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First to own body, then in relation to the environment.

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Repetition to understand how reality works and understand sequence and order. Controls of error are found naturally in the environment and materials. Mistakes are how we learn.

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Developing individuals to achieve functional independence. Physical objects provide sensory impressions and segregate components of development.

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Young children are great scientists. He must formulate a hypothesis, study it, and test it in order to form his own conclusions about the world around him.

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Physical order, predictability, and routine are essential.

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Orients to environment then to others in the environment. Gains basic mobility and motor function, he begins to pay more attention to the physical order of his environment and to the adults in it.

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Repetition of activities for practicing and perfecting movements Natural error control in the environment and materials.

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Functional independence as a means for social cohesion Physical with materials.

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At this stage, the child acquires vocabulary, mobility, and basic skills for navigating his surroundings.

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Sensitive period to physical order in his outer environment.

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An orientation to culture, and moral orientation. Their minds are formed and they can adapt quickly to the changing physical environment, but their development dictates that they be peer oriented.

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There is an unconscious urge within the child to do an activity over and over again until the mind is satisfied and then it is done. Repetition with variation and intensity. Errors are reasoned about, analyzed, and then acted upon. Accuracy is important.

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When the child works in purposeful and coordinated ways to achieve something, he is establishing new patterns of action and developing his mind, body, and spirit. His work is primarily reflected in his physical activity, which develops his intellect.

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Intellectual exploration supported by previous sensory experiences.

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Intellectual/Cognitive Order. Order in the environment is as important to the child as air and water. The child is trying to find his place in the world, and he must have stability and order so that his energies can be focused on developing an understanding of the world and of himself.

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Re-orientation to the physical body, community, peers, and adults alike. They will experiment and establish anchors for social behavior, i.e., what is and is not acceptable to the surrounding peers.

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By the time they reach elementary school, children will repeat activities in different ways. They will repeat tasks in different ways and with different intensity. You can't expect an elementary school-aged child to repeat an activity in exactly the same way repeatedly. They want to test the limits of concepts, so they will experiment and play with concepts and challenge the ideas presented to them.

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During the elementary school years, children's work will take on a different dimension. Much of the work at this stage will focus on expanding the intellect due to the development of reasoning skills and imagination. Children will be testing the limits of concepts, going on mental expeditions and exploring the wonders of the universe. Physical demonstrations are the perfect aid to intellectual development and help children to use their imagination.

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children are ready to use these tools and acquired facts to expand their knowledge and understanding of the world. Imagination and reasoning allow children in the elementary grades to explore the unseen, as well as ideas and concepts that cannot be explored through the senses.

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The tendency toward order is related to the construction of the mind and the content of the mind. Children of the second plane are not so concerned with external order, which is vital to the younger child.

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Finds his “calling” to fulfill his chosen role. The child is trying to determine where they belong in society and how this belonging affects their identity. They need to know who they are, gain a sense of self and understand what they can contribute. During this period they need to create a sense of who they are, have an understanding of themselves and know what they can become in the future. They ask questions like: who am I? What am I good at? What contribution can I make? After adolescence, their focus is oriented towards adult society and finding out how to contribute to it through the “calling” of his chosen role.

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By the time they reach adolescence, children have discovered why things happen, and they try to acquire skills that will help them contribute meaningfully to society. During adolescence, children have short attention spans and can only focus on a particular task for a few weeks before they want to try something else. Therefore, we must be able to teach them specific concepts or ideas in a variety of ways and across disciplines so that they can acquire the knowledge they need.

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In adolescence, children are attracted to broad, ambitious stories that provide a context for certain ideas, which helps to jump-start their work. Children are attracted to different kinds of physical work, but also engage in deep intellectual discussions based on previous knowledge gained from multiple disciplines. They will try out various 'adult roles' and do the work in an adult way, but this will only last for a short time before they go on to try out different roles.

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In the adolescent stage, the focus again shifts inward to oneself and the society around one. This stage of exploration utilizes reflective thinking to understand how society functions in an adult way. As they enter adolescence, their explorations will lead them to understand physical changes in themselves and their peers.

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They focus on the “pecking order” of their community and try to figure out their place in it. Later, they learn more about where they belong in adult society.