Understanding Children from Birth to Age Two

Child Development Development: refers to change or growth that occurs in a child. What are the benefits of studying children at various ages? Understanding growth will help you to develop appropriate programs for children. Why would this be important? Should you or can you teach children that are at different age levels?

Names that describe young children Infant: For the first year after birth. Toddlers: From their first year until their third birthday. Preschooler: children ages three to six.

Areas of Development Physical Development: physical body changes. Gross Motor Development: Improvement of skills using the LARGE muscles. Fine Motor Development: involves the small muscles. Cognitive Development: Mental processes used to gain knowledge. Social and emotional Development: Learning to relate to others is social development. Emotional development involves refining feelings and expression of feelings.

Characteristics of Development Development begins from the head downward. This is called Cephalocaidal principle. According to this principle, the child first gains control of the head, then the arms, then the legs. Infants gain control of the head and face within the first 2 months after birth. In the next few months they can lift themselves by using their arms. By 6-12 months infants begin to gain leg control and may be able to crawl, stand, or walk.

Physical Development in the first 2 years. Size and Shape: An infants weight may change almost daily. The average weight at birth is 7 ½ pounds. Five months later the infant will have doubled in weight. Infants length also changes rapidly. The average newborn measures 20 inches. 12 months later the child has usually grown inches. There are weight and height differences between boys and girls by two years of age. Most boys are taller and heavier than girls.

Looking Ahead First Month Turns head to clear nose from bed Keeps hands fisted or slightly open Few expressions when awake Second month Holds head up while on tummy Holds objects with hand Smiles and coos

Third month Sits when supported Turns head to sounds Reaches for objects w/ both hands Fourth month Rolls from side to side or to back Babbles and laughs Clasps fingers and hands in play Fifth month Rolls from front to back May sit supported Understands own name

Sixth month Transfer toy from one hand to next Creeps – (army crawl) on tummy Stands with support Seventh month Pushes up on hands and knees Sits w/ little support May say “ mama ” and “ dada ” Eighth month Crawls Stands leaning against something Mimics sounds

Ninth month May crawl up stairs Feed self May understand and respond to some words Tenth month Stands w/ little support Repeats some words Object permanence “ hide and seek ” Eleventh month Stands alone – squats and stoops Mimics some words Twelfth month Walks Points with finger

Motor Sequence The order in which a child is able to perform new movements. Crawl: the child pulls with the arms and wiggles the stomach. Occurs when the child’s abdomen is on the floor. Hitching: From this position (sitting) infants move their arms and legs, sliding their buttocks across the floor. Creeping: is a movement in which infants support their weight on their hands and knees and move and it strengthens over time. (Don’t confuse this with crawling). Walking: with better strength in their arms and legs infants can walk if led by an adult and soon after can pull themselves up and eventually progress to walking.

At your tables each of you come up with a different equipment or toys that can increase motor development then have someone list all of your answers on the board what classroom equipment can increase motor sequences or promotes motor development. Remember FINE and GROSS motor. Include 5 for each—FINE and GROSS

Cognitive Development in the First 2 years Birth to Three months: Vision is blurry at birth, a few weeks after they can see objects near them at 8-15 inches apart. The face becomes interesting to them and they focus on facial expressions. Hearing is developed early in life. Infants at birth will turn their heads towards sounds and are easily startled by noises. They can also be lulled to sleep by soft rhythmic sounds. During this time infants cannot distinguish themselves to other objects. To them it could be someone else’s hand; rather than their own. Newborns experiment with their reflexes. The most common is sucking. They will suck anything that touches their lips and will make sucking noises in their sleep.

Three to six months Infants will examine objects more fully at 3 months, but at 6 months they can distinguish between familiar and unfamiliar things. Learn that they can touch, shake, and hit objects they see and begin to notice that what they do can make sounds. They make judgments. Vocalizations begin to increase. Respond to new ways of touch. Infants in this stage think with their senses and movements. Body awareness develops.

6 to 9 months Object Permanence: this concept is the understanding that objects continue to exist even if the infant cannot see them. Showing object permanence shows that infants are developing memory and goal-oriented thinking. Crying: to call a person shows that infants are learning to communicate and get someone to notice them. The child learns that making noises can get an adult to understand the child’s needs.

9 to 12 months. More goal oriented. The child gains ideas on what he or she wants. They anticipate certain events. Like when a parent begins to put on a coat they relate this to them leaving and then begin to cry.

12 to 18 mo mo. Hearing and speech continues to develop. Trial and error games and cause and effect. Learning MANY new words. Books become more important. They can understand more words than they can say. Begin to think before taking action. They explore a lot more and not necessarily in safe situations. Pretend play Deferred imitation: is watching another person’s behavior and then acting it out that same behavior later. Telegraphic Speech: when a child’s words reach to 200 they begin to combine two words into short sentences.

Social and Emotional Development in the first 2 years. At birth infants show emotion by cooing, using facial expressions and movements to express themselves. At the first few months of life you will observe a range of expressions. Happiness is shown when the corners of the mouth are pulled back and the cheeks are raised. Between 6-9 months the infant will begin to show fear, anxiety, and anger. Adults are most important in the age group.

Temperment Refers to the quality and intensity of emotional reactions. Passivity: relates to how actively involved a child is with his or her surroundings. A passive infant withdraws from a new person or event. An active infant does something in response to a new person or event. Irritability: A tendency to feel distressed. Activity patterns: levels of movements. Lots of movement, or very little movement.

Attachment Is the strong emotional connection that develops between people. Separation Anxiety: this happens when a child protest because a familiar caregiver is leaving. The child often cries as a sign of distress. Children between 9 and 18 months have the most difficulty beginning a child care program. To make the transition easier, you should encourage parents to bring the child's favorite toy or blanket.

Changes over time Birth to 3 months: general excitement and distresses are the only emotions shown. You will notice there are usually no tears. 3 to 6 months: children respond to people with smiles and laughter. They make happy sounds and begin to notice other babies. Tears begin to show at this stage. Crying still shows distress and use different cries to show different types of distress. 6 to 12 months: infants become actively involved with their caregiver. And show happiness, joy, and surprise. They also make sounds in response to the speech of others. They form attachments to caregivers and will express distress when they are gone or leaving.

12 to 24 months: children show separation anxiety. They become upset because of something they think will happen in the future. they become interested in exploring; they are curious about new objects but still have a sense of fear for the unfamiliar. Children at this age become more aware of their own abilities and their self-awareness is a source of joy and anger for children. Children who are self-aware love to say “no” These children like to know that they can make things happen, and they do not always want to do what adults want. Sometimes will say no to adults just to see what they will do to them. You have to be kind but firm to these children.

Babies are Hard: Write one sentence onto a note card describing why having a baby is hard work. Decorate the card and then give the card to the teacher. Having a baby is not for the lazy. Having a baby keeps you up at night from crying, lack of sleep, teething, eating, changing, sick, etc. Come up with something fun and creative—decorate it fun and creative for FULL POINTS!!!