DEVELOPMENTAL MILESTONES 6 DEVELOPMENTAL MILESTONES Developmental Milestones in a Three Year Old Infant Using the Denver II Developmental Screening Tool Claudia Aguilar Keiser University Normal Development in a Three Year Old Infant According to Brazelton (2001), after surviving the “terrible two’s”, we have to start getting prepared for a preschooler, his constantly “why’s” and all of the magic that comes with this age; starting with the fact that child finally listens to you, paying more attention to what he is being told and letting his imagination fly and run wild. The author mentions different areas where development can be clearly noticed, such as the language area, by the child’s ability to say his or her name and age, also being able
It also helps them to learn social skills as they are playing games with other children. When children are at this age they develop their fine and gross motor skills. Fine motor games for this age range include: • Lego helps children develop as they can build up the blocks and knock them down. Children can also develop their social, language and communication skills as they can be playing with others. • Dolls help children develop their physical and cognitive skills as they can do buttons and zips.
Know the main stages of child and young person development Describe the expected pattern of children and young people’s development from birth to 19 years. Physical development. From 0-3 years. New born babies don’t have much control over their bodies. As they get a little older they start to develop some movements and actions known as ‘gross motor skills’ such as crawling, running, jumping, grabbing, pointing and much more.
Memory is defined as retention of information over time. Children begin to develop memory as young as two to three months of age. As they develop their memory typically continues to improve. Memory development is impacted not only by brain development, but also by what the child has learned. Children develop strategies that aide in the memory process.
The development of children is categorised into three sectors. For children from birth to three years old this is known as babies and toddlers, three to twelve years old is known as the formative years and lastly children aged twelve to nineteen years old is known as adolescence. When working with children it is vital to support childrenâ€TMs holistic development. Holistic development is when a practitioner supports a childâ€TMs â€ ̃wholeâ€TM development, meaning each area such as emot physical, intellectual, communication and social are developed. Babies and toddlers aged from birth to three years are developing all the time and enhancing their physical skills.
I believe that infant and toddlers use their senses to explore their environment. They use seeing, feeling, taste, smell and hearing to help their brains grow. The children may repeat new experiences several times to help make new connections with that object. A close relationship with their caregiver is the best way to help and infant and toddler growing brains. A caregiver plays with them, reads, sings, and speak to them.
Moving on, phonemic discrimination, which can be tested through experiments such as the conditioned head turn tests infants on their abiity to discriminate different sounds. Infants are trained to turn their heads to a particular place when certain sounds a made and if they are correct they are rewarded with a toy and if the infant incorrectly guesses there is no reward. This is how the infants are trained in differentiating sounds. Infants have a wide range of abilities at birth including being able to detect similarities and differences in sounds and language. Sounds are very distinct to infants under 6 months and as their brains develop they differentiate phonemes of both their native and other languages.
Some were first representational forms, which are common in toddlers, this is were scribbles start to become pictures their pictures have the universal “tadpole” image, a circular shape with lines attached. Some of the drawings were more realistic, most common in five to six-year-olds, containing more conventional human
In this stage, children start to learn through making things up and their imagination. Children in this stage should begin to use language more effectively than the children in stage 1, however there are still some children that struggle with this concept. In this stage children have egocentric thinking, which is not being capable of understanding things from another perspective. The third stage, the Concrete Operational Stage occurs from age 7 to 11 years. Children in this stage start developing logical thinking skills.
The communication milestones is involve both language and nonverbal communication like a one-year-old learning how to say his or her first words and a five-year-old learning some of the basic rules of grammar. Most of these milestones typically takes place during a certain time, parents and caregivers must remember that each and every child is unique in their own way. More advanced skills like walking usually occur after simpler abilities such as crawling and sitting up have already been achieved. Just because one child began to walk by eleven months of age does not mean that another child is "behind" or “slow” if he still is not walking at 12 months. A child generally begins to walk anytime between the ages of 9 and 15 months, so anytime between those ages is considered normal.
CSI COMPETENCY STATEMENT II To promote physical and psychological reasoning As a provider, I will utilize a program that will facilitate the physical, cognitive, grammar structure, and creative aptitudes of infant/pre-schoolers. The implementation of activities and various resources encourage the "oneness" of a child. Through the timely and suitable learning strategies of the four Functional Areas below, I will collectively demonstrate my ability to meet Standard II. Physical: Activities and age appropriate material will be instituted to encourage the child 's fine and gross motor skills. A broad spectrum of tasks, challenges, and curriculum will be introduced.
Also, children with multiple disabilities for assistive technology can help children to better their daily activities by acquiring different assistive devices for learning. According to Lorenzo Desideri (2013), suggest that assistive technology practices can help determine new improvement on assistive devices. Desideri (2013) stated that “Corte Roncanti thus seeks to integrate traditional clinical rehabilitation approaches with assistive technology interventions aimed at increasing the independence, autonomy and well-being of people with disabilities” (161). Children with disabilities will be able to increase their independence by learning how to do things for themselves. As a result, this would help disabled children to build up independence by allowing them to do things for themselves.
Not only is the physical growth important, the cognitive development is also a key subject during the preschool years since the brain is growing at such a rapid rate. During the cognitive development of a preschooler they learn preoperational thought, symbolic function, language acquisition, centration, conservation, intuitive thought, autobiographical memory, culture, language development, etc. In my own childhood there are many things I can include for my own physical and cognitive development during my preschool years.