Birth to nearly 2 years
Sensorimotor(Piaget's Cognitive Development Theory)
mouthing
looking
touching/grasping
Stranger anxiety
"So Jude is 9 months old now and has hit momma love and stranger anxiety with a vengeance.  And I mean vengeance.  I started noticing it a couple weeks ago when suddenly dropping him off at the church nursery was no bueno.
This past week I spent 2 full days away from him while I was at some professional developments.  These were the first times I was away from him for any length of time since summer began.  I’m guessing his little brain doesn’t remember he has a working momma, not a stay at home momma.  Poor guy!
Anyway, since those two days he has not allowed me out of his sight.  Not. At. All.  He requires being carried from room to room.  We are putting a lot of miles on our hip carrier!  It’s exhausting, but I can deal with him needing me like that.  It’s kinda sweet actually.
Today though, I took him up to school so I could start setting up my classroom.  I was wearing him in my hip carrier the whole time, so you would think he would feel safe and secure.  However, when some other teachers at school tried to talk to him, he screamed.  What????  Who has my child become and how do I get my friendly child back???"
 Object permanence
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Infancy: to 1 year」 (Erikson's Psycho-Social Theory)
Trust vs. mistrust
Cam Gigandet provides the need of warmth and love dependably...
...so baby develops a sense of basic trust.
Toddlerhood: 1 to 2 years」
Autonomy vs. shame and doubt
Dora begins to experience independence. If this urge to explore the world is encouraged, Dora grows more confident and autonomous. If not, Dora may harbor doubts about her own inadequacy.
Dora is encouraged to explore.
Therefore, she is more confident and autonomous.
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2 to about 6 or 7 years 
Preoperational(Piaget)
Pretend play

Egocentrism
A little girl does not understand that taking another child's ball is wrong because she views the ball as hers.

Language development


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Preschooler: 3 to 5 years」 (Erikson)
Initiative vs. guilt
Around age two and continuing to age six, children assert themselves more frequently. They start to plan activities, make up games, and initiate activities with others.
Children develop a sense of initiative, and feel secure in their ability to lead others and make decisions when complimented.
 When criticized, children develop a sense of guilt, and they may come to believe that what they want to do is always wrong

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「Personal Example」

When I was in preschool, as I was cutting paper, I decided to cut off a piece of my bangs. My mom did not criticize me, so I felt secure about my action at that time.
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Preconventional morality: before age 9」 (Kohlberg's Moral Development Theory)
Obey either to avoid punishment or to gain concrete rewards.

 「Personal Example」
In first grade, we had a system called THE STICKS. If one had misconduct, he or she would receive a stick in his or her "pocket" that was posted in front of the classroom. I was always on my best behavior and listened to Ms. Steibling to get candy at the end of the week (when the sticks would start over again).
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Adolescence: teen years into twenties」 (All 3)

Identity vs. role confusion 
The task is to develop an integrated sense of self. Failure of adults to help adolescents establish a sense of personal identity may lead to inadequacy, isolation and indecisiveness (role confusion).


「Personal Example」
I am a follower of Christ.
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Conventional Morality: by early adolescence」

Morality evolves to a more conventional level that cares for others and upholds laws and social rules simply because they are the laws and rules.
「Examples」
Heinz should not steal the medicine because the law prohibits stealing, making it illegal.
or
Heinz should steal the medicine because his wife expects it; he wants to be a good husband.

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