* Can hold a rattle for short period before dropping. | * Baby shows excitement at the sound of approaching voices. * Still distressed by sudden loud noises. * Will suck or lick lips when they hear the sound of food being prepared. | 6 months | * Baby enjoys brighter colours to look at and more interesting things.
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.
They will be saying a couple of clear words – ma, papa, dada and my personal favourite ‘no’. Between the ages of 2 and 3 the child will enjoy colouring, learning names of objects, forming sentences, developing a personality, throwing tantrums, play with water sing nursery rhymes, run, put together jigsaw puzzles, put their shoes on and even dress themselves. 3 to 7 year olds will start to understand the difference between right and wrong, between 3 and 4 they develop motor skills. They can play games; start making friends in nursery and follow instructions. They attempt to write, recognise the alphabet and numbers and build on their social skills.
1-2 years: Children will begin walking and toys will start to be pushed/pulled along whilst walking (often to support with walking) Objects will be picked up and banged together or built to make a small tower. A preference for one hand may start to appear as they begin to hold tools such as paintbrushes.They enjoy trying to feed themselves both with finger foods and with cutlery, and will drink from a cup using both hands. 2-3 years: Holding tools to mark make will become easier, a child is able to kick and throw (e.g a ball) and an understanding of toileting will be apparent. 3-4 years: Children will be able to use the toilet with no more use of nappies during the day time, dressing/undressing will be easier and use of muscles will be shown through climbing,catching,jumping,skipping etc. Children will begin to draw pictures of family, friends and everyday situations (Usually people being represented by circles or lines) 5-6 years: Children will be able to draw numbers letters and practice writing their name.
According to Berger fine motor skills are “physical abilities involving small body movements, especially of the hands and fingers, such as drawing and picking up a coin”(Berger 145). Berger states that “toward the end of the first year and throughout the second, finger skills improve, as babies master the pincer movement and self-feeding” (Berger 145). According to this information Maya being two years old is inside the range of this skill and within the norm. Cognitive Development: As Maya observed the toys she quickly started banging on them using her hands. She looked amused with the “bang” noise the toys were making.
Assignment for CYP3.2 Ac2.3 Reflective account. Code J Write a reflective account giving an example of when you have carried out an activity with a child that reflected a child centred and inclusive approach. In my last activity it was all about messy play. I done animal printing with the children were they learn how to make patterns using colours and their hands to further develop their fine motor skills. For some children this was the first time for them to paint so I have to show them how and where to paint with others it was more about controlling their excitement and teaching them how to control and maintain their motions.
The sounds of rattles and other objects delighted little Kayla, and her parents bought her some percussive toys to play with too. Kayla learned how to mimic sounds early in her development and was speaking words and small sentences by the time she was two. She progressed well through the object permanence phase of development and also through Piaget’s preoperational thinking stage as well, during which Kayla talked about “me” a lot, developed a rich creative storyline related to her dolls, and creatively manipulated ideas to suit her unique vision of the world. Kayla also progressed smoothly through Erikson’s first three psychosocial stages of development, from infancy through early childhood to preschool. 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.
Messy play with rice Pudding and Blue Sand: This activity was for the sensory development of children aged 2-3 years as these are the age range of children I am currently working with. When planning this activity I had to consider what age range I was going to be working with, my thought process was, to do this activity with babies could mean they would try and eat it rather than play with it and get the experiences of feeling it and exploring the different textures as I had intended. I thought 2-3 year olds would enjoy it as there are different textures that they may not have been able to experience before. They would see the sand mixing in with the rice pudding and also the colour would change so they would be able to explain what they thought may be happening. Children older than 3 years may find it a little boring as it might have been something that they had done when they were younger.
Start to form close friendship. Need adult help to sort out arguments and disagreements in play. They will enjoy inventing games with rules. Children in this stage like to draw and paint. They will start losing teeth so it’s good to explain them to keep them clean.
I also researched and printed a suitable Easter picture (Jesus on the Cross) for the children to mount on the inside and colour. When the activity began, I explained to each group individually that we would be placing the top and bottom of the paper eggs together using the split pins. I gave a demonstration using FF’s egg. A few in the first group didn’t want to use the split pin to put the egg top over the chick as they wanted the chick on show. I explained that it was meant to look like a baby chick cracking out of an egg and that we could fix the pin to hold the egg open so that the card could be displayed with the chick showing.