Children’s Developmental Stages

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K-2ndGrade 3rd-5thGrade 6-8thGrade
Cognitive Possess object memory and the growth of early problem-solving abilities. Signs of logical thinking. They appear to enhance the sense of self (Driscoll, 2013). The emergence of abstract reasoning and understanding of social concerns.
Linguistic Utilize specific linguistic variations to indicate that they are playing. Employs particular postures, gestures, and tones of voice. Significantly higher levels of verbal interaction. Ability to form questions and present answers (Cowie, 2019). Ability to utilize grammatical rules and understand metaphorical language (Driscoll, 2013).
Social Signs of the centrality approaches emphasize one aspect of the event (Driscoll, 2013). Show independent and critical thinking but depend on peer standards—rebel against authority. Grows in intuition and understanding of themselves and others (Cowie, 2019).
Emotional The early stage of development of reasoning and concentration. A broad spectrum of feelings is easily expressed, and empathy is evident. Have a wide variety, and intense emotions
are temperamental and quickly irritated.
Physical Express a variety of tension-releasing activities, such as crying. Engage in games (Cowie, 2019). Possess and express a high activity level (Driscoll, 2013). The beginning of puberty provokes rapid growth and physical development in a child.

Understanding the matrix of children’s developmental stages provides various advantages for the future profession and teacher’s strategies arrangement. The matrix can mainly provide guidance to manage the most relevant point to focus on. For instance, the need for group activity and peer interactions in 3rd-5th grade, accompanied by a rebellious attitude towards authority and parents, can help to develop a more efficient collaborative approach during this age (Burneo-Garcés et al., 2019). It will help children to deepen their social abilities and shift the center towards learning through the comfortable surrounding of peers. A similar methodology can be utilized according to the needs of other age groups and their strength in cognition or social engagement.

In addition to general needs, the matrix also can be the guide to determining individualized approaches for students. For instance, following the wildly accepted pattern, choosing children with diverse developmental processes is easier. It will help to detect faster and address specific issues or behaviors to regulate each child’s growth or personal needs. Similarly, the guide helps the teacher evaluate the class’s interests and provides tactics to enhance the most relevant parts of the personality. For instance, in my future practice, I will address the emergence of abstract reasoning in 6th-8th grades through cognitive exercises and reflective activities, such as conceptual evaluation and hypothetical depictions.

References

Burneo-Garcés, C., Cruz-Quintana, F., Pérez-García, M., Fernández-Alcántara, M. Fasfous M. & Pérez-Marfil L. (2019) . Developmental Neuropsychology, 44(1), 1-16. Web.

Cowie, H. (2019). From birth to sixteen. Children’s health, social, emotional, and linguistic development. Routledge.

Driscoll, M. P. (2013). Psychology of learning for instruction (3rd ed.). Pearson Education.

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