PHYSICAL DEVELOPMENT COGNITIVE DEVELOPMENT SOCIO-EMOTIONAL DEVELOPMENT

 PRENATAL
 Nature and nurture are both  Executive function refers to a variety of Social-emotional development includes :
important in the development of all interdependent skills that are necessary
stages of human life.  to perform goal-directed activities such  the child’s experience,
 We start as a single cell that contains as making plans and purposefully  thild expression,
all the genetic information that we integrating past knowledge and present  management of emotions
 the ability to establish positive and
will need for our entire life.  information. It had been believed that rewarding relationships with others.
 Prenatal development spans three such skills were not expressed until later  It encompasses both intra- and
stages. in our development, such as during interpersonal processes.
 Gestation begins with conception and adolescence. However, evidence
lasts until the fertilized egg is indicates that cognition begins to The core features of emotional development
implanted in the uterus (around two develop as early as in the womb. include
weeks).  Our cognitive development is influenced
 The embryonic stage marks the by our prenatal environment.  A healthy  the ability to identify and understand one’s
development of the major organs and fetus requires oxygen, protein and own feelings,
limbs (two weeks to ten weeks after micronutrients. Conversely, the  to accurately read and comprehend
conception). absorption of toxins such as alcohol, lead emotional states in others,
 to manage strong emotions and their
 The fetal stage lasts from the eleventh and tobacco can have negative
expression in a constructive manner,
week to birth.  During this stage the neurological effects that last a lifetime.  to regulate one’s own behavior,
development of all organs continues  The baby’s physical environment has the  to develop empathy for others, and
and the fetus grows in size and strongest effect on its prenatal  to establish and maintain relationships. 
weight. development. There is no evidence that
 Environmental factors pose risks at non-physical stimuli such as exposing
different stages of development. the baby to classical music in utero will
raise a child’s IQ

 PRESCHOOLERS

 Muscle control, balance, and  asking questions  Regulating one’s own behavior and
coordination (climbing ladders,  developing an increased attention span emotions
opening doors, and putting on coats)  problem solving  Developing friendships with other
 Body awareness (sitting next to a  visual discrimination, matching, children and healthy relationships with
friend rather than in her lap) comparing,  sorting, and organizing adults
  Wellness, rest, exercise, health, and  understanding fact and fiction (or the  Creating a positive personal identity
nutrition (healthy lifestyles and difference between a truth and a lie) (liking oneself and building confidence,
living)  understanding cause and effect for example)
 Self-help skills (feeding, brushing  simple reasoning  Developing a working memory,
teeth, dressing, and washing hands, curiosity for the world, and persistence
for example  Participating and engaging in learning

 PRIMARY PUPILS
 The Concrete Operational Stage  industry-childs involvement in long
 Height and weight
situation where patience is needed
 everything that a person experienced
 Brain Development
and gained is a coninuous process of  inferiority - child gets a feeling of
 Gross Motor Skills
failure
assimilaion and accomodation
 Fine Motor Skills
 intellectual ability is not the same at  school experiences become the priority,
 Sensory and Perceptual Development
with children so busy doing work
different stages
 Language Development school work
 they are open to accept information but
 Health
 enjoying childhood years with friends
having a hard time to reverse it or
 Enjoy doing real life tasks
confused  ability to interact positively in the
 Physical growth is slow but steady
world
 can apply inductive logic

 HIGH SCHOOL
 The rate of growth is rapid and Adolescent socio-emtional development is  The physical changes of the brain that
uneven, with a different pace and rate often described as the process of establishing occur during adolescence follow
of change for each individual. a sense of identity and establishing a role and typical patterns of cognitive
purpose. It is an outwards sense of oneself. development.
 Physical changes include increases in
height, weight, and internal organ  Body image is a key factor in developing  They are characterised by the
 size as well as changes in skeletal and a sense of self and identity, especially for development of higher-level cognitive
muscular systems. girls, and the family and increasingly functioning that aligns with the
peers play an important role assisting changes in brain structure and
 Puberty occurs in early adolescence, and supporting the adolescent to function, particularly in the prefrontal
triggered by the release of hormones achieve adult roles. cortex region.
which lead to the development of
primary sex characteristics  Risk-taking is a natural part of the  The structural and functional brain
(genitalia) and secondary sex adolescent journey. changes affect the opportunity for
characteristics (eg breast increased memory and processing.
development in girls; facial hair in  Developing and demonstrating
boys). The increased hormone individual emotional assets such as  They may also contribute to
production affects skeletal growth, resilience, self esteem and coping skills is vulnerability, such as risk taking and
hair production, and skin changes. heightened during adolescence because increased sensitivity to mental
of the rapid changes being experienced. illness.In recent years data from
 Physical changes are visible to all and developmental neuroimaging has
highlight the range and pace of  Schools are important sites for social enabled greater understanding of the
change. This sometimes leads to and emotional learning and have changes that occur in the human brain
adolescents feeling more or less developed policies and programs around during adolescence.
mature than others. student wellness, often with a focus on a
strengths-based approach.  This data points towards a second
 Physical development growth spurts window of opportunity in brain
occur about two years earlier in girls Social development and emotional development. Adolescence is a sensitive
than boys development are closely intertwined as young brain period, that is a time when brain
people search for a sense of self and personal plasticity is heightened
identity.