Developmental Readiness
Name: Samantha Bonds
Institution Affiliation: Grand Canyon University
Date: September 10, 2019
Developmental Readiness
A Child from Birth to 4 Years
Cognitive
Typical
The child tries to look at objects around him or her with a lot of interest. It indicates the drive to explore more in the society.
Atypical
The child does not produce speech sounds, and in any case, they may not bubble. Lee & Gibbon (2015) says that speech problem may represent a disorder.
Lack of interest to look around for objects around them. Babies do not have the drive to look at things around.
Developmental Strategy
Have a chat with interesting pictures to look at to drain the attention. Also having motion pictures in a screen to increase interest in watching. (Typical)
Secondly, a mother or caretaker can perform lip massage to increase the mobility of the lips hence easy to talk (Gibbon, 2015). (Atypical)
Linguistics
Typical
Babies tend to turn when they hear a sound and actively tries to listen to a conversation. Tenenbaum, Sobel, Sheinkopf, Malle, & Morgan (2014) says that a child’s attention to moving lips indicates language development.
Atypical
The child might not imitate other sounds around him or her. It means the child does not comprehend what is happening.
Secondly, they appear not to be listening and do not respond to their names when called.
Developmental Strategy
Family members can continue communicating with the child to ensure they capture the semantics to develop a language. (typical)
Having soft music from television to ensure it increased need for attention. They might be attracted to listening. (atypical)
Physical
Typical
Psychomotor skills may involve the drive to crawl, which involves satisfying the spirit of adventure.
Atypical
The child may find it difficult to take toys to the mouth, which is an instinct, and they always feel the drive to take it to their mouth.
The children may find it difficult to use the thumb and index finger when holding on toys.
Developmental Strategy
Encouraging the toddler to crawl around the room. It is interesting, and they have the drive to explore my holding on to different objects. (typical)
Moorthy, Iyer, Krishnan, & Pugazhenthi (2019) says that mechatronic training kit which can help in promoting skills grasp, wrist rotation, and eye-hand coordination. (atypical)
Social
Typical
The toddler recognizes familiar sound in the family-like dad, mother, grandmother, and also a grandfather.
Atypical
The child does not appear to feel pain. For instance, the toddler may not feel and react towards an immunization shot.
Developmental Strategy
Ensuring the child listens to a music can helps in increasing socialization strategy for the toddler (Sulkin & Brodsky, 2013). Also, giving the child a chance to listen to a familiar voice over the phone can help in increasing social relationship. (typical).
The family members can also ensure a conducive environment for the toddler by giving them company. It is an effective way to ensure they are attentive to respond to issues happening in the environment.
Emotional
Typical
At age 4, the child should be in a position to say their name, age, and also answer simple questions.
Atypical
The child may be insecurely attached-anxious whereby the child is less likely to be attached to their mothers.
There are also instances of insecurely attached-anxious, which in this case is avoidant. Children tend to avoid their mothers and are not distressed by their absence.
Developmental Strategy
According to Shewark & Blandon (2014), unresponsive behavior by parents can easily result in a negative attitude on child development. Therefore, parents have to engage their children to develop their emotions. (typical).
Timers can help a child develop patience and self-regulation in different situations. For example, it can help in enhancing patience since they have to wait for a time in a given situation. (atypical).
References
Lee, A. S.-Y., & Gibbon, F. E. (2015). Non-speech oral motor treatment for children with developmental speech sound disorders. Cochrane Database of Systematic Reviews. doi: 10.1002/14651858.cd009383.pub2
Moorthy, R. S., Iyer, K., Krishnan, R. H., & Pugazhenthi, S. (2019). Enhancement of psychomotor skills in children with autism spectrum disorder by employing a mechatronic training kit. Paladyn, Journal of Behavioral Robotics, 10(1), 1–13. doi: 10.1515/pjbr-2019-0001
Shewark, E. A., & Blandon, A. Y. (2014). Mothers and Fathers Emotion Socialization and Childrens Emotion Regulation: A Within-Family Model. Social Development, 24(2), 266–284. doi: 10.1111/sode.12095
Sulkin, I., & Brodsky, W. (2013). Parental preferences to music stimuli of devices and playthings for babies, infants, and toddlers. Psychology of Music, 43(3), 307–320. doi: 10.1177/0305735613502375
Tenenbaum, E. J., Sobel, D. M., Sheinkopf, S. J., Malle, B. F., & Morgan, J. L. (2014). Attention to the mouth and gaze following in infancy predict language development. Journal of Child Language, 42(6), 1173–1190. doi: 10.1017/s0305000914000725
Lynette89
SBonds_DevelopmentalReadiness09102019.docx
0
