Intelectual_Development_Chart

Age of child | Stage of development | Activities & Equipment | Health & Safety | Birth to 4 months | Newborn* touch – from the beginning babies feel pain, baby's body is very sensitive to touch, * sound – even a newborn baby will turn to a sound, often stops crying and listens to a human voice ( two weeks baby), * taste – the baby likes sweet tastes (breast milk)* smell – the baby turns to the smell of the breast* sight – the baby: - can focus an objects from 20 cm away- is sensitive to light- likes to look at human faces – eye contact- can track the movements of human or objects- will scan the edges of objects- will imitate facial expressions (e.g. will put out their tongue if you do)1- 4 months* recognises differing speech sounds* by 3 months the baby can imitate low or high-pitched sounds* by 4 months the baby links objects they know with the sound (mother's voice and her face) | * musical rattles* lights* cuddly toys* talking to baby* music | * sterilization* supervision* clean rugs* age appropriate toys | 4 - 6 months | * by 4 months- teaches for objects (which suggests they recognise and judge the distance in relation to the size of the object)* prefers complicated things to look at and enjoys bright colours * knows that he/she has one mother* realises that people are permanent before they realises that objects are* the baby can coordinate more – can see a rattle, grasp a rattle, put the rattle in the mouth (they coordinate tracking, reaching, grasping and sucking)* develop favorite tastes in food and recognises differences by 5 months | * as above* object with different shapes, texture and colours* lots of different colours and pictures around* different types of food | * as above* clear spaces* avoid small toys* puree food | 6 - 9 months | *understands signs – the bib means that food is coming* from 8-9 months the baby shows that he/she knows objects exist when they have gone out of sight , even under test condition. This is called the concept of object constancy, or the object permanence test (Piaget)* fascination by the way objects move | * as above* mirrors* reading stories for them, showing pictures* songs* building bricks* tough books* dolls | * as above* no sharp furnitures* plug sockets | 9 - 12 months | * beginning to develop images. Memory develops and the baby can remember the past* can anticipate the future (this gives the baby some understanding of routine daily sequences – after feed, changing, and a sleep with teddy)* imitates actions, sounds, gestures and moods after an event is finished (wave bye-bye, tantrum he/she saw the previous day) | * as above* pop-up toys* treasure basket* allow to feed themselves* building bricks* musical instruments* wooden spoons, bowls* dancing | * as above | 1 year to 2 years | * can understand the names of objects and can follow simple instructions* learns about things through trial and error* uses toys or objects to represent things in real life (doll as a baby)* begins to scribble on paper* often “talks” to him- or herself while playing | * as above* role play* dressing up * water and sand * puzzles* play dough* shapes toys* creative materials* small world* explore nature | * dry floor* clean and fresh water* supervision* sterilization* no sharp objects* aprons* age appropriatetoys* pencils not to sharp* toys not to small | 2 - 3 years | * has improved memory skills, which helps them understand of concepts (can name and match 2-3 colours – red, yellow* can hold a crayon and move it up and down* understands cause and effects (if something is dropped, it may break)* talk about absent object when reminded of (may say “biscuit” when seeing an empty plate) | * as above* clay* world and picture games* dominoes* constructive toys* books* sensory activities* creative* letters and numbers* masks* parachute | * as above* aprons * toys in good condition | 3 - 5 years | 3- 4 years* the child develops symbolic behaviour: child talks; pretend plays (talking to him/herself when playing); takes part in a simple non-competitive games; represents events in drawing, models; personal images dominate, rather than conventions used in the culture (writing is “pretend” writing); become fascinated by cause and effect (is continually trying to explain what goes in the world); can identify common colours (red, blue, green, yellow)4- 5 years* knows how to count up to 20* understands ideas such as “more” and “fewer” and “big” and “small"* can thing back and forward much more easily than before* can thing about things from somebody else's point of view (only fleetingly)* enjoys music and playing sturdy instruments, and joins in groups singing and dancing* will recognise own name when is written down | * as above* word building games* alphabet and number sets* reading and counting games* calendars* weather board* height charts* pretend shop with money* lego, railway, constructional sets* activities involving weighing and measuring of liquids and solid* large boxes* junk modelling* toys imitate the equipment use by adults (tea set, gardening, cooking, baking, post office, ...)* games with simple rules* writing equipment | * as above* pencils not to sharp | 5 - 8 years | * communication through body language, facial gestures and language is well established, and opens the way into literacy (talking, listening, writing and reading)* includes more details in drawing* can write their name by him/herself* thinking becomes coordinated (child is able to hold in mind more than one point of view)* concepts – of matter, length, measurement, distance, area, time, volume, capacity and weight – develop steadily* enjoys chanting and counting (beginning to understand number)* can use own voice in different ways to play different characters in pretend play * develops play narratives (stories) * helps younger children into the play* is beginning to established differences between what is real and unreal/fantasy (not stable yet) | * as above* drama* make- believe and fantasy* games with rules* writing equipment* make up stories* after school clubs | * as above* CRB checked | 8 - 11 years | 8-10 years* increased ability to remember and pay attention, and to speak and express their ideas* learning to plan ahead and evaluate what they do* can deal with abstract ideas* enjoys different type of activities (clubs, playing games with rules, collecting things)* enjoys projects that are task – orientated (sewing, woodwork)10- 11 years* begins to understand the motives behind the actions of another* can concentrate on tasks for increasing periods * begins to devise memory strategies* may be curious about drugs, alcohol and tobacco* may develop special talents (showing special skills in writing, maths, art, music, ...) | * after school clubs* encourage talking about and planning for future* encourage exploration of thought and deed; provide books, library card* encourage youth to join causes, attend religious and community groups | * CRB checked | 12 - 19 years | * young people experience a major shift in thinking from concrete to abstract – an adult way of thinking. Piaget – formal operational stage of intellectual development. This involves: - thinking about possibilities - thinking ahead- thinking through hypotheses- thinking about their own though process- thinking beyond conventional limits (about morality, religion, politics)* they approach a problem in a systematic fashion and use their imagination when solving problems | * after school clubs* individual | * CRB checked |