The most widely known theory of life-span development, the Psychosocial Stages, was formulated by Erik Erikson (1963). He looked at the psychological needs of the individual, conflicting with needs of society. Erikson proposed that at each stage there is a developmental task, or a challenge, that is normative for that period of life. There is an opportunity for steaming ahead, or a danger point for psychological derailment.

What is it that motivates a child to want to learn? This is an important question as motivation—the will, inner drive, and self belief— provides the impetus, energy and direction required to develop and sustain skills, knowledge and competencies necessary to perform academic tasks. Research suggests it is the will to learn which precedes the attainment of academic skills.

The Centre for Community Child Health, within the Murdoch Children’s Research Institute, released a summary of the evidence on the impact of experiences in the first 1000 days of life (www.rch.org.au/ccch/first-thousand-days).

John Bowlby's attachment theory proposes that infants are biologically predisposed to form attachment relationships with parents who are the source of comfort and protection. The way parents engage and interact with their baby forges new brain pathways in their higher (upstairs) brain – frontal lobes. When a parent is warm and responsive to their infant when they are distressed or afraid, the brain will connect in a secure attachment style.