CYP Core 3.1
Explain the sequence and rate of each aspect of development from 0-19 years 1.1
Holistic development: The first month
The gross motor skills that the baby of 0-1 month old will develop is that the baby lies supine (on his or her back) and the fine motor skills will be the baby turns his or her head towards the light and stares at bright or shiny objects. Communication and language development
Babies need to respond to sounds, especially familiar voices. And babies need to share language experiences and cooperate with others from birth onwards. From the start babies need other people. Intellectual development
Babies explore through their senses and through their own activity and movement. Touch
From the beginning babies feel pain.
Even a new born baby will turn to a sound. The baby might become still and listen to a low sound, or quicken his or her movements when he or she hears a high sound. Taste
The baby likes sweet tastes, e.g. breast milk.
The baby turns to the smell of the breast.
The baby can focus on objects 20cm away.
Emotional and social development
A baby’s first smile in definite response to carer is usually around 3-6 weeks. Also the baby often imitates certain facial expressions. This is showing that the baby is starting to develop being able to respond to different things.
Holistic development: from one to four months
Some of the gross motor skills that the babies develop from four to eight weeks are: the baby can now turn from side to back, and can also lift its head briefly from the prone position. Some of the fine motor skills that the babies develop from four to eight weeks are; the baby turns its head towards the light and stares at bright or shiny objects. Some of the gross motor skills the baby develops form eight to twelve weeks are; when lying supine, the baby’s head is in a central position and it can also lift its head and chest off a bed in prone position, supported on forearms. Some of the fine motor skills the baby develops from eight to twelve weeks are; the baby moves his or her head to follow adult movements and the baby watches his or her hands and plays with his or her fingers. Communication and language development
From four to eight weeks the baby recognises the carer and familiar objects, makes non-crying noises such as cooing and gargling and then moves on to often sucking or licking its lips when he or she hears the sound of food in preparation. From eight to twelve weeks the baby is still distressed by sudden loud noises and often sucks or licks its lips when he or she hears the sound of food in preparation. Intellectual development
The baby recognises differing speech sounds and by three months the baby can even imitate low or high pitched sounds. Emotional and social development
The baby will smile in response to an adult and the baby enjoys sucking. Then the baby shows enjoyment at caring routines such as bath time.
Holistic development from four to six months
Some of the gross motor skills; the baby is beginning to use a palmar grasp and can transfer objects from hand to hand. It is very interested in all activity and everything is taken to the mouth. Some of the fine motor skills; the baby now has good head control and is beginning to sit with support. It can roll over from back to side and is beginning to reach for objects. And when supine the baby plays with his or her own feet. Communication and language development
The baby becomes more aware of others so he or she communicates more and more. As the baby listens, he or she imitates sounds he or she can her and reacts to the tone of someone’s voice. For example, the baby might become upset by an angry tone, or cheered by a happy tone.
By four months the baby reaches for objects, which suggest they recognise and judge the distance in relation to the size of the object. The...
References: and bibliography
Connell, J. D & Gunzelmann, B (2004) The New Gender Gap: Why Are So Many Boys Floundering While So Many Girls Are Soaring? Instructor, March: 14-17
Gunzelmann, B. & Connell, D. (2006). The New Gender Gap: Social, Psychological, Neuro-biological, and Educational Perspectives. Available at: http://academicarchive.snhu.edu/bitstream/handle/10474/1264/snhu_00127.pdf?sequence=1 [Accessed 7/10/2012]
Meggitt, C. et al. (2011). Children and Young People’s Workforce. (P.51 to 66)
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