Life Span Lifespan development is a field of study that involves growth patterns stability and change in one's behavior in the whole stretch of life. The definition does not fully capture the intricate process of the study. The study employs scientific approaches to establish these trends. We need a close examination of the elements of the definition above. In examining stability, growth and change, lifespan development checks the assumptions about the course and nature of the development of a human being. This is a scientific way of establishing the facts in the study. Scientists evolve development theories and apply systematic scientific methods to establish the exactness of these assumptions. The focus of the studies is the development of human beings (FLDNMC, 2010).Lifespan Development scientists select a topical area of focus and consider the age range of study. The span normally spreads out in broad age range segments. These segments include the prenatal range that defines the period from conception to the birth, infancy and toddlerhood (from birth to 3 years); pre-school (3 to 6 years); mid childhood (6 to 12 years); young adulthood (20 to 40 years); mid adulthood (40 to 65 years old); and late adulthood (65 years to death). The broad periods that are generally accepted by lifespan development are basically social constructs. This means that they are notions of reality accepted by society and is a function of societal life at a given time. Therefore, the age ranges and the periods are arbitrary concepts, inspired by culture (FLDNMC, 2010). Culture in this case refers to the large spectrum of resources; material, psychological and symbolic resources that have been developed by humans over generations. These resources constitute human development, as it is now (Cole, 1996; Damon, 1996; D'Andrade, 1995; Tomasello, 1999; Valsiner & Lawrence, 1997). The cultural resources include socialization tactics, motivational dispositions, cognitive skills, physical structures, the economics world and the physical and medical technology.

The initial argument states that for the process of ontogenesis to have achieved higher levels of functionality and stretch to longer life spans; physically or culturally, there was a conjoint increase: evolutionary in nature in the dissemination and richness of culture. Therefore, Human development is linked to cultural evolution and its effect on genetic changes and the variety of environments of life that people interact with in the process development of and ontogenesis. If we expect human ontogenesis to stretch the life of adults, it will be important culture related resources and factors to emerge to fructify (Baltes, Lindenberger, & Staudinger, 2007).

Toddlers

The first two years of birth constitute toddlerhood. This period is characterised by a marked reduction in helplessness. However, this does not mean that such helplessness disappears overnight. Rather, it is a process towards reducing dependence. Such a person is a remarkable different character from the point of birth when they attain their second stage of evolution. Toddler is a preferred term lately because of the generalisation of helplessness that comes with the term "baby." A toddler refers to a child who has attained sufficient body coordination and control to be independent to a certain extent (Life Span Development, n.d.). The process of growth among babies involves both physical and psychological changes and subsequently leads to a change in capabilities. Babies reduce their top heaviness with time from the point of birth. The limbs develop proportionally to the size of the head with time. The proportional changes occur alongside growth in both height and weight. The first year of toddlerhood marks relatively faster growth. The baby has pronounced and improved abilities to recognize and respond to objects and people. Babies are often able to perceive a range of phenomenon and communicate their wants and needs in a more decipherable manner (by the targeted people) (Life Span Development, n.d.)..

Social Development

The early experiences influence a baby's later social relationships and behavior patterns. The home is important in shaping a baby's personality. There is no evidence that people are born antisocial or social. The introvert and extrovert tendencies observed among individuals are a result of upbringing (Life Span Development, n.d.).

Emotional Development

Basic emotions are common occurrences among humans and all other primates. These are instrumental in promoting survival instincts. These emotions are most apparent in an individual's facial expressions. They include such emotions as interest, fear, anger, sadness, happiness and disgust.

The question that suffices is whether infants come around already equipped with ability to discern emotions. two basic arousal global states babies manifest at birth are the attraction to pleasant stimulation versus the withdrawal from unpleasant stimulation. There are tale-tale signs of a few other emotions though. Emotions become more pronounced and organized...

If there are depressive signals from parents and they continue over a significant period, the child may be affected emotionally and socially. By the time the child reaches six months after birth, we can easily tell decipher the affectations (Life Span Development, n.d.).
Toddlerhood Is a Dangerous Age

It is a fact that danger lurks at every stage in life. However, the dangers that affect toddlers are significantly more than those that affect others. These range from psychological issues to physical ones. Illness and accidents are the most severe of these dangers since they often cause permanent effects such as death or disabilities. Patterns of behaviour, attitudes and interests develop during toddlerhood. Psychological problems can arise if toddler is exposed to negative, undesirable conditions (Life Span Development, n.d.).

Childhood

When the dependency of a child ceases, at around two years of age, childhood starts and stretches up till the period of sexual maturity. This age is about thirteen years for girls and fourteen for boys. This period ushers in psychological and physical changes (Life Span Development, n.d.).

According to Vygotsky, learning among children occurs in a range of proximal development. This means that they encounter a range of tasks that may be too difficult for them to master but soon catch up with the help of other children of an older range.

Sammy's mother helps him solve a puzzle. She puts the difficulty of the puzzle within the range of her son's abilities. In order to achieve that, she embarks on scaffolding and readjusting the support offered in the teaching session to suit her son's current performance level. When a child has developed cues on how to proceed with the task, the adult supporter splits the task in to small manageable units that are easier to handle. Experienced coaches withdraw support once the child increases their competence in solving problems. Consequently, such children incorporate the instructions in their private speech. They proceed to use the private resource set in their independent efforts in motion (Life Span Development, n.d.).

Social and Emotional Development

Early years present the perfect opportunity for setting the stage for an impressive growth and development among children. It is also a period of much vulnerability. There is evidence from research regarding this fact. Negative childhood experiences have been shown to affect an individual in adulthood; psychologically, socially and even physically.

Caregivers have, therefore an important role to play in a child's development. If the caregivers are substance-abusers or, generally, irresponsible, they will, negatively, affect the child's development. A dysfunctional family leads to complications in a child's growth process.

A person's emotional health is known to be affected significantly by a poor attachment to the mother during toddlerhood and childhood (Cooper, Masi, & Vick, 2009).

Maltreatment of children

Although this has been around for long, it has only gained the attention of researchers in the recent past. This is a major issue in developed countries. There has been some data about the existence of such child victims but the figures remain largely unreliable because many cases still go unreported. Sexual and psychological abuse is the most common maltreatment cases. Psychological maltreatment is obviously high because it touches on a range of other areas. 10% of maltreatment cases are sexually abused children. Many more children are affected but are not reported. Middle childhood is noted as the most vulnerable of sexually abused children (Life Span Development, n.d.).

Adolescence

Puberty marks the first signs of adolescence. The stage stretches to the point of sexual reproduction capacity. Although the stage is culturally constructed, biological changes are observed during this stage across cultures (Adolescence, n.d.).

Cognitive Development

Metacognition abilities are particularly recognizable during this stage. In includes thinking about what you think and what others think too. Metacognition is manifested better in adolescents than children of a younger age. It has also been noted that metacognition presents some challenges to adolescents when they initially develop this capacity. They find it hard to distinguish between their own thoughts and thoughts of others. This scenario leads to a situation called egocentrism (Adolescence, n.d.).

Emotional Development

Although the emotional turbulence or instability that characterise adolescents is associated to biological reasons such as hormonal imbalances and changes, Child researchers believe that environmental and cognitive factors cause these emotions (those that the adolescents are exposed to); since these individuals have a newly developed capacity to read below the surface and infer or suspect more threats to their well-being. Scholars observe that multiple changes in the adolescent's physical…