| |0-3 |As a new born a child has very little |From the day they are born we try to |Children in this age range need to | | |control over its body. Such as how it |communicate with children.. At first |form strong attachments to an adult, | | |sucks and grasps to gain nutrition. |children do not understand what is being |at this stage it is normally parents | | |By a year old most babies can roll over|said but just the fact we talk, read or |and carers. Frustration often occurs | | |and/or crawl. |sing to them stimulates the brain to learn |when they want/need do things for | | |1 year old most walk.
By 6 months they can roll onto their stomach from their back, push their head, neck and chest off the floor. Babies usually get their first tooth around now. They start to crawl, sit up and pass objects from one to the other. They will learn to pull themselves up using furniture and walk by holding onto things. Hand preference may start to appear.
They are able to get things they want for themselves for example reaching for their blanket or toy without any support. They become more curious about things around them and start to investigate by placing things inside their mouths; however this could also be due to teething. Babies begin to play with their hands/fingers, by clasping them together and unclasping them and also raising their hands as a symbol to people. | A child’s communication and intellectual development from 3 to 6 months Sounds and noises will become that little bit more familiar and the baby will try and mimic what it is they can hear for example the sounds animals make. This alone will continue to progress.
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.
They consider future possibilities, search for answers, deal with problems and draw conclusions about events they have not experience firsthand. They now have the ability to make decisions based on knowledge. They develop mature relationship with friends and family and their independence increase. | Children reach adulthood. At this stage they may lack experience and confidence depending on the individual.
All children and young people develop at different rates ,but the order which they advance in differs very little . childrens development tends to progress from head to toe inner to outer .From simple to complex and from general to specific . Each child physical ,communication intellectual /cognitive,social emotional/ behavioural and moral development . Birth to 3 years . Physical development .
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.
Understand the expected pattern of development for children and young people from birth-19 years PHYSICAL DEVELOPMENT: Birth to Three From 8 months, begins to crawl. From 9 months, may begin to walk. Learns to let go with hands. Puts everything in mouth. Begins teething.
9 | Physical | Intellectual | Emotional | Social | | Infancy 0-3 years | | | | | Infants (birth to age 1) and toddlers (ages 1-2) grow quickly: bodily changes are rapid and profound, physical development refers to biological changes that children undergo as they age. Important aspects that determine the progress of physical development in infancy and toddlerhood include physical and brain changes, development of reflexes, motor skills, sensations, receptions and learning skills. Babies learn how to control their muscles and movements. Motor control develops from their head, moves down through the arms and the trunk and then to the legs and feet. Babies’ movements are reflective in nature, turning their heads to the side when you