Developmental Milestones: Birth To Age Two

Developmental Milestones: Birth to Age Two

Unit 5

CE114-Unit 5

Tiffany Smith

Birth to Age 1
Age 1 to Age 2
Physical and Motor
1. Briefly Watch Objects
1. Hold object above the child
2. Rattle a toy to attract their attention
3. Hang a moving mobile on crib 2. Roll Over
1. Put the baby on their belly
2. Lay on floor and talk to the child to get them to roll to you
3. Use a bottle or pacifier to try and get and get them to roll towards the item

3. Walk with aide
1. Hold child by the waist to steady them and help them walk
2. Hold child’s and help them walk
3. Show the child how to use objects to help them walk

1. Move to music
1. Put on music
2. Show the child how to move
3. Talk to them and try and get them
to move to the music

2. Run forward
1. Show the child how to run forward
2. Encourage them to run
3. Have them practice running everyday

3. Kick ball forward
1. Show child how to kick the ball
2. Roll the ball slowly towards them
3. Have them put the ball in front of them and kick the ball
Social and Emotional
1. Play Peek-A- Boo
1. Encourage them to play more
2. Laugh with them when they are playing peek-a-boo
3. Tell them they are good at playing peek-a-boo

2. Feed themselves with fingers
1. Put them in high chair and put food on the tray
2. Hand them small pieces of food
3. Encourage them to pick up the food 3. Mimic simple actions
1. Have them watch your moves
2. Have them try and do the same thing
3. Help them do the simple actions

1. Indicates toileting needs
1. Ask them if they need to go potty
2. Praise and award them when they use the potty
3. Try to encourage them to tell you when they have to go potty

2. Show pride and pleasure at new accomplishments
1. Tell them they did a great job
2. Start helping them to work on a new accomplishment
3. Have them put a star next the accomplishment they finish 3. Helps to dress and undress themselves
1. Encourage them to help you put on their socks
2. Have them take their coats off
3. Have them help with changing their clothes
Cognitive and Language

1. Recognize Faces
1. Help the child with seeing the same faces until a little older
2. Try and have the same care taker so the child will remember their face
3. Put a picture of a familiar face in the child are of a person they recognize

2. Attempts to imitate sounds
1. Work with the child to help them imitate different sounds
2. Use different sounds to encourage them to do the sounds
3. Work on different sounds slowly

3. Follows a series of two simple but related directions
1. Work with them to learn more directions
2. Encourage them to follow the new directions
3. Praise them when they follow directions
1. Point to common objects when they are named
1. Work on new objects for the child to learn
2. Move the objects to different areas for the child to fine
3. Play a game to see how many objects they can point to

2. Enjoys Looking at picture books
1. Encourage them to look at the books
2. Make sure that there are different books
3. Have them pick out a picture book and bring it to you

3. Recounts events that happen that day
1. Ask the child what they did today
2. Encourage the child to tell their parents what they did that day
3. Ask the child what their favorite event they did to day
Behavior
1. Crying
1. Check baby for wet diaper
2. See if child is hungry
3. See if child is hurt

2. Explores cause and effect by banging, rattling, and dropping objects
1. Give the child toy drum to see his reaction to the banging
2. Watch the child and see which object he likes the best
3. Check the reaction of the child when you take the object away from them

3. Fines hidden toy
1. See if the child is watching where you hide the toy
2. Take the child out of the room and then hide the toy and see if they can find it
3.
Tell the child what a great job they did at finding the toy
1. Points to body parts
1. Ask the child where a certain body part is on their body
2. Have the child point to body parts on a doll
3. Work with the child to help them learn all their body parts

2. Uses chair to reach things
1. Watch how the child moves the chair to the place of things they are trying to reach
2. Try keeping the chairs away from cabinets and other areas the child might climb to get an item
3. Talk to the child and let them now that they could fall of the chair and get hurt let them know if they want something out of their reach to ask for help getting the item

3.Understands consequences of action- physical
1. Talk to the child about the consequences of hitting another child
2. Have the child sit in time out if they keep hitting others
3. Have the child apologies to the other child he was
hitting

The developmental milestones in children may follow a similar development plan. Child development has a predictable orderly sequence in children. Almost all children have expectations that their growth and development that will normally occur in a certain predictable manner that will go across the various domains. Many children will have similar changes at certain intervals. “Children’s later abilities, skills and knowledge are built upon those acquired at an earlier age (Bredekamp and Copple, 1997). With this information it does not mean all children will in the same way and that they may not achieve certain developmental milestones at the same time. There has been some research done on how biological influences may affect the development of a child. It has been scientifically investigated what the effect of genetic influence with the use of family and twin studies. “These studies, coupled with the recently developed technologies of neuroscience, have led to fairly solid conclusion that many personality traits (i.e. ,dispositions to behave in a particular ways across across situations and time) are inherited and biologically determined” (Cloninger. 2005). The influence of biology on behavior is also reveled in the phenomena temperament or inborn personality disposition (Seven County Services, copy right 200-2015). Parents will tell you that children are bone with possessing primitive personality disputation. Environmental influences that can affect children development is the child’s diet.
Many children do not get the recommend amounts of fruits, juice, vegetable (FJV) and fat intake that meet the recommend guidelines. “Very little is known about ethical groups differences or social environmental influences on children’s food consumption” (Baranowski, 1997). Things in the environmental Influences that can affect children are Availability and accessibility, Parents influences, Peer influences, TV influences, ect.. All the ethnic groups comments were similar identifying that there is few ethnic difference with their social-environmental has on the influences of their children’s eating
patterens.

References
ABC’S of Child Development, (1995-2015) Retrieve from: http://www.pbs.org/wholechild/abc/
Child Growth and Development, Bredekamp s. , and C. Coople (eds.)(1997), Retrieved from: http://texas4-h.tamu.edu/files/2011/12/volunteer_fcs_toolkit_volunteer_resources_ages_stages_youth_development.pdf Education.com, NYU Child Study Center, (April 30, 2014) Retrieved From: http://www.education.com/reference/article/Ref_Cognitive/

Health Education Research, (2015) Biological Factors Related to the Development of Personality Disorders (Nature) Retrieved From: http://www.sevencounties.org/poc/view_doc.php?type=doc&id=41557&cn=8

Sevencounties.org, (2005-2015) Social–environmental influences on children 's diets: results from focus groups with African-, Euro- and Mexican-American children and their parents Retrieved from: http://her.oxfordjournals.org/content/15/5/581.full

The Developing Person Through Childhood, Sixth Edition