Physical development and emotional development are closely connected. As a child's body grows and matures, her brain is constantly developing new connections based on the thousands of experiences that occur each day in her environment. Every event and outcome in infancy and early childhood is recorded by the brain as a synaptic connection. These synapses are involved in fine and gross motor skills and are an integral part of physical and emotional development.
Birth to 2 Years
During early infancy, most of a baby's physical activity is reflexive. According to developmental biologist Jean Piaget, the first two years of life are the sensory motor stage. Babies adapt and respond to their environment as their increasing physical abilities allow them to explore.
Infants need responsive care. This mean that a parent interprets and responds quickly to a baby's cries. According to psychoanalyst Erik Erikson's emotional development theory, caregiver response or lack thereof will teach an infant to trust or mistrust his environment.
Ages 3 to 5
The period from ages 3 to 5 is particularly important in physical and emotional development. By this time, children can walk unaided and in fact are running almost constantly. They have acquired language, giving them a more sophisticated means of communication; they are in Piaget's preoperational stage in which language and perception is very self-centric. This is also when children transition from diapers to potty training. According to Erikson, children who have positive potty training experiences will develop a sense of autonomy, while children with negative experiences develop shame and doubt.
Ages 6 to 8
Entering a school environment is an important transitional period in childhood development. Physically, the child no longer has a toddler's top-heavy appearance. His motor skills are refined enough to allow for writing, drawing and using tools such as scissors.
Emotionally, the nuclear family is no longer the child's whole world. He must learn to adapt to a new schedule, new rules and interacting with new adults and children. Children at this age have a growing sense of independence and initiative. This stage is often characterized by hero worship, so role models become more important than ever.
Ages 9 to 12
During the prepubescent or middle childhood years, capability for rationalization increases as a child's thinking becomes less self-centric. As she acquires new skills in school, a child develops a sense of capability. However, children who are frustrated in their attempts to learn new skills may feel incompetent or inferior to peers. Concurrently, motor skills have improved and vision has matured, allowing children to participate in more complex physical activities, such as organized sports.
Teen Years
As teenagers deal with puberty and the transition from childhood to adulthood, they return to self-centric thought for a time. They may experience stages of physical awkwardness, particularly during growth spurts. Children at this age are usually more emotional than when they were younger, primarily due to fluctuating hormones. In addition to bodily changes, teens are struggling to develop a sense of identity. They now realize that they have multiple roles depending on their environment. Emotionally, peer groups and interpersonal relationships are of the highest importance to teens.
References
- Zero to Three: Starting Smart--How Early Experiences Affect Brain Development
- SUNY Cortland: Erik Erikson's 8 Stages of Psychosocial Development
- Child Development Institute: Piaget's Stages of Cognitive Development
- Educational Psychology Interactive: Piaget's Theory of Cognitive Development
- Virginia Cooperative Extension: Adolescent Growth and Development
