INFANT TODDLER PRESCHOOLER SCHOOLAGER DEVELOPMENT By Melissa Vigil

INFANT, TODDLER, PRESCHOOLER, SCHOOL-AGER, DEVELOPMENT By ♥Melissa - - -> Vigil♥

INFANTS

INFANT: COGNITIVE, COMMUNICATION, PHYSICAL, SOCIAL/EMOTIONAL Cognitive Development: Infants learn a tremendous number of skills during their first two years. The trip from the purely reflexive "eat-sleep-poop-cry”. Communication Development: The only way a baby knows how to communication; is to cry. Physical Development: At birth, an infant does not have significant coordination of chest and arms, yet in the first month an infant should lift its head from a prone position. Social/Emotional: Emotions are the first language that infants communicate with before the infant acquires language. Various emotions occur at different ages - for example, a social smile (4 -6 weeks), surprise (3 -4 months), and shame (6 -8 months).

INFANTS Cognitive Communication Physical Social Emotional

TODDLERS

TODDLER: COGNITIVE, COMMUNICATION, PHYSICAL, SOCIAL/EMOTIONAL Cognitive Development: Following visual (then later, invisible) displacement (moving from one place to another) of objects. Understanding that objects and people are there even if you can't see them (object and people permanence. Communication Development: Beginning to say his or her own name at 22 to 24 months. Combining 2 words at 16 to 24 months if a toddler cannot do so by 24 months, parents should consult their pediatrician or family doctor. Physical Development: Jumping in place by about 24 months. Kicking ball forward at about 16 to 18 months. Learning to walk backwards and up steps after 12 to 14 months. Standing alone well by 12 months. Social/Emotional: Frustration and anger frequently erupt in a toddler trying out activities they can't quite do yet. Breath-holding, crying, screaming, and temper tantrums may be daily occurrences.

TODDLERS Cognitive Communication Social Emotional Physical

PRESCHOOLERS

PRESCHOOLER: COGNITIVE, COMMUNICATION, PHYSICAL, SOCIAL/EMOTIONAL Cognitive Development: Correctly names some colors. Understands the concept of counting and may know a few numbers. Recalls parts of a story. Understands the concepts of “same” and “different”. Communication Development: Assessing speech and language is an intensive and time-consuming process. A variety of strategies should be used, from language sampling and formal tests to observations of the child's behaviors in natural settings. Physical Development: They gallop. They pump themselves on a swing. They hop on one foot. They begin to skip. They throw a ball overhand. They have more small muscle control. They like unzipping, unsnapping, and unbuttoning clothes. They dress themselves. They can cut on a line with scissors. They are very active and aggressive in their play. Social/Emotional: They have very active imaginations. They can be aggressive but want friends and enjoy being with other children. They enjoy pretending to be important adults such as mom, dad, nurse, doctor, mail carrier, police officer. They need opportunities to feel more freedom and independence. They are learning to take turns and to share. Games and other activities can help preschoolers learn about taking turns.

PRESCHOOLERS Cognitive Communication Social Physical Emotional

SCHOOL-AGERS

SCHOOL-AGERS : COGNITIVE, COMMUNICATION, PHYSICAL, SOCIAL/EMOTIONAL Cognitive Development: Around age 6, children begin to change the way they think about the world. They leave behind the preschooler's egocentric and begin developing more mature ways of understanding. Communication Development: School-age children are much more self-directed and peer-focused than when they were preschoolers. And their behavior and communication style seem to change overnight. There is always a moment when you think, 'I don't recognize this child and then you realize, 'Oh, she's growing and changing. Physical Development: School-age children typically have fairly smooth and strong motor skills. However, their coordination (especially eye-hand), endurance, balance, and physical tolerance vary. Social/Emotional: Emotion and behavior are based on the child's developmental stage and temperament. Every child has an individual temperament, or mood. Some children may be cheerful and adaptable and easily develop regular routines of sleeping, waking, eating, and other daily activities; these children tend to respond positively to new situations. Other children are not very adaptable and may have great irregularities in their routine; these children tend to respond negatively to new situations. Still other children are in between.

SCHOOL-AGERS Cognitive Physical Social Emotional