Table of Contents Pages 2 - 3 Birth to Six Months Pages 4 - 5 Six Months to One Year Pages 6 - 9 One Year to Three Years Pages 10 - 11 Four to Five Years Pages 12 - 13 Six to Seven Years Pages 14 - 16 Eight to Twelve Years Pages 17 - 18 Thirteen to Sixteen Years Pages 19 - 20 Seventeen to Nineteen Years Page 21 References |Communication Development: Birth to Six Months | | | |Cries in different ways when hungry, cold, wet, tired or distressed. | |At 5-6 weeks coos when contented and vocalizes spontaneously. | |Can tell the difference between parents and other peoples voices. Is more responsive to primary carer.
Between 2 and 3 years, the confidence of the child will increase resulting in them playing happily alongside other children adults. However, they become more impulsive and demanding, prone to temper tantrums when demands aren’t met instantly. Between 3 and 4 years, their independence develops more and more and they are more comfortable in unfamiliar places and with unfamiliar people. They become more sociable, playing with others, sharing during games, and showing concern and comfort for those around them. Between 4 and 7 years, they are more interactive with other children but still struggle with rules in games and fairness.
Age Physical Communication Intellectual/cognitive development Social and emotional and behavioural development Birth to 4 weeks -Lies back with head to one side. -Head lags when pulled up to sit. -Primitive reflexes for example rooting, sucking, stepping and grasping. -Cries when basic needs require attention, for example hunger, tiredness and distress. -Blinks in reaction to bright light -Turns to soft light Stares at carer -Responds positively to main carer.
As Scout gets older she realizes new things like how she really enjoys Dill's company and her observation of the Tom Robinson's case. Children today go through a similar course to reach maturity. From a personal view on the topic, I remember playing dolls and simply wondering whats for dinner. Now, I have to concentrate on grades at school and my future. What is it that changes in children?
1.1 The rate of development for children from birth to 19years, the sequence is divided into 5 different aspects: Social, Physical, Intellectual, Communication and Language and Emotional. No two children are the same all are different. I will start with 0-3Years- Social and Emotional Development Birth – 3 Months • Younger infants will cry to communicate with either parents or other people whether it be hungry, tired or needs changing, and will stop when listening to others • When smiled at they usually respond by smiling back or in a positive way, especially family members (unless they are upset or angry) • Will only consider others to their own needs e.g. : Warmth, food, changing. • Responds to others in a positive way, especially
Julian best demonstrated this behavior when he noticed a little girl crying after she was dropped off at the center. Julian voluntarily brought her a stuffed panda to make her feel better. to Martin & Fabes (2009), onlooker play is play in which one child watches another child or children but does not directly participate. Julian demonstrated onlooker play whenone of the girls was showing some classmates how she could stand on one foot like a flamingo. He showed interest in this “standing like a flamingo” activity by observing from a distance.
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.
| |Rolling over onto tummy |shows stranger shyness |drops toys deliberately and watches them fall |Basic sounds for items “brrmmm” for car | | |Holds body in a crawling position, progressing |dislikes changes in routine |looks in correct place for toys that have rolled out |Pointing in the right direction for items people | | |to crawling backwards & forwards |starts to have tantrums when upset |of sight |etc Sharing interests | | |Try to walk, pulling themselves up on furniture |little idea of sharing and strong sense of ‘mine’ |recognises familiar people at 6 metres |By 18 Months: | | |By 18 Month: |By 2: |By 2: |first words appear
Set 1:9 months Question #2 At 8 months of age my baby boy, Preston would be in enlisted in the group of a “slow to warm up” baby in terms of Thomas and Chess’s classic temperamental categories. Normal characteristics of a “slow to warm up” category include, child showing slightly negative responses of mild intensity when exposed to new situations, slowly came to accept them with repeated exposure, fairly regular biological routines. Preston has an obvious attachment to myself as a mother, preferring me to others. He was hesitant at first with the pediatrician, including emotional responses of fear of total strangers, separation anxiety and a quick, loud cry when upset or in pain. Eventually he was readily adaptive to the new people and situations in the pediatrician's office.
You were a good baby too, you only cried when you were hungry, tired, or needed to be changed. You only woke up once around 3:30 because you were hungry. (Biosocial development: sleep patterns) One time your “tia” came over and kept saying about home much of a mellow chill baby you were. (Psychosocial development: temperament) You were a happy baby for the most part, but when you got mad,