschool centers across the United States.and in the pedagogy of preschool centers across the United States.

[[editedit] Vygotsky] Vygotsky Main articles: Main articles: Lev Lev VygotskyVygotsky and and Cultural-historical psychologyCultural-historical psychology Vygotsky was a theorist whose ideas emerged in the last few decades from behind what was known as the Iron Vygotsky was a theorist whose ideas emerged in the last few decades from behind what was known as the Iron

Curtain, in the former Soviet Union. He posited that children learn through hands-on experience, as Piaget Curtain, in the former Soviet Union. He posited that children learn through hands-on experience, as Piaget suggested. However, unlike Piaget, he claimed that timely and sensitive intervention by adults when a child is on suggested. However, unlike Piaget, he claimed that timely and sensitive intervention by adults when a child is on the edge of learning a new task (called the Zone of Proximal Development) could help children learn new tasks. This the edge of learning a new task (called the Zone of Proximal Development) could help children learn new tasks. This technique is called "scaffolding," because it builds upon knowledge children already have with new knowledge that technique is called "scaffolding," because it builds upon knowledge children already have with new knowledge that adults can help the child learn.adults can help the child learn.[5][5] An example of this might be when a parent "helps" an infant clap or roll his hands An example of this might be when a parent "helps" an infant clap or roll his hands to the pat-a-cake rhyme, until he can clap and roll his hands himself.to the pat-a-cake rhyme, until he can clap and roll his hands himself.[6][6][7][7]

Vygotsky was strongly focused on the role of culture in determining the child's pattern of development.Vygotsky was strongly focused on the role of culture in determining the child's pattern of development.[5][5] He He argued that "Every function in the child's cultural development appears twice: first, on the social level, and later, on argued that "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals."originate as actual relationships between individuals."[5][5]

Many theorists posit stage theories, but Vygotsky did not support stages at all, asserting instead that development Many theorists posit stage theories, but Vygotsky did not support stages at all, asserting instead that development was a process.was a process.[7][7]

[[editedit] Attachment theory] Attachment theory Attachment theoryAttachment theory, originating in the work of , originating in the work of John John BowlbyBowlby and developed by and developed by Mary AinsworthMary Ainsworth, is a , is a psychologicalpsychological, ,

evolutionaryevolutionary and and ethologicalethological theory that provides a descriptive and explanatory framework for understanding theory that provides a descriptive and explanatory framework for understanding interpersonal relationshipsinterpersonal relationships between human beings. Attachment theorists consider the human infant to have a need between human beings. Attachment theorists consider the human infant to have a need for a secure relationship with adult caregivers, without which normal social and emotional development will not for a secure relationship with adult caregivers, without which normal social and emotional development will not occur.occur.

[[editedit] Erik Erikson] Erik Erikson Main articles: Main articles: Erik EriksonErik Erikson and and Psychosocial developmentPsychosocial development Erikson, a follower of Freud's, synthesized both Freud's and his own theories to create what is known as the Erikson, a follower of Freud's, synthesized both Freud's and his own theories to create what is known as the

"psychosocial" stages of human development, which span from birth to death, and focuses on "tasks" at each stage "psychosocial" stages of human development, which span from birth to death, and focuses on "tasks" at each stage that must be accomplished to successfully navigate life's challenges.[4]that must be accomplished to successfully navigate life's challenges.[4]

Other SourcesOther Sources http://www.allthedaze.com/tdevelopment.htmlhttp://www.allthedaze.com/tdevelopment.html http://www.allkids.co.uk/http://www.allkids.co.uk/

parenting_and_childrens_development.shtmlparenting_and_childrens_development.shtml INTERNET RESOURCESINTERNET RESOURCES The The National Child Care Information National Child Care Information

CenterCenter includes the complete manual includes the complete manual Quality Care for Infants Quality Care for Infants and Toddlersand Toddlers from the Zero to Three National Center for Infants from the Zero to Three National Center for Infants and Toddlers. Appendix C of this manual features specific and Toddlers. Appendix C of this manual features specific developmental milestones for children from birth to age three. developmental milestones for children from birth to age three. www.nccic.orgwww.nccic.org

The The Public Broadcasting System'Public Broadcasting System's program s program The Whole ChildThe Whole Child features a section called The ABC's of Child Development, which features a section called The ABC's of Child Development, which provides developmental milestones organized by physical provides developmental milestones organized by physical development, social and emotional development, thinking skills, development, social and emotional development, thinking skills, and communication skills. www.pbs.org/wholechildand communication skills. www.pbs.org/wholechild

The The National Association for the Education of Young National Association for the Education of Young Children Children (NAEYC) website offers many resources related to (NAEYC) website offers many resources related to developmentally-appropriate practice, including the position developmentally-appropriate practice, including the position statement "Developmentally Appropriate Practice in Early statement "Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8." Childhood Programs Serving Children from Birth through Age 8." www.naeyc.orgwww.naeyc.org