| Physical development | Social & emotional development | Cognitive development | |
| First six weeks | Rough and uncoordinated movements | Comfortable in the hands of parents | Explorations of the surrounding |
| Ensure liberty of the child | Ensure liberty of the child | Ensure liberty of the child | |
| Free space | Always stay close | Always stay close | |
| 1 ½ to 3 months | Visually track through midline, use of arms to prop, upright head positioning | Safe base adventures | Curios and fascinated by the surrounding |
| Ensure liberty of the child (Bonnard, 2008) | Giving them more time | Ensure liberty of the child | |
| Provide playing objects | Introduction to new environments | Explore new environments | |
| 3 to 6 months | Dismisses head lag and can move objects from hand to hand | Retorts to facial expressions connected to emotions | More curios and can babble and mimic (Schlesinger & McMurray, 2012) |
| Ensure liberty and free space | Seclude more time with the child | Seclude more time with the child | |
| Provide playing objects | Continuous and changing facial expressions (Breznitz & Kugelmass, 1967) | Provide different sounds with different impressions | |
| 6 to 9 months | Support weight on legs and can sit | Start to play, and they are socially cooperative | Inclined to parents and reiterates others |
| Provide the required sitting support and instill sitting psyche | Provide encouragements | Ensuring interrelations with more people | |
| Form a habit of sitting | Provide playing materials | Stay in a diversified environment | |
| 9 to 12 months | Crawls and eventually walks | Foreigner and farewell anxieties | Matches objects with their purpose |
| Provide encouragement | Ensuring free and interactive environment | Keeping away and provide warnings on harmful objects | |
| Offer supporting objects for walking | Relate with more people | Constantly provide impressions on any object | |
| 1 to 2 years | Development of more rigid walking skills and can ultimately descend and ascend stairs | Imitations develop | Quite stubborn and throws tantrums |
| Provide encouragement | Ensuring free space of interactions | Little warnings when stubborn | |
| Offer supporting objects for walking | Interact with more people | Small punishments in case of tantrums | |
| 2 to 3 years | Able to stand on a single foot and can jump on low steps | Able to identify grief in others | Egoistical, irrational and magical thoughts |
| Provide encouragement | Ensuring a positive environment | Emphasizing on the importance of sharing | |
| Offer supportive objects | Allowing a space to identify the idea of anxiety | Constantly rebuke egotistic thoughts and | |
| 3 to 5 years | Perfectly stand and merely runs and coordinates very well in different activities | Comprehends the idea of right and wrong, Able to follow rules | Starts to recognize the opinions of others |
| Provide encouragement | Putting rules and regulations | Appreciating the show of respect on others | |
| Provide the required and supportive materials | Provide small punishments in case of rules bending | Constantly allow connections with others | |
| 5 to 7 years | Enough strength to kick a ball for 6 meters | Follows rules to the point | Takes up roles |
| Provide encouragement | Appreciating rules adherence | Showing the importance of taking up roles | |
| Provide a ball and other supportive materials | Rewarding and showing the importance of submission | Giving small roles that are equal to the child | |
| 7 to 8 years | Complete indulgence in games and activities | Develop questions on intercourse and pregnancy | Distinguishes differences in behavior and intents |
| Appreciating good games and rebuking bad ones | Talking about the dangers of intercourse | Emphasizing on the importance of good behavior and intents | |
| Providing the require materials | Removing sexually arousing materials around | Appreciating good company and rebuking bad company |
References
Bonnard, A. (2008). The Parents Rôle in the Child' Development. Developmental Medicine & Child Neurology , 3 (4), 319-320. doi: 10.1111/j.1469-8749.1961.tb15327.x
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Breznitz, S., & Kugelmass, S. (1967). Intentionality in Moral Judgment: Developmental Stages. Child Development , 38 (2), 469. doi: 10.2307/1127303
Schlesinger, M., & McMurray, B. (2012). The past, present, and future of computational models of cognitive development. Cognitive Development , 27 (4), 326-348. doi: 10.1016/j.cogdev.2012.07.002
