Emotional development in human beings has been perceived as a lesser significant component of brain development. Fear, anger, surprise, joy and pleasure all originate from different pathways in the brain. Jensen (72) has established that emotions come from biological pathways. This fact suggests that emotional development is an automated and consistent growth process. However, as a child grows, the external environment may differently influence the growth of different emotion pathways though sensory perceptions and consequent brain learning.
Cognitive development is characterized by complex sensory-motor developments of the brain functions. From early childhood, evidence of cognitive development is usually available as children begin to demonstrate cognizance of the cause-effect concept. For example, an elementary school kid appreciates that if they obtain good grades, they will be rewarded with some gift. Cognitive development is also an automated and consistent growth process. However, it does reach its peak faster than the other three states of development. It is unlikely to promote cognitive development; but its full potential can be facilitated by providing the child with basic health needs.
The social aspect of a child’s growth is closely dependent on the emotional development. Social development is a continuum that might last even beyond the child’s adolescence. This is because social development results from learning that occurs in the brain. On the other hand, learning results from the perceptions a child is exposed to. These perceptions undergo cognitive reasoning and the conclusions made each time learning occurs becomes intelligence. Perceptions that result in feelings such as embarrassment or pride are crucial in the social development of the human brain.
The physical dimension of development is as important as any of the others. Development of movement, which is the main item in physical development, is an activity of the cerebellum. Physical consciousness (such as sitting posture and physical coordination) of a child is a very important aspect of their life in school. The development of physical dexterity in a child is automatic, although it can be inhibited by poor brain development among other factors. Therefore, the maximum physical abilities of a child can only be realized, at least, if their brain grows normally.
Providing learning that support these stages
Emotional growth is often seen as an impediment to learning in children. For this reason, educators prefer to separate emotional development of children in favor of their academic
 Eric Jensen, Teaching with the brain in mind, (ASCD, 2005)