Developmental Stages: 0-8 Years Old Essay

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Development domains:	Stages:	Teacher’s role and instructional strategies:
Physical	0-1 (an infant): A child acts involuntarily and demonstrates basic reflexes. Gradually, children become able to sit without help, walk, and lift the head. 1-3 (a toddler): Children become capable of walking without help, holding certain objects or throwing them, and using cups and potty-chairs. 3-5 (a preschooler): A child gradually becomes more independent, learns to climb, play with balls, and starts using spoons (Sharma, Sharma, & Saini, 2014). 6-12 (a school-aged child): A child demonstrates motor coordination skills, loses baby teeth, learns to maintain personal hygiene, and plays active games.	TR: physical monitor development and ensuring safety. IS: the use of special exercises, massage techniques, and toys. TR: provide various but safe experiences to help children understand physical space. IS: the use of educational toys for sensory development. TR: help develop physical skills. IS: offer simple exercises and games. TR: monitor the development of the skills. IS: use games to explain personal hygiene.
Socio-emotional (Erikson)	0-2: The basic value is hope; being dependent, a child faces the conflict between trust and mistrust (Chávez, 2016). 2-4: Emphasis is placed on will; children start exploring their families and the outside world to become less dependent (Anthis, 2014). Also, they demonstrate their individuality and develop interests. 4-5: This stage is focused on the concept of purpose. A child wants to understand the underlying intentions of actions and can feel guilty for being rude or aggressive. 5-12: Competence is the basic value of the stage. Children realize they are individuals and learn to apply their skills to collaborate with peers and adults.	TR: single out behaviors destructive to trust. IS: teach parents to provide safety and remain in close contact with the child. TR: help to build effective relations and avoid shame. IS: games to stimulate autonomy. TR: help to show initiative. IS: encourage children to perform daily tasks and praise. TR: help to understand individual strengths. IS: collaborative learning activities.
Cognitive (Piaget)	0-2 (the sensorimotor stage): Children learn to coordinate visual/auditory information with sensory experiences to understand basic things about space. Also, they realize that other objects exist and change on their own. 2-7 (the preoperational stage): Children can demonstrate magical thinking, do not understand ambiguity, cannot see situations through others’ eyes, and are egocentric. 7-11 (the stage of concrete operations): Children learn to understand links between objects and perform logical operations. They develop problem-solving skills but still cannot work with abstract ideas and apply deductive logic (Bolton & Hattie, 2017).	TR: expose to sensory experiences. IS: tactile learning, games. TR: help perform the simplest operations. IS: simple equations, teaching basic math skills. TR: help differentiate between abstract and concrete. IS: use simple induction puzzles.
Creative (Lowenfeld)	1-3: Children find drawing and other creative activities interesting, but they cannot create cohesive pictures. Instead, they produce a series of disconnected elements (Yilmaz, Esenturk, Pala, & Ilhan, 2017). 3-4: Children want to depict the real world, they see people and animals in geometric shapes and lines. 5-6: Children understand that the process of creation requires an algorithm and learn to depict spacial relations. 7-9: Having developed strategies, children focus on creating more realistic images and working on tiny details.	TR: help children enjoy drawing. IS: show pictures, provide materials. TR: help children link experiences to drawings. IS: unite drawing and games. TR: explain the basic rules of drawing. IS: teach to hold pens properly, explain the types of lines. TR: teach to combine lines to create realistic pictures. IS: step-by-step-tutorials.

References

Anthis, K. (2014). Hope, will, purpose, competence, and fidelity: Ego strengths as predictors of career identity. Identity, 14(2), 153-162.

Bolton, S., & Hattie, J. (2017). Cognitive and brain development: Executive function, Piaget, and the prefrontal cortex. Archives of Psychology, 1(3), 1-36.

Chávez, R. (2016). Psychosocial development factors associated with occupational and vocational identity between infancy and adolescence. Adolescent Research Review, 1(4), 307-327.

Sharma, R., Sharma, P., & Saini, S. (2014). A study to assess the physical growth in children of working and non-working mothers. International Journal of Nursing, 2(2), 68-72.

Yilmaz, A., Esenturk, O. K., Pala, S., & Ilhan, E. L. (2017). Sports environment perceptions of preschool children. Science, Movement & Health, 17(2), 147-155.

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