ommunication Describe the expected pattern of children and young peoples communication development from birth to nineteen years. Communication development it anything to do with our speech and language development, the way we interact with the world around us, gather information, social awareness of situations and how to conduct ourselves when building relationships, among other things. Birth - 4 Months: • Coos, then babbles. These first sounds, apart from crying are intentionally made to show pleasure. Crying with different tones and intensities communicates a need or unhappiness.
an appropriate size/shaped rattle. He/she learn to roll from side on to back and try to lift head, he/she also needs opportunities to play and exercise with items such as soft toys, cloth books and a play matt with different textures and sounds to help progress their physical development, their grasp reflex diminishes as hand and eye coordination begins to develop. Communication and intellectual development at 0 to 3 months. He/she will start to recognise familiar voices and stop crying when hearing them, they are more likely to recognise their parents voice and concentrate on them rather than unfamiliar ones, he/she are also aware of other sounds and will turn their head toward the sound. A baby of this age will respond to smiles and will move their whole body in response to sound/ to attract attention, he/she sees everything in relation to their self this is know as Egocentric.
| If the baby is pulled into a sitting position, the head will lag the back curves over and the head falls forward. | The baby’s hands are usually tightly closed. | | The baby reacts to loud sounds but by one month may be soothed by particular music | The first month Communication and language Development | Babies need to share language experiences and cooperate with others from birth onwards. Babies need other people from the start. | The baby responds to sounds especially familiar sounds.
Between four to eight weeks the baby begins to turn from their side to back and can lift their head briefly from the lying on their tummy. Their arm and leg movements are jerky and uncontrolled and their head will lag if pulled to a sitting position. They will recognise their carer and familiar objects and will coo and gurgle. Their cry becomes more expressive depending on whether they are tired, hungry or need changing and usually stops crying when they see or hear a familiar voice. From eight to twelve weeks a baby will lift their head and chest when lying on their tummy and there is almost no head lag when in a sitting position.
Gopnik first uses a personal experience to captivate her audience then proceeds to provide scientific evidence on the psychological abilities of children, beginning with newborn babies to toddlers about the age of four. The author informs readers on the thought capabilities of children by providing examples of the changes in mind development in different age categories. She suggests that "newborn babies (the youngest tested was only 42 minutes old) can imitate facial expressions" (Gopnik, 238) and how children that are nine months old can already distinguish between internal feelings such as happiness, sadness and anger. Gopnik recaps experiments that discover how children have learnt about people's wants and how they may conflict with their own in this portion of her writing. Two year old children seem to turn intentionally difficult and challenge their parents constantly, letting desire take control.
Even from a few months old they will smile and engage with their carer and by four months can vocalise by ‘babbling’ and ‘cooing’. From six months old an infant will become more interested in social interaction, although that depends on the amount of time spent with other children and his/hers personality, they will also have a fear of strangers and distress at the separation of a parent or carer. By the time they are nine months old an infant can recognise familiar and unfamiliar faces. From one year ‘temper tantrums’ may have begun. They become more demanding and assertive and can express rage at being told ‘no’, they have no idea of sharing and a strong sense of ‘mine’.
In her essay “Kiddy Thinks,” Alison Gopnik discusses the importance of the cognitive development of children in the first few years of their life. She also attempts to break the traditional view that children, in their early stages, think quite differently than adults. Gopnik uses a logical standard of evaluation to provide information on the different stages children go through when developing important cognitive skills. She supports her information with a variety of experiments as a researcher, and personal experiences as a parent. Unfortunately, she concludes her essay with political and social issues, which weakens her argument as it drifts away from her purpose.
Answer: Physical development: At 0-3 years New born babies have little control over their bodies. Their movement depends on series of reflexes, as they get older they start to develop series of movements and actions called the ‘gross motor skills’ such as crawling, sitting, grabbing, pointing, running rolling, hopping, jumping, and so on. In their second year, children should have better ability to control their movement. In their third year, children would start to develop some ‘fine motor skills’ such as painting, colouring, and scribbling. They would enjoy looking at, and turning the pages of books.
* From 4-8 weeks babies should be able to slightly lift their head when laid on their front. * By 2 months babies should be kicking their legs enthusiastically. * By 2-3 months a baby should be able to watch and follow a moving face, by using their eyes or tilting their head in the direction the moving face is going. Communication and Intellectual Development: * Baby watches faces and facial expressions carefully. * Recognises familiar faces from a distance after a while and gets used to familiar objects.
Social | Emotional | Physical | Cognitive/Intellectual | Language/ Communication | Moral | 0-3 months | | | | | | * Quickly learn to recognise the smell or voices of familiar people that the baby often spends time with. * Start to communicate with little signals or different cries when baby is hungry, tired or needs to be changed. | * Babies can feel at this stage but not yet able to think, they may pick up on your emotional behaviour and feel the same e.g. baby may feel relaxed when you are calm but may feel stressed if you are upset or unhappy, so may be harder to settle the baby. | * Most parts of baby’s bodies are still immature.