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Below is a review of child development continuum.
A continuum is a continuous sequence or progression.
Development moves from the general to the specific, from large to small, simple to complex, and concrete to symbolic. For example, children’s first drawings of people are very simple- usually a head with arms and/or legs. Over time they add more to their drawings (hands, feet, clothes, ears, etc.) so they become increasingly detailed.
A developmental continuum outlines the predictable order, or expected progression of skills. Research has found that all new learning and development is “built from the bottom up” or built upon children’s previous skills. (The Science of Early Childhood Development, Harvard University, 2007, p.2) For example, babies roll over, creep, crawl, cruise, then walk—developing new skills that are built upon previous skills. The sequence (or order) of development is actually more important than the pace of a child’s development.Theories differ about whether child development occurs in stages or unfolds continuously. Development sometimes seems to change between periods of equilibrium (calm and balanced periods) and disequilibrium (when a child is moody and out of sorts). Children’s development is often a process of two steps forward and one step back.
Research has found that children’s development isn’t the result of only nature (biology) or only nurture (environment), but a combination of both. Each child’s unique combination of genetics, culture, temperament, nutrition, experiences, and interactions makes development highly individual.
So although child development is predictable and sequential, there is much variation from child to child. There also can be unevenness across domains; for example, one child may walk well but not say much, while another might be quite verbal but not so mobile.
These individual differences mean that there is a wide range of “normalcy” in development. For example, while the average age for first steps is about 12 months, anywhere from 9-16 months is still within the normal range.
Adult Abilities Continuum
To illustrate the concept of a child development continuum, think about your own abilities, and perhaps other adults that you know. Just as children’s behavior progresses from simple to complicated, adult abilities in various activities also range from basic to well-developed. Read the examples below of activities and a range of abilities.
Which answer describes your ability level the best.
1. How well do you sew? Are you able to:
2. How many languages do you speak? Are you fluent in:
3. How well do you swim? Can you swim:
Adapted from Training Teachers: A Harvest of Theory and Practice, by Margie Carter, Deb Curtis and Elizabeth Jones, Redleaf Press, 2002
Development moves from the general to the specific, from large to small, simple to complex, and concrete to symbolic. For example, children’s first drawings of people are very simple- usually a head with arms and/or legs. Over time they add more to their drawings (hands, feet, clothes, ears, etc.) so they become increasingly detailed.
A developmental continuum outlines the predictable order, or expected progression of skills. Research has found that all new learning and development is “built from the bottom up” or built upon children’s previous skills. (The Science of Early Childhood Development, Harvard University, 2007, p.2) For example, babies roll over, creep, crawl, cruise, then walk—developing new skills that are built upon previous skills. The sequence (or order) of development is actually more important than the pace of a child’s development.Theories differ about whether child development occurs in stages or unfolds continuously. Development sometimes seems to change between periods of equilibrium (calm and balanced periods) and disequilibrium (when a child is moody and out of sorts). Children’s development is often a process of two steps forward and one step back.
Research has found that children’s development isn’t the result of only nature (biology) or only nurture (environment), but a combination of both. Each child’s unique combination of genetics, culture, temperament, nutrition, experiences, and interactions makes development highly individual.
So although child development is predictable and sequential, there is much variation from child to child. There also can be unevenness across domains; for example, one child may walk well but not say much, while another might be quite verbal but not so mobile.
These individual differences mean that there is a wide range of “normalcy” in development. For example, while the average age for first steps is about 12 months, anywhere from 9-16 months is still within the normal range.
Adult Abilities Continuum
To illustrate the concept of a child development continuum, think about your own abilities, and perhaps other adults that you know. Just as children’s behavior progresses from simple to complicated, adult abilities in various activities also range from basic to well-developed. Read the examples below of activities and a range of abilities.
Which answer describes your ability level the best.
1. How well do you sew? Are you able to:
- Sew on a button, maybe?
- Hem and repair clothes?
- Follow patterns?
- Design and create your own clothing?
2. How many languages do you speak? Are you fluent in:
- One language, barely?
- One language with an ability to speak some in a second language?
- Two languages?
- Three or more languages?
3. How well do you swim? Can you swim:
- Hardly at all?
- Doing the dog-paddle?
- Across a pool?
- Many laps or across a small lake?
Adapted from Training Teachers: A Harvest of Theory and Practice, by Margie Carter, Deb Curtis and Elizabeth Jones, Redleaf Press, 2002
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