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Infancy
0-2 years old period where babies increase in weight, height, and develop motor skills. learning how to roll over, sit up, crawl, walk, ect.
4-5 months; Rolling over from stomach to side.
5-6 months; tuning from stomach to back
6-7 months; turning back to their stomach
8-9 months ; Sitting up
9-10 months; crawling
10-12 months; Kneeling
11-14 months; standing
13-16 months; walking -
4-5 months
4-5 months; Rolling over from stomach to side. -
5-6 months
5-6 months; tuning from stomach to back -
6-7 months
6-7 months; turning back to their stomach -
8-9 months
8-9 months ; Sitting up -
9-10 months
9-10 months; crawling -
10-12 months
10-12 months; Kneeling -
11-14 months
11-14 months; standing -
13-16 months
13-16 months; walking -
Childhood
2-11 years old, this stage follows infancy. In your childhood you go through the Preoperational Stage (in Piaget’s theory, the stage during which a child learns to use language but does not yet think logically) and the Concrete-Operational Stage (according to Piaget, the stage of cognitive development during which children acquire the ability to think logically) . -
Early Adolescence (11-14 years)
This is where you grow a lot (growth spurts) and start to develop your sex organs. Primary and secondary sex characteristics. secondary sex characteristics include changes such as the growth of hair on certain parts of the body, the deepening of the voice in males, and the rounding of the hips and breasts in females. These changes are linked to changes in hormone levels. -
Middle Adolescence (15-18 years)
How you act and who you are develops around this time. You develop your behavior and go through physical changes at your own pace. (Some people have their growth spurt here). Most girls have completed the physical changes related to puberty by age 15.
But boys are still maturing and gaining strength, muscle mass, and height and are completing the development of sexual traits. -
Late Adolescence (18-21 years)
Physical development is usually done by now. At this time young adults usually have their own identity. Other emotional developments they make are becoming gradually more emotionally stable, they have a greater concern for others. They have thoughts about their purpose in life and take pride in their work. Socially they have become self-reliant and able to make own decision, more comfortable around parents, and they are interested in and concerned about serious relationships. -
Young Adults (20s to 40s)
Physical and cognitive peak are during this time. You want to try new things, reassess your life, get married, change your relationship with your parents and develop who you are. -
Middle Adult (40s to 65s)
May not be as strong, midlife transition, midlife crisis, searching for something more, big life changes, empty nest, menopause/ no more kids, middle generation. -
Late Adult (65+)
bones aren't as strong, joints stiffen, skin in wrinkled, senses are decreased, cognitive changes, senile dementia, Alzheimer's, vascular dementia, retirement, grandparent hood, searching for value in life, maybe a change in where you live (retirement home or smaller house). -
Jean Piaget Theory 1
Jean Piaget (1896–1980) is probably the best-known researcher in the area of children’s cognitive development. When Piaget was in his early 20s, he was employed at the Binet Institute in Paris. At the institute he worked on the Binet intelligence test, trying out potential test questions on children. Before long, Piaget realized that the children he questioned gave certain types of wrong answers and that these wrong answers fit patterns from child to child -
Jean Piaget Theory 2
Piaget was so interested in these patterns that the study of children’s thinking became his life’s work. Piaget believed that human beings organize new information in two ways: through assimilation and through accommodation. Assimilation is the process by which new information is placed into categories that already exist. -
Jean Piaget Theory 3
Accommodation is making a new association with an object. Like a child separating dog from cat by being corrected.
Piaget theorized that children’s thinking develops in a sequence of stages. Some children are more advanced than others at a given age, but the developmental sequence is the same for everyone. Piaget identified four stages: sensorimotor, preoperational, concrete operational, and formal operational. -
Jean Piaget stages pt 1
Sensorimotor stage; according to Piaget, the stage during which infants know the world mostly in terms of their sensory impressions and motor activities. Preoperational stage; in Piaget’s theory, the stage during which a child learns to use language but does not yet think logically. -
Jean Piaget stages pt 2
Concrete-operational stage; according to Piaget, the stage of cognitive development during which children acquire the ability to think logically.
Formal-operational stage; according to Piaget, the stage of cognitive development during which people begin to think logically about abstract concepts -
Kohlberg’s Theory of Moral Development
Psychologist Lawrence Kohlberg (1927–1987) devised a cognitive theory about the development of children’s moral reasoning. He explained it with a story of a woman that needs medicine but her husband didn't have the money for it. The theory is about if the kids think its right or wrong for him to steal the medicine for his wife. The answers depend on their age and moral development. Kohlberg was not particularly interested in whether children thought Heinz was right or wrong. -
Kohlberg’s Theory 2
More important to him were the reasons why children thought Heinz should or should not steal the drug. He classified these reasons according to levels of moral development. As a stage theorist, he believed that the stages of moral development always follow a specific sequence. Children advance at different rates, however, and not everyone reaches the highest stage. He theorized that there are three levels of moral development and two stages within each level. -
Kohlberg’s Theory 3 (The Preconventional Level)
Through the age of nine, most kids are at Preconventional level of moral development. In this stage moral reasoning is based on their judgments on the consequences of behavior. first stage, children believe that what is “good” doesn't get you in trouble. So kids in stage 1 would say Heinz was wrong because he stole and got arrested. At stage 2, “good” is what satisfies a person’s needs. Stage 2 reasoning holds that Heinz was right to steal the drug because his wife needed it. -
Kohlberg’s Theory 4 (The Conventional Level)
People at the level of conventional moral reasoning make judgments in terms of whether an act conforms to conventional standards of right and wrong. These standards derive from the family, religion, and society at large. At stage 3, “good” is what meets one’s needs and the expectations of other people. Moral behavior is what most people would do in a given situation. Both conclusions show conventional thinking. Kohlberg found stage 3 moral judgments most often among 13-year-olds. -
Kohlberg’s Theory 4 pt 2 (The Conventional Level)
Stage 4 moral judgments are based on maintaining the social order. People in this stage have high regard for authority. Stage 4 reasoning might insist that breaking the law for any reason sets a bad example and undermines the social order. Stage 4 judgments occurred most often among 16-year-olds. -
Kohlberg’s Theory 5 (The Postconventional Level)
Postconventional reasoning is based on a person’s own moral standards of goodness. Moral judgments reflect one’s personal values, not conventional standards. Stage 5 recognizes that laws represent agreed-upon procedures, that laws have value, and that they should not be violated without good reason. But laws cannot bind the individual in exceptional circumstances. -
Kohlberg’s Theory 5 pt 2 (The Postconventional Level)
Stage 6 reasoning regards acts that support human life, justice, and dignity as moral and good. People at stage 6 rely on their own consciences. They do not necessarily obey laws or agree with other people’s opinions.
