They are more then little babies who need to be feed with information to learn. They are eager to observe and interact with their environment. They like to make there own discoveries about their world by constructing their own theories, testing and adjusting to new information or results in their own way. They basically like to test their environment to see what happens as an effect of doing something. For example dropping toys to the floor, or playing with water, smashing food on the floor, squeezing a cat, etc.
Social and Emotional Development: Children of age 3-5 years age enjoy being with other children. They begin to play with other children more and start learning that other people have feelings. Child may still have fear of noise, dark, animals, etc. Some children develop sense of humor and thus like to laugh and repeat silly words. They may still need a dummy, blanket or other comforter when tired or away from home.
Little girls learn that they are supposed to like dolls and pink, while little boys learn that they are supposed to like trucks and the color blue. Through various forms of guidance and direction from external influences, children experience gender role socialization they quickly learn what behaviors are encouraged by their parents and peers, and which ones are not. These ideas are further reinforced by the media's portrayal of traditional gender roles. As a result, children internalize these beliefs pertaining to gender roles and their behavior is modified accordingly. The child's first influence in regards to gender roles is the family.
University of Phoenix Material Developmental Stages Matrix Complete the matrix by listing out the various changes in each age group. |Developmental Stage |Physical changes |Cognitive changes |Socioemotional changes | |Infancy |The brain growth is slower in this stage. |• Turn head toward bright colors and lights • Turn |• Make cooing, g urgling sounds • Smile when smiled | | |of age does your child: |toward the sound of a human voice • Recognize bottle |at • Communicate h unger, fear, discomfort (through | | |• Lift head when held at your shoulder • Lift head |or breast • Respond to your shaking a rattle or bell |crying or facial expression) • Usually quiet down at|
The second five minute of observation she showed anger and sadness. The positive emotions of joy and contentment joined by negative emotions. Example is when Angela came in with a toy to play with Jenna she smiles spontaneously then Jenna cried when Angela instantly grab the toy away from her. Jenna reacted sadness. Another emotion is fear, when I tried to get closer to Jenna she even cried louder showing stranger wariness stage when an infant no longer smiles at any friendly face and cries even more to an unfamiliar person who moves too close.
Physical (Reflexes) Cognitive Communication Social, emotional and behavioural Startle Babies will react to sudden noises or bright light by startling (clenching their fists and throwing their arms out) Walking and standing When you place a baby’s feed on a firm surface they make stepping movements. Sucking and Swallowing The swallowing and sucking reflexes enable the baby to feed and swallow. Rooting If you touch a baby on the cheek it will move its head to seek out a nipple. Grasping When a baby grasps an object or finger placed in its hand When babies recognise the smell or voice of their mother. A baby can communicate hunger, distress or tiredness by crying.
Research has shown that the sing-song speech, often accompanied by exaggerated facial expressions is loved by babies, (Rai & Flynn, p27). This ‘parentese’ language, which introduces infants to patterns in language helps them to develop it, and also promotes the start of developing a relationship. Adults have to provide for and give constant love and attention to the child. In the case studies this was identified to be ‘..paying close attention to them, doing things together, comforting when scared, praising and watching fondly, playing games and laughing together’, (Rai & Flynn, 2004, p48). All of these actions enable an adult to form a secure relationship with the child by showing them that the adult is ‘in-tune’ with them and is responsive to their needs.
Baby G's eyes began to twitch again, well after she stretches her left leg. As baby G's mom sits on the edge of the bed, the infant gradually opens her eyes, turning almost to her mom. She then looks up to see that her toys are hanging from above her crib. She hits at them. Mrs. Gordon moves a bit closer to her child and smiles at her, Baby G then smirks back.
Nicola Carr TDA 2.1: Child and Young person development. 1. Expected patterns of development. |Age range |Physical development |Communication and Intellectual development |Social, emotional and behavioural development | |0-3 months | | | | | |Sucking, rooting and grasping reflexes |Watches faces intently |Begins to develop a social smile | | |Startle reflex |Follows moving objects |Stop crying when a parent or caregiver approachs and can be | | |Kicks both legs equally and alternatively when lying on back |Can see clearly within 33cms and recognises familiar objects and people |comforted by a familiar adult | | |Raises head and chest when lying on stomach |Starts using hands and eyes in coordination |Enjoys playing with other people and may cry when playing stops| | |Pushes down on legs when feet are placed on a firm surface |Responds to speech by looking at the speaker and responds differently to |Becomes more communicative and expressive with face and body | | |Is able to focus and follow objects with eyes
When the teacher was in her sight she would cry, make noises, squirm around, reach for her to be picked up, or a combination of all of the above. • When Baby T was placed near two other infants she would smile, babble, shriek, hiss and coo at them. She would gesture by waving her hands and kicking her legs and feet. • I observed Baby T solve her own problem by crying to get the teacher attention when she was no longer sitting upright in front of a toy mobile she was playing with. One side of her body had slowly leaned to the right away from the toy mobile because the cushion supporting her, moved away from her body.