Learning Team b Stage Part 2

Learning Team B (Tony, Chris, Mona, JoAnna, and Erica)Stages of Development Matrix

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University of Phoenix Material

Stages of Development Matrix

The purpose of this matrix is to assist your Learning Team in the development of the After-Care Program Proposal assignment.

Complete the matrices below as you learn about various stages of development. In the first matrix, describe the stages of development for each age group. In the second matrix, add two age-appropriate learning activities and two age-appropriate play activities for each stage of development. Complete the appropriate sections of both charts as indicated in your syllabus.

Description of Stages of Development

Stages Infancy Early childhood Middle childhood Adolescence

Physical development

Time of great growth in both brain and body.Brain Growth – Brain weight triples. Fast growth between 0-5 months with additional growth spurts at 8 months, 12 months and 20 months. Brain Development – Early months important to retention of synapses. “Neural complexity that is not retained in these early years does not develop later.” Myelination of brain is greatest during first two years of life.

Brain Growth – growth slows between 2-4 years then spurt occurs around 4 years. Brain development – Lateralization of the brain occurs, coinciding with language development and spatial perception.Physical Growth – Gains 6 pounds/year and grows 2-3 inches/year. Development of wrist bones, which impacts fine motor skills. Girls develop by 51 months, boys by 66 months.

Brain Growth – Spurt between 6-8 years that coincides with improvements in fine motor skills and hand-eye coordination. At 10-12 spurt involves frontal lobes, associated with development of logic, planning and memory.Brain Development – Myelination of neurons in “association areas,” which are areas of the brain where sensory, motor and intellectual functions are linked. This increases

Brain growth – Between 13-5, brain grows in areas related to spatial perception and abstract thinking. Also growth in prefrontal cortex, which allows us to consciously control the thought process. At 17 to early adulthood, frontal lobes develop, associated with logic and planning. Brain development – brain changes prompt teens to focus more on emotional gratification. As prefrontal cortex develops, we are


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Myelination improves brain function. At 18 months brain starts the “pruning” process – use it or lose it. Plasticity of brain is greatest during infancy. Physical growth – Tripling of body weight in first 2 years. Grows 10-12 inches per year. Body becomes less top-heavy. Gross motor skills – stepping, lifts head, sits with support (1-3 mos.); rolls over, sits, creeps (4-6 mos.); sits w/o support (7-9 mos.); stands, walks while holding furniture then walks w/o support, squats and stoops (10-12 mos.); walks backward, runs (14-20 months)Fine Motor Skills – Holds object placed in hands, swipes (1-3 months); reaches for and grasps objects (4-6 months); grasps with thumb and finger (7-9 months); grasps a spoon but has

Gross Motor Skills – runs, walks up stairs using one foot per step, skips, pedals and steers tricycle (2-4 years); walks on tiptoe, walks a thin line, jumps, throws and catches (4-6 years).Fine Motor Skills – picks up small objects, holds crayon with fingers then with thumb and fingers, cuts with scissors (2-4 years); threads beads then a needle, grasps pencil maturely but writes stiffly (4-6 years).

information processing speeds. Myelination of hippocampus helps develop long-term memory. Lateralization of the brain continues to improve spatial perception.Physical growth – Gains 6 pounds/year. Grows 2-3 inches/year.Gross Motor Skills – kicks and hits stationary objects with force, intercepts moving objects on the run but must stop to hit or kick, runs 4-5 yards/sec (6-9 years); Kicks, hits and catches moving objects on the run, substantial increase in vertical jump, runs 5-6 yards/sec.Fine Motor Skills – uses mature grip when writing, uses downward stroke to strike with hammer, bounces object with one hand with limited control (6-9 years); uses downward or horizontal

able to delay emotional gratification in favor of constructive goals.Physical Growth – Grow 3-6 inches per year for several years. Muscle growth, particularly in boys. Boys gain more physical strength, speed and stamina than girls.Sexual development – For girls, average age of menarche is 12.5 – 13.5. 95% experience menarche by 15. Boys gain fertility between 12-16. Greatest height spurt in girls is around 12, for boys around 14.


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poor aim with food (10-12 mos.); Stacks 2 blocks, puts objects in containers (13-18 mos.)

motion to strike object, bounces object with one hand with good control (9-12 years).

Cognitive development

Piaget’s Sensorimotor Stage: Child uses sensory and motor capabilities to test hypotheses and gradually develops more complex understanding of the worldMilestones include; Object permanence, means-ends behavior and representational thought

Piaget Preoperational Stage: child is able to use mental symbols to represent objects internally. Children are egocentric and rigid in their thinking processes.Current research indicates children are actually less ego centric than originally thought, and can distinguish between appearance and reality.

Piaget’s Concrete Operations:Reversibility: physical action and mental operations can be reversed. (Example if A is larger than B, then B is smaller than A)-Ability to use inductive logic-Ability to catalog -Horizontal Decalage- Ability to use Concrete Operational thought with some processes, but not with others. Concrete operational thought processes take time to fully develop. -Focus on reality with thought

Piaget’s Formal Operations Stage-Systematic Problem solving-Hypothetic deductive reasoning -Logic-Organized thought processes-Naïve Idealism-Focus on speculation and possibility in thought-Adolescent Egocentrism

Language development

Birth to 1 month - Crying is used to communicate.1-2 months – Laughing and cooing are developed

12-13 months – First few words appear.16-24 months – New words added rapidly.

5-6 years – Vocab consists of approx. 15,000 words. 5,000 to 10,000 words added per year.

Ability to interpret metacognitive verbs, make word associations and understand syntax.


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along with reptetitive sounds varying in pitch and volume.6-7 months – Consonant sounds appear (babbling) and intonation starts.

Vocab can multiply by six fold (mostly names for things or people.12-18 months – Holophrases begin (combine one word with a gesture).24-30 months – Start using 4-5 word sentences. Vocab consists of approx. 600 words (1/4 will be verbs).3 years – Fast mapping begins. (Ability to categorically link new words to real objects & events.

3rd to 5th grade children gain knowledge of derived words (words that have a basic root to which prefix or suffix is added). They figure out relationship between categories of words, adjectives & adverbs and adjectives & nouns. They also start using passive forms of words and tenses.

Adolescents use language that identifies them with peers and they also use emotive, connotative & socially coded language (swearing). They become aware of linguistic structures appropriate to gender.

Social and emotional development

Infants begin learning basic trust and mistrust. From infancy through two years old, the child learns trust through physical contact. When the child is held, comforted, and loved. Throughout this development the child develops trust, security, and basic optimism. If the children are mishandled the child will become

From about 2 years and 4 years old the child reaches the second psychosocial crisis, learning autonomy and shame. The child who has been loved and well-parented he or she will come out of this stage sure of himself or herself. The child will be proud of their newly developed skills and control. This does not mean that the child will not throw tantrums or be

During the “school age” or Kindergarten through some middle school, the developing child reaches the fourth psychosocial crisis. At this point the child learns some life skills. The child learns how to relate to peers and follow rules. This is when the child really starts to understand that when dealing with others they have to do so while

From about 13 or 14 to around 20 the child is going through the fifth crisis, learning identity and identity diffusion. The child has reached adolescence and is learning how to answer the question “who am I?” This is the stage when they experiment with rebellion, and experience self-doubt.The youth who moved


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insecure and mistrustful. stubborn. During this stage of development the child is developing autonomy. The child wants to be independent; he or she will “act out” trying to figure out their own independence. The third psychosocial crisis, learning initiative and guilt, happens between ages 3 ½ and Kindergarten age. This is also called “play age.” A healthy developed child will learn 3 things. (1) The child learns to imagine. Through this the child will learn to broaden his or her skills through active play and fantasy. (2) The child learns to cooperate with others. (3) Finally, the child learns to work in groups. The child will learn how to lead as well as following others. During this time a child who has not developed in a healthy way will be fearful. He or she will be

obeying rules. He or she progress from free play to play that involves rules and is more structures. This is when they are learning team sports, and how to work on a team. Basic academic skills are starting to be mastered. The child’s need for self-discipline increases each year. The child who has successfully gone through the other stages is trusting, full of initiative and autonomous. The child should easily learn to be industrious. The child who has not successfully completed the previous stages will be mistrusting and be full of doubt and fear. This child will face defeat and weakness.

through the previous stages successfully develops a mature time perspective, self-certainty instead of self-doubt and self-consciousness. He or she adopts several constructive roles, instead of continuing the rebelliousness.


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the outsiders of the group, not really fitting in, continue to depend on adults too much. This child is also restricted in their development both in play skills and in imagination.

Moral development

Infants depend on adult’s reaction to their behaviors to determine right behaviors from wrong. Infants haven’t developed internal controls.

Kohlberg’s stage 0: Egocentric Reasoning(I should get my own way)

Kohlberg’s stage 1: Punishment and Obedience(Children see rules as fixed and absolute and must be obeyed to avoid punishment.)Eisenberg’s needs-orientation reasoning: (child is motivated by what she sees her needs as being.)

Eisenberg’s self-centered concentrating: (what is the benefit to himself for doing something.)

Kohlberg’s stage 2: Self-Interested Orientation and Individualism(As children, grow older, they begin to see that there is not just one right view. Different individuals have different viewpoints and they begin to think about themselves.)

Eisenberg’s stereotyped reasoning: (child’s perceptions of what will gain him approval from the people around him.)

Kohlberg’s stage 3: Social Conformity Orientation or Good Interpersonal Relationships(By adolescence, most individuals see morality as more than simple deals. There is a sense of what “good boys and girls” do and they should live up to social expectations of the family and community. Good behaviors also have good motives and interpersonal feelings as love, empathy, trust, and concern for others.)

Kohlberg’s stage 4: Law and Order Orientation of Maintaining Social Order(Individuals become more concerned with society as


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a while when making judgments. The focus is on maintaining law and order by obeying laws, respecting authority, and behaviors are focused on maintaining social order.)

Eisenberg’s empathetic reasoning: (The child recognizes how behaviors affect the people around her and it affects her.)


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Learning and Play Activities

Stages Infancy Early childhood Middle childhood Adolescence

Physical development

Learning Activity1. Learning to hold a

spoon2.Learning to walk

Play Activity1.Batting at hanging

objects in a crib.2. Putting objects in

container and dumping them out.

Learning Activity1. Coloring2.Cutting with scissors

Play Activity1. Playing chase2.Riding a tricycle

Learning Activity1. Handwriting2.Using a hammer

Play activity1.Catch2.Soccer

Learning Activity1.Advanced drawing2.Driving

Play Activity1.Competitive sports2.Skateboarding

Cognitive development

4-8 months trial and error learning8-12 months imitation of novel behavior12-18 months Experimentation

-Pretending in play activities-Centration: thinking about the world one variable at a time-Primitive meta cognition abilities

-CatalogingInductive Reasoning-Knowing something is about finding facts on the subject-Ability to use rehearsal strategies for memory

-Deductive Reasoning-Using a systematic process to learn-Ability to develop memory strategies-Response Inhibition-Executive Processes for memory

Language development

Imitate baby’s sounds to encourage repetition. Engourage baby to make vowel like & consonant-vowel sounds like ma, da, ba. Identify colors & count items. Introduce animal

Sing simple songs.Recite nursery rhymes. Categorizing and naming objects.

Role reversal play such as playing house or school. Singing songs & learning lyrics.

Board or word games such as Scrabble, Scattergories, crossword puzzles, word scramble, etc. Writing in journals. Creating or learning lyrics for music.


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sounds and read to the child.

Social and emotional development

Learning Activity(1) Being held(2) ComfortedPlay Activity(1) Peek-a-Boo(2) Playing with a favorite toy which is comforting for the child, such as a stuffed toy.

Learning Activity(1) Working with others(2) Lead a group activityPlay Activity(1) Tea-Party(2) Super Hero

Learning Activity(1) Homework(2) Being with peersPlay Activity(1) Baseball(2) Tag

Learning Activity(1) Rebellion (2) Group activities, where the youth is finding his or her “place.” Doing things with friends.Play Activity(1) Sports (2) Band

Moral development

Teaching the infant with the “understanding of prohibitions and commands, with a form of gestures along with mirroring of the adults gestures (Kagen, 1990).”

Learning Activities:1.Sharing2.Modeling

HelpfulnessPlay Activities:

1.Board Games (like Candy land or Chutes and Ladders)

2.Story time

Learning Activities:1.Caring2.Responsibility

Play Activities:1.Individual Games2.Outdoor Games

( Hide n Seek and Tag)

3.Educational Games (Hangman and Tic-Tac-Toe)

Learning Activities:1.Character Education2.Instructional

Experiences that foster higher order thinking skills and higher levels of moral reasoning. (Possibly with moral dilemmas.

Play Activities:1.Group Games:

Soccer, Basketball, and Football

2.Educational Games: ( Jeopardy (Game Show)


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References

Bee, H. & Boyd, D. (2010). The Developing Child. (12th ed.) Boston, MA: Allyn & Bacon.

Child Development Institute. (2012). Stages of Social-Emotional Development – Erik Erikson. Retrieved from http://childdevelopmentinfo.com/child-development/erickson.shtml

Kagen, J. (1990). The Emergence of Morality in Young Children. Chicago, IL: University of Chicago Press.

Rowe, V., (1992), Language Development in Adolescence and Beyond, ERIC Clearinghouse Manuscript

http://childdevelopmentinfo.com/child-development/erickson.shtml

Documents

Learning Team b Stage Part 2