Child Development Chart

Cognitive Characteristics

Social/Emotional

Characteristics

Language Development

Characteristics

Physical

Development

Characteristics

Age 3

1. Know their own name, gender and

2. Follow two to three step instructions

3. Have a rich fantasy life and active imaginations. 1.

1. Begins to develop and express a sense personal preferences and of individuality.

2. Shows progress in expressing opinions, needs and feelings, needs, and opinions without harming. 2.

3. Creates real friendships, even though they may not understand the concept of friendship. 2

1. Quickly learn new words and can name common objects.

2. Understand most of what they hear.

3. Are still not capable of fully express their feelings with words. 1

1. Have gained about 2 kg since their last birthday.

2. Prominent belly gradually flattens and they begin to look leaner.

3. Have a whole set of baby teeth. 1

Age 4

1. Can count ten or more objects

2. shows better understanding of the concept of time

3. Knows about common things used at home

1. Experiences a wide range of emotions

2. Become less ego-centric

3. Begin showing attachments.

1. Better able to carry on a conversation.

2. May enjoy rhyming, singing and making up words.

3. understands some basic rules of grammar. 3.

1. Weighs about 40 pounds

2. Height that is twice the birth length

3. Shows improved balance

Age 5

1. Creative and imaginative problem solvers.

2. They can solve more abstract challenges.

3. They participate in a range of new experiences. 4.

1. They can manage social situations and feelings with greater independence.

2. They also have enhanced skills for forming and maintaining friendships

3. Being accepted by a group becomes more important. 4

1. They can articulate words clearly and speak complex and compound sentences.

2. They can use correct grammar and have few vocabularies.

3. Children this age enjoy initiating conversations4.

1. They are energetic and seek active games.

2. They have increased abilities to balance and coordinate movements.

3. They demonstrate mature form in walking and running as well as quality movements 4

Age 6

1. They have rapid development of mental skills.

2. They still prefer structured activities over open-ended activities

3. They continue to require constant direction from adults. 2

1. They are more independent from parents and family. They begin to see as more autonomous capable of basic independence.

2. They develop a sense of security and are very reliant on "secure base" relationships with adults.

3. Show an improved awareness of own and others' emotions. They can express needs and wants in suitable ways, but may express self spontaneously.3

.

1. Their language skills become increasingly complex throughout the year.

2. Their language moves beyond communication and their vocabularies rapidly increase.

3. They develop independent reading skills. They can use complex grammatical forms accurately and their pronunciation of words becomes clear. 1

1. They demonstrate coordinated motor skills such as the ability to ride a bicycle

2. They can move in time with a beat or music.

3. They start to lose their baby teeth around this age.1

.

Age 7

1. At this age, they show the beginnings of logical reasoning and gain better understanding of mental operations. They can approach a problem and consider different outcomes.

2. They utilize more time and energy into executing tasks in the predictable manner.

3. They can infer another person’s thinking or begin taking another person’s point of view spontaneously and independently. 1

1. They take pleasure having and making friends and enjoy imitating the actions of friends and peers at school.

2. They normally prefer structure and routines but may also choose to work or play independently when aggravated.

3. They often choose to play games with rules and are likely to treat others with respect during play. 1

1. Their language skills reflect the improved impact of language and literacy instruction.

2. They demonstrate enhanced recognition of language's dimensions, such as its patterns, sounds, uses and meanings.

3. The show ability to manipulate symbolic elements and have control over symbolic play and written language. 1

1. Demonstrate well-developed coordination and are keen to show off physical abilities.

2. May develop enthusiasms for actions such as swimming, climbing, dancing, skateboarding or playing sports. They are eager to exercise and improve their skills

3. Fine motor skills develop fast and they can now write clearly, dress easily, and use implements such as scissors well. They often enjoy craft work, painting, model-making and drawing. 1

Age 8

1. Metacognition begins to develop across this age. They develop the ability to learn, to know what they need to do to better and understand.

2. They develop a longer attention span

3. Are willing to carry out more responsibility

1. When interacting with others, they enjoy sharing their viewpoints on a topic.

2. They demonstrate a clearly developed sense of self-worth. They understand the concept of masking emotions and can use different strategies to deal with challenging situations.

3. They continue relying on adults for a sense of security, but like their independence and often express it. 4

1. They demonstrate enhanced skills and strategies to read fluently with sense and purpose.

2. They utilize comprehension and vocabulary strategies to many texts and can easily check on and enhance their comprehension as required.

3. They can apply their knowledge of vocabulary, text structures, and the world to comprehend and communicate.2

1. Physically, the practice and play done in the past years begins to manifest itself in skillfulness.

2. Motor skills like catching, throwing, kicking, batting, balancing and rolling approach the mature stage and allow them engage in traditional sports like soccer, baseball and basketball.

3. Children often begin to identify their sporting skills thus influencing their potential involvement in sports.2

References

Bukatko, D., & Daehler, M. (2011). Child development: A thematic approach. Nelson Education.

Davies, D. (2010). Child development: A practitioner's guide. Guilford Press.

Evans, G. W. (2006). Child development and the physical environment. Annu. Rev. Psychol., 57, 423-451.

PEER, S. (2006). Peer relationships, child development, and adjustment: A developmental psychopathology perspective. Developmental psychopathology, Theory and method, 1, 419.

1. Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child development, 69(3), 848-872.
2. Bukatko, D., & Daehler, M. (2011). Child development: A thematic approach. Nelson Education.

1. PEER, S. (2006). Peer relationships, child development, and adjustment: A developmental psychopathology perspective. Developmental psychopathology, Theory and method, 1, 419.
2. Evans, G. W. (2006). Child development and the physical environment. Annu. Rev. Psychol., 57, 423-451.

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