Hi Mother Theresa
Emotional development
3 years old
• Much steadier emotionally and so easier to manage.
• Emotional maturity shows in friendliness, sociability and desire to please.
• Affectionate towards carers, brothers and sisters and pets.
• Feels more secure, so is able to share and play with others (this can revert if the child is unwell or feels less sure – e.g. new surroundings or unfamiliar adults).
4 years old
• Is in a period of emotional unsteadiness, which is show by cheekiness and impertinence rather than temper tantrums.
• General behaviour more independent and self-willed, which can lead to conflict.
• Responsibility and guild
• Feels pride in accomplishment
5 years old
• Generally more sensible and controlled.
• Independent and ready to cope with challenges but needs praise and encouragement in order to progress.
• Affectionate toward parents.
• Pleasure in genital manipulation
• Romantic attachment to parent of opposite ***
• Jealousy of same-*** parent.
• Imaginary fears of dark, injury, etc.
6 years old
• Because of the increased mental ability, children are able to see that there are many sides to a question. This can make them hesitant, indecisive and frightened.
• The 6 year old is therefore very dependent on adults for direction and guidance.
• The stress often shows as nightmares, which can be very frightening.
• The 6 years old is also capable of bouts of strong verbal and physical temper, but can also be very caring and considerate.
7 – 9 years old
• Personality quite well established.
• Still not a good loser.
• Absorbs more than gives out, so appears quieter.
• Has a growing sense of right and wrong.
• Outbursts are rarer – more likely to sulk if upset.
• Because of increased ability to imagine what is likely to occur, may have fears about self in new situations. This can cause problems with the move to a new school.
• They are learning about human life cycles at school and about friendships, feelings, helping friends and classmates and other people that can help them e.g. school nurse.
• 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
• Some girls will start to go through puberty at age 8/9, not necessarily start their periods but start the hormonal changes, growing breast buds and experiencing mood swings.
9 – 11 years old
• Want to blend in and not stand out from their peers in any way, particularly as to gender roles and sexuality
• Feel concern about outward appearance [They want to look like "everyone else."]
• Become self-conscious and self-centred
• Have ambivalent, conflicting feelings about puberty and about sexual desire and want to be independent and to conform
• Care greatly about relationships with peers, friendships, dating, and crushes and give peers more importance than family
• Relate to both same-gender and opposite-gender peers and may develop sexual feelings for others as a new dimension within relationships
• Develop the capacity to understand the components of a caring, loving relationship
• Experience feelings of insecurity and begin to doubt self-concept and previous self-confidence [Girls, especially, often experience a significant drop in self-esteem.]
• Struggle with family relationships and desire privacy and separation from family [They test limits and push for independence.]
• Experience mood swings, especially evident in family relationships
• Develop infatuations or "crushes" and may begin dating
11 – 13 years old
• 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
Adults role
3 years old
• Help children to relate to each other.
• Set out consistent boundaries for behaviour.
• Give reasonable guidelines for what is acceptable.
• Provide support and reassurance when the child begins nursery.
• Give adult approval regularly, as children enjoy this
• Provide activities which allow the child to succeed.
4 years old
• Let them to play with other children.
• Support their symbolic play, help them to express their feelings.
• Give them opportunities to play with other children, teach them take turn and rules with games.
• Teach them their rights to be kept safe and not harm or hurt others.
• Respect them and their independence.
• Be good role model.
• Make sure them to feel love and safe.
• Encourage them to look at books.
• Do praise them when they make effort to do something.
• Encourage them to express their feelings.
5 – 6 years old
• Respect them and their independence and teach them to respects others rights.
• Be firm and do praise positive behaviour, explaining that it makes children and adults feel happier.
• Let them to complete activities to their own satisfaction.
• Encourage them to speak about their ideas or their way to doing things or feelings.
• Help their understanding of what is right and wrong by explaining why it is wrong to hurt someone.
• Read books about characters that follow or break rules and effects of their behaviour on others.
• Give them responsibility for example; tidy up, clear away.
• Give opportunities to be curious, enthusiastic.
• Provide supports in difficult situations.
• Provide activities which reflect positive images of all children regardless of ethnic background disability or gender.
7 - 9 years old
• Balanced diet with sufficient calories for increased energy.
• Praise and acknowledgement that makes children feel special and nurtured.
• Support and encouragement during tasks that the child finds difficult.
• Give them more responsibility.
• Give opportunities to be curious, enthusiastic.
9- 11 years old
• Spend time with your child. Talk with her about her friends, her accomplishments, and what challenges she will face.
• Encourage your child to join school and community groups, such as a team sport, or to take advantage of volunteer opportunities.
• Help your child develop his own sense of right and wrong. Talk with him about risky things friends may pressure him to do, like smoking or dangerous physical dares.
• Help your child develop a sense of responsibility—involve your child in household tasks. Talk to your child about saving and spending money wisely.
• Talk with your child about respecting others. Encourage your child to help people in need. Talk with him or her about what to do when others are not kind or are disrespectful.
• Help your child set his own goals. Encourage him to think about skills and abilities he would like to have and about how to develop them.
• Make clear rules and stick to them. Talk to your child about what you expect from her when no adults are supervising. If you provide reasons for rules, it will help your child to know what to do in those situations.
• Use discipline to guide and protect your child, instead of punishment to make him feel badly about himself.
• Talk with your child about the normal physical and emotional changes of puberty.
• Be affectionate and honest with your child, and do things together as a family.
11 – 13 years old
• Be honest and direct with your teenager when talking about sensitive subjects such as drugs, drinking, smoking, and ***.
• Encourage your teenager to get exercise. He or she might join a team or take up an individual sport. Helping with household tasks such as mowing the lawn, walking the dog, or washing the car also keeps your teen active.
• Meal time is very important for families. Eating together helps teenagers make better choices about the foods they eat, promotes healthy weight, and gives your family time to talk to each other.
• Meet and get to know your teenager’s friends.
• Show an interest in your teenager’s school life.
• Help your teenager make healthy choices while encouraging him to make his own decisions.
• Respect your teenager’s opinions and take into account her thoughts and feelings. It is important that she knows you are listening to her.
I hope they will help you. they are in my case studyies. My IV signed them of.
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