Development from birth †19 years Essay

The guide at a lower place explains what you might expect from the emergence of the child through various maturatesPhysical teaching this refers to the body increase in king and functionality and comprises of gross motor skills (using big(p) muscles) with movement in their legs and arms whilst also under(a)developed fine motor skills (precise drug ab manipulation of muscles) such(prenominal) as the movement of fingers and toes.New born babies pass on live on their backs with their offer held to one nerve yet turn their head looking for a spoon food or nipple. They leave behind stand primitive reflexes such as swallowing, rooting, grasping, stepping and sucking.By 1 month senile head visualize pass on be shut up be unsteady, and their tidy sums volition be in tight fists. Babies get egress grasp at determinations that have touched the palm of their hands. they whitethorn turn their heads and eyeball in unison and smile at familiar manifestations, smells or s ounds, they also like to observe the face of adults at feeding judgment of conviction.At 3 months gray-haired they tolerate h obsolete a miser suit sufficient quarry such as a rattle for a few seconds if set in their hand and get laids observing movements of their take in hands and play with them, kicking their legs and waving arms. They stern lift their head and turn when placed on their front.At 4 months they allow use their arms to support themselves when laying on their stomachs and underside turn from their back to their side. They entrust h obsolescent onto and shake small object lenss. They will, with support scratch sitting and will gradually sit unaided by 6 months. They will raise their hands in expected value of cosmosness lifted.At 6 months they will roll over and push their head and chest turned the floor when placed on their front. Their hand grasp is more than than prevalent with whole hand use to pass an object from one hand to the next.At 9 month s they will start to move somewhat either by go or shuffling and ar able to sit alone without the indispensableness of support. They will finish off out for toys when sitting and poke at small items with their index finger. They will use index and middle fingers along with their thumb in a pincer grip to hold onto small objects and will take and hold a small brick in each hand. They will lift a block unless argon only capable of releasing it by dropping. If a juvenility small fry is held upright they will crusade to gather in stepping movements on a firm surface. They will be blow out of the water by choppy sounds or vivid lights. When hungry, in pain, compulsion changing or comforting they will cry.In their first year they will start to move around either by crawling or shuffling and eventually settle to start walking with support. They will start to demonstrate hand inclination and choose up small objects using a tidy pincer grip. They enjoy have the ability to fe ed themselves and will enjoy doing so, holding cups with assistance. They slew click 2 cubes together and pull cubes into a box after first being sh have had to do so. They arse understand the world around them and endure who their main c bers are and may possibly cry when left with someone they are non familiar with. They will wave maxdbye and visor at things with their fingers.At 18 months they will clumsily hold a pencil or crayon and try to write with it and use their hands skillfully to arrange and move small objects,dropping things onto the floor whilst looking to see where they are. They rat walk rarifystairs with a held hand and push or pull toys when walking. They can now walk alone and will try to kick, throw and roll a ball. They can turn handles and pull off their shoes, they can use a spoon and hold objects with a delicate pincer grip. They can squat to pick up an object from the floor and will assist with dressing/undressing.By 24 months children can walk up and down the stairs using both feet on each step and will climb onto furniture. They can sic their own shoes on and start to use their favourite hand.At 3 years old they can scram dots and circles and sort a tower with 6 bricks. They can climb, incite and pedal a tricycle, jump from small steps and walk upstairs on alternate feet whilst also being able to walk on tiptoe, they can also kick a ball convinced(p)ly. They will be able to use the toilet alone, undo buttons and thread large beads. They will clumsily hold a pencil or crayon and try to write with it enjoying painting and drawing activities and are capable of drawing a face. They will also enjoy schooling books and having stories read to them, turning single p terms in the book. They can build towers with up to 9 bricks and bridges with the bricks when shown.At 4 years old they can walk back following a line, run, hop throw, aim and catch a large ball. They can using scissor hold cut around an object and is able to c opy a picture of a square. They can progress to a large tower, do a 12 piece jigsaw and button/unbutton their clothes. They are now capable of brushing their own teeth.At the age of 5 years they can skip, run quickly, hit a ball with a bat. They can dress/undress themselves with ease, precisely use scissors grip and discrepancy letters whilst writing their own name. They will draw a person with a body, head and legs and a house. They can complete a 20 piece jigsaw.between the ages of 6 7 years children will enjoy are now capable of hopping, skating roller blading, skateboarding and bike riding. They can balance on a wall or beam, build complex models and have finer control of constructing bricks, jigsaws etc. The can tie/untie laces and sew simple stitches. They will be able to do detailed drawings and take control of their pencil in a small area.Between 8 12 years they will greatly improve on their physical skills that are already acquired. Puberty will start at around 10 yea rs old for girls with an increase in body saturation and a sudden growth spurt.Through the ages of 13 19 years a child/young adults brains development will increase in line with their co-ordination and reaction times. For girls by the age of 14 pubescence will be complete and periods will be starting whereas with boys puberty will be amidst the ages of 13 16 years and they will fabricate physically stronger than girls.Social and emotional development this refers to the development of the childs own identity and egotism image. Some may want to start doing things for themselves and rick more independent. They will develop a sense of their own identity. Learning to live in a family unit and with others in society is a vital part of development in which will be contributed by friends and family. In the initial few months babies will recognise familiar voices and faces, they will try to lot please and bay for attention by performing for their audience through laughter and giggle s. They will enjoy playing games with others such as peek a boo.From birth to 4 weeks a baby will respond unequivocally to the main carer whilst imitating facial expressions. They will stare at shiny, bright objectsAt 1 month old they will look intently at carers and social smile for them by 6 weeks old.4 months old they will try and captivate their carers attention by smiling and vocally.6 months old they become fascinated with other babies and smile at them. They will interact differently to a strain of family members and begin to seek attention. They become more enamoured in social interaction, dependent on his/her personality and time spent with other children. They may use a comfort object such as a blanket or teddy and display a fear of strangers and separation anxieties when without the main carer.By 9 months old they recognise familiar and unfamiliar faces whilst showing stranger anxiety. They are now precise special(a) in all around them.At 1 year old they become more de manding, emotionally temperamental and assertive. Temper tantrums may begin and they may become despondent near changes to their normal schedule. They may express their anger at being told not to do something and start to develop object continuity. They will begin to play alone. They can now unwrap between themselves and others and is aware of the emotions of other individuals yet still self obsessed with regards to their own view of the world.By 18 months they will show signs of stranger coyness and have tantrums when upset often know as the terrible twos They have trouble understanding the impression of sharing and believe that everything is mine They dislike changes to their routine and can be very selfish. They should now start toilet training.At 2 years old they are still reluctant to share but enjoy the company of other children and may show concern if another child becomes upset. They remain self important are starting to become emotionally stable yet still inclined to su dden mood swings. They know their own identity and are learning to have short periods of time separated from their carers such as attending nursery.At 3 years of age they become more confident and self motivated and have a greater social awareness. They may worry about not fitting in or being liked. They will play alongside others and in 2s or 3s, sharing ideas and being friendly to other children. They may also have crush friends. They feel stable and emotionally secure and are less anxious with regards to separation. They are becoming more independent but still need the support and guidance of adults and may fear the loss of a carer. They begin to recognise themselves as an individual. They have a strong sense gender identity. Moral development does not normally occur until a child reaches the age of 3.By 4 years old children enjoy role play and dressing up activities. They start to take turns and respond to reasoning whilst enjoying their license still need reassurance and enc ouragement. They understand united and competitive events.At 5 years of age they become absorbed in activities and have a positive sense of self awareness. They become concerned about fitting in and being liked. They establish a fear of the unknown such as monsters under the bed or ghosts.Between the ages of 6 7 years children to form stable friendships and are very sympathetic of the other persons needs. They tend to play in separate sex groups. They are fairly self-confident and independent with an increased sense of integrity.Friendships become vital between the ages of 8 12 years and are mainly same sex friendships. They are anxious of how others view them and are often hesitant with regards to changes.Between the ages of 13 19 years puberty and body changes along with a surge in hormones can disrupt self esteem, they may want to spend more time with friends rather than with their family. They may stoop to peer pressure but may also become more self assured with regards to changes in surroundings. They need to determine transitions into adulthood.Intellectual development These are the learning skills of concentration, understanding and memory. This area of development is greatly influenced by the learning practices a child has. They may imitate others and try to find ways of behaving in play.New born babies will stare intently at their carer and cry when a basic need requires consideration. Their head and eyes will turn towards soft light and blink in reaction to bright ones.At 1 month old they will stare and follow the perpetration of a suspension system ball whilst gazing intently at soft lights.At 3 months they track movements of both small and large objects.At 6 months old they can automatically fix their sight onto small objects nearby and reach out to hold them. They are peeping and become readily distracted by movements. They will postdate objects fall when in range of their vision. They like to put everything into their mouth.At 9 months they will look towards the direction of falling objects.At 12 months of age they will drop objects purposely whilst watching them fall (casting) Should an object roll out of vision they will look correctly to the area it has gone to. They can distinguish familiar individuals up to 6 metres away.They begin to point at objects of interest outside at the age of 18 months and build towers of 3 cubes when first demonstrated to. They will turn pages in books although may be several at a time rather than singular, relish picture books and point to named characters and objects. They will point to various basic part of the body.From 3 years of age they will match 2 or 3 primary colours and paint with large brushes and irritate basic cuts with scissors. They can copy crosses and circles and draw a person with a head.By 5 years they are capable of copying squares and a range of letters, often done with a degree of spontaneity. They can now draw a person with a body, head, arms, legs and cert ain aspects. They can also draw a house. Pictures will be coloured methodically. They can now name primary colours and match 10 or more of them. They can couple symbols, numbers and letters and can decipher between lighter and heavier objects. They understand positioning of behind, next to and in front of. They can rote count up to 20 and know the time of day for basic activities such as school time, bedtime etc.By 6 years of age they are attaining the ability to write some words freely and copy others. They can read basic books sight reading 10 or more words. They can count up to 100 and understand the concept of fractional and whole. They know when it is their natal day and can predict events that are happening next. Paintings and drawings are now more abstruse and sophisticated.Between the ages of 6 8 years they develop the capability of studying about several things at once and pick up the use of symbols in writing and maths etc. They are more inquisitive to the workings o f his/her surroundings. They enjoy participating in games and understand rules.Between 8 12 years they are increasely favouring certain subjects and apply reasoning and logic to certain issues. They can read and write with impudence and are becoming more creative in their play. They learn to transfer the knowledge gained from one accompaniment and use it productively in the next task.Ages 13 19 years they develop the ability to think more complexly and will query sources of information. They are becoming more aware of global activities and occurrences. They will have a clear inclination for arts and sciences. Options with regards to their future employment and further education are being explored.Communication and talking to developmentNon verbal communication is as vital to children as it is to adults. In fact children are more likely to use it than adults. Speech is a characteristic of development that can alter greatly without any association to other developmental bearing o r to the childs intellectual being.Pre-linguistic is the term given to the stage up to approximately 12 months when a child is commencement to say its first words.Linguistic is the descriptive term given to words with meaning.Pre-linguistic stageBirth to 4 weeks a baby will cry when its basic needs are not being met i.e. hungry, needs changing, emotionally distressed.At 1 month old a baby may cube crying at the sound of a human voice (unless distraught) freeze when a sound is vie near to their ear, moving their head towards the sound. Coos in reaction to their carers voice.At 3 months old a baby becomes silent and will turn its head towards the noise of a rattle nearby and contain vocal sounds when being spoken to or are alone.When 6 months old they will giggle and exclaim loudly during play. They respond variably to different tones of voices. They make baby vowel sounds such as goo ga ga and aah-aah They begin to react to sounds that are out of vision with the appropriate visu al response.Babies will shout for attention from 9 months and vocalises for a connection. They will begin to use dual syllable words such as baba mam-mam and dad-dad They duplicate adult vocal sounds like lip smacking or coughing. They can brood the meaning of no and bye-bye. They will have an instantaneous reaction to to a hearing test performed out of vision and behind the baby.At 1 years of age a baby will know its own name and can perceive roughly 20 words in context. They can comprehend simple messages for example close your eyes, clap hands. They will use gibberish in conversation form with majority vowel sounds.Linguistic stage12 18 months, babies will use between 6 20 recognisable words as their first words and can understand much more of what is spoken to them. They will reverberate leading or last words in sentences. They will try to affiliate themselves in nursery rhymes and respond appropriately to simple instructions such as pick up your toy or pass me your cupAt 18 24 months they begin to make basic 2 word sentences and can use more than 200 words by the age of 2 years old. Their speech will be telegraphic in that they will use severalise vital words but may miss out connective ones. They will refer to their own name and talk to themselves during play themed activities.Between the ages of 2 3 years they have a increasing expanse of dialect including plurals. They can participate in simple conversations and enjoy the repetitiveness of the their favourite stories being re told. They can now rote count to 10.Between 3 4 years their speech will understood by strangers and can form short, grammatically accurate sentences. Although they may still make errors of tenses they now begin to ask many questions such as why? who? and how? They can name parts of their body and also name animals.Between the years of 4 8 speech is more facile and precise, they will use a more expressive language. They can inform you of their full name, address and birthd ay and will enjoy jokes, songs and rhymes etc. They have a increasing expanse of vocabulary 5,000 words by the age of 5. They will recognise when an unfamiliar word is used and will question the meaning of it and can imitate correctly accents that they have heard. They can form most sounds with some residual trouble at some letter groups.From 8 years onwards the majority of children are fluent speakers, writers and readers off their own language with the enhanced use of peer influenced, de coded speech.With the autistic child I work along side I follow the guidelines of P Levels which is a programme that gives me information on the varying categories of the developmental serve wells. I then can record each and every stage my autistic pupil is at and refer to what his expectations are and also via his Individual Educational Learning Plan (IEP)