Also during this period, the child will make great strides in language and social skills (Lockman, 2009, p.6). The text suggests that there are three major periods of a baby’s development through the first two years of life (Brooks, 2010, p. 211). During the development of self-period, infants’ visual, sensory and motor responses emerge and so it is important for new parents to ensure their baby is stimulated with things such as mobiles or even just playing with their newborn. Babies, even newborn babies, like being around people and engaging with people (Brooks, 2010, p. 215). Allowing for the newborn to have many interactions with both their parents and other newborns will start the development of their social and emotional skills.
The baby can respond to sound and their heart will beat faster if a light is shined on the mother’s abdomen. The baby now has hair, eyelashes and eyebrows, as well as a strong grip and kick. By months 6 to 9, the baby can suck their thumb and will be more active when the mother lies down. How the mother feels affects the fetal activity. There is plenty of room in the womb so the baby can move around.
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.
A sudden loud sound or slight drop of neck would initiate the Moro reflex, also known as the “embracing reflex”. It was said that this reflex helped infants cling to their mothers in evolutionary pasts. If you stroke the bottom of an infant’s foot, the toes will fan out and curl as the foot twists in. The function for this reflex is unknown. The Palmar grasp is placing your
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
Child and Young Person Development Describe the expected pattern of children and young people’s development from birth to 19 years. |Age (years) |Physical Development |Communication and intellectual development |Social, emotional and behavioural development| |0 – 3 |If the baby is pulled to sitting position, |The baby responds to sounds, especially familiar |A baby’s first smile in definite response to | | |the head will lag, the back curves over and |sounds. |carer is usually around 5-6 weeks. | | |the head falls. |The baby shows excitement at sound of approaching |The baby turns to regard nearby speaker’s | | |The baby turns its head towards the light and|footsteps or voices.
Communication and Intellectual development starts from the moment a baby is born. In cases where a baby has been neglected from this early stage it is found that they will experience difficulties in effective communication later in life. Babies enjoy listening to songs and games and most sill start to speak by around 12 months old. Between the ages of 1-2 they will be able to form short sentences and by the age of 2 will have a vocabulary of around 200 words. By the age of 3 a child will be using negatives and plurals in their speech and vocabulary will increase rapidly.
E1- Describe the development of children in a selected age range and in 2 areas of development. Physical Development: Physical development is important for 3 reasons Allows new learning to take place Allows further development-build on skills already perfected Enhances confidence/self esteem 0-6 months Babies learn how to control their muscles and movements. Baby’s development of fine motor skills can be watches hands and plays with fingers, clasps and unclasps hands and can hold a rattle for a moment. Its development of gross motor skills are, lifts head and chest up and waves arms and brings hands together over body. By one month, a baby can turns its head from side to side when lying on the back or belly, and can move its hands and arms.
The myth is that the brain develops within the first three years of a child’s life, so the first three years are the most important for development. Disagreement With Myth Lugo-Gil and Tamis-LeMonda (2008) found that the parenting quality, judged by the interactions between parent and child, influence the cognitive development of a child. The act of spending quality time with a child in early development has a positive influence on cognitive development (Broderick & Blewitt, 2015). The difference surrounding the myth is that the brain is not fully
There is an expected pattern for children to develop from birth to 19 years, however it is important to realise that every child is different. The expected milestones are based on what most children will be capable of by age. Children’s development happens in step changes, they have large “jumps” then plateau, and so on. In all areas of a child’s development children start by learning through trial and error i.e. : poking and fiddling.