Developing environment in the development of children of early age

Please forward this error screen to 172. Please help improve it or discuss these issues on the talk page. The treatment developing environment in the development of children of early age the “Language” sections in this article deals specifically with a child’s acquisition of the English language and does not represent a worldwide view of the subject. This article needs additional citations for verification.

Views of a Foetus in the Womb detail. Child development stages are the theoretical milestones of child development, some of which are asserted in nativist theories. This article discusses the most widely accepted developmental stages in children. Holistic development sees the child in the round, as a whole person – physically, emotionally, intellectually, socially, morally, culturally and spiritually. Learning about child development involves studying patterns of growth and development, from which guidelines for ‘normal’ development are construed.

Developmental norms are sometimes called milestones – they define the recognised pattern of development that children are expected to follow. One way to identify pervasive developmental disorders is if infants fail to meet the development milestones in time or at all. When held upright, holds head erect and steady. Serves to practice emerging visual skills. Begins to jump with both feet. Supinate grasping position usually seen as first grasping position utilized. Be able to recognise their favourite songs, and will try to join in.

Most children with autism are diagnosed at this age. Between 4 and 6 years, the classic tripod grip develops and is made more efficient. Skips on both feet and hops. At this age onto age 7, adult muscle activation pattern in walking is complete. Leads to head control and trunk coordination while walking, by at least age 8. Head and chest circumference are nearly equal to the part of the abdomen. Head circumference increases approximately 2 cm per month until two months, then increases 1.

5 cm per month until four months. Increases are an important indication of continued brain growth. Continues to breathe using abdominal muscles. Skin remains sensitive and easily irritated. Responds to and thrives on warm, sensitive physical contact and care.

The infant has trouble focusing on objects and could barely make out images with its eyes. Rooting and sucking reflexes are well developed. Holds hands in an open or semi-open position. Raises head and upper body on arms when in a prone position. Females have more arm synchronous coupling. Males have more leg synchronous coupling. Upper body parts are more active: clasps hands above face, waves arms about, reaches for objects.

According to Sigmund Freud, the infant is in the oral fixation stage. The oral fixation stage is when the infant begins to root and suck. Head and chest circumferences are basically equal. Head circumference increases approximately 1 cm per month until six to seven months, then 0. Posterior fontanelle closing or fully closed. Teeth may begin to appear, with upper and lower incisors coming in first. Gums may become red and swollen, accompanied by increased drooling, chewing, biting, and mouthing of objects.

When lowered suddenly, infant throws out arms as a protective measure. Swallowing reflex appears and allows infant to move solid foods from front of mouth to the back for swallowing. Lifts head when placed on back. Can roll over from back or stomach position. Environmental conditions, weather, activity, and clothing still affect variations in body temperature.

Head and chest circumference remain equal. Continues to use abdominal muscles for breathing. More teeth appear, often in the order of two lower incisors then two upper incisors followed by four more incisors and two lower molars but some babies may still be waiting for their first. Legs may continue to appear bowed. Baby Fat” continues to appear on thighs, upper arms and neck. Feet appear flat as arch has not yet fully developed. Reaches with one hand leading to grasp an offered object or toy.