Developmental Changes Chart

Age Group Physical Cognitive Social- Practice or Strategy

Emotional
Early - Gross motor skills - Developing use of - Gender -Implement F.M.S. (Fundamental
developing i.e. run, language awareness Movement Skills) program or similar.
Childhood
jump, hop - Uses pretence or - Beginning to - Use Upper Primary students as
2-6 Years
- Develop mimic to demonstrate facilitators.
handedness communicate care for others - Use a set day for activities each
- Fine motor skills - Speech (how they think week.
developing modification and feel) Use English Learning Area to enhance
i.e. draw, write, tie - Demonstrate an -Develop cognitive experience (recount, draw,
shoelace interest in learning friendships write)_
- Lose baby fat - Use N.B. Programs could be adapted by
- Physical imaginative play trained personnel to cater for non-
proportions begin to - Be assertive school aged children for use at
change about Playgroups or Child Care Centers.
- Brain and nervous preferences
system developing
rapidly
- Concepts of self
developing i.e.
personal hygiene
Middle - Play organized - Ability to solve -Form peer -Set up Independent Learning Centres
sport using more concrete problems relationships (can be related to theme or topic)
Childhood
difficult gross -Uses logic, - Involved in -Each activity would focus on a
6-10
motor skills classification and competitive particular skill. For example;
Years - Become faster, progression activities and Table One;
stronger and more - Understands laws adhere to rules Classification of Plants, Animals &
coordinated of conservation Basic moral Minerals; photographs put into the
- Become more - Keener rules understood correct group.
adept at fine motor metacognition - Awareness of Table Two;
skills (CliffsNotes, 2010) personal abilities Floating or Sinking. Student predicts
- Begin to use compared to what object will do and progresses to
mnemonic devices or others testing stage and classifies.
memory strategies Table Three;
(CliffsNotes, 2010) Memory Games where students have
- Co-operative pictures of class members for example
learning and put them to a name.
Table Four:
Tweezers and beads student picks up
beads with tweezers.
 References

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http://www.CliffsNotes.com/study_guide/topicArticleId-26831,articleId-26773.html retrieved 4 March,
2010.
CliffsNotes.com. Physical Development:Age2-6. 3 Mar 2010 from

http://www.CliffsNotes.com/study_guide/topicArticleId-26831,articleId-26772.html retrieved 4 March,

2010.
CliffsNotes.com. Cognitive Development:Age7-11. 3 Mar 2010 from

http://www.CliffsNotes.com/study_guide/topicArticleId-26831,articleId-26782.html retrieved 4 March,

2010.
CliffsNotes.com. Social Cognition.Development:Age7-11. 3 Mar 2010 from

http://www.CliffsNotes.com/study_guide/topicArticleId-26831,articleId-26785.html retrieved 4 March,

2010.
CliffsNotes.com. Physical Development:Age7-11. 3 Mar 2010 from

http://www.CliffsNotes.com/study_guide/topicArticleId-26831,articleId-26781.html retrieved 4 March,

2010

McDevitt, T.M. & Ormrod, J.E. Child Development and Education. (p.24-25). Upper Saddle-River, New
Jersey: Pearson Education Inc.

Woolfolk, A. Educational Psychology. (p. 32-33; p. 52) Boston, MA: Pearson Education Inc.

pbs.org (2010). The ABCs of Child Development: Social and Emotional Development . Retrieved on Mar 4,
2010 from http://www.pbs.org/wholechild/abc/social.htm