Child psychology, relates to two distinct directions of growth, namely, physical growth and psychological development. When the child increases in volume due to cell reproduction, this is physical growth.  When the child learns to research and how to respond, this is qualitative growth. The psychology of the child is related to them together, but we rarely see one of them independent of the other in a few cases. If this happens in the psychological development, it leads to mental or cultural underdevelopment. If it occurs in physical growth, it leads to early physical maturity, that is, the child precedes their peers in physical maturity and mind, though he is still a child, or his body stays slim while his mind moves towards maturity as quickly as their peers, known as premature physical growth (Hakki, 1996).

Childhood is the first stage of human life after birth, a stage of physical development and personal formation, and this child lives by relying totally or partially on their parents and older brothers or the rest of their family, as it is difficult for them to perform various tasks completely and independently in the early stages of their childhood.

Developmental characteristics of the child

It is a set of successive changes experienced by the child from birth, and during the new stages of development in various aspects of the physical, psychological, mental, linguistic and social, according to a successive interactive system until reaching maturity, and the completion of personality.

The researchers classified this system in four stages:

Breastfeeding from birth to the second year of life.

The child has the following characteristics:

1. Shows his interest in what is going on around him, and begins to respond socially to those around him.

2. Forms relationships with adults more often than with young people, where he begins to communicate with his mother and father and those around him at home or outside. Then begins social relations with other children in the second year of his life (Abdel Moati, 2017).

Early childhood from the age of two to six years

The child has the following characteristics:

1. The length and weight of the child increases based on genetic factors, the nature of feeding the child, and changes its features, and the brain grows rapidly.

2. The shape of the mouth changes and the size of the face increases, and its deciduous teeth begin to fall.

3. He learns how to live with himself and interacts with other people and things depending on the motor and cognitive skills he has acquired.

4. Increased sense of confidence and social compatibility of the child, he has a friend or more and tends to express his emotions freely and openly, and frequent tantrums have anger.

5. Uses various imaginative expressions such as dreams, drawing, and imagination.

6. The child mastered speech, and uses vocabulary to express himself, and be correct sentences as a tool of communication with others.

7. The child's thinking becomes more flexible due to the expansion of his social circle.

8. The child uses the duality of the language between classical and slang.

9. The content of the child's words revolves around himself, ridicule or criticism of others, and the question frequently (Abdel Moati, 2017).

Intermediate childhood from the age of six years, up to nine years

The child has the following characteristics:

1.    The child enters primary school from the kindergarten stage.

2.    The child's body grows slowly, and the size of the head, arms, and legs grow faster than the torso.

3.    The height and weight of the child increases by 5% per year.

4.    Increase the skill of the child's manual, and is characterized by activity and excessive movement.

5.    The child learns the basic skills in reading, writing, and arithmetic, and increases his ability to memorize and remember and understand the meanings of vocabulary.

6.    The child has increased curiosity, the ability to innovate, and the eagerness to learn.

7.    The child begins to learn long and complex sentences, master language skills, and develop the concept of right and wrong.

8.    The child becomes more controlled in his emotions and more receptive to the delay in meeting his wishes.

9.    The child develops new groups of friends; to play collectively (Abdel Muti, 2017).

Late childhood from the age of nine years to the age of twelve

The child has the following characteristics:

1. The child at this stage tends to motor activity, often spend his time outside the home; to exercise his activities, such as riding a bicycle, and become more control over his delicate muscles; because of the maturity of his mental skills.

2. The child's body grows, his personality grows, and his physical qualities become similar to the characteristics of adults. For example, his limbs become long; his muscles grow, increasing his weight by 10% per year, his height by 5% per year, in addition to his ability to resist diseases. Children at these rates.

3. Increasing the child's language ability quantitatively and qualitatively, learn to read and write, and develop motor capabilities at the age of ten, and tends to write in an orderly manner, and the environment in which the child lives in the development of his vocabulary.

4. The child grows in love with discovering the secrets related to his environment, and becomes more aware of the outside world and fully interested in the interpretation of relationships at the age of ten, which is characterized by being intellectually superior to at the age of eight and nine. Thinking becomes functional and purely and less thought associated with sensory things.

5. The child disciplines himself and his emotions, learn how to abandon the needs that may lead to the anger of his parents or others, and grow his sentimental trends suggestive, interested in moral evaluation and conscience and other emotional and social things, and spend a great time in teamwork.

6. The child develops religious concepts and values, which he acquires from his school and his family, and it is the duty of parents and all those involved in education to moderate in religious education, and not to assign children to what they do not like (Abdul Moati, 2017).