Will explore alone but with parent close by and may have temper tantrums. They will be aware of other peoples feelings and will show concern if they hear a sound of crying or distress and will show excitement if they hear a familiar or happy voice. Will copy others, especially adults and older children. They will tend to get excited when with other children and will play mainly beside other children, but will be beginning to include other children, such as in chase games. Will show more and more independence as well as showing defiant behavior, e.g doing what they have been told not to or not doing what they hav been told to.
"Baby talk" may also come into affect. COMMUNICATION AND INTELLECTUAL DEVELOPMENT For newborn babies crying is a way of communication this communication can be for a number of reasons such as, nappy change, hungry, tummy upset or tired. Also another way to communicate is by body language such as tensing up when they're uncomfortable or yawning when tired. Intellectual development will come from yourself with cooperation with your baby such as smiling to them, eye contact and talking or even singing to them. This will help them feel protected and content with the positive attention.
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.
Discuss and Justify Care Needs at Life Stages M3, D2 Throughout all life stages (“Maslow” Every individual has care needs). I am going to discuss and justify what care needs are required at the different life stages and how these needs are met e.g. Through infancy a baby needs their nappy changing where as they develop, they need support getting to the toilet. Infancy-childhood There are a number of needs for infants, which they cant do themselves, but as they develop in to childhood they become less dependant on their parents. Infants are completely dependant on their parents to do most things for them physically such as wash, feed, change nappy, dress etc.
During this time the infant will sleep much of the time and will grow quite fast. They will try to lift their heads and start to kick their legs and wave arms. They will begin to hold objects when they are placed in the hand for example a rattle, they will also put them into their mouths. The grasp reflex will lessen as hand and eye coordination begins to develop. Become more alert when awake and learn to roll from side to back.
Unit 2 – Development from conception to age 16 years E1 Describe the development of children in a selected age range and in TWO (2) areas of development 0-1 years: Intellectual development: New-borns make eye contact and cry to indicate their needs they use this as a survival technique as they learn that when they cry adults will care for them. They’ll turn to sounds, and become comforted by a human voice and are programmed to look at human faces. They’ll also imitate other people’s facial expressions and actions. This helps them learn, imitation is the best learning strategy for a baby http://ilabs.washington.edu/meltzoff/pdf/99Meltzoff_BornToLearn.pdf 05/03/14 states: “Imitation is a powerful form of learning commonly used by children, adults and infants. A child's enthusiasm for imitative behaviour prompts parental attention and interaction, and provides a mechanism for transmitting appropriate cultural and social behaviour”.
Children can now be easily distracted to avoid unwanted behaviour. 2 -3 years Children will become more independent, wanting to do things for themselves and become frustrated when they are unable to do something without help. Jealousy of others receiving attention may also become an issue although they will begin to enjoy playing alongside other children of their age, or others who give them attention. The child may display attachment and separation anxiety at this
The baby will begin to coo and gurgle in response to interaction from carer. Bt three months the baby will recognise and link familiar sounds such as the face and voice of a carer, will try to have a conversation with the carer and imitate high and low sounds, will aslo return and give smiles. | Smiles from about 5 weeks, begins to respond to familiar sounds, engaged by peoples faces and by three months starts to discover what she/he can do and this creates a sense of self. If the primary carer leaves the room baby may cry not yet understanding that person exists and will come back. Shows feelings such as excitement and fear, reacts positively to a carer who is kind and southing if a carer does not respond to a baby, the baby may stop trying to interact.
Ct230 Rate and Sequence, birth – 19 years. Social and emotional behaviour – From birth a baby can respond to touch and sound, they will recognise a parent or carers voice. At just a few months old they will smile and engage with their carer. At four months they will interact vocally by ‘Babbling’ or ‘Cooing’. Depending on their personality and time spent with other children, a 6 month old infant will become more interested in social interaction; some may experience a fear of strangers and become distressed when separated from a parent of carer.
(preschool) • Child gains trust in their care givers, they are in control of their emotions Stage 3: • Initiative verses Guilt (3-5 years) • Their social world is widening • Adults expect children to be more responsible • Children develop uncomfortable guilt feelings if they are irresponsible Stage 4: • Industry versus Identity ( elementary-school years) • Children take initiative which gives them new experiences. • Mastering knowledge and intellectual skills • Children enjoy learning new skills • Problems can arise developing a sense of inferiority and incompetence Stage 5: • Identity verses Identity Confusion (High School) • Trying to find themselves and what they want out of life • Encourage students to explore different paths • If not allowed to explore may develop identity crisis. Stage 6: • Intimacy versus Isolation (early adulthood) • Developing a relationship with a partner • Intimacy is finding yourself but not losing yourself in someone else • Hazards - Feeling of loneliness when you cannot find a partner Stage 7: • Generativity versus Stagnation: ( mid-adult ) • Generativity means transmitting something positive to the next generation. • Stagnation can happen when we feel we have done nothing to help the next generation Stage 8: • Integrity versus Despair ( Late Adulthood ) • If retrospective evaluations are positive they develop a sense of integrity • If they have mainly negative backward experiences they