THE STAGES OF CHILD DEVELOPMENT

A child's stages of development can be viewed in terms of behavioral changes. Behavior can be seen as a function of structure as it reacts to its physical and social environment; thoughts, emotions, and actions are affected by the physical development of the body. Many believe that our actions are based on the way our physical body is built and our level of development. Developmental behavioral stages that will be discussed include cognitive and psychosocial development, motor behavior, adaptive behavior, language behavior, and personal-social and emotional behavior.

The child's response to his mother or life situation, may alternate and interweave in a pattern consisting of disequilibrium and equilibrium. Knowledge of when to expect disequilibrium, characterized by certain developmental stages and age levels, can be useful for the parent or pediatrician.

Development during the first year of life includes whole body activity, adaptive behavior, language and social activity. The infant is in a state of egocentrism, rendering him incapable of differentiating between his own body and the world of objects (Freeman, Simon, Beutler, & Arkowitz, (1989). The child at four weeks, cannot lift the head. Response is with the eyes, grasping with fingers is a reflex action. Social responses are few, smiles may be due to gas pain. Attention to voices is demonstrated (Ames, Gillespie, Haines, & Ilg, 1979).

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pment stage; six months later brings a period of disequilibrium, characterized by disobedience and a need to have things one's own way. The child is developing autonomy (Erikson, 1968; Ames, Gillespie, Haines, & Ilg, 1979). Motor behavior at age three is well developed, with balance and good control of gross and fine motor behaviors. In contrast, six months later, the child is less secure and effective physically, often stumbling and falling. Stuttering, stumbling, trembling, and ticlike behaviors may be considered normal. Adaptive behavior is increased at three, with a contrasting insecurity six months later; a once steady pencil stroke may now be light and wavering. Psychological insecurities mixed with needs to succeed, make for a difficult stage. Language behavior at three includes more words; the following six months bring an even greater command of the language, however, insecurities may be reflected with stuttering. Language at three is reciprocal. (Ames, Gillespie, Haines, & Ilg, 1979). Personal-social and emotional behavior are increased at this age, and then contrasted. At three, a child is good at eating and dressing himself, and proud of these abilities; six months later, the child may object to both. At th

Category: Psychology - T