Studying Children - Describing Development

Sarah lives in a home with her parents, a brother and sister, and her grandparents. Her grandparents

are now retired from working. They help watch the younger children while Sarah’s parents are at

work.

• Development is similar for everyone.

• Development builds on earlier learning.

• Development proceeds at an individual rate.

• The different areas of development are interrelated.

• Development continues throughout life.

Michael did poorly on tests in school and could seldom answer the teacher’s questions.

Other children teased him and called him names. As a result, he was shy and had little self-confidence. Since he can see the board more clearly, he recently started wearing glasses and is doing

better in school. He feels more positive about himself and is now getting along better with the other

children.

• Development is similar for everyone.

• Development builds on earlier learning.

• Development proceeds at an individual rate.

• The different areas of development are interrelated.

• Development continues throughout life.

Josh and Nicole are cousins. Although Josh is two months older, Nicole began to sit and stand at about

the same time he did.

• Development is similar for everyone.

• Development builds on earlier learning.

• Development proceeds at an individual rate.

• The different areas of development are interrelated.

• Development continues throughout life.

Chris was looking at the pictures in the family photo album. He saw photos of his daughter Ally when

she was an infant and started lifting herself on her arms and legs. About a month later, she began

crawling, and then stood up while holding on to furniture. Now Ally moves about the room by “cruising”—

walking while touching furniture.

• Development is similar for everyone.

• Development builds on earlier learning.

• Development proceeds at an individual rate.

• The different areas of development are interrelated.

• Development continues throughout life.

Erin and her family spent the summer visiting relatives in Toronto. Erin helped the parents by watching

her sister Michelle and cousin Brian, both two years old. She noticed that both children could run

fairly well, stand on one foot, and climb stairs. They both enjoyed playing with sand and liked finger

painting.

• Development is similar for everyone.

• Development builds on earlier learning.

• Development proceeds at an individual rate.

• The different areas of development are interrelated.

• Development continues throughout life.

Emma, Rachel, and Juan all attend the same childcare center. Emma is slightly shorter than the

other two. She enjoys being with others and plays well with others. Rachel is the tallest and most

coordinated. She stays near the center’s workers and spends little time with the children.

Juan is of average size. He plays quietly by himself, although he joins in group activities when they are

scheduled.

• Development is similar for everyone.

• Development builds on earlier learning.

• Development proceeds at an individual rate.

• The different areas of development are interrelated.

• Development continues throughout life.

Jessica is an active three-year-old. Lately, she has started choosing her clothes each morning. Her parents

are amazed at her eagerness to learn new things—it seems she never stops wanting to learn.

• Development is similar for everyone.

• Development builds on earlier learning.

• Development proceeds at an individual rate.

• The different areas of development are interrelated.

• Development continues throughout life.

Luke is helping his younger brother, Drew, learn the alphabet. Drew seems to be catching on very

quickly. Yesterday, he called out some of the letters on a store sign as he and Luke walked down the

street. Luke knows that soon, Drew will be able to point out a few simple words, and not long after that,

he will be reading sentences.

• Development is similar for everyone.

• Development builds on earlier learning.

• Development proceeds at an individual rate.

• The different areas of development are interrelated.

• Development continues throughout life.

Jeremy is observing the activities of a group of two-year-olds at a childcare center. He notes that

Heather can now stack six blocks before her tower collapses. Last month, her maximum was five

blocks. Joey’s tower tends to topple after the fourth block.

• Development is similar for everyone.

• Development builds on earlier learning.

• Development proceeds at an individual rate.

• The different areas of development are interrelated.

• Development continues throughout life.

Sam was not very good at kickball. He was smaller than other children his age and not as strong.

He often lost interest and left the game when he failed to kick the ball well. He preferred to sit quietly

with a book instead of playing outside. Soon, his reading skills surpassed those of the other children

in his class.

• Development is similar for everyone.

• Development builds on earlier learning.

• Development proceeds at an individual rate.

• The different areas of development are interrelated.

• Development continues throughout life.