Child Development: A Comprehensive Guide to Stages and Theories
Child Development Stages and Theories
The Game
Baby
Your baby enjoys playing alone. Physical movements are random and not purposeful.
Walking-Age Child (Toddler)
The toddler enjoys playing independently with toys. In particular, they like to play with toys that include body movement.
Preschooler
The preschooler enjoys watching their peers and imitating others, and interacts only with some people actually playing.
School-Age Children
Children in school age begin to borrow and lend toys. This age group often begins with the simulation game. During this period, there are two predominant types of games:
Symbolic Play (6-7 years)
Has an argument representing a real-life situation. The child assumes certain roles, using substitutes or imaginary objects to represent and resemble the adult.
Rule-Based Games (8-11 years)
Implies respect for social cooperation and the rules; there are penalties when they are violated. This game is going to persist into adulthood.
Teen
Teens enjoy games and sports competitions. The objective of this age group is social contact.
Adoption of Perspectives
Egocentric Point of View (3-6 years)
The child understands the difference between “me” and “not me,” but is unable to distinguish their perspective from others. They can label the feelings of others but sees no cause-and-effect relationship between reasons and social actions.
Adoption and Company Outlook (6-8 years)
Realizing that others have a perspective based on their own reasoning, which may or may not be similar to yours, yet focuses on one, cannot coordinate various points of view.
Adoption of Self-Reflexive Perspective (8-10 years)
We know the perspective of others and influence one another, recognizing that taking the place of others is a way of knowing their intentions, purposes, and actions. Is able to coordinate perspectives.
Mutual Adoption of Perspectives (10-12 years)
It is able to go outside the dyad and see their interactions from the perspective of a 3rd person.
Adoption of Socio-Conventional Perspectives (13+ years)
He realizes that the mutual adoption of perspectives does not always lead to a complete understanding. Social conventions are seen as necessary because all members understand the group, regardless of their position, role, or experience.
Psychosocial Theory (Erikson)
1. Basic Trust vs. Distrust (From birth to approximately 18 months)
It is the physical feeling of confidence. The baby receives warmth from the mother’s body and her loving care.
2. Autonomy vs. Shame and Doubt (From 18 months to 3 years approx.)
This stage is linked to muscle development and control of body eliminations. The baby begins to control a growing sense of affirmation of the will.
3. Initiative vs. Guilt (From 3 to 5 years approx.)
The third stage of the Initiative is given at the age of the game; the child develops activity, imagination, and is more energetic and talkative. They learn to move more freely and wildly, their knowledge of language is refined, better understood, and constantly asks questions, which lets you expand their imagination.
4. Industry vs. Inferiority (From 5 to 13 years approximately)
It is the stage when the child begins their preschool and school education. The child is eager to do things with others, sharing tasks, or planning to do things. Comes to feel dissatisfied and unhappy with the feeling of not being able to do things and do them well and still not perfect.
5. Search of Identity vs. Identity Diffusion (From 13 to 21 years approximately)
The person is faced with the discovery of who you are, what you do in life, and where it goes. Parents should let them explore different roles and different paths within them.
6. Intimacy versus Isolation (From 21 to 40 years approximately)
Intimacy is the ability to be close to others because you have a sense of who you are, not afraid of “losing” yourself. Erikson speaks of maladaptive behaviors.
7. Generativity versus Stagnation (From 40 to 60 years approximately)
Period dedicated to the upbringing of children. The main task here is to achieve an appropriate balance between productivity and stagnation.
8. Integrity versus Despair (From about age 60 until death)
Turns their eyes back to evaluate what they have done with their lives. If the assessment is positive in the evaluation of the different areas that have been developed, it will generate a sense of satisfaction, integrity, and achievement.
Moral Development
Moral development refers to the set of thoughts, feelings, and behaviors related to the criteria of good and evil. Moral development has two dimensions:
Intrapersonal
The value system of a person’s sense of self. Regulates the activities of a person when they are not involved in interactions.
Interpersonal
What people should not do in interaction with others. Regulates social interactions and arbitrates in disputes.
Moral Development (Piaget)
Heteronomous Morality (4-7 years)
Justice and the rules are seen as immovable properties of the world beyond the control of people.
Judge the goodness or appropriateness of a behavior in terms of its consequences, regardless of their intentions.
The Moral Self (10 or more years)
Aware that the norms, rules, and laws are created by people and that in judging an action, you must take into account the intentions, apart from the consequences.
They are capable of creating new rules in a game.
Between 7 and 10 years are a transition between these two forms of moral thinking, presenting features of both.
Moral Development (According to Kohlberg)
Level 1 (Before 9 years) – Preconventional Reasoning
Shows no internalization of moral values. Moral reasoning is controlled by external rewards and punishments.
Stage 1: Heteronomous Morality
Morality linked to punishment. We obey out of fear of punishment.
Stage 2: Individualism, Instrumental Purpose, and Exchange
Pursue their interests, but also let others do the same.
Level 2 (From 10 years) – Conventional Reasoning
Internalization is intermediate. Adhere to certain principles or criteria (internal), which are the criteria of others (external).
Stage 3: Interpersonal Expectations, Relationships, and Interpersonal Conformity
Value the trust, care, and loyalty to others as a basis for social judgments. They adopt the moral standards of their parents to be seen by them as “good.”
Stage 4: Social Systems Morality
Social judgments are based on understanding the social order, law, justice, and duty.
Level 3 (From 20 years) – Postconventional Reasoning
Morality is completely internalized and not based on other criteria. Recognizes the existence of other alternative moral choices, explore different options, and decide based on a personal moral code.
Stage 5: Social Contract and Utility and Individual Rights
Argue that the values, rights, and principles underlie or transcend the law.
Stage 6: Universal Ethical Principles
Moral judgments based on universal human events. When faced with a conflict between law and conscience, follow your conscience even if it means personal risk.
Tasks Children Should Achieve
Start a gradual process of autonomy and independence from parents, enabling them to integrate into new environments.
Motivation to learn.
Learn the skills required for their development in the adult world.
Learning to regulate their conduct according to the situation where you are.
Adapting to social norms.