Age Characteristics Up to 9 months By nine months babies are still shy with strangers but will show their affection to carers. They will enjoy being with others and playing simple games like peek-a-boo. 1 – 2 years At this age children may show separation anxiety from adults close to them. They may choose a particular object such as a teddy or blanket to comfort them and play becomes more fun with other children and they will mostly be cooperative. Children can now be easily distracted to avoid unwanted behaviour.
Loss of a comforter - The transition between having a dummy, muslin, teddy bear, blanket and not having one can be quite upsetting . Move from crawling to walking - This transition sees children reach new perspectives on their lives, viewing the world around them from an independently upright position. They can obtain items with greater ease, move with increasing speed. 3.2 explain how to give adult support for each of these transitions Babies weaning - supportive relationships help to overcome the anxiety during these times with use of a soothing, calm voice, reassurance through eye contact, physical contact to comfort , play ideas that help distract tension and diffuse worry, or maybe anger at facing another unwanted episode of food tasting. Motivate trying the new foods by tasting them first - facial expression yum Starting Nursery - help children through this potentially difficult time by reassuring the child that it's ok to
Babies at one year need as much as the same as they do at nine months, although you will find they are able to stand on their own whilst holding onto furniture and will start to interact with a little more understanding, such as waving good bye. At eighteen months a child will have more understandable vocabulary and less babbling and you will see they are more determined to do things by themselves. This means they need good adult supervision as they play. As they are more mobile it is important that safety equipment is in place such as reins harnesses and safety gates. You may observe children of two years running and climbing and they
This is often an important way of communicating where there is no language used for the child’s needs to be understood. Gestures, rhymes, songs, finger plays, drawings and representation, is a fun way of communicating with the children. Where some children may not have any language skills they could use the songs, rhymes and actions to communicate their needs by using facial expressions e.g happy, sad, tired. Also children could draw a picture of how they are feeling or what they want. Augmentative communication is a way to help with language disorders.
Treasure basket play is usually a type of play for babies or really young toddlers who cannot sit up by their self. This type of play allows young children and babies to choose an object from a box and explore and play with it. These items should be clean and safe for children to play with as children may want to put the item in
The child will learn to share toys and develop a better vocabulary by listening to others talking. There is also a risk of stress by the child feeling unsafe this can lead to them isolating themselves from the group and not trying to mix with others, this can be hard as they won’t have their parents or career there for support. Another predictable life event is when we leave home/leaving care. The positive learning that they will get from this will be a sense of independence and maturity. They will have to learn to make their own decisions and be responsible for more house work such as cleaning, shopping and general house duties.
The “Intell-A-Box” has soft balls on the corners, which prevent injury from a sharp edge, but may prove to cause frustration for the infant, as he or she would be unable to push the toy around the home with ease. A final weakness of this toy is the hardness of the box itself. For the age group “Intell-A-Box” was aimed for it would be better if it were soft on all the sides instead of having six hard sides. A smooth foam material would make it more cushioning for the infant and potentially less of a safety
Babies and toddlers struggle with this, but as language develops they find it easier because they can express their needs. Tantrums and other outbursts linked to frustration, jealousy or anger tend tot diminish as children find ways of talking through how they are feeling. This is one reason why it is thought good practice to ‘name’ emotions when working with young children, so that they begin to understand what they are feeling and have ways of expressing it other than through physical reactions alone. Being able to manage your own behaviour is about self-control. Young children are very impulsive and find it hard to control their behavioural but, once language is mastered, children’s behaviour changes.
For example, you can use a symbol for toys to help a child choose which toys they prefer to play with. Communication is a two way process, which involves listening as well as speaking. Being a good listener is more important that just remaining silent for the sake of it but, seeing things from the other person point of view and how they feel. By doing this the person involves feels supported and understood. This will help us build positive relationships with children, young people and adults.
I also don’t agree with him saying cochlear implants wont work well for young children and there better off for “healthy adults.” I believe that is would probably be easier for children to learn how to use this cochlear implant as a tool because at those young ages they soak up all information they can receive, rather then adults who are sometimes stuck in their ways. I don’t know this for a fact but this is what I believe can also be a circumstance. I do agree with him saying there are a lot of risks for children but those risks can also be just as big as a risk for adults. Like in Kathryn’s article she says you need to look at the big picture and what great potential the cochlear implant can have for children or adults. I also don’t agree with what they both say about the deaf