Prenatal and Infancy Stage (1)

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Walden University *

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English

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Jan 9, 2024

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1 Prenatal and Infancy Stage Emmanuelle Pierre Walden University EDUC8081

2 Prenatal and Infancy Stage Introduction A child's journey toward language and literacy begins long before they speak their first word. Important experiences and influences during prenatal and early childhood set the stage for this journey. Our protagonist, Mia, started on this incredible adventure against a backdrop of supportive conditions that would profoundly impact how she learned to read and write. Mia's mother, Sarah, used mindfulness and relaxation practices throughout her pregnancy, creating an environment that was conducive to Mia's and Sarah's mental and emotional health. Prenatal bonding traditions, like reading stories and singing lullabies, helped Mia associate language with comfort and security from an early age. Mia's growth in all areas of her infant years mirrored expected patterns. Her smiles in response to voices, her natural curiosity, and her engagement with the world around her all played a role in her eventual success in learning to read and write. Mia's early linguistic development was additionally facilitated by her family's and culture's exposure to multiple languages and cultures. Developmental Characteristics Mia’s prenatal development and infancy were characterized by typical timely milestones forming a platform for her language and literacy journey. Physical Development Mia’s physical development in the prenatal period and infancy followed standard expectations. Such motor skills milestones include grasping objects, rolling over, and eventually sitting up and crawling (Sania et al., 2019). The physical changes enabled Mia to interact with things around her, handle objects, and be involved in physical activities with caregivers. That is why the fine motor skills, such as reaching out to touch objects, played an

3 essential role in her language development; they provided opportunities for exploring things, tactile experiences, and enrichment of words. Social Development Mia developed strong bonds with her caregivers, particularly Sarah, her mother. The emotional attachment is consistent with regular socialization, which seeks assurance and reassurance from parents or primary caregivers since infancy. The language acquisition by Mia was further facilitated by her strong emotional attachment to her caregivers, who provided a safe environment for social development (Sania et al., 2019). Moreover, she could pick up emotional signals by smiling at some points when her caregivers were speaking. This only established that there was a mutuality between language and interaction. Emotional Development Another typical milestone during infancy was Mia’s ability to show and respond to emotions, which indicated that her emotional development had already started. She responded by smiling and cooing in reply to her caretakers’ voices. Such an emotional attachment also facilitates language learning by enhancing engagement between children and their caregivers (Rees et al., 2019). Cognitive Development Early curiosity and interest in Mia’s environment were critical elements of her cognitive development. This natural cognitive development occurs in infancy, promoting exploration and learning (Rees et al., 2019). The ability to process and internalize language inputs is evident in the mental growth that she received from her environment and caregivers. This enabled her to identify patterns, sounds, and words. Language and Literacy Development

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