A.

Mental, Emotional,dev
Ages Mental Emotional Social


2-3
-attention span 3-4 minutes longer
when he enjoys
-short memory
-Actions & objects much easier to
understand than words
-Confuse real & imaginary
-Believes all you say
-Able to choose between two
possibilities Can follow two
different directions
-Extremely curious
-Ritualistic: needs order in daily
routines Repetition
-Doesn't understand teasing
-Meets frustration with crying,
kicking, biting
-Meets correction with temper
outbursts
-Completely self-centered
-Willing to conform
-With guidance, recognizes
others' rights and waits briefly for
own turn
-Imitates parents in worship
-Attitudes toward others,
authority, parents, & God is
formed in these years
-Wants to help & please
-Nervous system sensitive to over-
stimulation by noise and
confusion


4-5
-Have attention span of between 5-
10 minutes
-Reasoning is based on appearance,
observation powers not accurate
-No understanding of cause and
effect
-Unable to consider the motivation
behind action
-Fantasy is at its height Has a great
imagination
-Learns to develop attitudes
concerning right and wrong
-Tries to sort out real from what is
pretend
-Aware of what people think and
say about him Fears people
laughing at him
-Enjoys obedience and thrives on
praise
-Imitates adults
-Leadership is beginning to show
and tends to be bossy
-Can learn to share with one or
two others
-Learning to understand fairness


6-8
-Have attention span of 15-20
minutes
-Are concrete and literal minded
-Have little realization of
chronological sequence
-Tells you exactly how he feels:
sick, happy, or miserable
-Thrives on praise and acceptance
-He exercises his feelings rather
than self-control
-Self-confidence in his ability to
know what and how things are
done
-Are concerned about group
acceptance
-Likes to assert himself. Wants to
be first, best, biggest and to win
-Can begin to give of self. Starts
to demonstrate generosity and
kindness
-Protective attitude toward
younger children


9-12
-Have attention span of 30-45
minutes
-Likes to be challenged
-Can learn abstract concepts like
sin
-Growing understanding of
principles behind rules
-Self-righteously & rigidly applies
his code of rules
-Sensitive to his own failures and
shortcomings
-Able to see own actions & motives
objectively
-Able to analyze failures & makes
plans to act change

-They want to join, to become
affiliated with the beliefs and
values of the important adults in
their lives
-Can begin to sacrifice self-
interest for others
-Can learn not to compare himself
with others
MENTAL DEV.
Adolescent Brain Development
Adolescence is a period of rapid growth and development. The release of hormones triggers the
physical growth that we can easily observe. However, what we cant see is that the corresponding
growth and development in the adolescent brain is equally accelerated. Recent advances in research
using MRI has shed light on many of the typical behaviors associated with adolescence, especially
risk-taking (Steinberg, 2007). Understanding adolescent brain development provides important
information for supporting teens as they navigate this often challenging period of development.
Adolescent Moral DevelopmenT
Morality refers to the way people choose to live their lives according to a set of guidelines or principles
that govern their decisions about right versus wrong, and good versus evil. As youths' cognitive,
emotional, social development continue to mature, their understanding of morality expands and their
behavior becomes more closely aligned with their values and beliefs. Therefore, moral development
describes the evolution of these guiding principles and is demonstrated by ability to apply these
guidelines in daily life.
MENTAL DEV.

SOCIAL DEV.


This research line carries out research on the development of adolescents. The focus is on positive and
negative developments. Topics that are studied are antisocial behavior (Veenstra, Dijkstra, Sentse, Sijtsema),
bullying and victimization (Veenstra, Verlinden, Huitsing, Sainio, Van der Ploeg, Oldenburg), depression and
anxiety (Sentse), parent-child relationships (Sentse, Munniksma), peer acceptance and rejection and
popularity (Dijkstra, Pattiselanno, Ruschoff), prosocial behavior (Veenstra, Dijkstra), romantic relationships
(Ivanova), radicalization (Veldhuis), same- and cross-ethnic friendships (Munniksma), and the school-to-
work transition (Ruschoff). There is close collaboration with Siegwart Lindenberg and use of the
microfoundations developed by him.
Adolescence Developmental Psychology;Developmental psychology professionals acknowledge that the
consequences of bad health habits and extreme behaviors during adolescence have adverse effects on a person's
entire life, but they also know that through research and education, they can help teens and their families avoid the
most extreme consequences
S E C R E T S O F B A B Y B E H A V I O R
S T A R T I N G A N E W F A M I L Y C A N B E A W O N D E R F U L Y E T S T R E S S F U L E X P E R I E N C E .
N E W B O R N S , A N D E V E N O L D E R B A B I E S , C A N S E E M M Y S T E R I O U S A N D T A K I N G
C A R E O F T H E M M A Y B E A L I T T L E S C A R Y . F O R T U N A T E L Y , B A B I E S A R E B O R N
W I T H T H E S K I L L S A N D D E S I R E T O T E L L P A R E N T S W H A T T H E Y N E E D . I N T H I S
B L O G , E X P E R I E N C E D M O M S ( W H O H A P P E N T O B E E X P E R T S ) W I L L H E L P P A R E N T S
U N D E R S T A N D W H Y B A B I E S B E H A V E T H E W A Y T H E Y D O A N D S H A R E T I P S T O H E L P
P A R E N T S C O P E W I T H T H E U P S A N D D O W N S O F T H I S N E W A N D E X C I T I N G T I M E
O F L I F E
G R O WT H B E H A V I O R O F A D O L E S C E N C E
Adolescence is a time of growth and maturation in the brain, and it is also a time when many new behaviours begin
to emerge (most of which irritate and frustrate parents!). These changes include changes in attention, in motivation
and in risk-taking behaviour. Surprisingly, many of these behaviours are a direct result of brain changes, and are
completely NORMAL!


Psychological Development in Puberty


Adolescents often experience psychological instability as part of their natural emotional growth.
Related Articles
Puberty is a catalyst for many changes in a teenagers psychological development. As the transition between
childhood and adulthood occurs, teens may display adult-level maturity at times while reverting to child-like
actions in other situations. The labile moods and behaviors of adolescents stem from several causes, including
brain growth and hormones. Further, during adolescence, teens are particularly susceptible to peer pressure,
which can lead them to make poor choices.

Alfred Adler's Theory of the Psychological Development in Children


If you encourage your children, they will feel like cooperating with you.

Have you ever wondered about your childs psychological development? Do you question what motivates him
to do the things he does? In the early 1900s, Alfred Adler put forth his theory of the psychology of child
behavior. Psychologists still use his principles, and these principles are the underlying basis of the STEP
Program, which is the Systematic Training for Effective Parenting, used in some parenting classes.

child Mental Development Stages
Mental growth of children happens in four stages. They are also called as Piaget Stages. Child mental
development stages are primarily concerned with ways in which infants and children acquire, develop, and
use internal mental capabilities such as problem solving, memory and language.

Psychological dev. Of child

Child Mind Development Stages
The capacity to learn, remember, and symbolise information, and to solve problems, exists at a simple level
in young infants, who can perform cognitive tasks such as discriminating animate and inanimate beings or
recognizing small numbers of objects. During childhood, learning and information-processing increase in
speed,memory becomes increasingly longer, and symbol use and the capacity for abstraction develop until a
near-adult level is reached by adolescence.
Intellectual development has genetic and other biological mechanisms, as is seen in the many genetic
causes of intellectual disability. Environmental factors including food and nutrition, responsiveness of
parents, daily experiences, physical activity and love can influence early brain development of
children. However, although it is assumed that brain functions cause cognitive events, it has not been
possible to measure specific brain changes and show that they cause cognitive change. Developmental
advances in cognition are also related to experience and learning, and this is particularly the case for higher-
level abilities like abstraction, which depend to a considerable extent on formal education.