Assignmment week 1
Celestepointer22
2MV690429K099524BASSIGNMENTWEEK12.pptxChild Developmental Milestones
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Atypical And Typical Childhood Development
There are various ways as children grow in which they need to develop.
Childhood development can either be typical or atypical.
Typical child development provides the child’s generic progress compared to same age peers.
Atypical childhood development happens when a child is ahead of agemate peers in any of the different skills or even lags behind in a certain skill(Morgan et al.,2018).
The progress of the child is tracked using different childhood stages of development.
Skills such as crawling, walking, speech, and following directions are all examples of developmental milestones, and although children often reach these touchstones at different times, there is generally an awaited time frame in which to reach them (Morgan et al.,2018).
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Two Typical Linguistic, Physical, Emotional, Cognitive, and Social Milestones Description of Children From Birth To Age Four Years
Typical behavior from birth up to three years involves:
Physical: Fine motor skills ,mastery of gross and control development from birth to a age of 1 year.
One to two years of age, perfected skills; balance, stability, coordination,, ability to manipulate objects
Two to three years of age, increase in motor skill; master challenges in the environment such as bicycles, stairs, balls, crayons, etc. By the end of this year ready to master toilet training.
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Cont’d
Cognitive : From birth to the age of one year the child should learn tactile stimuli, alertness, auditory, interest in visual, and recognition.
Linguistic: At the age range of 1-2 years the child should have the ability to produce and comprehend language.
At the age of 2-3 years, the child should be able to use language is used to communicate with others.
At the end of the year, the child should develop object of permanence.
The child should acquire understanding skills before spoken skills and this occurs at the age of one to two years.
The children should perfect language within two to three years of age.
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Cont’d
Social : From birth to the age of one year, primary caretaker development of attachment is the most important task.
At approximately six months old, anxiety for stranger develops.
At the age of 1-2years, they develop trusting and compassionate relationships with adults outside the family and other family members.
Engage in games that are simple to play.
At the age of two to three years , they begin imitating social roles.
At the age of two to three years they should be playing in the presence of other children but not interacting with them (parallel play). Toilet training represents a significant internalization of social rules.
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Cont’d
Emotional : From birth to the age of one year, the task involves using positive attachment with primary caretakers to develop trust.
At the age of 1-2 years , beginning autonomy development and understanding that their existence is a separate entity from caretaker makes up the primary task.
At the age of two to three years , the firming of autonomy occurs.
At the age of 1-2 years the child begins exploring but often checks back with caregiver.
They experience pride and pleasure at being "good" and embarrassment, shame, and distress at being " bad".
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Typical Behavior For Children Within Three To Four Years of Age
Physical : They have a consistent weight and height gain , the protruding stomach begins to disappear, and cannot sit still for a long time.
Cognitive :Rapid development of significant and receptive language, refining of syntax and grammar, and rapid increase of vocabulary. They repeat and use words which they cannot understand(Poitras et al.,2017).
Social: Before cooperating with others they learn taking turns and social rules of sharing.
Emotional Beginning of the ability to delay gratification and impulse control.
Cognitive- Thinking is concrete, cannot think abstractly, and takes things literally.
They have limited understanding of cause and effect, and sequencing events.
Their thinking is self oriented and have vivid imaginations; engage in magical thinking and fantasy. Asperity distinguishing between fantasy and reality (Poitras et al.,2017).
They begin to understand, explore, imitate and practice social roles. The play often reflects experimentation of social roles . They learn the concepts of right and wrong.
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Two Atypical Linguistic, Social, Emotional ,Cognitive, and Physical Milestones Descriptions For Children Birth To Age 4
Atypical behavior for children up to three years old:
Physical : From birth to one year of age, they have fine motor skills and underdeveloped control and gross mastery.
At the age of one to two years, they are unable to manipulate objects, unable to balance, and the inability to coordinate.
At the age of two to three years, they cannot stand and walk steadily when supported.
At the age of two to three years they have difficulty getting things to mouth.
They have the inability to get things that are in reach at the age of one to two years.
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Cont’d
Cognitive : From birth to the age of one year , they don’t watch things as they move and at the age of one to two years they do not have the ability to look at where you point,
The child does not respond to his or her own name at the age of two to three years.
Social :The child does not smile at people from birth to the age of one year and does not show to caregivers affection at the age range of one to two years.
At the age of two to three years, they do not copy things as expected.
Emotional : They do not smile to people from birth to the age of one year and does not make a eye contact at the age of 1-2 years.
They cannot search for things that he/she sees you hide. They do not play any games involving back-and-forth play Doesn't look where you point.
At the age of 2-3 years they do not play with toys and others.
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Atypical Behaviors For Children Aged Between 3 To 4 Years
Physical : They cannot jump and cannot create their own words for events and objects.
Cognitive: They cannot understand different and same things.
Social: They are not active and are usually withdrawn, only responds superficially and do not show a range of emotions.
Emotional :They show wide range of behaviors including getting sad, fearful, and aggressive , and show emotions in a wide range.
They have trouble scribbling.
They cannot follow three-part commands and cannot retell a favorite story. Shows no interest in interactive games or make believe.
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Developmental Delay Signs
The Professionals And Families Should Look For Developmental Delays Such As:
Inability To Jump And Use Their Own Words For Events And Objects.
Children being withdrawn and not being active.
Failure to show range of emotions, and
Showing a range of behaviors.
Others include failing to respond to their name at the expected time and not showing affection to caregivers , and failing to smile at the expected time of development.
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Technology Resources And Strategies To Help Children Meet These Milestones
Strategies include using play to promote a discovery and inquiry spirit.
Including toys and other appropriate-age things.
Encouraging and fostering constructive interactions with others.
Encouraging physical activity or active form of play (Morrison et al.,2018).
The technology resources used include digital devices such as computers, smartphones, televisions, handheld game devices, game consoles, and tablets.
Further strategies include Create a secure environment for exploring.
Inspire your youngster to move their body in a variety of various ways and see how they feel (Morrison et al.,2018).
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References
Morgan, S. E., White, S. R., Bullmore, E. T., & Vértes, P. E. (2018). A network neuroscience approach to typical and atypical brain development. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, 3(9), 754-766.
Morrison, J., Chunsuwan, I., Bunnag, P., Gronholm, P. C., & Estrin, G. L. (2018). Thailand’s national universal developmental screening programme for young children: action research for improved follow-up. BMJ global health, 3(1), e000589.
Poitras, V. J., Gray, C. E., Janssen, X., Aubert, S., Carson, V., Faulkner, G., ... & Tremblay, M. S. (2017). Systematic review of the relationships between sedentary behaviour and health indicators in the early years (0–4 years). BMC public health, 17(5), 65-89.
