A baby will smile when spoken to in caring voice May enjoy been held, enjoy there bath time N/A 6 Months At this age they are aware of their surroundings, They are able to reach for their toys. They start to cut their first tooth at 6 months. They may sit up unaided Anything within their reach normal end up in their mouth Babies at this age will lift their arms to their carers letting them know they wants to be pick up. At this age they smile a lot more especially when playing or been talked too by their carers N/A 9 Months At this age most babies are busy getting around I.E. crawling.
Explain the sequence and rate of each aspect of development from birth to 19 years When working with children and young people, it is useful to have an idea of typical development for their age. Babies at birth: Babies are born with many reflexes which are actions they perform without thinking, many reflexes are linked to survival. Exmaples of what you might observe: Physical: • Swallowing and sucking reflexes: these ensure that the baby can feed and swallow milk • Rooting reflex: The baby will move its head to look for a nipple or teat if its cheek or mouth is touched, this helps the baby find milk. • Grasp reflex: babies will automatically put their fingers around a object that touched the palm of their hand. • Startle reflex: when babies hear a sudden sound or see a sudden bright light they will react by moving their arms outwards and clenching their hands.
The baby will use his or her hand to grasp the carer’s finger. At eight to twelve weeks the baby moves his or her head to follow adult movements and watches his or her hands and plays with his or her fingers. Communication and language development Babies need to share language experiences and cooperate with others from birth onwards. From the start babies need other people. The baby cries to indicate need, e.g.
Contribute to the Support of Child and Young Person Development Know how to support children and young people experiencing transitions 3.1 describe the different transitions children and young people may experience. Babies weaning - Young children may not like the taste or texture of different foods and may lose weight if weaning attempts to replace a milk diet too early. children may begin to have disturbed sleep patterns, be more irritable whilst awake and less motivated to try new foods Starting nursery - Children are not used to leaving parents, separation can be a very upsetting and confidence shattering experience. Repeats of this negativity may cause withdrawal, regression - toilet using children may begin to wet the bed, be aggressive where usually amenable and may begin experience anxiety issues - becoming fearful of separation/clingy, not want to take part in activities that would usually engage some interest. Loss of a comforter - The transition between having a dummy, muslin, teddy bear, blanket and not having one can be quite upsetting .
Ellen Satter’s “How to Feed Children” Analysis There are multiple habits and strategies when feeding your child. The methods drastically change as the child gradually develops and matures. Satter lists steps that help direct an unaided or unsure parent toward the correct habits of eating behaviors at ages ranging from newborn to adolescent. Feeding a newborn can not only be rewarding but also challenging. Satter believes that the best method for newborns is “feeding her the way she wants to be.” One must pay close attention to her cues of crying or behavior.
Developmental changes at different life stages Developmental changes at different life stages Infancy (0-3 years) Physical: A newborn baby cannot digest food so that is why you have to breastfeed or bottle-feed them milk. It is easier for babies to digest and swallow. Infants are born will different types of reflexes, such as: * A newborn baby will be able to turn their head towards any touch on the cheek and the reflex for this is called ‘rooting reflex’. If you breastfeed, this is a good thing because it helps the baby to get the nipple into their mouth so you can feed them. * Placing your finger in the palm of your baby’s hand will set of the ‘grasp reflex’ because they will grab your finger tightly.
A deep sense of trust of her parents was engendered during infancy, as both her parents were there to feed and take care of her. During early childhood, Kayla learned control over her body through the process of toilet training. At this stage, Kayla occasionally experienced some frustration and setbacks, as she seemed to feel a sense of shame when she wet the
Age | Social-Emotional Development | 1–1.5 months | - smile in response to an adult- are beginning to show a particular temperament- for example, placid or excitable. | 3 months | Respond with obvious pleasure to loving attention and cuddles.Smile at familiar people and at strangers. | 6 months | Offer toys to othersAre more wary of strangersShow distress when their mother leaves | 9–10 months | Play alone for long periodsEnjoy pointing at objectsShow definite likes and dislikes at meals and at bedtimes | 1 year | Are emotionally labile- that is, they are likely to have fluctuating moodsAre still shy with strangersPlay pat-a-cake and wave goodbye, both spontaneously and on request | 18 months | Are aware that others are fearful or anxious foe them as they climb on or off chairs etc.Alternate between clinging and resistance | 2 years
Understand CYP development - unit 331 1.1 - Overall expected sequence and rate of developement for children aged 0-19 yrs 0 - 3 months Starts to recognise familiar faces and will respond to parent/carer's voice and music. Observes parent/carer's face (whilst feeding), also bright colours and bold images are very noticeable. Can see best at approx. 25cm away from their own face. Cries as a way of communicating, when hungry, tired, needs a nappy change or when wants comfort, or even when regular routine is changed.