brief description

3. CHILDHOOD
Begins when the relative dependency of babyhood is over at the age of
2 years extends to the time when the child becomes sexually mature.
 Childhood is divided into two separate periods :
EARLY and LATE CHILDHOOD
-Early childhood extends from two – six years and late childhood extends
from
six to the time child becomes sexually mature(generally upto 12 years).

4. PARENTS EDUCATIONIST PSYCHOLOGISTS
EARLY CHILDHOOD  Problem
/troublesome
age
 Toy age
 Preschool age  Pre-gang age
 Exploratory,
imitative and
creative age
LATE CHILDHOD  Most
problematic
age
 Quarrelsome
age
 Elementary
school age
 Gang age
 Age of
conformity
 Creative and
play age

5. DEVELOPMENT
AL
CHARACHTERIS
TICS
EARLY CHILDHOOD LATE CHILDHOOD
P
H
Y
S
I
C
A
L
 The average annual increase in
height is 3 inches. By the age of
six ,the average child measures
46.6 inches.
 The average annual increase in
weight is 3-5 pounds(weighs 7
times as much as they did at
birth).Average girls weighs 48.5
pounds; Average boys weighs
49 pounds.
 Baby looks disappears.
 The muscles become stronger ,
larger and heavier.
 During the fist 4 – 6 months of
early childhood, the last four
baby teeth-the back molars –
erupt.
 The brain size increases from
70% of its adult weight to 90%.
 The period of late childhood
involves slow consistent growth.
 During this period , children grow
an average of 2-3 inches a
year;girls-58 inches, boys- 57.5
inches.
 Children gain about 5-7 pounds a
year.
 Muscle mass and strength
increases.
 Skeletal bones lengthens. Skeletal
growth is also associated with
losing baby teeth.
 Brains and nervous system develops
and becomes more complex. By the
age of 8-9 yrs, the brain is nearly
adult size.

6. DEVELOPME
NTAL
CHARACHTE
RISTICS
EARLY CHILDHOOD LATE CHILDHOOD
P
H
Y
S
I
C
A
L
Also develops some
motor skills such as
hoping, jumping,
climbing, dancing and
handedness (tendency of
using one hand than the
other).
Motor skills continue to
refine. Children love to
run, jump, leap, throw,
catch and balance. They
become faster, stronger,
better coordinated.
They also improve
resistance to common
illness.

7. DEVELOPMEN
TAL
CHARACHTE
RISTICS
EARLY CHILDHOOD LATE CHILDHOOD
C
O
G
N
I
T
I
V
E
 It is Piaget’s pre-operational
stage.
 Child gains the ability to
mentally represent an object
that is not physically present.
 The progress in symbolic
thought continues.
 Egocentrism: Children see the
world only in terms of their
own view.
 Animism: Think that all the
things are living.
 Develops intuitive thoughts.
 It is Piaget’s concrete
operational stage.
• Can perform concrete
operation, reason logically.
• Ability to classify .
• Ability to logically combine
relations to understand certain
conclusions(Transitivity).
• Seriation (ability to order
stimuli along quantitative
dimensions).
 Appreciates others views which
declines his egocentrism.
 Develops reversible mental
actions.

8. DEVELOPMENTAL
CHARACHTERISTI
CS
Early childhood Late childhood
C
O
G
N
I
T
I
V
E
Stage is also
characterized by
children having a
tendency for
centration,i.e. focusing
on a single
characteristic for
understanding an
event.
Remembers familiar
and repeated events .
Learn problem solving
skills and ability to learn
from and adapt to life’s
everyday experiences.
 Develops critical as well
as creative
thinking(both
convergent and
divergent).
 Long term memory
increases with age
during this period.

9. DEVELOPME
NTAL
CHARACHTE
RISTICS
Early childhood Late childhood
S
O
C
I
A
L
 To identify themselves with the
group , children imitate the
attitude of a person whom they
admires.
 The desire to excel begins.
 By the end of 3 yrs, cooperative
play and group activities begin to
develop.
 Sympathy and empathy
develops in them.
 They discover sharing as one
way to get social approval.
 Develops affections towards the
people outside the home ,i.e.
teacher or some intimate
objects.
 Period is often called as gang
age.
 Don’t want to depend upon
restricted environment of
home, wants to be in the wider
social world of peers and
craves or social approvals.
 In this process, envy, jealousy,
aggressiveness etc. are clearly
expressed in child’s behavior.
 Children’s group tend to
expand and to become highly
organized.
 Social skills such as sharing,
communication and conflict
resolution are further develop.

10. DEVELOPMENT
AL
CHARACHTERI
STICS
Early childhood Late childhood
S
O
C
I
A
l
Children’s social
horizons are limited
mainly to the home,
they are often selfish
and egocentric.
Children show off in
front of their friends
and family to gain
attention.
Decision making
power increases.
Children may tend to
still show off in front
of their friends and
family to gain
attention.

11. DEVELOPMENTAL
CHARACHTERISTIC
S
Early childhood Late childhood
E
M
O
T
I
O
N
A
L
 Early childhood characterized
by heightened emotionality.
 Children’s emotion last only
for few minutes.
 They express anger through
crying, screaming, kicking,
jumping etc.
 Response to fear include
running away and hiding,
crying etc.
 They become jealous when
they think parental attention
are shifting towards someone
else.
 They express their joy by
smiling and laughing,
clapping, jumping etc.
 Increased self regulation is one
of the most important
characteristic of late childhood.
 Increased understanding of
complex emotions such as
pride and shame.
 Increased ability to suppress or
conceal negative emotional
reactions.
 As child gets older, he uses a
greater variety of coping
strategies.

12. DEVELOPMENTAL
CHARACHTERISTIC
S
ROLE OF SCHOOL ROLE OF TEACHER
P
H
Y
S
I
C
A
L
C
O
G
N
I
T
I
V
e
 Healthy child shows good
academic results . Schools must
have programs about health
sciences like participation in
sports, games and physical
exercises .
 Child must informed about
personal hygiene and cleanliness
in school.
 Students should not be taught
with the same method in same
atmosphere. School should have
program for learning outside the
classroom for better cognitive
development.
 Teacher must have knowledge to
deal with grown up children and
they must adopt different
methods for treatment of the
students in various classes.
 He should keep records of physical
development of his students .
 Teacher should make
heterogeneous groups of children
to increase their cognitive power.
 Interesting and pleasant method
of teaching ensures the proper
cognition of the child.

13. DEVELOPMENTAL
CHARACHTERISTI
CS
ROLE OF SCHOOL ROLE OF TEACHER
C
O
G
N
I
T
I
V
e
S
O
C
I
A
l
 School should provide all special
facilities for mentally retarded
students.
 Schools should provide useful
materials such as good books,
magazines and other internet
facilities for development of
creative thinking of children.
 Function of education s to produce
good citizens for the society .
Success of the school reflects if a
child is socially developed.
 Duty of school is to provide
facilities for social development of
the child.
 School instills sociable practices
such as empathy, friendship,
participation, sharing etc.
 Teacher should treat MR students
with care and love.
 Teacher should stress on creative
thinking of students.
 Teacher must know different
methods of teaching to deal
individual differences.
 Teacher should make them learn
all social behaviors and norms.

14. DEVELOPMENT
AL
CHARACHTERIS
TICS
ROLE OF SCHOOL ROLE OF TEACHER
E
M
O
T
I
O
N
A
l
 School should have
arrangement of activities
like: boxing, wrestling,
debating etc. which
provides appropriate
release of hidden emotions.
 Interaction with peers and
teachers make a child
emotionally strong.
 Teacher should behave in a
friendly manner with children
in order to understand their
emotions.
 He should arrange some
healthy competition for their
emotional development.