Talk:Child development stages

Age seven up?

I'm doing a chart for NVQ of stages of development (age groups 0-3, 4-7, 8-12, 13-16) in different areas (physical, emotional, cognitive, communication, social)

I found this page very useful for the first two age groups - thanks to everyone who contributed.

Just wondering why it stops at age six when children continue developing?

Obviously it's easy to ask that question when I'm not putting in the info but I think it would be a useful source of info.

Anyway I'm off to trawl google for 7up. —Preceding unsigned comment added by 79.64.205.55 (talk) 16:12, 13 July 2010 (UTC) Please delete all my Log in/create account accounts that I have made on Wikipidia —Preceding unsigned comment added by 70.79.164.226 (talk) 21:59, 23 October 2010 (UTC)

Five year old section

Physical, cognitive, and language development are repeated, but with different information, which means it can be about six year olds. Someone either merge information with existing lists or make a new section on six year olds.MewtwoDude (talk) 22:42, 5 November 2009 (UTC)

Swimming Reflex

I watched the movie "Blue Lagoon," and noticed that the baby that the two main characters have moves its arms and legs on its own when submerged in water, when it is, at most, a few weeks old. It also did not show any signs of starting to drown. I realize it's just a movie, but when I asked my aunt about it, she said that at a young age babies have a reflex to hold their breath when underwater, and that they can swim a little too. I was just wondering -- is this true? And if so, when does this reflex disappear? —Preceding unsigned comment added by 72.39.148.218 (talk) 04:55, 2 July 2008 (UTC)

I've heard this mentioned before too. The practice of Water birth involves giving birth to the baby in water, and though the Wikipedia article doesnt mention it, Im given to understand that the baby will start swimming around in there automatically. When does the reflex disappear? I dont believe it ever does. It's just that if you're not exposed to underwater environments until you're, say, ten years old, by that time you've long since outgrown relying on instinct to gauge your actions and you're going to say "whoa". This is all hearsay, of course, which is why I'm not posting it into the main article. Soap ^Talk/_{Contributions} 10:08, 2 July 2008 (UTC)

Merge proposal

I was looking for "developmental milestones", and found a very short stub on it. I think the former term is likelier to be searched than the current title of this list/article. Also, may be with effort (actually quite a bit), this list could be transformed into full fledged article with some (at least) preliminary explanation of what all aspects of development are considered.

Looking forward to some feedback.

—KetanPanchal^taLK 16:21, 5 July 2008 (UTC)

Can't see why not! Could even divide the article in two perspectives, if needed: changes vs age, age vs changes. All in tables. Khullah (talk) 03:48, 16 October 2008 (UTC)

I agree with the merger with "developmental milestones" and with the idea that people are more likely to look under those words if they are looking to find out if their kid is okay. However, I got here from the psych end of things, and I was expecting an overview of the stage theories of human development (Piaget, Erikson, Freud, etc). Is there a page with nutshells of those that then could fork out into the detail pages for each major theory? Mirafra (talk) 23:18, 16 July 2009 (UTC)

Massive culturally biased errors are inevitable..

The simple act of breastfeeding an infant properly will result in a dramatically different set of milestones for an infant. For the most part, development of skills is slightly accelerated due to the well known benefits of breastfeeding, however, there is a large initial lag-time with certain aspects of hand-eye coordination for breast-fed infants simply because they have not been put into that do or die situation where they are forced to learn how to work a bottle.. additionally, stress has been shown to accelerate development of reproductive traits in many mammals (including humans), and I can't help but speculate that all the aches and pains of having to digest infant formula while simultaneously fighting infection without any help from the mothers immune system (via breastfeeding) must be pretty stressful..

Additionally, children who are abandoned into infant cribs experience far less human interaction than infants who's parents practice cosleeping at night. Crib infants learn quickly that they must cry out, and loudly, in order for their needs to be met, while a cosleeping infant will learn to communicate in other, more subtle ways, such as poking mom or dad awake when its time for a diaper change. This will obviously also have a dramatic effect on the development of infant social skills. Even worse, the use of daycare facilities where completely unrelated people care for numerous unrelated children for low wages does nothing to encourage growth in the ability to form strong, loving relationships.

Cultures that practice proper breastfeeding and encourage mothers to directly care for their children day and night will have a very different set of milestones than cultures that encourage the abandonment of infants in cribs and daycare facilities. There is no real love in the coldness of a silicone nipple. Zaphraud (talk) 20:17, 31 December 2008 (UTC)

Reading and Cognitive Development

i realize that this article is a generalized list, which is why I point out that some children can read by the ages of two and three. The article says that children "pretend to read" beginning at three, which is an overt generalization. I'm sure there are many others, but this was most noticeable to me. If the article could be made to come out of such a strict list form I'm sure it would be adviseable to include variations and avoid generalities. 24.16.246.124 (talk) 04:02, 1 March 2009 (UTC) Young reader

I agree -- this is an extremely important point about the whole nature of development. Let me see if I can put in some kind of discussion of that at the top. Mirafra (talk) 23:20, 16 July 2009 (UTC)

"Pretend to read?" So someone has asked a two year old if they're pretending to read or actually trying to figure out what they're looking at, given that they probably recognize the symbols they're looking at? Of course we're not talking about a being with great intelligence when talking about very young children, so it's much easier to predict and interpret behavior. That said, I think saying that children pretend to read starting at a certain age is quite presumptuous, especially in an article lacking good references and sources which anyone can access. Saying "shows interest in written text" would be better imo; not sure if the "offending" sentence is still in the article anyway. I know I was reading before 3, certainly not just going through the motions to imitate adults. This whole article is very fascinating to read, which is why I wish it was referenced better. 24.68.34.57 (talk) 23:54, 15 January 2010 (UTC)

Specifications sorted by reached age

Where did this (massive) amount of information come from? The writing and punctuation style is inconsistent (particularly near the end; specifically the section titled "Six year old"), which suggests to me that it is an amalgamation of multiple lists, or someone added their own entries, without a source. Well, I don't think any of this section has a source, or at least not one easily checked, but I digress. Most of the points seem reasonable, but seem quite specific and numerous. I read this article roughly 1-2 years ago, and the information then was much more general, and there was almost nothing about development beyond age 4. Now there is a whole list, which, as I mentioned above, I have concerns about regarding its factuality and veracity. Anyone feel the same? Has an explanation? Has a reference anyone can view (as opposed to 3 books (1 very old, 1 somewhat old, and both those lacking ISBN) and 1 medical paper?

24.68.34.57 (talk) 23:39, 15 January 2010 (UTC)

Most of this information comes from the denver developmental screening tool. An example can be found here: http://www.umsl.edu/~garziar/Media%20folder/denverresults_325.jpeg. It's a pretty common screening tool. http://en.wikipedia.org/wiki/Denver_Developmental_Screening_Test Naranoth (talk) 04:11, 9 August 2010 (UTC)

child development

Child development Checklist for development of hearing The following checklist gives some of the general signs which shows that the baby’s hearing is developing normally. New born The baby is startled by a sudden loud noise (e.g. door slamming) and blinks or opens his eyes widely. 1 month The baby begins to notice continuous sounds e.g. (vacuum cleaner ) and pauses and listens to them when they begin. Young babies are often soothed by particular types of music and singing. 4 months The baby smiles at the sound of his mother voice, even when he cannot hear her. —Preceding unsigned comment added by 88.105.141.79 (talk) 19:27, 4 April 2010 (UTC)

There are several theories of child development...

And this article doesn't really differentiate between them. Erikson's stages are noted, but there's no discussion of Jean Piaget's stages, which are as prominent if not more. There should really be some sort of introductory paragraph summarizing ECE theory, and then maybe the strictly biological developmental markers could be separated out? Because in psychological development, there are lots of differing opinions. Dare I mention Freud? -- hurtstotouchfire via 68.98.138.189 (talk) 03:32, 12 May 2010 (UTC)

I removed the two stages that were part of Erikson's theory. As far as I can see now (but I did not read every line in this article), the stages in the current article are not part of a theory but rather observed stages in young children. So the theories of Freud, Piaget, Erikson etc now all are on their separate pages, which makes much more sense than trying to create an article in which all of them are mentioned. Lova Falk talk 19:56, 8 June 2010 (UTC)

I NEED TO EDIT CHILD DEVELOPMENT STAGES REMOVE THE SEMI-PROTECTED LOCK —Preceding unsigned comment added by 142.231.110.50 (talk) 23:32, 28 October 2010 (UTC)

Language sections

Although this is the English-language Wikipedia, its treatment of the topics is not supposed to be confined to the English-speaking world. The treatment and examples in the various Language sections presuppose, however, that the language the child is acquiring is English. A characterization like Uses the prepositions "on," "in," and "under" is totally inappropriate and inadequate for languages that don't have prepositions, which may be the majority of natural languages. I see no easy fix for the problem – even when another language has an obvious counterpart, such as a locative and other cases, it is not clear whether the (unsourced!) observation may be generalized to that language.  --Lambiam 15:43, 26 August 2010 (UTC)

Edit protection

I need to edit Child Development Stages please remove the semi-protected lock and put in edit edit edit edit edit edit on the Child Development Stages on the stages like you did before —Preceding unsigned comment added by Katebondy (talk • contribs) 05:26, 24 October 2010 (UTC)

There is a reason that the article is semi-protected: it has been the target of excessive vandalism for a protracted period of time. As a measure of protection, only established users can edit it. You appear not to have made yet even a single constructive contribution to the Wikipedia project, so your request appears rather peculiar and even somewhat suspect.  --Lambiam 07:15, 25 October 2010 (UTC)

What specifically do you want to change?   — Jeff G.  ツ 03:52, 7 November 2010 (UTC)

edit semi-protected —Preceding unsigned comment added by 70.79.164.226 (talk) 01:05, 30 October 2010 (UTC)

Edit request from Katebondy, 7 November 2010

{{edit semi-protected}} Child development stages From Wikipedia, the free encyclopedia Jump to: navigation, search

This article needs additional citations for verification.

Please help improve this article by adding reliable references. Unsourced material may be challenged and removed. (November 2009)

The treatment in the "Language" sections in this article deals specifically with a child's acquisition of the English language and does not represent a worldwide view of the subject. Please improve this article and discuss the issue on the talk page. (August 2010) 

See also: Parenting and Family Child development stages describe theoretical milestones of child development. Many stage models of development have been proposed, used as working concepts and in some cases asserted as nativist theories.

This article puts forward a general model based on the most widely accepted developmental stages. However, it is important to understand that there is wide variation in terms of what is considered "normal," driven by a wide variety of genetic, cognitive, physical, family, cultural, nutritional, educational, and environmental factors. Many children will reach some or most of these milestones at different times from the norm.

Contents [hide] 1 Overview of motor, speech, vision and hearing development 2 Physical specifications 3 Specifications sorted by reached age 3.1 1–4 months 3.1.1 Physical 3.1.2 Motor development 3.2 4–8 months 3.2.1 Physical 3.2.2 Motor development 3.3 8–12 Months 3.3.1 Physical 3.3.2 Motor development 3.4 Toddlers (12–24 months) 3.4.1 Physical 3.4.2 Motor development 3.4.3 Cognitive development 3.4.4 Language 3.4.5 Social 3.4.6 Psychological 3.5 Two year old 3.5.1 Physical 3.5.2 Motor development 3.5.3 Cognitive 3.5.4 Language 3.5.5 Social and emotional 3.6 Three year old 3.6.1 Physical 3.6.2 Motor development 3.6.3 Cognitive development 3.7 Four year old 3.7.1 Physical Development 3.7.2 Motor Development 3.7.3 Cognitive 3.7.4 Language 3.7.5 Social development 3.8 Five year old 3.8.1 Physical 3.8.2 Motor development 3.8.3 Cognitive 3.8.4 Language development 3.8.5 Social development 3.9 Six year old 3.9.1 Physical 3.9.2 Motor development 3.9.3 Language 3.9.4 Social and emotional 4 See also 5 References 6 External links

Overview of motor, speech, vision and hearing development Developmental Milestones[1] Age Motor Speech Vision and hearing Additional Notes 4–6 weeks Smiles at parent 6–8 weeks Vocalizes 12–20 weeks Hand regard: following the hand with the eyes.[2] Serves to practice emerging visual skills.[3] Also observed in blind children.[2] 3 months Prone:head held up for prolonged periods. No grasp reflex Makes vowel noises Follows dangling toy from side to side. Turns head round to sound Squeals with delight appropriately. Discriminates smile. 5 months Holds head steady. Goes for objects and gets them. Objects taken to mouth Enjoys vocal play 6 months Transfers objects from one hand to the other. Pulls self up to sit and sits erect with supports. Rolls over prone to supine. Palmar grasp of cube Double syllable sounds such as 'mumum' and 'dada' Localises sound 45 cm lateral to either ear May show 'stranger shyness' 9–10 months Wiggles and crawls. Sits unsupported. Picks up objects with pincer grasp Babbles tunefully Looks for toys dropped Apprehensive about strangers 1 year Stands holding furniture. Stands alone for a second or two, then collapses with a bump Babbles 2 or 3 words repeatedly Drops toys, and watches where they go Cooperates with dressing, waves goodbye, understands simple commands 18 months Can walk alone. Picks up toy without falling over. Gets up/down stairs holding onto rail. Begins to jump with both feet. Can build a tower of 3 or 4 cubes and throw a ball 'Jargon'. Many intelligible words Demands constant mothering. Drinks from a cup with both hands. Feeds self with a spoon. Most children with autism are diagnosed at this age. 2 years Able to run. Walks up and down stairs 2 feet per step. Builds tower of 6 cubes Joins 2–3 words in sentences Parallel play. Dry by day 3 years Goes up stairs 1-foot per step and downstairs 2 feet per step. Copies circle, imitates cross and draws man on request. Builds tower of 9 cubes Constantly asks questions. Speaks in sentences. Cooperative play. Undresses with assistance. Imaginary companions 4 years Goes down stairs one foot per step, skips on one foot. Imitates gate with cubes, copies a cross Questioning at its height. Many infantile substitutions in speech Dresses and undresses with assistance. Attends to own toilet needs 5 years Skips on both feet and hops. Draws a man and copies a triangle. Gives age Fluent speech with few infantile substitutions in speech Dresses and undresses alone 6 years Copies a diamond. Knows right from left and number of fingers Fluent speech

Physical specifications Age Average length/height (cm) Length growth Average weight Weight gain Respiration rate (per minute) Normal body temperature Heart rate (pulse) (per minute) Visual acuity (Snellen chart) 1–4 months medium under half 1 foot 2.5 cm per year 4–8 kg (8.8–18 lb) 100 g per week 30 35.7C°4–8 months 70–75 cm (28–30 in) 1.3 cm (0.51 in) per month (doubling birth weight) 500 g per month 25 to 50 heart rate 8–12 months Approx. 1.5 times birth length by first birthday 9.6 kg (21 lb) Nearly triple the birth weight by first birthday 500 g per month 20 to 45 35.7–37.5 °C (96–100 °F) 20/100 heart rate 12–24 months 80–90 cm (31–35 in) 5–8 cm (2.0–3.1 in) per year 9–13 kg (20–29 lb) 130–250 g per month 22 to 40 80 to 110 20/60 2 years 85–95 cm (33–37 in) 7–13 cm (2.8–5.1 in) per year 12–15 kg (26–33 lb) about 4 times birth weight 1 kg per year 20 to 35 heart rate 3 years 95–100 cm (37–39 in) Nearly double birth length 5–8 cm (2.0–3.1 in) per year 13–17 kg (29–37 lb) 1.4–2.3 kg per year 20 to 30 35–37 °C 90 to 110 20/40 4 years 101.6–114 cm (40.0–45 in) 5–6.5 cm (2.0–2.6 in) per year 14.5–17 kg (32–37 lb) 1.8–2.3 kg per year 20–30 36.6–37.4°C 90 to 110 20/30 5 years 105–115 cm (41–45 in) 5–6.5 cm (2.0–2.6 in) per year 17–21 kg (37–46 lb) 1.8–2.3 kg per year 20–30 90 to 110 20/20 >5 years 105–120 cm (41–47 in) 5–7 cm (2.0–2.8 in) per year 17–22 kg (37–49 lb) 2 kg per year heart rate

Specifications sorted by reached age 1–4 months Physical Head and chest circumference are nearly equal to the part of the abdomen. Head circumference increases approximately 2 cm per month until two months, then increases 1.5 cm per month until four months. Increases are an important indication of continued brain growth. Continues to breathe using abdominal muscles. Posterior fontanel. Anterior fontanel. Skin remains sensitive and easily irritated. Legs. Cries with tears. Has six to ten baby teeth. Gums are red. Eyes begin moving together in unison (binocular vision). Motor development Rooting and sucking reflexes are well developed. Swallowing reflex and tongue movements are immature;inability to move food to the back of the mouth. Grasp reflex. Landau reflex appears in the middle of this period; when baby is held in a prone (face down) position, the head is held upright and legs are fully extended. Grasps with entire hand; strength insufficient to hold items. Holds hands in an open or semi-open position. Movements are large and jerky. Raises head and upper body on arms when in a prone position. Turns head side to side when in a supine (face up) position;can not hold head up and in line with the body. Is not a baby. Upper body parts are more active: clasps hands above face, waves arms about, reaches for objects. 4–8 months Physical Head and chest circumferences are basically equal. Head circumference increases approximately 1 cm per month until six to seven months, then 0.5 cm per month; head circumference should continue to increase steadily, indicating healthy, ongoing brain growth. Breathing is abdominal; respiration rate depending on activity; rate and patterns vary from infant to infant. Teeth may begin to appear, with upper and lower incisors coming in first. Gums may become red and swollen, accompanied by increased drooling, chewing, biting, and mouthing of objects. Legs may appear bowed; bowing gradually disappears as infant grows older. Fat rolls ("Baby Fat") appear on thighs, upper arms and neck. True eye color is established. Motor development Reflexive behaviors are changing: Blinking reflex is well established Sucking reflex becomes voluntary Moro reflex disappears When lowered suddenly, infant throws out arms as a protective measure. Swallowing reflex appears and allows infant to move solid foods from front of mouth to the back for swallowing. Picks up objects using finger and thumb (pincer grip). Reaches for objects with both arms simultaneously; later reaches with one hand or the other. Transfers objects from one hand to the other; grasps object using entire hand (palmar grasp). Handles, shakes, and pounds objects; puts everything in mouth. Able to hold bottle. Sits alone without support, holding head erect, back straightened, and arms propped forward for support Pulls self into a crawling position by raising up on arms and drawing knees up beneath the body; rocks back and forth, but generally does not move forward. Lifts head when placed on back. Can roll over from back or stomach position. May accidentally begin scooting backwards when placed on stomach; soon will begin to crawl forward. Looks for fallen objects by 7 months Plays ‘peek-a-boo’ games Cannot understand “no” or “danger” 8–12 Months Physical Respiration rates vary with activity Environmental conditions, weather, activity, and clothing still affect variations in body temperature. Head and chest circumference remain equal. Continues to use abdominal muscles for breathing. Anterior fontanel begins to close. More teeth appear, often in the order of two lower incisors then two upper incisors followed by four more incisors and two lower molars but some babies may still be waiting for their first. Arm and hands are more developed than feet and legs (cephalocaudal development); hands appear large in proportion to other body parts. Legs may continue to appear bowed. "Baby Fat" continues to appear on thighs, upper arms and neck. Feet appear flat as arch has not yet fully developed. Both eyes work in unison (true binocular coordination). Can see distant objects (4 to 6 m or 13 to 20 ft away) and points at them. Motor development Reaches with one hand leading to grasp an offered object or toy. Manipulates objects, transferring them from one hand to the other. Explores new objects by poking with one finger. Uses deliberate pincer grasp to pick up small objects, toys, and finger foods. Stacks objects; also places objects inside one another. Releases objects or toys by dropping or throwing; cannot intentionally put an object down. Beginning to pull self to a standing position. Beginning to stand alone, leaning on furniture for support; moves around obstacles by side-stepping. Has good balance when sitting; can shift positions without falling. Creeps on hands and knees; crawls up and down stairs. Walks with adult support, holding onto adult's hand; may begin to walk alone. Watches people, objects, and activities in the immediate environment. Shows awareness of distant objects (4 to 6 m or 13 to 20 ft away) by pointing at them. Responds to hearing tests (voice localization); however, loses interest quickly and, therefore, may be difficult to test informally. Follows simple instructions. Reaches for toys that are out of reach but visible Recognizes objects in reverse Drops thing intentionally and repeats and watches object Imitates activities like playing drum Toddlers (12–24 months) Physical Weight is now approximately 3 times the child's birth weight. Respiration rate varies with emotional state and activity. Rate of growth slows Head size increases slowly; grows approximately 1.3 cm every six months; anterior fontanelle is nearly closed at eighteen months as bones of the skull thicken. Chest circumference is larger than head circumference. Legs may still appear bowed. Toddler will begin to lose the "Baby Fat" once he/she begins walking. Body shape changes; takes on more adult-like appearance; still appears top-heavy; abdomen protrudes, back is swayed. Motor development Crawls skillfully and quickly. Stands alone with feet spread apart, legs stiffened, and arms extended for support. Gets to feet unaided. Most children walk unassisted near the end of this period; falls often; not always able to maneuver around obstacles, such as furniture or toys. Uses furniture to lower self to floor; collapses backwards into a sitting position or falls forward on hands and then sits. Enjoys pushing or pulling toys while walking. Repeatedly picks up objects and throws them; direction becomes more deliberate. Attempts to run; has difficulty stopping and usually just drops to the floor. Crawls up stairs on all fours; goes down stairs in same position. Sits in a small chair. Carries toys from place to place. Enjoys crayons and markers for scribbling; uses whole-arm movement. Helps feed self; enjoys holding spoon (often upside down) and drinking from a glass or cup; not always accurate in getting utensils into mouth; frequent spills should be expected. Helps turn pages in book. Stacks two to six objects per day. Cognitive development Enjoys object-hiding activities Early in this period, the child always searches in the same location for a hidden object (if the child has watched the hiding of an object). Later, the child will search in several locations. Passes toy to other hand when offered a second object (referred to as "crossing the midline"-an important neurological development). Manages three to four objects by setting an object aside (on lap or floor) when presented with a new toy. Puts toys in mouth less often. Enjoys looking at picture books. Demonstrates understanding of functional relationships (objects that belong together): Puts spoon in bowl and then uses spoon as if eating; places teacup on saucer and sips from cup; tries to make doll stand up. Shows or offers toy to another person to look at. Names many everyday objects. Shows increasing understanding of spatial and form discrimination: puts all pegs in a pegboard; places three geometric shapes in large formboard or puzzle. Places several small items (blocks, clothespins, cereal pieces) in a container or bottle and then dumps them out. Tries to make mechanical objects work after watching someone else do so. Responds with some facial movement, but cannot truly imitate facial expression. Most children with autism are diagnosed at this age. Language Produces considerable "jargon": puts words and sounds together into speech-like (inflected) patterns. Holophrastic speech: uses one word to convey an entire thought; meaning depends on the inflection ("me" may be used to request more cookies or a desire to feed self). Later; produces two-word phrases to express a complete thought (telegraphic speech): "More cookie," "Daddy bye-bye." Follows simple directions, "Give Daddy the cup." When asked, will point to familiar persons, animals, and toys. Identifies three body parts if someone names them: "Show me your nose (toe, ear)." Indicates a few desired objects and activities by name: "Bye-bye," "cookie"; verbal request is often accompanied by an insistent gesture. Responds to simple questions with "yes" or "no" and appropriate head movement. Speech is 25 to 50 percent intelligible during this period. Locates familiar objects on request (if child knows location of objects). Acquires and uses five to fifty words; typically these are words that refer to animals, food, and toys. Uses gestures, such as pointing or pulling, to direct adult attention. Enjoys rhymes and songs; tries to join in. Seems aware of reciprocal (back and forth) aspects of conversational exchanges; some turn-taking in other kinds of vocal exchanges, such as making and imitating sounds. Social less wary of strangers. Helps pick up and put away toys. Plays by themselves Enjoys being held and read to. Often imitates adult actions in play. Enjoys adult attention; likes to know that an adult is near; gives hugs and kisses. Recognizes self in mirror. Enjoys the companionship of other children, but does not play cooperatively. Beginning to assert independence; often refuses to cooperate with daily routines that once were enjoyable; resists getting dressed, putting on shoes, eating, taking a bath; wants to try doing things without help. May have a tantrum when things go wrong or if overly tired or frustrated. Exceedingly curious about people and surroundings; toddlers need to be watched carefully to prevent them from getting into unsafe situations. Psychological Autonomy vs. Shame and Doubt (will)

(J. Chasse, 2008) Psychosocial stimulation is vital during the toddler years. Play begins to become interactive. Toddlers begin to learn and exhibit independence, but ironically they enjoy sharing this discovery with others. Another important advancement is active social play with adults including mirroring and repeating. Songs, rhymes, and finger plays (e.g. incy wincy spider, little teapot, etc.) are a great way to encourage and stimulate this area of development.

Two year old Physical Posture is more erect; abdomen still large and protruding, back swayed, because abdominal muscles are not yet fully developed. Respirations are slow and regular Body temperature continues to fluctuate with activity, emotional state, and environment. Brain reaches about 80 percent of its adult size. 15 baby teeth almost finished growing out Motor development Can walk around obstacles and walk more erect Squats for long periods while playing. Climbs stairs unassisted (but not with alternating feet). Balances on one foot (for a few moments), jumps up and down, but may fall. Often achieves toilet training during this year (depending on child's physical and neurological development) although accidents should still be expected; the child will indicate readiness for toilet training. Throws large ball underhand without losing balance. Holds cup or glass (be sure it is unbreakable) in one hand. Unbuttons large buttons; unzips large zippers. Opens doors by turning doorknobs. Grasps large crayon with fist; scribbles enthusiastically on large paper. Climbs up on chair, turns around and sits down. Enjoys pouring and filling activities-sand, water, styrofoam peanuts. Stacks four to six objects on top of one another. Uses feet to propel wheeled riding toys. Cognitive Eye–hand movements better coordinated; can put objects together, take them apart; fit large pegs into pegboard. Begins to use objects for purposes other than intended (may push a block around as a boat). Does simple classification tasks based on one dimension (separates toy dinosaurs from toy cars). Stares for long moments; seems fascinated by, or engrossed in, figuring out a situation: where the tennis ball has rolled, where the dog has gone, what has caused a particular noise. Attends to self-selected activities for longer periods of time. Discovering cause and effect: squeezing the cat makes her scratch. Knows where familiar persons should be; notes their absence; finds a hidden object by looking in last hiding place first. (This is what Piaget termed object permanence, which usually occurs during the sensorimotor stage of Piaget's childhood theory of cognitive development) Names objects in picture books; may pretend to pick something off the page and taste or smell it. Recognizes and expresses pain and its location. Is expected to use magical thinking, such as believing that a toy bear is a real bear. Tells about objects and events not immediately present (this is both a cognitive and linguistic advance). Language Enjoys being read to if allowed to participate by pointing, making relevant noises, turning pages. Realizes that language is effective for getting others to respond to needs and preferences. Uses fifty to three hundred different words; vocabulary continuously increasing. Has broken the linguistic code; in other words, much of a two-year-old's talk has meaning to him or her. Receptive language is more developed than expressive language; most two-year olds understand significantly more than they can talk about. Utters three- and four-word statements; uses conventional word order to form more complete sentences. Refers to self as "me" or sometimes "I" rather than by name: "Me go bye-bye"; has no trouble verbalizing "mine." Expresses negative statements by tacking on a negative word such as "no" or "not": "Not more milk." Repeatedly asks, "What's that?" Uses some plurals. Some stammering and other dysfluencies are common. Speech is as much as 65 to 70 percent intelligible. Is able to verbalize needs. Social and emotional Shows signs of empathy and caring: comforts another child if hurt or frightened; appears to sometimes be overly affectionate in offering hugs and kisses to children Continues to use physical aggression if frustrated or angry (for some children, this is more exaggerated than for others); Physical aggression usually lessens as verbal skills improve. Temper tantrums likely to peak during this year; cannot be reasoned with while tantrum is in progress. Impatient; finds it difficult to wait or take turns. Enjoys "helping" with household chores; imitates everyday activities: may try to toilet a stuffed animal, feed a doll. "Bossy" with parents and caregivers; orders them around, makes demands, expects immediate compliance from adults. Watches and imitates the play of other children, but seldom interacts directly; plays near others, often choosing similar toys and activities (parallel play);[4] solitary play is often simple and repetitive.[5] Offers toys to other children, but is usually possessive of playthings; still tends to hoard toys. Making choices is difficult; wants it both ways. Often defiant; shouting "no" becomes automatic. Ritualistic; wants everything "just so"; routines carried out exactly as before; belongings placed "where they belong." Three year old Physical Growth is steady though slower than in first two years. Adult height can be predicted from measurements of height at three years of age; males are approximately 53% of their adult height and females, 57%. Legs grow faster than arms, Circumference of head and chest is equal; head size is in better proportion to the body. "Baby fat" disappears as neck appears. Posture is more erect; abdomen no longer protrudes. Slightly knock-kneed. can jump from low step can swim can stand up and walk around on tiptoes "baby" teeth stage over. Needs to consume approximately 6,300 J (1,500 calories) daily. Motor development Walks up and down stairs unassisted, using alternating feet; may jump from bottom step, landing on both feet. Can walk on one foot, balance momentarily. Can kick big ball-shaped objects. Needs minimal assistance eating. Jumps on the spot. Pedals a small tricycle. Throws a ball overhand; aim and distance are limited. Catches a large bounced ball with both arms extended. Enjoys swinging on a swing (not too high or too fast). Shows improved control of crayons or markers; uses vertical, horizontal and circular strokes. Holds crayon or marker between first two fingers and thumb (tripod grasp), not in a fist as earlier. Can turn pages of a book one at a time Enjoys building with blocks. Builds a tower of eight or more blocks. Enjoys playing with clay; pounds, rolls, and squeezes it. May begin to show hand dominance. Carries a container of liquid, such as a cup of milk or bowl of water, without much spilling; pours liquid from pitcher into another container. Manipulates large buttons and zippers on clothing. Washes and dries hands; brushes own teeth, but not thoroughly. Usually achieves complete bladder control during this time. Cognitive development Listens attentively to age-appropriate stories. Makes relevant comments during stories, especially those that relate to home and family events. Likes to look at books and may pretend to "read" to others or explain pictures. Enjoys stories with riddles, guessing, and "suspense." Speech is understandable most of the time. Produces expanded noun phrases: "big, brown dog." Produces verbs with "ing" endings; uses "-s" to indicate more than one; often puts "-s" on already pluralized forms: geeses, mices. Indicates negatives by inserting "no" or "not" before a simple noun or verb phrase: "Not baby." Answers "What are you doing?", "What is this?", and "Where?" questions dealing with familiar objects and events. Four year old Physical Development Head circumference is usually not measured after age three. Requires approximately 1,700 calories daily. Hearing acuity can be assessed by child's correct usage of sounds and *Language also, by the child's appropriate responses to questions and instructions. Motor Development Walks a straight line (tape or chalk line on the floor). Hops on one foot. Pedals and steers a wheeled toy with confidence; turns corners, avoids obstacles and oncoming "traffic." Climbs ladders, trees, playground equipment. Jumps over objects 12 to 15 cm (5 to 6 in) high; lands with both feet together. Runs, starts, stops, and moves around obstacles with ease. Throws a ball overhand; distance and aim improving. Builds a tower with ten or more blocks. Forms shapes and objects out of clay: cookies, snakes, simple animals. Reproduces some shapes and letters. Holds a crayon or marker using a tripod grasp. Paints and draws with purpose; may have an idea in mind, but often has problems implementing it so calls the creation something else. Becomes more accurate at hitting nails and pegs with hammer. Threads small wooden beads on a string. Can run in a circle Cognitive Can recognize that certain words sound similar Names eighteen to twenty uppercase letters. Writes several letters and sometimes their name. A few children are beginning to read simple books, such as alphabet books with only a few words per page and many pictures. Likes stories about how things grow and how things operate. Delights in wordplay, creating silly Language. Understands the concepts of "tallest," "biggest," "same," and "more"; selects the picture that has the "most houses" or the "biggest dogs." Rote counts to 20 or more. Understands the sequence of daily events: "When we get up in the morning, we get dressed, have breakfast, brush our teeth, and go to school." When looking at pictures, can recognize and identify missing puzzle parts (of person, car, animal). Very good storytellers. Counts 1 to 7 objects out loud, but not always in order follows two to three step directions given individually or in a group may put the "ed" on the end of words such as "I goed outside and I played." Language Uses the prepositions "on," "in," and "under." Uses possessives consistently: "hers," "theirs," "baby's." Answers "Whose?", "Who?", "Why?", and "How many?" Produces elaborate sentence structures: "The cat ran under the house before I could see what color it was." Speech is almost entirely intelligible. Begins to correctly use the past tense of verbs: "Mommy closed the door," "Daddy went to work." Refers to activities, events, objects, and people that are not present. Changes tone of voice and sentence structure to adapt to listener's level of under-standing: To baby brother, "Milk gone?" To Mother, "Did the baby drink all of his milk?" States first and last name, gender, siblings' names, and sometimes own telephone number. Answers appropriately when asked what to do if tired, cold, or hungry. Recites and sings simple songs and rhymes. Social development Outgoing; friendly; overly enthusiastic at times. Moods change rapidly and unpredictably; laughing one minute, crying the next; may throw tantrum over minor frustrations (a block structure that will not balance); sulk over being left out. Imaginary playmates or companions are common; holds conversations and shares strong emotions with this invisible friend. Boasts, exaggerates, and "bends" the truth with made-up stories or claims of boldness; tests the limits with "bathroom" talk. Cooperates with others; participates in group activities. Shows pride in accomplishments; seeks frequent adult approval. Often appears selfish; not always able to take turns or to understand taking turns under some conditions; tattles on other children. Insists on trying to do things independently, but may get so frustrated as to verge on tantrums when problems arise: paint that drips, paper airplane that will not fold right. Enjoys role-playing and make-believe activities. Relies (most of the time) on verbal rather than Physical aggression; may yell angrily rather than hit to make a point; threatens: "You can't come to my birthday party" Name-calling and taunting are often used as ways of excluding other children. Establishes close relationships with playmates; beginning to have "best" friends. Five year old Physical Head size is approximately that of an adult's. May begin to lose "baby" (deciduous) teeth. Body is adult-like in proportion. Requires approximately 7,500 J (1,800 calories) daily Visual tracking and binocular vision are well developed. Motor development Walks backwards, toe to heel. Walks unassisted up and down stairs, alternating feet. May learn to turn somersaults (should be taught the right way in order to avoid injury). Can touch toes without flexing knees. Walks a balance beam. Learns to skip using alternative feet. Catches a ball thrown from 1 m (3.3 ft) away. Rides a tricycle or wheeled toy with speed and skillful steering; some children learning to ride bicycles, usually with training wheels. Jumps or hops forward ten times in a row without falling. Balances on either foot with good control for ten seconds. Builds three-dimensional structures with small cubes by copying from a picture or model. Reproduces many shapes and letters: square, triangle, A, I, O, U, C, H, L, T. Demonstrates fair control of pencil or marker; may begin to color within the lines. Cuts on the line with scissors (not perfectly). Hand dominance is fairly well established. Cognitive Forms rectangle from two triangular cuts. Builds steps with set of small blocks. Understands concept of same shape, same size. Sorts objects on the basis of two dimensions, such as color and form. Sorts a variety of objects so that all things in the group have a single common feature (classification skill: all are food items or boats or animals). Understands the concepts of smallest and shortest; places objects in order from shortest to tallest, smallest to largest. Identifies objects with specified serial position: first, second, last. Rote counts to 20 and above; many children count to 100. Recognizes numerals from 1 to 10. Understands the concepts of less than: "Which bowl has less water?" Understands the terms dark, light, and early: "I got up early, before anyone else. It was still dark." Relates clock time to daily schedule: "Time to turn on TV when the little hand points to 5." Some children can tell time on the hour: five o'clock, two o'clock. Knows what a calendar is for. Recognizes and identifies coins; beginning to count and save money. Many children know the alphabet and names of upper- and lowercase letters. Understands the concept of half; can say how many pieces an object has when it's been cut in half. Asks innumerable questions: Why? What? Where? When? Eager to learn new things. Language development Vocabulary of 1,500 words plus. Tells a familiar story while looking at pictures in a book. Defines simple words by function: a ball is to bounce; a bed is to sleep in. Identifies and names four to eight colours. Recognizes the humor in simple jokes; makes up jokes and riddles. Produces sentences with five to seven words; much longer sentences are not unusual. States the name of own city or town, birthday, and parents' names. Answers telephone appropriately; calls person to phone or takes a brief message Speech is almost entirely intelligible. Uses "would" and "could" appropriately. Uses past tense of irregular verbs consistently: "went," "caught," "swam." Uses past-tense inflection (-ed) appropriately to mark regular verbs: "jumped," "rained," "washed." Social development Enjoys and often has one or two focus friendships. Plays cooperatively (can lapse), is generous, takes turns, shares toys. Participates in group play and shared activities with other children; suggests imaginative and elaborate play ideas. Shows affection and caring towards others especially those “below” them or in pain Generally subservient to parent or caregiver requests. Needs comfort and reassurance from adults but is less open to comfort. Has better self-control over swings of emotions. Likes entertaining people and making them laugh. Boasts about accomplishments. Six year old Physical Weight gains reflect significant increases in muscle mass. Heart rate and respiratory rates are close to adults. Body may appear lanky as through period of rapid growth. Baby teeth beginning to be replaced by permanent ones, starting with the two lower front teeth 20/20 eyesight; if below 20/40 should see a professional. The most common vision problem during middle childhood is myopia, or nearsightedness. (Berk, 2007). Uses 6,700 J to 7,100 J (1,600 to 1,700 calories) a day. Motor development Gains greater control over large and fine motor skills; movements are more precise and deliberate, though some clumsiness persists. Enjoys vigorous running, jumping, climbing, and throwing est. Has trouble staying still. Span of attention increases; works at tasks for longer periods of time, though Can concentrate effort but not always consistently. Understands time (today, tomorrow, yesterday) and simple motion (things go faster than others). Recognizes seasons and major activities done in the times. Has fun with problem solving and sorting activities like stacking, puzzles and mazes Enjoys the challenge of puzzles, counting and sorting activities, paper-and-pencil mazes, and games that involve matching letters and words with pictures. Recognizes some words by sight; attempts to sound out words In some cases the child may be reading well. functioning which facilitates learning to ride a bicycle, swim, swing a bat, or kick a ball. Making things is enjoyed. Reverses or confuse certain letters: b/d, p/g, g/q, t/f. Able to trace objects. Folds and cuts paper into simple shapes. Can Tie Laces, string (like shoes). Language Can identify right and left hands fairly consistently. Holds onto positive beliefs involving the unexplainable (magic or fantasy) Arrives at some understanding about death and dying; expresses fear that parents may die. Talks a lot. Loves telling jokes and riddles; often, the humor is far from subtle. Experiments with slang and profanity and finds it funny. Enthusiastic and inquisitive about surroundings and everyday events. Able to carry on adult-like conversations; asks many questions. Learns 5 to 10 words a day; vocabulary of 10,000–14,000. Uses appropriate verb tenses, word order, and sentence structure. Social and emotional Uses language rather than tantrums or physical aggression to express displeasure: "That's mine! Give it back, you dummy." Talks self through steps required in simple problem-solving situations (though the "logic" may be unclear to adults). Has mood swings towards primary caregiver depending on the day Friendship with parent is less depended on but still needs closeness and nurturing. Anxious to please; needs and seeks adult approval, reassurance, and praise; may complain excessively about minor hurts to gain more attention. Often can't view the world from another’s point of view Self-perceived failure can make the child easily disappointed and frustrated. Can't handle things not going their own way Does not understand ethical behavior or moral standards especially when doing things that have not been given rules Understands when he or she has been thought to be "bad"; values are based on others enforced values. May be increasingly fearful of the unknown like things in the dark, noises, and animals. See also Attachment in children Attachment Theory Behavioral Cusp Child development Early childhood education Early childhood Infant vision Sign language in infants and toddlers References ^ Seminars in child and adolescent psychiatry (second edition) Ed. Simon G. Gowers. Royal College of Psychiatrists (2005) ISBN 1-904671-13-6 ^ a b http://www.gpnotebook.co.uk/simplepage.cfm?ID=-919273423 ^ http://www.tsbvi.edu/Education/infant/page3.htm ^ Parten, M. (1932). Social participation among preschool children. Journal of Abnormal and Social Psychology, 27, 243–269. ^ Ruben, K. H., Fein, G. G., & Vandenberg, B. (1983). Play. In E. M. Hetherington (Ed.), Handbook of child psychology: Vol. 4. Socialization, personality, and social development (4th ed., pp.693–744). New York: Wiley.

This article's citation style may be unclear. The references used may be made clearer with a different or consistent style of citation, footnoting, or external linking. 

Segal, Marilyn (1998). Your Child At Play: Three to Five Years. New York: Newmarket Press. pp. 292. ISBN 1-55704-337-X. http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED425832&ERICExtSearch_SearchType_0=no&accno=ED425832.

External links CDC's "Learn the Signs. Act Early.” campaign – Information for parents on early childhood development and developmental disabilities Developmental Milestones National Dissemination Center for Children with Disabilities, NICHCY YourChild: Developmental Milestones University of Michigan Health System Talking Point – Information for parents and people that work with children, including milestones for speech and language development in children [show]v • d • eHuman Development: Biological • Psychological

Pre- and perinatal Biological Prenatal development

Psychological Pre- and perinatal psychology

Infancy Biological Infant

Psychological Infant and child psychology

Childhood Biological Child development · Child development stages · Toddler

Psychological Infant and child psychology · Preadolescence

Adolescence Biological Puberty

Psychological Youth development · Adolescent psychology

Young adulthood Psychological Young adult (psychology)

Middle adulthood Biological Middle age

Maturity Biological Ageing · Senescence

Psychological Old age

Legal and general definitions Minor (law) · Infancy · Child · Childhood · Adolescence · Age of majority · Adult

Theorists and theories Bowlby—attachment · Brofenbrenner—ecological systems · Erikson—psychosocial dev. · Freud—psychosexual dev. · Kohlberg—moral dev. · Piaget—cognitive dev. · Vygotsky—cultural-historical psych.

[show]v • d • eAttachment theory

Theory Affectional bond • Attachment in adults • Attachment in children • Attachment disorder • Attachment measures • Attachment parenting •

Attachment theory • Human bonding • Maternal deprivation • Object relations theory • Reactive attachment disorder

Notable theorists Mary Ainsworth • John Bowlby • Erik Erikson • Sigmund Freud • Harry Harlow • Jerome Kagan • Melanie Klein • Konrad Lorenz • Mary Main • Nikolaas Tinbergen • Rene Spitz

Controversy Attachment therapy • Candace Newmaker

Clinical applications Attachment-based therapy (children) • Attachment-based psychotherapy

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Katebondy (talk) 03:43, 7 November 2010 (UTC)

 Not done: it's not clear what changes you want to be made. Please mention the specific changes in a "change X to Y" format and provide a reliable source if appropriate. What specifically do you want to change?   — Jeff G.  ツ 03:47, 7 November 2010 (UTC)

Edit request from 99.199.108.115, 16 February 2011

Can I edit Children Development Stages?

99.199.108.115 (talk) 22:15, 16 February 2011 (UTC)

Edit request from 99.199.108.115, 16 February 2011

99.199.108.115 (talk) 22:17, 16 February 2011 (UTC)

Edit request from Gquydqyfdsyqgvdf, 16 February 2011

Can I edit Child Development Stages Article?

Gquydqyfdsyqgvdf (talk) 22:23, 16 February 2011 (UTC)

Edit request from Gquydqyfdsyqgvdf, 16 February 2011

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