UFC 4-740-14
1 August 2002
1-4.2
Stages of Development. Human development research indicates that
there are universal, predictable sequences of growth and change that occur in children
during the first years of life. Each stage is characterized by behavior that is different
from that of the preceding stage. Each stage also integrates all behaviors possible at
previous stages, consolidates them, and prepares for development toward the next
stage. Knowledge about child development, i.e., behaviors, activities, and materials for
a specific age group, and understanding about individual children's needs, must be
applied to design the most appropriate learning environment.
1-4.2.1
Infancy, from birth to about 12 months, is the period when rapid changes
of a child can be noted in terms of intellectual as well as physical development. This
period is characterized by the sequential acquisition of abilities such as locomotion and
grasping. An infant's behavior is centered on the manipulation of objects and
performance of activities for the simple sensation of them.
1-4.2.2
The major developmental changes from infancy to toddler-hood are the
increase in physical capabilities, the use of language, and the ability to internalize
thoughts. During this period a child establishes walking and running, begins to explore
and experiment with the environment, and increases social experiences such as talking
and seeking the attention of others. Personalities are manifested, as well as likes and
dislikes. Play for these children will progress into fantasy and parallel play where,
although often in groups, toddlers play without much interaction with other children.
1-4.2.3
The preschool age child, between three and five years, has increased
control of fine motor skills, a large vocabulary, and often engages in cooperative play.
These children are better able to concentrate and remember.
1-4.3
Ages Accepted. In general, Child Development Programs accept
children from six weeks through five years of age. Some other programs accept
children whose parents are not at home before and after school hours or who wish to
place children in a care situation between school and family-gathering time. However,
before and after school care programs usually occur somewhere other than a Child
Development Center for Tri-Service facilities. The three basic scheduling patterns are
as follows:
Full Day. Children attending for a full day, for example, as many as 12
hours.
Part Day. Children attending part of a day, typically a half-day or less on
a regular, scheduled basis.
Hourly. Children attending for one hour or more on an infrequent or
unscheduled basis.
1-4.4
Separation and Mixing of Children. There are two types of separation
and mixing to be considered in the context of child development centers:
1-4
Previous Page
