Developmental Milestones Essay

Babies will start to lift and turn their heads, using their arms to support their upper body when lying on their stomach.

0-3 months | Recognition of the smell of her mother. Baby stops crying when she hears her mother's voice. Recognition of familiar voices. | Crying when hungry. Cooing from 5-6 weeks. Crying when distressed. | Swallowing reflex. Sucking reflex. Rooting reflex. | Smiles of contentment from 5-6 weeks. Close contact with parent/carer. Contentment with familiar persons. | Not applicable |

* Have different cries for different needs. For example one cry for hunger, another when they are tired.

Social and Emotional Development: Developing sense of own identity and wanting to do things for their selves, demanding of adults attention and being jealous of adults attention being shred, reluctant to share play things, acts impulsively, requiring needs to be met instantly, prone to burst of emotion tantrums, enjoys playing with adults or older child who will give attention, beginning to play with others of own age for short periods of time.

Social and emotional development begins by showing affection and becoming attached to parents or carers and becoming what we usually call ‘clingy’. Young children may become distressed when a parent leaves the room or is not in sight. Slightly older children may demand attention and use tantrums to get their own way. They will generally be easily distracted from unwanted behaviour.

| * Usually born around 40 weeks gestation * Has swallowing and sucking reflex * Has rooting reflex * Has grasp reflex * Walking or standing reflex * Gaining about 5-7 ounces per week * Growth about 5cms by age 2 months

From 9 months – 3 years babies will learn to walk, run, jump and hop using their gross motor skills. They have more control over their movements allowing them to point, hold small objects using the fine pincer grasp and gain more independence in toilet training.

Babies at three months have now grown in both height and weight. They are wearing new sets of clothes and have changed in many ways. Some babies have learned the difference between night and day and are able to sleep through the night, which is great help for parents. Babies are also crying less and most parents are getting better at knowing at what their cries mean. Babies are starting to sleep a little less and are far more alert. They may smile quite often and show that they know the sound of their parents’ voices and movements. Babies’ bodies are also developing. They are able to lift their heads up and look about when they are put on their tummies.

Cries when basic needs require attention. Vocalises when spoken to and when alone. Watches primary carers face. Coos and smiles. Enjoys cuddles and being handled.

Enjoys playing with other people and might get upset when the person stops intereacting with them

| Walking, pointing with arms, starting to dress themselves, holding light objects.Interacting with balls, climbing stairs or furniture, using crayons etc with more controlled, starting to run with confidence and feeding themselves.

I observed Harper, a 23 month old little girl that is full of energy. Also participating in the interaction with Harper was her mother and five year old sister, Mya. Harper is very friendly and outgoing. She is very interested “reading books” and loves to be read to. She enjoys helping her mother clean and do simple tasks. She seems to be very confident with and without her mother in her sight. Harper’s father is not actively involved in her life because he lives in another state.

These items may display themselves differently in different children, but certain symptoms are indicative that a there may be an attachment problem. According to the Attachment Disorder Quick Fact Sheet (2014), interpersonal problems may include: lack of trust in caregivers, resistance to nurturance, difficulty giving and receiving genuine affection, inability to interpret facial expressions and body cues, and consequent poor social skills. Emotional issues may include: problems with emotional self-reflection; problems recognizing the emotions of others, poor emotional regulation and problems with low self-esteem. Behaviors exhibited may include demanding, clingy, and over-controlling behavior; incessant chatter; temper tantrums; problems with self-control; regressed behavior; behavior that may mimic oppositional defiant disorder; and impulsivity. Cognitive and moral issues may include: a poor grasp of cause and effect; problems with self-reflection, abstract thinking, compassion, empathy and remorse; and uneven learning that may be exhibited through concentration problems in

Some common characteristic of behavior, social and emotional development for preschool age children are; Enjoys pretend play with other children, Beginning to learn to share and demonstrates improved turn-taking, Has a need to know clear and consistent rules and what the consequences for breaking them, They need to be encouraged to express their feelings with words, Beginning to take responsibility for action, Friends are more interesting than adults, Plays outside with little supervision; likes to be trusted, Using words to resolve conflicts more, and Has some ability to empathize (SYRACUSE UNIVERSITY EARLY CHILDHOOD DIRECTION CENTER, 2009).

According to Erikson, children of this age tend to demonstrate a wide range of emotions; they tend to be dominating, uninhibited, and self-loving. Sometimes the child is very loving and wants to be close, and at