Human DevelopmentHuman DevelopmentContinuation of Chapter 33Continuation of Chapter 33

Physiological DevelopmentPhysiological Development

Childhood is divisible into 3 levelsChildhood is divisible into 3 levels Early: birth to age 5Early: birth to age 5 Middle: 6 to age 8Middle: 6 to age 8 Late: 9-12Late: 9-12

First 5 years hold multitude of changes that set First 5 years hold multitude of changes that set up success for lifeup success for life

Birth To 3 MonthsBirth To 3 Months Most infants begin to: Most infants begin to:

Raise head slightly when lying on stomach Raise head slightly when lying on stomach

Hold head up for a few seconds, when supported Hold head up for a few seconds, when supported

Hold hand in a fist Hold hand in a fist

Lift head and chest, while lying on stomach Lift head and chest, while lying on stomach

Use sucking, grasping, and rooting (holding tongue to the roof of the Use sucking, grasping, and rooting (holding tongue to the roof of the mouth) reflexes mouth) reflexes

Touch, pull, and tug own hands with fascination Touch, pull, and tug own hands with fascination

Repeat body movements, and enjoy doing so Repeat body movements, and enjoy doing so

3 to 6 Months3 to 6 Months Babies are quickly becoming stronger and more agile. Babies are quickly becoming stronger and more agile.

Most begin to: Most begin to: Roll over Roll over

Push body forward and pull body up by grabbing the edge of a Push body forward and pull body up by grabbing the edge of a crib crib

Reach for and touch objects Reach for and touch objects

Reach, grasp, and put objects in mouth Reach, grasp, and put objects in mouth

Make discoveries with objects (for example, a rattle makes noise Make discoveries with objects (for example, a rattle makes noise when it is moved) when it is moved)

6 to 9 months6 to 9 months

"Child-proofing" becomes important as "Child-proofing" becomes important as babies get more mobile. During this time babies get more mobile. During this time most begin to: most begin to: Crawl Crawl

Grasp and pull things toward self Grasp and pull things toward self

Transfer objects between hands Transfer objects between hands

9 months to 1 yr9 months to 1 yr By this time, most babies can: By this time, most babies can:

Sit without support Sit without support

Stand unaided Stand unaided

Walk with aid Walk with aid

Roll a ball Roll a ball

Throw objects Throw objects

Pick things up with thumb and one finger Pick things up with thumb and one finger

Drop and pick up toys Drop and pick up toys

1-2 yrs1-2 yrs

Walking and self-initiated movement become easier. Most children can:Walking and self-initiated movement become easier. Most children can: Walk alone Walk alone Walk backwards Walk backwards Pick up toys from a standing position Pick up toys from a standing position Push and pull objects Push and pull objects Seat self in a child's chair Seat self in a child's chair Walk up and down stairs with aid Walk up and down stairs with aid Move to music Move to music Paint with whole arm movementPaint with whole arm movement

Balance improves and eye-hand coordination becomes more precise. Most Balance improves and eye-hand coordination becomes more precise. Most children canchildren can: :

Put rings on a peg Put rings on a peg Turn two or three pages at a time Turn two or three pages at a time Scribble Scribble Turn knobs Turn knobs Grasp and hold a small ball; can use in combination with large motor skills to throw Grasp and hold a small ball; can use in combination with large motor skills to throw

the ball the ball Shift marker or any drawing or painting tool from hand to hand and draw strokes Shift marker or any drawing or painting tool from hand to hand and draw strokes

2-3 yrs2-3 yrsChildren become more comfortable with motion, increasing speed, and Children become more comfortable with motion, increasing speed, and

coordination. Most begin to: coordination. Most begin to: Run forward Run forward Jump in place with both feet together Jump in place with both feet together Stand on one foot, with aid Stand on one foot, with aid Walk on tiptoe Walk on tiptoe Kick ball forwardKick ball forward

Children are able to manipulate small objects with increased control. Children are able to manipulate small objects with increased control. Most can: Most can:

String large beads String large beads Turn pages one by one Turn pages one by one Hold crayon with thumb and fingers instead of fist Hold crayon with thumb and fingers instead of fist Draw a circle Draw a circle Paint with wrist action, making dots and lines Paint with wrist action, making dots and lines Roll, pound, squeeze, and pull clay Roll, pound, squeeze, and pull clay

3-4 yrs3-4 yrsMovement and balance improve. Most children can:Movement and balance improve. Most children can: Run around obstacles Run around obstacles Walk on a line Walk on a line Balance on one foot Balance on one foot Push, pull, and steer toys Push, pull, and steer toys Ride a tricycle Ride a tricycle Use a slide without help Use a slide without help Throw and catch a ballThrow and catch a ball

Children's precision of motion improves significantly. Most are able Children's precision of motion improves significantly. Most are able to: to:

Build a tall tower of blocks Build a tall tower of blocks Drive pegs into holes Drive pegs into holes Draw crosses and circles Draw crosses and circles Manipulate clay by making balls, snakes, etc. Manipulate clay by making balls, snakes, etc.

4-5 yrs4-5 yrs

Children are now more confident, and most are able toChildren are now more confident, and most are able to: : Walk backwards Walk backwards Jump forward many times without falling Jump forward many times without falling Jump on one foot Jump on one foot Walk up and down stairs without assistance, alternating feet Walk up and down stairs without assistance, alternating feet Turn somersaultsTurn somersaults

Children develop skills that will help them as they enter school Children develop skills that will help them as they enter school and begin writing. Most can:and begin writing. Most can:

Use safety scissors Use safety scissors Cut on a line continuously Cut on a line continuously Copy squares and crosses Copy squares and crosses Print a few capital letters Print a few capital letters

Social Emotional DevelopmentSocial Emotional Development

Social and emotional milestones are often harder to Social and emotional milestones are often harder to pinpoint than signs of physical development. pinpoint than signs of physical development.

This area emphasizes many skills that increase self-This area emphasizes many skills that increase self-awareness and self-regulation.awareness and self-regulation.

Research shows that social skills and emotional Research shows that social skills and emotional development (reflected in the ability to pay attention, development (reflected in the ability to pay attention, make transitions from one activity to another, and make transitions from one activity to another, and cooperate with others) are a very important part of cooperate with others) are a very important part of school readiness. school readiness.

Birth to 3 monthsBirth to 3 monthsBabies spend a lot of time getting to know their own bodies. They: Babies spend a lot of time getting to know their own bodies. They: Suck their own fingers Suck their own fingers Observe their own hands Observe their own hands Look at the place on the body that is being touched Look at the place on the body that is being touched Begin to realize she is a separate person from others and learn how body Begin to realize she is a separate person from others and learn how body

parts, like arms and legs, are attachedparts, like arms and legs, are attached

Infants are interested in other people and learn to recognize primary Infants are interested in other people and learn to recognize primary caregivers. Most infantscaregivers. Most infants: :

Can be comforted by a familiar adult Can be comforted by a familiar adult Respond positively to touch Respond positively to touch Interact best when in an alert state or in an inactive and attentive state Interact best when in an alert state or in an inactive and attentive state Benefit from short, frequent interactions more than long, infrequent ones Benefit from short, frequent interactions more than long, infrequent ones Smile and show pleasure in response to social stimulation Smile and show pleasure in response to social stimulation

3-6 months3-6 months

Babies are more likely to initiate social Babies are more likely to initiate social interaction. They begin to: interaction. They begin to:

Play peek-a-boo Play peek-a-boo Pay attention to own name Pay attention to own name Smile spontaneously Smile spontaneously Laugh aloud Laugh aloud

6-9 months6-9 months

Babies show a wider emotional range and Babies show a wider emotional range and stronger preferences for familiar people. stronger preferences for familiar people. Most can:Most can:

Express several clearly differentiated emotions Express several clearly differentiated emotions Distinguish friends from strangers Distinguish friends from strangers Respond actively to language and gestures Respond actively to language and gestures Show displeasure at the loss of a toy Show displeasure at the loss of a toy

9-12 months9-12 months

As they near age one, imitation and self-As they near age one, imitation and self-regulation gain importance. Most babies can: regulation gain importance. Most babies can:

Feed themselves finger foods Feed themselves finger foods Hold a cup with two hands and drink with Hold a cup with two hands and drink with

assistance assistance Hold out arms and legs while being dressed Hold out arms and legs while being dressed Mimic simple actions Mimic simple actions Show anxiety when separated from primary Show anxiety when separated from primary

caregiver caregiver

1-2 yrs1-2 yrs

Children become more aware of themselves and their ability to make things Children become more aware of themselves and their ability to make things happen. They express a wider range of emotions and are more likely to initiate happen. They express a wider range of emotions and are more likely to initiate interaction with other people. At this stage, most children: interaction with other people. At this stage, most children:

Recognize themselves in pictures or the mirror and smile or make faces at Recognize themselves in pictures or the mirror and smile or make faces at themselves themselves

Show intense feelings for parents and show affection for other familiar people Show intense feelings for parents and show affection for other familiar people

Play by themselves and initiate their own play Play by themselves and initiate their own play

Express negative feelings Express negative feelings

Show pride and pleasure at new accomplishments Show pride and pleasure at new accomplishments

Imitate adult behaviors in play Imitate adult behaviors in play

Show a strong sense of self through assertiveness, directing others Show a strong sense of self through assertiveness, directing others

Begin to be helpful, such as by helping to put things away Begin to be helpful, such as by helping to put things away

2-3 yrs2-3 yrsChildren begin to experience themselves as more powerful, creative "doers." They Children begin to experience themselves as more powerful, creative "doers." They

explore everything, show a stronger sense of self and expand their range of self-explore everything, show a stronger sense of self and expand their range of self-help skills. Self-regulation is a big challenge. Two-year-olds are likely to:help skills. Self-regulation is a big challenge. Two-year-olds are likely to:

Show awareness of gender identity Show awareness of gender identity

Indicate toileting needs Indicate toileting needs

Help to dress and undress themselves Help to dress and undress themselves

Be assertive about their preferences and say no to adult requests Be assertive about their preferences and say no to adult requests

Begin self-evaluation and develop notions of themselves as good, bad, attractive, etc.Begin self-evaluation and develop notions of themselves as good, bad, attractive, etc. Show awareness of their own feelings and those of others, and talk about feelings Show awareness of their own feelings and those of others, and talk about feelings

Experience rapid mood shifts and show increased fearfulness (for example, fear of the Experience rapid mood shifts and show increased fearfulness (for example, fear of the dark, or certain objects) dark, or certain objects)

Display aggressive feelings and behaviorsDisplay aggressive feelings and behaviors

2-3 yrs2-3 yrs

Children enjoy parallel play, engaging in solitary activities near Children enjoy parallel play, engaging in solitary activities near other children. They are likely to: other children. They are likely to:

Watch other children and briefly join in play Watch other children and briefly join in play

Defend their possessions Defend their possessions

Begin to play house Begin to play house

Use objects symbolically in play Use objects symbolically in play

Participate in simple group activities, such as singing clapping or Participate in simple group activities, such as singing clapping or dancing dancing

Know gender identity Know gender identity

3-4 yrs3-4 yrsAs their dexterity and self-help skills improve, 3-year-olds become more As their dexterity and self-help skills improve, 3-year-olds become more

independent. Most can: independent. Most can: Follow a series of simple directions Follow a series of simple directions

Complete simple tasks with food without assistance, such as spreading soft Complete simple tasks with food without assistance, such as spreading soft butter with a dull knife and pouring from a small pitcher butter with a dull knife and pouring from a small pitcher

Wash hands unassisted and blow nose when remindedWash hands unassisted and blow nose when reminded

Children become more interested in other children. They are now more Children become more interested in other children. They are now more likely to: likely to:

Share toys, taking turns with assistance Share toys, taking turns with assistance

Initiate or join in play with other children and make up games Initiate or join in play with other children and make up games

Begin dramatic play, acting out whole scenes (such as traveling, pretending Begin dramatic play, acting out whole scenes (such as traveling, pretending to be animals) to be animals)

4-5 yrs4-5 yrsAt this age, children are more aware of themselves as individuals. They:At this age, children are more aware of themselves as individuals. They: Show some understanding of moral reasoning (exploring ideas about Show some understanding of moral reasoning (exploring ideas about

fairness and good or bad behavior) fairness and good or bad behavior)

Compare themselves with othersCompare themselves with others

4-year-olds are very interested in relationships with other children. 4-year-olds are very interested in relationships with other children. They: They:

Develop friendships Develop friendships

Express more awareness of other people's feelings Express more awareness of other people's feelings

Show interest in exploring sex differences Show interest in exploring sex differences

Enjoy imaginative play with other children, like dress up or house Enjoy imaginative play with other children, like dress up or house

Bring dramatic play closer to reality by paying attention to detail, time, and Bring dramatic play closer to reality by paying attention to detail, time, and space space

Thinking SkillsThinking Skills Infants were once thought of as passive and unknowing. Infants were once thought of as passive and unknowing.

It was commonly believed that until they mastered It was commonly believed that until they mastered language, young children were incapable of thinking or language, young children were incapable of thinking or forming complex ideas. forming complex ideas.

Today, we know otherwise. From the very start, young Today, we know otherwise. From the very start, young children are aware of their surroundings and interested children are aware of their surroundings and interested in exploring them. in exploring them.

Scientists from several fields have shown that from the Scientists from several fields have shown that from the first weeks of life, babies are active learners. They are first weeks of life, babies are active learners. They are busy gathering and organizing knowledge about their busy gathering and organizing knowledge about their world. world.

Birth to 3 monBirth to 3 monNewborns begin right away to use and integrate their senses to Newborns begin right away to use and integrate their senses to

explore their world. Most infants can: explore their world. Most infants can: See clearly within 13 inches See clearly within 13 inches

Focus on and follow moving objects, including human faces Focus on and follow moving objects, including human faces

See all colors and distinguish hue and brightness See all colors and distinguish hue and brightness

Distinguish the pitch and volume of sound Distinguish the pitch and volume of sound

Discriminate sweet, sour, bitter, and salty tastes Discriminate sweet, sour, bitter, and salty tastes

Respond with facial expressions to strong stimuli (like odors) Respond with facial expressions to strong stimuli (like odors)

Prefer high contrast items and geometric shapes Prefer high contrast items and geometric shapes

Begin to anticipate events (for example, sucking at the sight of a Begin to anticipate events (for example, sucking at the sight of a nipple) nipple)

3-6 months3-6 months

Babies perceptual abilities improve rapidly. At this age, Babies perceptual abilities improve rapidly. At this age, they are able to: they are able to:

Recognize faces Recognize faces

Differentiate between different people based on the way Differentiate between different people based on the way they look, sound, or feel they look, sound, or feel

React to and imitate the facial expressions of others React to and imitate the facial expressions of others

Respond to familiar sounds Respond to familiar sounds

6-9 months6-9 months Stare longer at "impossible" events (like ordinary objects Stare longer at "impossible" events (like ordinary objects

suspended in midair) suspended in midair)

Distinguish between inanimate and animate objects, and Distinguish between inanimate and animate objects, and understand that inanimate objects must be propelled into understand that inanimate objects must be propelled into motion by an external force motion by an external force

Distinguish among pictures that show different numbers Distinguish among pictures that show different numbers of items of items

Use the relative size of objects as a clue to how close or Use the relative size of objects as a clue to how close or how far away they are how far away they are

9-12 months9-12 months

As they grow, children continue to explore how the world works and As they grow, children continue to explore how the world works and build on the conceptual leaps described above. At this age, most build on the conceptual leaps described above. At this age, most babies canbabies can: :

Understand that an object still exists even when it's not in view Understand that an object still exists even when it's not in view

Respond to simple directions and questions with gestures, sounds, Respond to simple directions and questions with gestures, sounds, and perhaps words and perhaps words

Imitate gestures and actions Imitate gestures and actions

Experiment purposefully with the physical properties of objects, for Experiment purposefully with the physical properties of objects, for example, by seeing how objects fit into a container or what happens if example, by seeing how objects fit into a container or what happens if the container is turned over the container is turned over

Enjoy looking at picture books Enjoy looking at picture books

1-2 yrs1-2 yrs

Children at this age spend much of their time intently observing Children at this age spend much of their time intently observing and imitating the actions of adults. Most can: and imitating the actions of adults. Most can:

Imitate adults' actions and language Imitate adults' actions and language

Understand words and commands and respond appropriately Understand words and commands and respond appropriately

Begin to match similar objects Begin to match similar objects

Recognize and identify familiar objects in storybooks with adult Recognize and identify familiar objects in storybooks with adult assistance assistance

Distinguish between "you" and "me" Distinguish between "you" and "me"

2-3 yrs2-3 yrsA lot of learning is done through a child's own exploration, and this really takes A lot of learning is done through a child's own exploration, and this really takes

off at this age. Most children can:off at this age. Most children can:

Respond to simple directions Respond to simple directions

Choose picture books, name pictured objects, and identify several objects within one Choose picture books, name pictured objects, and identify several objects within one picture picture

Group objects by category Group objects by category

Stack rings on peg in order of size Stack rings on peg in order of size

Identify themselves in the mirror, saying "baby" or their own name Identify themselves in the mirror, saying "baby" or their own name

Relate what they are doing to others Relate what they are doing to others

Observe and imitate more complex adult actions (for example, housekeeping play) Observe and imitate more complex adult actions (for example, housekeeping play)

3-4 yrs3-4 yrsAs children have more experiences in the world, their analytic powers grow. For some time, As children have more experiences in the world, their analytic powers grow. For some time,

they have been observing and mentally "sorting" objects according to their physical they have been observing and mentally "sorting" objects according to their physical properties. Now most children can: properties. Now most children can:

Understand concepts like grouping and matching (for example, recognizing and matching Understand concepts like grouping and matching (for example, recognizing and matching colors) colors)

Organize materials on their own, for example by stacking blocks or rings in order of size Organize materials on their own, for example by stacking blocks or rings in order of size

Identify parts of a whole, like a slice of pie Identify parts of a whole, like a slice of pie

Draw, name, and briefly explain somewhat recognizable pictures that are meaningful to them Draw, name, and briefly explain somewhat recognizable pictures that are meaningful to them

Actively seek information through why and how questions Actively seek information through why and how questions

Tell you their full name and age Tell you their full name and age

Attend to an activity for a longer stretch of time (between 5 and 15 minutes) Attend to an activity for a longer stretch of time (between 5 and 15 minutes)

Learn both by observing and listening to adults' explanations Learn both by observing and listening to adults' explanations

Show awareness of past and present Show awareness of past and present

4-5 years4-5 yearsAt this age, children actively seek information and new experiences from At this age, children actively seek information and new experiences from

the people in their environment. Most canthe people in their environment. Most can: : Play with words, mimicking and creating sounds, and make rhymes Play with words, mimicking and creating sounds, and make rhymes

Point to and name many colors Point to and name many colors

Understand order and process Understand order and process

Draw a person with detail Draw a person with detail

Draw, name, and describe pictures Draw, name, and describe pictures

Count to 5 (at the least)Count to 5 (at the least)

Tell you their street and town Tell you their street and town

Communication SkillsCommunication Skills

Long before children can say words or join Long before children can say words or join them into sentences, they are active them into sentences, they are active language learners. Within a few short language learners. Within a few short years, young children go from newborns years, young children go from newborns without language to excellent without language to excellent communicators and lively inventers and communicators and lively inventers and tellers of stories. tellers of stories.

Birth to 3 monthsBirth to 3 monthsIn the first year, they can distinguish all of the speech sounds that occur In the first year, they can distinguish all of the speech sounds that occur

in natural language; then they begin to specialize in the sounds of in natural language; then they begin to specialize in the sounds of their home language. Most infants will:their home language. Most infants will:

Respond to speech by looking at the speaker Respond to speech by looking at the speaker

Respond differently to the voice of a parent than to other voices Respond differently to the voice of a parent than to other voices

React to changes in a speaker's tone, pitch, volume, and intonation React to changes in a speaker's tone, pitch, volume, and intonation

Respond differently to their home language and another language Respond differently to their home language and another language

Communicate with bodily movements, by crying, babbling, and laughing Communicate with bodily movements, by crying, babbling, and laughing

Attempt to imitate sounds Attempt to imitate sounds

3-6 months3-6 months

Even small babies love to have Even small babies love to have "conversations." Most children of this age:"conversations." Most children of this age:

Exchange sounds, facial expressions, or Exchange sounds, facial expressions, or gestures with a parent or caregiver gestures with a parent or caregiver

Listen to conversations Listen to conversations

Repeat some vowel and consonant sounds Repeat some vowel and consonant sounds

6-9 months6-9 months

Children's vocalizations increase. Most babies Children's vocalizations increase. Most babies of this age: of this age:

Begin repetitive babbling (deaf children also Begin repetitive babbling (deaf children also start to babble with their hands) start to babble with their hands)

Associate gestures with simple words and two-Associate gestures with simple words and two-word phrases, like "hi" and "bye-bye" word phrases, like "hi" and "bye-bye"

Use vocal and non-vocal communication to Use vocal and non-vocal communication to express interest and influence others express interest and influence others

9-12 months9-12 months

Children are getting ready to talk. Around the first Children are getting ready to talk. Around the first birthday, language production doubles. Many babies birthday, language production doubles. Many babies of this age:of this age:

Understand the names of familiar people and objects Understand the names of familiar people and objects

Show their understanding with responsive body Show their understanding with responsive body language and facial expressions language and facial expressions

Say a few words Say a few words

Respond to a firm "no" by stopping what they are doing Respond to a firm "no" by stopping what they are doing

1-2 yrs1-2 yrsChildren begin to learn many new words and begin to use simple phrases. Children begin to learn many new words and begin to use simple phrases.

Many children can: Many children can:

Understand many words, as well as simple phrases and directions ("Drink Understand many words, as well as simple phrases and directions ("Drink your juice") your juice")

Follow a series of two simple but related directions Follow a series of two simple but related directions

Respond correctly when asked "where?" Respond correctly when asked "where?"

Say a few words clearly, and a few dozen additional words so that family Say a few words clearly, and a few dozen additional words so that family members can understand. The words denote important people and common members can understand. The words denote important people and common objects, and a few prepositions such as "on," "in," or "under." Many can say objects, and a few prepositions such as "on," "in," or "under." Many can say "more" and "all gone." "more" and "all gone."

Say successive single words to describe an event Say successive single words to describe an event

From about 18 months, begin learning about 9 new words a day From about 18 months, begin learning about 9 new words a day

Use "my" or "mine" to indicate possession; begin to use "me," "I," and "you" Use "my" or "mine" to indicate possession; begin to use "me," "I," and "you"

2-3 yrs 2-3 yrs Both understanding of language and speaking develop more Both understanding of language and speaking develop more

rapidly at this stage. Most can: rapidly at this stage. Most can:

Join familiar words into phrases Join familiar words into phrases

Begin to use modifiers (adverbs and adjectives) Begin to use modifiers (adverbs and adjectives)

Point to common objects when they are named Point to common objects when they are named

Name objects based on their description Name objects based on their description

Respond to "what?" and "where?" questions Respond to "what?" and "where?" questions

Enjoy listening to stories and asking for favorite storiesEnjoy listening to stories and asking for favorite stories

Recount events that happened that day Recount events that happened that day

3-4 yrs3-4 yrsLanguage usage becomes more complex. Most can:Language usage becomes more complex. Most can: Make themselves understood to strangers, despite some sound errors Make themselves understood to strangers, despite some sound errors

Use and understand sentences Use and understand sentences

Use more complex grammar, such as plurals and past tense Use more complex grammar, such as plurals and past tense

Understand sentences involving time concepts (for example, "Grandma is coming Understand sentences involving time concepts (for example, "Grandma is coming tomorrow") and narrate past experiences tomorrow") and narrate past experiences

Understand size comparisons such as big and bigger Understand size comparisons such as big and bigger

Understand relationships expressed by "if… then" or "because" sentences Understand relationships expressed by "if… then" or "because" sentences

Follow a series of two to four related directions Follow a series of two to four related directions

Sing a song and repeat at least one nursery rhyme Sing a song and repeat at least one nursery rhyme

4-5 yrs4-5 yrsMost canMost can: : Retell a story (but may confuse facts) Retell a story (but may confuse facts)

Combine thoughts into one sentence Combine thoughts into one sentence

Ask "when?" "how?" and "why?" questions Ask "when?" "how?" and "why?" questions

Use words like "can," "will," "shall," "should," and "might" Use words like "can," "will," "shall," "should," and "might"

Combine thoughts into one sentence Combine thoughts into one sentence

Refer to causality by using "because" and "so" Refer to causality by using "because" and "so"

Follow three unrelated commands appropriately Follow three unrelated commands appropriately

Understand comparatives like loud, louder, loudest Understand comparatives like loud, louder, loudest

Listen to long stories (but may misinterpret the facts) Listen to long stories (but may misinterpret the facts)

Understand sequencing of events when clearly explained (for example, "First we plug the drain, Understand sequencing of events when clearly explained (for example, "First we plug the drain, then we run the water, and finally we take a bath") then we run the water, and finally we take a bath")

Middle Childhood 6-8Middle Childhood 6-8 Middle childhood brings many changes to a child’s life. By this time, Middle childhood brings many changes to a child’s life. By this time,

children can dress themselves, catch a ball more easily with only children can dress themselves, catch a ball more easily with only their hands, and tie their shoes. their hands, and tie their shoes.

Developing independence from family becomes more important Developing independence from family becomes more important now. Events such as starting school bring children this age into now. Events such as starting school bring children this age into regular contact with the larger world.regular contact with the larger world.

Friendships become more and more important. Physical, social, Friendships become more and more important. Physical, social, and mental skills develop rapidly at this time. and mental skills develop rapidly at this time.

This is a critical time for children to develop confidence in all areas This is a critical time for children to develop confidence in all areas of life, such as through friends, schoolwork, and sports. of life, such as through friends, schoolwork, and sports.

Emotional/Social Changes Emotional/Social Changes More independence from parents and family. More independence from parents and family.

Stronger sense of right and wrong. Stronger sense of right and wrong.

Beginning awareness of the future. Beginning awareness of the future.

Growing understanding about one’s place in the Growing understanding about one’s place in the world. world.

More attention to friendships and teamwork. More attention to friendships and teamwork.

Growing desire to be liked and accepted by friends. Growing desire to be liked and accepted by friends.

Mental/Cognitive Changes Mental/Cognitive Changes Rapid development of mental skills. Rapid development of mental skills.

Greater ability to describe experiences and Greater ability to describe experiences and talk about thoughts and feelings. talk about thoughts and feelings.

Less focus on one’s self and more concern for Less focus on one’s self and more concern for others. others.

Late Childhood 9-11Late Childhood 9-11 child’s growing independence from the family and interest in friends child’s growing independence from the family and interest in friends

might be obvious by now. Healthy friendships are very important to might be obvious by now. Healthy friendships are very important to child’s development, but peer pressure can become strong during child’s development, but peer pressure can become strong during this time. this time.

Children who feel good about themselves are more able to resist Children who feel good about themselves are more able to resist negative peer pressure and make better choices for themselves. negative peer pressure and make better choices for themselves. This is an important time for children to gain a sense of This is an important time for children to gain a sense of responsibility along with their growing independence. responsibility along with their growing independence.

Also, physical changes of puberty might be showing by now, Also, physical changes of puberty might be showing by now, especially for girls. Another big change children need to prepare for especially for girls. Another big change children need to prepare for during this time is starting middle or junior high school.during this time is starting middle or junior high school.

Form stronger, more complex friendships and peer Form stronger, more complex friendships and peer relationships. It becomes more emotionally important to relationships. It becomes more emotionally important to have friends, especially of the same sex. have friends, especially of the same sex.

Experience more peer pressure. Experience more peer pressure.

Become more independent from the family. Become more independent from the family.

Become more aware of his or her body as puberty Become more aware of his or her body as puberty approaches. Body image and eating problems approaches. Body image and eating problems sometimes start around this age. sometimes start around this age.

Face more academic challenges at school. Face more academic challenges at school.

Early Adolescence 12-14Early Adolescence 12-14 Early adolescence is a time of many physical, mental, emotional, Early adolescence is a time of many physical, mental, emotional,

and social changes. Hormones change as and social changes. Hormones change as pubertypuberty begins. begins.

Boys grow facial and pubic hair and their voices deepen. Girls grow Boys grow facial and pubic hair and their voices deepen. Girls grow pubic hair and breasts, and start menstruating. They might be worried pubic hair and breasts, and start menstruating. They might be worried about these changes and how they are looked at by others. about these changes and how they are looked at by others.

This will also be a time when teenagers might face peer pressure to This will also be a time when teenagers might face peer pressure to use use alcohol, tobacco products, and drugsalcohol, tobacco products, and drugs, and to have , and to have sexsex. Other . Other challenges can be challenges can be eating disorderseating disorders, , depressiondepression, and , and family problemsfamily problems..

At this age, teens make more of their own choices about friends, At this age, teens make more of their own choices about friends, sports, studying, and school. They become more independent, with sports, studying, and school. They become more independent, with their own personality and interests.their own personality and interests.

   More concern about body image, looks, and clothes. More concern about body image, looks, and clothes.

Focus on self, going back and forth between high expectations and lack of Focus on self, going back and forth between high expectations and lack of confidence. confidence.

Moodiness Moodiness

More interest in and influence by peer group. More interest in and influence by peer group.

Less affection shown toward parents. May sometimes seem rude or short-tempered. Less affection shown toward parents. May sometimes seem rude or short-tempered.

Anxiety from more challenging school work. Anxiety from more challenging school work.

Eating problems sometimes start at this age. Eating problems sometimes start at this age.

Mental/Cognitive Changes Mental/Cognitive Changes

More ability for complex thought. More ability for complex thought.

Better able to express feelings through talking. Better able to express feelings through talking. A stronger sense of right and wrong. A stronger sense of right and wrong.

Many teens sometimes feel sad or depressed. Depression can lead to poor grades at Many teens sometimes feel sad or depressed. Depression can lead to poor grades at school, alcohol or drug use, unsafe sex, and other problems. school, alcohol or drug use, unsafe sex, and other problems.

Middle Adolescence 15-17Middle Adolescence 15-17 Middle adolescence is a time of physical, mental, cognitive, and sexual Middle adolescence is a time of physical, mental, cognitive, and sexual

changes for teenager. changes for teenager.

Most girls will be physically mature by now, and most will have completed Most girls will be physically mature by now, and most will have completed puberty. Boys might still be maturing physically during this time. Teenagers puberty. Boys might still be maturing physically during this time. Teenagers might have concerns about her body size, shape, or weight. Eating might have concerns about her body size, shape, or weight. Eating disorders can also be common, especially among females.disorders can also be common, especially among females.

During this phase of development, teenager is developing his unique During this phase of development, teenager is developing his unique personality and opinions. personality and opinions.

Peer relationships are still important, yet will have other interests as he Peer relationships are still important, yet will have other interests as he develops a more clear sense of identity. develops a more clear sense of identity.

Middle adolescence is also an important time to prepare for more Middle adolescence is also an important time to prepare for more independence and responsibility; many teenagers start working, and many independence and responsibility; many teenagers start working, and many will be leaving home soon after high school.will be leaving home soon after high school.

Emotional/Social ChangesEmotional/Social Changes Increased interest in the opposite sex Increased interest in the opposite sex

Decreased conflict with parents Decreased conflict with parents

Increased independence from parents Increased independence from parents

Deeper capacity for caring and sharing and the Deeper capacity for caring and sharing and the development of more intimate relationships development of more intimate relationships

Decreased time spent with parents and more time spent Decreased time spent with parents and more time spent with peers with peers

Mental/Cognitive ChangesMental/Cognitive Changes More defined work habits More defined work habits

More concern about future educational and More concern about future educational and vocational plans vocational plans

Greater ability to sense right and wrong Greater ability to sense right and wrong

Sadness or depression, which can lead to poor Sadness or depression, which can lead to poor grades at school, alcohol or drug use, unsafe grades at school, alcohol or drug use, unsafe sex, thoughts of suicide, and other problemssex, thoughts of suicide, and other problems

Theories on agingTheories on aging Current evolutionary explanations of aging and limited Current evolutionary explanations of aging and limited

longevity of biological species are based on two major longevity of biological species are based on two major evolutionary theories: the evolutionary theories: the mutation accumulation theorymutation accumulation theory and and the the antagonistic pleiotropy theoryantagonistic pleiotropy theory

These two theories are based on the idea that, from the These two theories are based on the idea that, from the evolutionary perspective, aging is an inevitable result of the evolutionary perspective, aging is an inevitable result of the declining force of natural selection with age. declining force of natural selection with age.

For example, a mutant gene that kills young children will be For example, a mutant gene that kills young children will be strongly selected against (will not be passed to the next strongly selected against (will not be passed to the next generation), while a lethal mutation with effects confined to people generation), while a lethal mutation with effects confined to people over the age of eighty will experience no selection because people over the age of eighty will experience no selection because people with this mutation will have already passed it to their offspring by with this mutation will have already passed it to their offspring by that age. So, over successive generations, late-acting deleterious that age. So, over successive generations, late-acting deleterious mutations will accumulate, leading to an increase in mortality rates mutations will accumulate, leading to an increase in mortality rates late in life (mutation accumulation theory). late in life (mutation accumulation theory).

Moreover, late-acting deleterious genes may even be favored by Moreover, late-acting deleterious genes may even be favored by selection and be actively accumulated in populations if they have selection and be actively accumulated in populations if they have any beneficial effects early in life (antagonistic pleiotropy theory).any beneficial effects early in life (antagonistic pleiotropy theory).

Predictors of longevity include:Predictors of longevity include: being femalebeing female being physically activebeing physically active not smokingnot smoking having good cognitive functioninghaving good cognitive functioning higher than average socioeconomic statushigher than average socioeconomic status high levels of social activityhigh levels of social activity life satisfactionlife satisfaction work satisfactionwork satisfaction a high happiness ratinga high happiness rating satisfying sexual activity. satisfying sexual activity.

How to Stay HealthyHow to Stay Healthy • • Early detection (regular medical examinations and self-examinations, combined Early detection (regular medical examinations and self-examinations, combined

with X-rays and laboratory tests of blood and urine) with X-rays and laboratory tests of blood and urine)

• • Healthful nutrition (low fat, high fiber, multivitamin and mineral supplements) Healthful nutrition (low fat, high fiber, multivitamin and mineral supplements)

• • Vigorous exercise (aerobic, flexibility, balance, and strength building) Vigorous exercise (aerobic, flexibility, balance, and strength building)

• • Safe driving (seat belts, observing speed limits, not using cell phones while Safe driving (seat belts, observing speed limits, not using cell phones while driving) driving)

• • Safe sex (protection against AIDS and venereal disease) Safe sex (protection against AIDS and venereal disease)

• • Vaccinations (against the flu, pneumonia, and tetanus) Vaccinations (against the flu, pneumonia, and tetanus)

• • Avoiding obesity, tobacco, alcohol abuse, and drug abuse) Avoiding obesity, tobacco, alcohol abuse, and drug abuse)

• • Social support—those who enjoy close relationships eat better, exercise more, Social support—those who enjoy close relationships eat better, exercise more, and smoke and drink less; suggests that a supportive network helps people and smoke and drink less; suggests that a supportive network helps people evaluate and overcome stressful events. evaluate and overcome stressful events.

Maintain mental functionMaintain mental function Continuing education and mental challenges (reading, skill games, Continuing education and mental challenges (reading, skill games,

puzzles, learning new subjects, problem solving). Npuzzles, learning new subjects, problem solving). Neurobiceurobic exercises help the brain not only to maintain connections between exercises help the brain not only to maintain connections between nerve cells, but also aid in developing new connections. nerve cells, but also aid in developing new connections.

• • Maintaining cardiovascular fitness through daily aerobic exercise Maintaining cardiovascular fitness through daily aerobic exercise (which avoids the effects of stroke and other diseases on the brain) (which avoids the effects of stroke and other diseases on the brain)

• • Engaging in useful, satisfying work or voluntary activities Engaging in useful, satisfying work or voluntary activities (especially complex, challenging, and self-directed work) (especially complex, challenging, and self-directed work)

• • Memory training (concentration, memory devices, learning Memory training (concentration, memory devices, learning techniques)techniques)

• • Maintaining appropriate social support (getting encouragement Maintaining appropriate social support (getting encouragement

and help when needed) and help when needed)

Engagement with life Engagement with life

Social support involves giving and receiving Social support involves giving and receiving positive information, trust, care, love, esteem, positive information, trust, care, love, esteem, network membership, and mutual obligation. network membership, and mutual obligation.

Two kinds of support are important for Two kinds of support are important for successful aging: successful aging: Socio-emotional support (e.g., affection, liking, love, Socio-emotional support (e.g., affection, liking, love,

esteem) esteem)

instrumental support (e.g., assistance or care when instrumental support (e.g., assistance or care when one is ill, help with household chores, transportation, one is ill, help with household chores, transportation, loans, gifts). However, it is best if the support is loans, gifts). However, it is best if the support is mutual: receiving support should be balanced by mutual: receiving support should be balanced by giving support, insofar as is possible giving support, insofar as is possible

HeredityHeredity ‘‘‘‘If you want to live long, choose long-lived parents.’’ If you want to live long, choose long-lived parents.’’

While it is true that genetics can cause inherited While it is true that genetics can cause inherited diseases such as sickle-cell anemia and hemophelia, diseases such as sickle-cell anemia and hemophelia, these tend to take their toll early in life. these tend to take their toll early in life.

If one survives to middle age, one probably has a If one survives to middle age, one probably has a healthy set of genes, and at that age the primary healthy set of genes, and at that age the primary determinants of successful aging become the lifestyle, determinants of successful aging become the lifestyle, psychological, and social factors psychological, and social factors