| Infancy (0-1 year) | Early Childhood (2-6 years) | Middle Childhood (6-11 years) | Adolescence (11-18 years) | Early Adulthood (18-40 years) | Middle Adulthood (40-65 years) | Late Adulthood (65-85 years) |
Physical Development | - The visual acuity is underdeveloped (Berk, 2014, p. 106).
- Visual and auditory stimuli are perceived simultaneously (Berk, 2014, p. 142).
- Body proportions can change (Berk, 2014, p. 120).
- Muscle development is rather slow, but it becomes more intensive at the age of 5-6 years (Berk, 2014, p. 120).
- A child jumps and runs easily (Berk, 2014, p. 140).
| - The children grow slower, and their bodies become longer (Berk, 2014, p. 216).
- Children start losing their primary teeth (Berk, 2014, p. 217).
| - Children gain the weight and height slowly (Berk, 2014, p. 290).
- Primary teeth are replaced with permanent teeth (Berk, 2014, p. 290).
- The growth spurt is observed in girls earlier than in boys (Berk, 2014, p. 290).
| - Girls tend to add fat, and the muscle development is limited (Berk, 2014, p. 363).
- For girls, this period means the start of the menstruation (Berk, 2014, p. 366).
- It is possible to observed changes in boys’ voices (Berk, 2014, p. 366).
- The muscle development is observed in boys (Berk, 2014, p. 366).
- The first sexual intercourses are possible (Berk, 2014, p. 375).
| - Adults can demonstrate the developed athletic skills, their performance is high, but these skills decline later (Berk, 2014, p. 436).
- It is possible to observe the first signs of declines in the skin elasticity, as well as the body systems’ capacity (Berk, 2014, p. 435).
- The metabolic rate starts to decline (Berk, 2014, p. 439).
- Adults are characterised by the high sexual activity (Berk, 2014, p. 446).
- The high-level reproductive capacity in women (Berk, 2014, p. 435).
| - Declines in vision and hearing are observed (Berk, 2014, p. 502).
- The hair becomes gray (Berk, 2014, p. 502).
- The sexual activity is declined (Berk, 2014, p. 504).
| - The muscle mass can decline significantly (Riediger, Voelkle, Schaefer, & Lindenberger, 2014, p. 514).
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Motor Skills | - In infants, motor skills are based on reflexes, but then reflexes change (Berk, 2014, p. 106).
- An infant can grasp and hold objects, sit, and stand (Berk, 2014, p. 139).
- The theory of operant conditioning explains infants’ responses and reactions (Berk, 2014, p. 134).
- An infant makes the first steps (Berk, 2014, p. 138).
- Skills in reaching and grasping are improved in 2-year-old children (Berk, 2014, p. 136).
- The coordination improves (Berk, 2014, p. 140).
| - The coordination is improved. Children can jump, run, and catch objects (Berk, 2014, p. 223).
- They can easily control the movements of their hands (Berk, 2014, p. 223).
- Children improve their skills in drawing pictures (Berk, 2014, p. 223).
- Children can use scissors and a knife (Berk, 2014, p. 223).
| - Children develop their skills in writing (Berk, 2014, p. 295).
- Skills in drawing improve (Berk, 2014, p. 295).
- The coordination associated with running, jumping or catching things improves significantly (Loprinzi, Davis, & Fu, 2015, p. 835).
| - The motor performance and tends to improve, and adolescents demonstrate high results in sports (Loprinzi et al., 2015, p. 835).
| - The arm-hand steadiness is characteristic of the late part of this decade (Berk, 2014, p. 436).
| - The motor performance tends to worsen (Berk, 2014, p. 503).
| - Physical abilities of individuals decline, and they can require devices to support them while walking (Riediger et al., 2014, p. 514).
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Cognitive Development | - An infant explores things and objects (Berk, 2014, p. 155).
- Infants recognise faces of parents (Berk, 2014, p. 135).
- An infant can copy gestures of adults (Berk, 2014, p. 136).
- According to Piaget’s theory, children improve their skills in adaptation to environments (Berk, 2014, p. 152).
- The attention improves, as well as the recognition memory (Berk, 2014, p. 161).
| - According to Vygotsky’s theory, children of this age use the private speech in order to regulate their behaviours (Berk, 2014, p. 233).
- Vygotsky’s theory also explains the children’s reliance on the adults’ guidance in this age (Berk, 2014, p. 233).
- Preschoolers’ attention and concentration are improved, (Berk, 2014, p. 236).
- Children begin to count, categorise objects, and understand symbols (Berk, 2014, p. 236).
| - The attention in adolescents is rather selective (Berk, 2014, p. 300).
- The thinking becomes logical (Berk, 2014, p. 303).
- Children begin to apply the memory strategies (Berk, 2014, p. 306).
- The long-term memory and knowledge improve (Berk, 2014, p. 305).
| - Adolescents develop the hypothetical reasoning, as well as the deductive one (Berk, 2014, p. 384).
- The scientific and critical thinking develops (Berk, 2014, p. 385).
- Adolescents demonstrate the developed skills in decision-making (Berk, 2014, p. 387).
| - The relativistic thinking develops (Berk, 2014, p. 452).
- The pragmatic thinking develops (Berk, 2014, p. 452).
- The problem-solving improves (Berk, 2014, p. 453).
| - The mental abilities tend to decline (Berk, 2014, p. 517).
- The decline can be observed in relation to the memory and concentration (Berk, 2014, p. 517).
| - Cognitive processes tend to decline, and individuals demonstrate problems with the memory and problem-solving (Moran, 2013, p. 38).
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Emotional/Social Development | - An infant can cry when parents leave the room (Berk, 2014, p. 186).
- A child understands emotional expressions (Berk, 2014, p. 188).
- A child learns how to regulate emotions and reactions (Berk, 2014, p. 189).
- The understanding of such feelings as empathy, fear, and anxiety increases (Berk, 2014, p. 189).
| - Children can evaluate people’s actions as bad or good (Berk, 2014, p. 266).
- The self-regulation improves (Berk, 2014, p. 268).
- Children actively participate in playing with other children (Berk, 2014, p. 264).
- Children can demonstrate the proactive aggression (Berk, 2014, p. 269).
| - According to Erikson’s theory, this age is associated with the Industry versus Inferiority stage when children develop their vision of competence (Berk, 2014, p. 330).
- Children develop the understanding of responsibility (Berk, 2014, p. 335).
- Children are inclined to make social comparisons, and their self-esteem changes (Berk, 2014, p. 330).
- Children become more independent in their behaviours, and they can resolve conflicts (Berk, 2014, p. 333).
- More attention is paid to developing friendship and relations with peers (Berk, 2014, p. 340).
| - Adolescents tend to demonstrate their autonomy (Berk, 2014, p. 416).
- The active communication with peers is observed (Berk, 2014, p. 416).
- Self-esteem in adolescents can rise (Berk, 2014, p. 402).
- Adolescents develop their vision of identity (Berk, 2014, p. 404).
- Adolescents change their focus on the same-sex groups to the mixed-sex groups and interaction (Berk, 2014, p. 420).
- Adolescents start romantic relationships (Berk, 2014, p. 420).
| - According to Erikson’s theory, adults are at the Intimacy versus Isolation stage when they choose their partners and build relationships in families (Berk, 2014, p. 464).
- The complex self-concept develops (Berk, 2014, p. 464; Luong, Charles, & Fingerman, 2011, p. 11).
- The focus is on the family relationships (Charles & Carstensen, 2010, p. 385).
| - Adults develop social relationships based on their status and achievements (Riediger et al., 2014, p. 512).
- Adults are focused on family relationships and support (Kornadt & Rothermund, 2011, p. 554).
| - Adults demonstrate the need for communication with younger persons and close friends (Riediger et al., 2014, p. 514).
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Language | - The child can coo and bubble (Berk, 2014, p. 176).
- An infant can use simple gestures (Berk, 2014, p. 176).
- An infant can say the first simple words (Berk, 2014, p. 176).
- The language skills improve because of the interactions (Berk, 2014, p. 174).
- The vocabulary expands (Berk, 2014, p. 174).
| - The vocabulary expands intensively (Berk, 2014, p. 248).
- Children use the language for the social needs and daily interactions (Berk, 2014, p. 248).
- Conversational skills of children improve (Berk, 2014, p. 248).
- They focus on using several sentences and apply the basic grammatical constructions (Berk, 2014, p. 249).
- Language skills improve because of education (Howlin, Savage, Moss, Tempier, & Rutter, 2014, p. 49).
| - Children develop and improve their skills in reading and writing (Berk, 2014, p. 316).
- This process is associated with the expansion of the vocabulary (Berk, 2014, p. 316).
- Narratives become detailed (Berk, 2014, p. 316).
- The children’s awareness of the language specifics also improves (Berk, 2014, p. 316).
- Children are able to understand word definitions, double meanings of words, and use grammatical constructions (Berk, 2014, p. 316).
| - Adults can use the language creatively (Berk, 2014, p. 420).
| - The ability to learn languages begins to decline (Berk, 2014, p. 464).
| - The ability to produce narratives can decline (Berk, 2014, p. 517).
| - The ability to articulate sounds declines (Berk, 2014, p. 560).
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