Module I: Summary
This table summarises from the Module the developmental milestones in the broad stages of early childhood, middle childhood and adolescence.
Note that while we discuss development in separate domains, in reality these domains overlap and mutually influence one another. Draw
connecting lines between the cells in a row, exploring how developments in one domain support or prompt those in another. For example, why in
adolescence do we see formal operation thinking in the cognitive domain, coordination of movement in the physical domain, and use of abstract
language such as metaphors in the language domain? What other links can you find in adolescent development? What role does school play in
ushering in changes in the middle childhood and adolescent years?
Infancy
Physical
development
Language
development
Cognitive
development
Social
development
Emotional
development
Moral
development
Walking around 1
year.
Pre-linguistic
communication. First
words around 1 year.
Object permanence
around 9 months.
Sensory-motor
thinking Children’s
thinking dominated
by their sensory and
motor experiences.
Infant self concept
tied to primary
caregiver. Separate
self around 15
months, followed by
a growing ability to
coordinate behaviour
with that of a partner.
Reliant on caregiver
to regulate emotion.
By 3 months, can
interpret emotional
cues from caregiver.
Self conscious
emotions such as
shame and guilt don’t
appear until there is
a separate sense of
self, and initially
occur in response to
the influence of
adults.
Reliant on caregiver
to determine what is
right or wrong.
Fast development of
the brain in the first
two years.
Erikson’s trust vs.
mistrust stage.
© Cengage Learning Australia 2010
Early
childhood
Physical
development
Language
development
Cognitive
development
Social
development
Emotional
development
Moral
development
Development of
gross and fine motor
skills.
Errors in use of
vocab such as overgeneralisation,
overextension,
underextension
reflect processing of
language rules.
Symbolic thought.
Self concept tends to
be concrete, based
on appearance and
favourite activity.
Self-esteem is high
but unrealistic (and
resistant to
modification by
experience).
Children determine
an individual’s
emotional response
from the current
context. Limited
understanding that
self and others have
different thoughts
and feelings.
Empathy and
prosocial behaviour
occur, in terms of
what the child would
like in that situation.
Tend to act in selfinterest.
Emergent literacy.
Preoperational
thinking.
Appearance
dominates
perceptions and
understanding.
Egocentric thinking –
limited ability to take
others’ perspective,
or to coordinate two
perspectives
Play is increasingly
interactive.
Friendships develop
with those who
spend time together.
Erikson’s autonomy
vs. shame and
doubt, and initiative
vs. guilt stages.
© Cengage Learning Australia 2010
Middle
childhood
Physical
development
Language
development
Cognitive
development
Social
development
Emotional
development
Moral
development
Increases in flexibility
and eye-hand and
foot- hand
coordination.
Complex grammar
develops with large
increase in
vocabulary.
Metalinguistic
awareness develops,
with focus on
language rules, and
language play.
Concrete operational
thinking. Children
able to think logically
about concrete
objects. Can take
another person’s
perspective and
coordinate two
perspectives.
Self concept is a mix
of concrete and
abstract descriptions.
Tends to be absolute
(‘I am clever. I’m
good at sport’).
Comparison with
peers influences selfesteem, which
becomes more
realistic.
Can predict
emotional responses
of others based on
past experience.
Understand that
others have different
perspectives, at first
in terms of different
information, and later
being able to take
the other’s
perspective to view
their own actions.
Concern with rules,
and obeying
authority. Concern
for others prompts
prosocial moral
reasoning and
behaviour.
Literacy
development.
Friendships more
exclusive, with
loyalty, trust valued,
though similarity is
important.
Increased
sophistication in play,
play involving rules.
Erikson’s industry vs.
inferiority stage.
© Cengage Learning Australia 2010
Emotions managed
through action.
Physical
development
Adolescence Coordination of
movement comes
with more complex
linking networks in
the brain
Puberty brings rapid
increases in height
and weight, along
with development of
sex organs.
Language
development
Cognitive
development
Social
development
Emotional
development
Moral
development
Mastery of complex
grammatical and
vocab forms. Use of
figurative speech and
multiple meanings.
Increases in
metalinguistic
awareness.
Formal operational
thinking – children
can think in the
abstract, and beyond
themselves and their
experiences.
Abstract, complex
descriptions of self
are added to
concrete (‘I am
usually kind.
Sometimes I…,
When I am with my
friends I …’).
Ability to observe a
situation as a third
party, considering
their own and other’s
feelings from this
external perspective.
Emotion managed
through thought.
Self-consciousness
and drop in selfesteem at the start of
adolescence.
Friendships more
stable, enduring,
decreasingly reliant
on similarity.
Intimacy and selfdisclosure valued.
Adolescent
egocentrism (focus
on self and own
needs).
Developing ability to
reason about higher
principles to judge
what is right or wrong
independent of rules.
Awareness of
people’s motives as
well as actions.
Dignity, rights and
equality are
important.
Organised play.
Erikson’s identity vs.
role confusion stage.
© Cengage Learning Australia 2010