The teachers and parents should not expect a child to achieve something suddenly. They should provide suitable environment for the child for his proper development. The schools should provide different curricular and co-curricular activities so that these suit the students with their specific needs and traits.
If a teacher finds any abnormality in the pattern of development of the child the case should immediately be referred to the guidance of counselor. The teachers should provide learning materials and activities that will facilitate the development of different aspects at the proper time.
If a teacher has the adequate knowledge of the rate of development of a particular child he can easily control the behaviour of the child. The school should realize the importance of individual differences while providing instructional materials and other activities.
The child with the knowledge of child development becomes more practical and understanding. He knows what to expect from a child at a particular stage. Knowledge of development aids the teacher to find out learning readiness.
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In a democratic climate of the school children display mutual understanding, tolerance, and a sense of responsibility and disciplined conduct. A school provides suitable social environment for the development of a social beings that are socially efficient.
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The characteristics, physical as well as mental, of all the stages as given above are too well marked and distinct that an infant is quite different from a grown-up child or an adolescent and similarly an adolescent differs from an individual of any other stage.
The tastes and interest, and temperaments and inclinations, physical features and emotional attitudes of an individual of one stage differ from those of the individuals of other stages quite apparently and basically.
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Still we cannot divide the whole life of an individual into distinct stages different from each other in watertight compartments. There is always a continuity of development in him from birth to adulthood.
The child himself or his relatives and friends who come into contact with him everyday do not notice any abrupt and sudden change in him at any time. Growth is quite gradual continued and normal and it cannot be detected during the process of development.
It should also be noted that the characteristics of one stage are not entirely absent from those of any other stage. The difference lies in the prominence and domination of certain characteristics.
The infant is imaginative and the adolescent again takes refuge in daydreaming. But day-dreaming is not absent from the mind of an individual entirely at any stage. Similarly, other emotional impulses or intellectual trusts are, always there, but they are less or more prominent on different stages.
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These changes do not appear in all the individuals in definite years of age. All children do not turn to be adolescent in the 12th year and all the adolescents do not develop to be adults in the eighteenth or nineteenth years of the age.
Development depends upon many factors such as individual, physical features, sex, climate, social environment, food, habits and so many other environmental influences. However, an average individual is expected to develop at various stages at specific ages.