Developmental Timeline

Timeline created by k1n1s3
  • Born

  • Infancy - Physical Development

    Infancy - Physical Development
    When did you start walking?
    I began walking at 10 months, but could stand on my own at 8.5 months.
  • Infancy- Cognitive Development

    Provide an example from your life that illustrates a concept from one of Piaget's stages.
    As an infant, I would have been placed in Piaget's sensorimotor stage. I had a love for chewing on everything to find out what I could about the world. I even, according to my baby book, had a love for the taste of our glass table.
  • I became a big sister.

    I became a big sister.
    My sister, Hannah, was born.
  • Infancy - Emotional Development

    What was your temperament as a baby?
    According to my mom and my baby book, I was a very happy, playful baby. I did not cry often and settled down quickly when I did cry.
  • Infancy - Emotional Development

    Were you securely/insecurely attached to your primary caregiver?
    I was securely attached. I did not become overly stressed whenever my mom had to leave me, and I would generally be happy to see her upon her return.
  • Early Childhood - Cognitive Development

    What interests did you have as a young child?
    I liked to read and play with dolls. I enjoyed playing tag and hide-and-seek. I also played in the sandbox, in the dirt, and with blocks and toy cars.
  • Early Childhood - Cognitive Development

    Early Childhood - Cognitive Development
    What is one thing that you remember your parents/teacher doing that you now know helped your language acquisition?
    My mom continuously read to me and my sister as we were growing up. Hearing words in the context of sentences/stories is very helpful for a young child's vocabulary and the continued reading led me to develop a passion for reading which led to a continued increase in vocabulary.
  • Early Childhood- Cognitive Development

    Did your interests fit the research on children's concept formation and categorization?
    My interest in reading and dolls fits the research; however, my interest in playing with dirt, sand, blocks, and toy cars does not. Typically, girls are expected to enjoy "calm" and "neat" activities, such as reading, playing with dolls, and playing house. I did enjoy all of these activities. However, boys are supposed to enjoy the more active games and playing in dirt- which I also enjoyed.
  • Early Childhood- Cognitive Development

    Give an example from your life that illustrates a concept from one of Piaget's stages.
    As a young child, I would have been placed in Piaget's preoperational stage. I did not yet understand conservation of mass. My mom told me about how she used to pile my vegetables closer together in order to get me to eat them, since "there weren't so many anymore."
  • Early Childhood - Emotional Development

    How did family/friends/teachers describe you as a child? Was this the same or different as your infant temperament?
    I was still a happy child. My teachers all loved me- I was independent and generally quiet. This is fairly similar to my temperament in infancy, the only difference being that I was quieter.
  • Mid/Late Childhood - Physical Development

    How often did you get physical exercise? What activities did you do? What were your feelings regarding physical activity?
    I exercised daily in PE and on the weekends by swimming/playing tag/generally running around. I enjoyed physical activities.
  • Mid/Late Childhood - Physical Development

    What gross/fine motor skills were involved?
    We used a lot of gross motor skills for running, jumping, balancing, and climbing as we jump-roped, climbed the playground equipment, and played tag. We also used fine motor skills to tag one another with just the right amount of pressure and to grasp and move the jump rope at the right speed and in the right-sized circle.
  • Mid/Late Childhood- Cognitive Development

    Give an example from your life that illustrates a concept from one of Piaget's stages.
    As a slightly older child, I would have been in Piaget's concrete operational stage. I could understand conservation of mass. If my sister and I got soda, I was allowed to split it, because I could tell if the two cups were about equal, even if the cups looked like they had different amounts because they were different sizes.
  • I became a big sister (again).

    My brother, Noah, was born.
  • Mid/Late Childhood - Cognitive Development

    Describe an experience that made you aware of a certain concept of intelligence. What was this concept of intelligence? How did it affect your thoughts about intelligence & yourself?
    In 2nd grade, I was given an IQ test that required me to use logics and patterns to get answers. This is a good definition of the intelligence that schools like, but it excludes intelligences that manifest as communication/mechanic skills. I got to push myself, which increased my view of myself and my abilities.
  • Adolescence - Physical Development

    Did you enter puberty early or late compared to your peers? Did that have any effect on you?
    I entered puberty later than my most of my peers, but only by a year or two. This was mainly because I skipped a grade, so I was around other children that were about a year older than me. I don't believe that this had any major impact on me.
  • Adolescence - Physical Development

    Adolescence - Physical Development
    How often did you get physical exercise? What sorts of activities did you do? What were your feelings regarding physical activity?
    I began exercising in less entertaining ways during my adolescence, but I always enjoyed it because it felt empowering. I also made color guard, so I do have some fun exercise.
  • Adolescence- Physical Development

    What gross/fine motor skills were involved with the exercises described above?
    I typically use gross motor skills for moving and balancing myself as I walk and do pushups/situps/squats. I also use gross motor skills to allow me to move beneath my flag for color guard. I use fine motor skills to move my fingers and wrists perfectly to toss my flag at the right angle, and gross motor skills to give it the right amount of force.
  • Adolescence - Emotional Development

    Think of your closest relationship now. How would you describe your attachment style?
    I am closest to my mom. I think it's a secure attachment; I don't have to be around her all of the time and when we get together again, it's basically like we weren't actually seperated. We obviously catch up, but then we just do our own things.
  • Adolescence - Emotional Development

    How would Sternberg have classified your most important relationship in adolescence?
    My most important relationship is with my mother. We are close, which gives us the intimacy side of the triangle, and we are always there for one another, which gives us the commitment side. Thus, we have an affection for one another, or a companionate relationship.
  • Adolescence- Cognitive Development

    Give an example from your life that illustrates a concept from one of Piaget's stages.
    As an adolescent, I would be place in the formal operational stage. I can write, and have written, complete papers about abstract ideas, such as the papers on loyalty, freedom, and morality that I wrote repeatedly for my AP English Lit class last year.
  • I graduated high school.

    I graduated high school.
  • I started college.

    I started attending UAB.
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    Infancy

    Birth - 2 Years
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    Early Childhood

    3 Years - 5 Years
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    Mid and Late Childhood

    6 to 10 or 11
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    Adolescence

    11 or 12 to Early 20s