Chandni s Child Dev Essay Example

back & suck on fists while exhibiting interest/excitement through facial expressions. By three months old children reach several developmental milestones: raising both head/chest in prone position; kick legs either alternately or synchronously; wave arms/bring hands together over body.Babies have various abilities that develop over time. They can track individuals with their head and eyes, hold a rattle briefly before dropping it, and are attracted to sounds and human voices. Additionally, they recognize familiar caregivers and respond with coos, smiles, and excitement. As they grow older, babies become interested in their environment and understand cause and effect by deliberately shaking objects. When they have a need or desire, they indicate it through crying. Babies also show fascination for human faces and can identify their primary caregiver's face in a photograph.

By the year 2006 milestone age range of development, babies make different sounds such as gurgling or cooing instead of crying. They react positively to speech by smiling but cry loudly when expressing needs at three months old. During bath or feeding time while interacting with adults, babies use body movements to show pleasure such as looking around while listening attentively then making appropriate sounds while moving their arms or legs around.

Furthermore, babies smile at both familiar and unfamiliar people showing an early sign of social interaction between six to twelve months old where physical abilities begin developing further like rolling onto their stomachs unaided lifting themselves up using shoulders support them into sitting positions with straight backs standing upright without assistance bouncing feet on the floor holding feet vertically too!According to Megabit.C 2006, babies communicate their desire to be lifted by raising their arms and reach

for objects by adjusting their body position. They explore objects by putting them in their mouth and can take toys when offered. At 9 months old, they are capable of standing with support but cannot lower themselves down and may fall backward. To move around on the floor, they can roll, crawl on their stomachs or bums, or wriggle on their backs. Though unable to voluntarily put toys down yet, excited babies will move their arms up and down.

Babies understand simple words such as "bye-bye", "mama", and "dada" and recognize what certain objects do. They develop object permanence by searching for hidden toys and comprehend daily routines along with some basic instructions like "kiss the teddy". Communication-wise, they may talk to themselves in a sing-song voice or squeal in delight. Babbling begins with monosyllables like "GA-GA" then progresses into double syllables like "go-GA" before advancing into multi-syllabic combinations.

They enjoy mimicking adult sounds such as coughs or bar noises while also being aware of the general characteristics of language but not responding well to foreign languages.From the ages of 1-2, babies' emotional, social, and behavioral development encompasses a variety of milestones. They learn to feed themselves with their fingers and offer toys to others while becoming more cautious around strangers. While they enjoy songs and action rhymes, they still prefer being near a familiar adult and having a comfort object. Physically, they can sit up, stand alone for brief periods, crawl on hands and knees or move quickly using hands and feet. They may also walk with furniture support or one hand held while playing alone for extended periods of time and making noise by banging

toys.

At 13 months old, babies often begin walking but are susceptible to falling suddenly while sitting down. At 15 months old, they can walk independently without assistance, kneel without support, put small objects in containers or bottles and enjoy arranging toys. Their motor skills continue developing as they grasp crayons with either hand imitate credible back-and-forth motions. Babies learn about objects through trial-and-error methods; they comprehend simple instructions pointing to parts of their body when asked.

However, at this stage children's possessiveness over toys increases along with tantrums when things don't go their way leading them astray from appropriate behavior such as pushing other peers or feeling jealous when attention is given elsewhere.Throughout the years between ages two-four children might exhibit resistance towards adults accompanied by restlessness quick irritation anger defiance reluctancy to share possessions etceteraBetween the ages of 2.5 and 4 years old, children reach various developmental milestones. They can confidently perform physical activities such as running, walking up and down stairs, and putting on their own shoes. They are also able to manipulate objects by joining and separating interlocking toys, drawing circles, lines, and dots with pencils, completing jigsaw puzzles, turning pages in books, kicking stationary balls, climbing small apparatuses and sliding down them. Furthermore, they start recognizing animals and colors while frequently asking "why" or "what" questions.

Children at this age enjoy creative playtime as well as listening to stories and rhymes. By the time they reach 30 months old they can use short sentences but may have some incorrect word usage; however by 42 months most of their language will be correct as their vocabulary increases allowing them to join two words together.

Children

begin expressing emotions while learning how to understand their feelings better during social interactions with peers or caregivers whom they show affectionate behavior towards through cuddles. Basic moral understanding is learned along with rule comprehension; however negative behaviors like biting or pushing may still occur despite progressing language ability which allows for verbalizing protests or apologizing when necessary.

Moreover these children exhibit more independence by using the toilet or washing hands unassisted while being less anxious when separated from caregivers. These little ones also understand that actions have consequences: getting into trouble for bad behavior is comprehended but sometimes blame-shifting instead of accepting responsibility happens too.Between the ages of 4 and 7, children typically develop physical skills like running with directional changes, bouncing and catching balls, and using scissors for basic shape cutting. They also become capable of writing their name as well as letters and numbers while fastening zippers and buttons. Riding a bike without stabilizers improves balance, allowing them to easily hop, skip, and play hopscotch. Coordination develops further for tying shoelaces and controlling mark-making materials while memory improves for songs and stories. Object categorization skills advance enabling more complex sorting abilities while number correspondence becomes more fluent.

Children who can perform simple calculations often experience increased enjoyment of stories and rhymes as their language comprehension improves. They appreciate participating in role-playing games both indoors and outdoors along with telling jokes and reading books. While they understand how to take turns in social situations, they may exhibit stubbornness when unable to have things go their way. Additionally, disapproval from adults may cause them to feel ashamed or guilty.

Despite enjoying team games and activities, their imaginations

may make them fearful such as being scared of ghosts or the dark. As they continue developing, they gain better control over emotions becoming more patient with others but may still become sulky or miserable at times.Children who may experience over-excitement could exhibit "silly" behavior and a strong sense of right and wrong. They are capable of telling adults when other children break the rules. However, exposure to swearing may lead them to mimic this behavior. Children at this stage understand rules but may have minor disagreements with their peers. Through negotiation, they learn how to resolve conflicts amicably with their peers during tasks like tidying up.
Additionally, they might feel guilty if adults disapprove of their actions and can be inclined to show off in front of their friends. As they approach 7-12 years old, there is an increase in coordination while movement becomes more fluid. Their writing skills improve significantly as well as physical strength due to bone and muscle maturation.
However, these children may engage less in physical activity because entertainment such as TV, video games, DVDs, and computers become more appealing. During puberty (which can start at age 11), children develop a sense of logic and enjoy creating stories through applying computer skills while communicating verbally or in writing with friends.
They depend on stable relationships primarily among the same sex but may express feelings of independence by making their way to school alone or attending events without friends reluctantly.The transition from primary to secondary school can lead to unsettled emotions and potential conflicts with parents, particularly for children aged 12-16 who may experience mood swings and challenge perceived unfair rules. Puberty can bring

forth their artistic or athletic talents as physical changes occur. Girls typically enter puberty around age 13 and become women by age 16, while boys begin at age 14 and become men between the ages of 16-17. This period is a time for learning new skills, making decisions about education pathways for Key Stage 4, being influenced by current trends in language use, and potentially becoming less likely to seek advice from adults or agree with parental choices. Hormonal changes during adolescence can result in moodiness and outbursts along with conflicts with family members or peers as they explore romantic or sexual relationships. Young people may prefer spending time with friends over family during this stage that comes with added pressure when exams approach. Moral and behavioral development occurring throughout this period is crucial for decision-making concerning future paths; young people may disregard parental values if conflicting with those of their peer group.While desiring to express their individuality, young people also feel a strong need to fit in with peers and may alternate between mature and childish behavior. Under peer pressure, they might experiment with drugs and alcohol. Between the ages of 16 and 19 years old, they continue physical and mental development while expanding their skill set through college courses or university attendance. They communicate using technology, develop a sense of humor, move out of family homes to live with friends or partners, engage in sexual relationships, and take risks. While understanding right from wrong improves, self-esteem problems may still be linked to issues such as smoking or drug intake. The future becomes more concerning as they develop work habits. Understanding how these factors

affect children's development is crucial when adapting practices accordingly since various personal and external factors influence them - genetics; health status; disability; sensory impairment; and learning difficulties are all contributing factors that play a role in the diversity among children's lives.External factors such as poverty, deprivation, diet, housing, education, play and leisure activities, aspirations and expectations, family environment and background, family circumstances, personal choices and looked-after children all have an impact on the well-being of children and young people. According to Abraham Maslow's Hierarchy of Needs theory in psychology, meeting individual needs is vital for survival and psychological health. The hierarchy starts with physiological needs like food, water, shelter oxygen and sleep which are necessary for human survival. Following this are safety needs followed by belongingness and love needs; esteem needs come next followed by self-actualization needs at the top of the pyramid. Striving towards achieving these goals is important even if there are setbacks along the way. Social pedagogy uses a combination of developmental theories to provide holistic care for children to improve their life chances and social outcomes. It is crucial to monitor children's development continuously so that interventions can be applied if they do not follow expected patterns despite differences in how each setting observes developmental sequences or rates since not all children will fit into these expectations.