Exploring Developmental Changes: From Early Childhood to School Age

This essay provides a comparative analysis of developmental changes observed in children transitioning from early childhood (2 years old) to school age (5 and 10 years old). It examines various developmental categories, including physical, motor, communication, social and emotional, and cognitive behaviors. The essay highlights the significant milestones achieved at each age, such as language development, social interaction skills, emotional understanding, and cognitive abilities. The transition from toddlerhood to preschool age is characterized by exploration and imitation, while older children exhibit more advanced social skills, emotional awareness, and cognitive reasoning. The paper references studies on early childhood development and nurturing care to support its analysis of these critical developmental stages.

Running head: developmental changes from early childhood 1
Developmental changes from early childhood to school age children.
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developmental changes from early childhood 2
Abstract
This paper is a comparison of the developmental changes from early childhood to school age
children. This paper contains the different categories of the developmental stages which include;
physical, motor, communication, social and emotional aspects, and cognitive behaviors.

developmental changes from early childhood 3
Developmental changes from early childhood to school age children.
When children are at the age of 2 years, they are considered to be at the preschool age,
and it is during this time that children outgrow the act of been toddlers and become remarkable
explorers of the real world. Every child has a different growth journey, and they will grow and
gain skills at a different pace in their lives. Parents and guardians should be vigilant to learn what
is normal during a child growth so that they can notice any abnormalities during the
developmental growth of a child (Cole, Martin & Dennis 2004).
At a young age of about two years, children are not fluent in speaking, although they can
utter a few words. They copy what the grown-ups around them are saying. The children at this
age can find things hide like few covers away and can recognize a few colors and shapes and can
follow simple instructions (Kochanska, G. 2017).
While at the age of five years the development milestones become more socially
advanced the children want to please friends and want to copy friends in whatever they do. At
this age, the child loves dancing, acting, and singing. At the age of five, the child is very
demanding and can recognize their gender. At this age, the children can speak fluently and can
tell a story with clearly constructed sentences; the child can count, and draw a person with
several body parts.
On the contrary, at ten years the child is much more grown and now is almost a teenager
and a young adult. The child can communicate fluently and can express themselves openly and
air out the emotions (Kochanska, G. 2017).
2-year-old child
At the age of two years, the social and emotional development of a child is different from
that of a child aged five years. Socially the child will grow by copying people around them

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especially the adults, gets excited when other children of their age surround them, and they will
mostly show uncooperative behaviors by acting against the instructions (Cole et al. 2004). At this
age, the child can follow simple instructions and can learn the simple problem-solving
techniques.
5-year-old child
The period of five years is the middle age of the preschool years, and a child socially
wants to please their friends, and are more likely to agree with the rules. The child can
communicate clearly and interact with their peers in different activities (Britto et al. 2017).
10-year-old child.
At this age the children start developing a better sense of themselves emotionally, a child
can question authority, and can accept what their parents and guardians believe (Black et al.
207). In cognitive development, a child can use the aspect of sound judgment and can show
interest in sports. Here they can develop themselves and spend more time doing the things they
love.

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References
Black, M. M., Walker, S. P., Fernald, L. C., Andersen, C. T., DiGirolamo, A. M., Lu, C., ... &
Devercelli, A. E. (2017). Early childhood development coming of age: science through
the life course. The Lancet, 389(10064), 77-90.
Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., ... &
MacMillan, H. (2017). Nurturing care: promoting early childhood development. The
Lancet, 389(10064), 91-102.
Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct:
Methodological challenges and directions for child development research. Child
development, 75(2), 317-333.
Kochanska, G. (2017). Mutually responsive orientation between mothers and their young
children: Implications for early socialization. In Interpersonal Development (pp. 141-
159). Routledge.