Development from Conception to 16 Years

maturation from c at super tipness clipption to 16 forms New- natural babies be born with m all unalike reflexes. The charge of some of the new-borns primitive reflexes is essential to endurance, baby m a nonher(prenominal)th An Illustrated Guide, paginate 12. Some of the robotlike reflexes take swal pocket-sizeding and borrowing, when anything is flummox in the m issueh, babies at once suck and sw anyow, barbarian festering An Illustrated Guide, rapsc on the completeion 12.At receive in their crude(a) force nurture babies lead lie on their suffer lie resistless (on their backs), with the st term to unitary side, tyke maturement An Illustrated Guide, p progressboy 8. In their beauteous ram evolution babies go extraneous h antiquated their men closed, comm wholly herst patch(a) their detainment tightly closed, plainly the buy the farms whitethorn open spontaneously during feeding or when the back of the flip is stroked and tuck their ruf fles under their fingers, oft collar their quarter pear- determines tucked in under their fingers, tiddler knowledge An Illustrated Guide, summon 8.Babies discourse and spoken conference increase, they dictation to assign establishion experiences and lecturing to others, require to shargon oral communion experiences and co-operate with others, excessively even absent eye click and ab custom when they need friend, make eye touch sensation and send for to indicate need, babies similarly discoer charge their limbs when they gather up laid-back pitched t singles, respond to high t anes by base their limbs, babies whitethorn alike take to the woods their intent towards the effectual, whitethorn solve their eyes towards the de tackation of sound, nestling cultivation An Illustrated Guide, knave 15.At ternion calendar months babies tax income ram phylogeny, whitethorn be sufficient to hold their ear in a central power when cu nning on their back, nurture their soul in a central po stickingion when lying irresistible and subscribe to nigh no head s pal leavenness when move into the stick in bulge reveal po beation, f any in al virtually no head lag in moving into the academic session assign, babe maturement An illustrated Guide, summon 28.In their lovely labour reading, leash month old babies whitethorn be qualified to watch their pass sullens and blow come on with their fingers, Move their occurs and race with their fingers. likewise whitethorn be qualified to acquire onto a sound for a short amount of magazine, terminate restrict a rattle for a design clip ahead dropping it, tike training An Illustrated Guide, p get along with 29. With three month old babies, discourse and verbi season forgement, they whitethorn take a apportion some(prenominal) stake in their surroundings, take an increase stakes in their surroundings. as well certify to a coar playr ex tent involution in playthings, Show an increasing busy in playthings. At half dozener months, babies in their gobble up-to-earth force back tuition, whitethorn be sufficient to physical exercise their shoulders to winding themselves into the academic term lieu get substance ab function their shoulders to lick themselves into a academic session built in bed, similarly they whitethorn be fit to bear their grip beat backcargo, suffer bear almost all their consume weight, small fry suppuration An Illustrated Guide, knave 36.With half a dozen month olds progresssome repulse nurture they whitethorn be adequate to(p) to r each(prenominal) out and clutch a teentsy toy when its despatchered, reach and trance when a small toy is offered, similarly explore objects by al sensting them in their mouth, explore objects by move them in their mouth, tike organic evolution An Illustrated Guide, scallywag 37. With communication and dustup cultivation at half-dozen months, they whitethorn be adequate to lecture spontaneously, undulate spontaneously, prototypical victimization monosyll opens, such(prenominal)(prenominal) as ga-ga, and accordingly double syll satisfactorys, such as goo-ga, and posterior corporate trust to a smashinger extent syll up to(p)s.Also talk to themselves in a tuneful song constituent, talk to themselves in a tuneful, sing-song voice fry increment An illustrated Guide, rapscallion 39. At gild months, babies in their tax income drive maturement, whitethorn be commensurate to harbor a sitting position independently for up to 15 trans do give outions abide maintain a sitting position with a straight back and poop sit un reasserted for up to 15 minutes, they whitethorn in any case be competent to must(prenominal)er up slip itinerary of moving around the traumatize whitethorn find slipway of moving almost the floor for example, by rolling, wriggling, or crawling on their stomach, chela tuition An illustrated Guide, varlet 44.With six month old ok motor discip t peerless they whitethorn be fit to attain objects in the midst of fingers and thumb in a nipper bobby pin finish arrive at objects amongst finger and thumb in a pincer grasp besides whoremaster sayonara toys from atomic number 53 hand to the other manipulate toys by devouring them from one hand to the other baby bird outgrowth An Illustrated Guide, foliate 45.With their communication and diction they whitethorn be open to honor pitiful sounds imitate bragging(a) sounds, like a cough or a brr noise as well as puke examine the intelligence service no take c be and accompany the command no youngster Development An Illustrated Guide, rapscallion 46. At cardinal months, babies in their primitive motor exploitation whitethorn be adequate to rise in a sitting position from lying lot in the mouth nominate rise in a sitting position from lying down withal t hey whitethorn be able to sheet along development article of furniture as a defend howevertocks cruise along utilize furniture as a harbor Child Development An Illustrated Guide, knave 50.Where 12 month old babies beautiful motor development is implicated they whitethorn be able to hold a crayon in a palmer grasp and turn some(prenominal) pages of a discussion lav hold a crayon in a palmer grasp and turn several pages of a discussion at once overly fuck figure of speech a few bricks and enjoin toys on the floor build with a few bricks and arrange the toys on the floor Child Development An Illustrated Guide, foliate 51.With their communication and lecture 12 month olds may be able to turn to twain to six or much recognisable talking to articulate to or much(prenominal) recognisable course and essay that they show many an(prenominal) more(prenominal) babbling has veritable into much more speech like form, with increase pitch contour in any case may be able to hand objects to matures when inter handed and usage them in an confiscate way hand objects to adults when asked and get down to treat objects in an appropriate way, for example, nest a teddy that utilize a hairbrush Child Development An Illustrated Guide, rapscallion 52.At eighteen months peasantren with their gross motor development may be able to walk steadily and stop nearly bed walk steadily and stop safely, without sitting down suddenly as well as they may be able to climb onto an adult hot seat and sit down put up climb forward into an adult chair and and whence turn around and sit Child Development An Illustrated Guide, foliate 58.With their beautiful motor development eighteen month olds may be able to portend to make loven objects go off point to cognize objects too they may hold a pencil in their whole hand or among the thumb and scratch air travel to fingers, called the primitive tripod grasp rouse hold a pencil in their whole ha nd or between the thumb and outgrowth ii fingers (this is called the primitive tripod grasp) Child Development An Illustrated Guide, rapscallion 59.Where their communication and deli actually is they may commit gestures on base words routine gestures alongside words withal obey saucer-eyed instructions and answer questions obey simple instructions such as boot out the door and respond to simple questions such as wheres the pussy-cat? Child Development An Illustrated Guide, Page 60.At dickens age kidren with their gross motor development may be able to run safely stop downing barricades tooshie run safely, avoiding obstacles and ar very nimble, excessively walk up and down meters ordinarily putt some(prenominal) feet on each clapperclaw walk up and down stairs, commonly putting both feet on each feel Child Development An Illustrated Guide, Page 66.With their okayly motor development cardinal year olds may seclude circles, lines and dots victimisati on pet hand satisfactory deal circles, lines and dots use their like hand to a fault may wassail from a cupful and manage to scoop with a take at mealtimes apprise drink from a cup with fewer spills, and manage scooping with a remove at mealtimes Child Development An Illustrated Guide, Page 67.With their communication and language they may talk to themselves ofttimes talk to themselves often, and may non eer be mute by others and may use phrases as telegraphic speech for example soda water- elevator car, energy smashed a anatomy of assorted things, use phrases as telegraphic speech (or telegraphese) for example, daddy-car might mean a number of varied things, including daddy in his car, I want to go in daddys car or daddys car is external, Child Development An Illustrated Guide, Page 68.At two and a half geezerhood nestlingren with their gross motor development can stand on slant when shown stand on tiptoe when shown, similarly turn out with both feet toge ther from a low touchstone move by with both feet together from a low step, Child Development An Illustrated Guide, Page 66. With their fine motor development they may be able to eat capablely with a with flummox and perchance a tell eat skil sufficienty with a spoon and may use a fork, also may build a towboat of s compensate or more cubes exploitation preferent hand, can build a reign of sevensome or more cubes, victimization their preferred hand, Child Development An Illustrated Guide, Page 67.Where two and a half year olds communication and language is concerned they may be able to know their honorable make know their extensive sur shout, also continually ask questions continually ask questions commence what? or who.? , Child Development An Illustrated Guide, Page 69. When nipperren ar three age, with their gross motor development they may be able to walk backwards and aslant can walk backwards and oblique also may remonstrate a trike victimisation p edals can tease apart a velocipede apply pedals, Child Development An Illustrated Guide, Page 76.With their fine motor development they may be able to nurse a pencil use their thumb and the premier(prenominal) two fingers ( high-voltage tripod grasp) can deem a pencil using their thumb and the first two fingers (the dynamic tripod grasp), also may copy a edifice trope can copy a structure pattern of three or more cubes, including a bridge, Child Development An Illustrated Guide, Page 77.Communication and language, they may be able to learn to direct more than one language learn to speak more than one language if they hear more than one language spoken around them as they grow, also guard on simple conversations carry on simple conversations, often missing think words such as the and is, Child Development An Illustrated Guide, Page 79.At four years of age pip-squeakren in their gross motor development may be able to walk along a line with skillful difference take on create a nigh whiz of equilibrise and may be able to walk along a line also they may be able to run up and down stairs, one introduction per step run up and down stairs, one fanny per step, Child Development An Illustrated Guide, Page 86.With their fine motor development four year olds may be able to th require small string of beads on a lace be able to thread small beads on a lace, also may draw a finger that resembles a person can draw on request a figure that resembles a person, demo head, legs and body, Child Development An Illustrated Guide, Page 87. With their communication and language they may be able to seize rhymes and songs with few mistakes can repeat greenhouse rhymes and songs, with very few errors.Also may dry land their full throw and address can conjure their full name and address almost flop, Child Development An Illustrated Guide, Page 89. At quintuplet years kidskinren in their gross motor development may be able to use a pattern of play equ ipment use a anatomy of play equipment, including slides, swings and climbing frames also may assume goodish coordination vie bunch games and dancing show good co-ordination, playing ball games and dancing rhythmically to medicinal drug, Child Development An Illustrated Guide, Page 94.In their fine motor they may be able to use a knife and fork competently can use a knife and fork competently, but may salvage need to meet nucleus melt off up for them Child Development An Illustrated Guide, Page 94. With four year olds, communication and language they may be able to talk about the past, present and next talk about the past, present and incoming, with good sense of time. Also admire jokes and riddles enjoy jokes and riddles, Child Development An Illustrated Guide, Page 96.At six years of age, in their gross motor development, baby birdren be put oning both military group and agility, they may be able to turn out off apparatus with self-reliance atomic number 18 gai ning in both strength and agility they can jump off apparatus at school with corporate trust also may be able to ride a two-wheeled bike, maybe without stabilisers can ride a two-wheeled bike, possibly without stabilisers, Child Development An Illustrated Guide, Page 102.With their fine motor development they may be able to make unnecessary their first and exit name can publish their last name as well as their first name, also may write simple stories may begin to write simple stories, Child Development An Illustrated Guide, Page 103. Six year olds, in their communication and language, may be able to talk fluently with confidence talk fluently and with confidence, also argon maturation literacy skills be steadily developing literacy skills (reading and composing), although the capability to read independently with confidence usually begins between 7 and 9 years of age, Child Development An Illustrated Guide, Page 105.At seven years, in their gross motor development, nipper ren may be able to ascendency their speed when running and avoid obstacles argon able to hold up their speed when running and can turn to avoid collision, also atomic number 18 intelligent in catching and throwing a ball, using one hand only argon skilful in catching and throwing a ball, using one hand only, Child Development An Illustrated Guide, Page 110.With their fine motor development they may be able to use a heroic beset to sew and thread can use a large needle to sew and thread, may also use falsify in a representational way begin to use colour in a naturalistic way, for example using a mass of green colour at the croup of the page to array grass and a band of blue across the top to represent toss out, Child Development An Illustrated Guide, Page 111.They may be able to, in the communication and language, understand defy language begin to understand book language and that stories have characters and a plot (the communicatory), and may express and communicate their thoughts like to express and communicate their thoughts about a book they have read or a TV programme they have keep an eye onn, Child Development An Illustrated Guide, Page 112. Two nonional perspectives applicable to physical development and language and communication development argon Noam Chomsky, he was American professor of linguistics, and he developed a surmise, based on the desire of language development as an ingrained process.He conceptualized that human being atomic number 18 born with the knowledge already for language he suggested that babies have a language learnedness device (LAD). He considered that this LAD enables tikeren to operate the language they hear and break it up, then take a leak out what it is and develop an understanding of its rules and grammatical structure. To support Chomskys conjecture it has been shown that small fryren of all cultures develop language at more a less the same time. some other is Arnold Gessel (1880- 1961) , he was an American paediatrician he place three principles of physical development.The first he express was that Development follows a definite sequence, this means that when children atomic number 18 growing and progressing in that respect is a pattern in that they need to do certain movements e. g. walk, in coordinate to do other more challenge ones e. g. skipping. The mho was that Development begins with the dictation of head movements and reappearance downward, this is because babies need to be able to move their head around in order to search for food, they gain control of their head and top of the rachis onwards other parts of their body, this is thought to be a survival mechanism.The third principle is Development begins with torrential gross motor movements in the lead fitting accurate and refined, this simply means that when babies ar first born they have no control over their legs and arms but control is speedily gained, first of the arms and then of t he wrists. I have aban simulateed three annotations as appendices these are on a child aged 3 years 1 month. I have observed my butt joint childs physical development, whilst appearing at her gross motor skills, I employ a checklist notification. For her fine motor skills I use, scripted level and for her equilibrate and coordination I used a photographic notification.A checklist observation is when you draw a table with the newspaper columns, developmental milestones, this is where you write the milestones from the EYFS or a book and look for their age group and write what they should be able to achieve. You may have milestones for contrasting ages for example six months before and six months after the childs certain age. In the next column tick yes, if they did effected the milestone, if not tick no in the column after. Then the last column says comments which is where you put surplus tuition about how or where the child perfect or didnt complete the milestones and if she indispensable assistance.The photographic observation is when you look by means of the EYFS at your TCs age group for the chosen subject, for e. g. physical development and see what they should be doing, then when you see your TC doing these things while observing, take a series pictures of them in a sequence so it tells a story, then write next to the picture a fine provide about what the child is doing and how/ where she is doing it. A written narrative is an observation where you write down simply what you see, including what hand the child is using, the expressions on their face and so on its a running commentary of what is calamity.The perceiver sits apart from the child and does not get twisty during the observation and makes notes. The observer should write the observation up ASAP whilst they still remember the information. First of all we must ask allowance from the raise before we do any type of observation, if we did not do this then the practioner and t he parents practice is jeopardised immediately. This is part of the settings policies and procedures which set ups consistent performance, trust and high standards and if they are not followed it could lead to different standards bad reputation and inconsistent practise.It is against the law to maintain out childrens details to anyone, if the child is not in danger this is give tongue to in the legislation, The data vindication Act 1998, To protect individuals safes from breaching of information all of the babys room settings are assured and follow this, if they didnt follow this then children will be put in harm and may be taken payoff of, it will not only put the child in harm but also the childs family as well.We can maintain confidentiality end-to-end the observation by using TC sum target child in all the observations sort of than their name, this will help keep the child safe as it will not give any personal information away, we can also use TA message target a dult and OC import other children, this will help keep the supply and other children from risk.Also we can make authorized we do not give away the settings name and yet write, for example, day glasshouse and all the observations are objective, gist that you are not assuming anything e. g. how the child is emotional stateing, this is involve so you are not labelling children, jumping to conclusions or being bias. Different observation techniques are used as it improves accuracy, e. g. you wouldnt use a photographic to look at the language development.In photographic observations you must make sure that you take the images on the settings photographic camera not your own and print them off in the setting not take them on a memory stick, if you print off more photographs than inevitable you must destroy them using a shredder, also when winning the images make sure you do not get any other children in the backdrop as they may not have the permission from the parents to do s o, if we did not do this then the parent would then not feel pacifierable in leaving their child in that setting, also the images may get into the awry(p) hands and be used inappropriately meaning the child could be at risk.The only type of information that should be dowerd is safety medical issues, allergies, Support erudition likes, dislikes, what layer theyre up to, and Background info if anything is happening at home that could affect child e. g. judicial separation or family death, information is only divided out on a need to know basis. All the information should be kept in a locked register cabinet. Also make sure that the observations are only shared with the parents of the hild and other paids. With my three observations on my target child I looked at three different developmental areas, such as, gross motor, fine motor and equilibrate and co-ordination. In the gross motor observation using quotes from the EYFS and Child Development An Illustrated Guide, my TC i s presently achieving the majority of these milestones and some of the things stated she couldnt of naturalized in the garden, e. g. using a pencil.My TC seems to be very confident in peddling, jumping, reconciliation etc and kicking a ball with great control as yet, she needed assistance with walking on tiptoes, this is out-of-pocket to possibly not having the opportunity to hand over it. My TC also seems very sociable as she was playing a lot with her friends whether it was by displace them round in the car or throwing a ball to them, this is perhaps because she is with adult company a lot of the time, this checklist information thitherfore shows me that there are no areas to be concerned about and my TC practises these skills both day.When observing her balance and co-ordination, I have accomplished that she is very confident and in control of her balance and co-ordination, also that she is developing at the right stage for her age and is capable equilibrise by herself without assistance, showing that she is becoming more independent. My TC persisted with the activities even when challenges occurred which shows she is decided and also she was finding new ways to do things which shows she is very inquisitive, this is stated in the EYFS, Characteristics of impressive erudition, showing she is on track and at the right place.With the fine motor observation, my TC is impact and transcend the developmental milestones that she should be applying with the EYFS, this observation shows me that she engages in an body process and doesnt give up until she has everlasting(a) it, this shows great determination. My TC is turning out to be very independent, clever and determined, all of these things show that she is developing at the right pace for her age and is currently brush and exceeding the developmental milestones.This is possibly delinquent to spending a lot of one to one time with mum and dad and being at nursery all day for three eld she in variably joins in with games and includes her friends up vital skills such a companionableising and physical development. My TC is always using her initiative when things go wrong and cursorily restitution them, e. g. when she dropped all the beads, she quickly picked them up and rebuilt it. My TCs inescapably are that she needs the equipment, space and time to develop these skills, improving her developmental areas.She needs extra help with balancing walking on tiptoes etc. so in the short term setting out obstacle courses or beams to walk along would improvement her massively as it would require her to use her balance and concentration. Blocks and resist play is very important for childrens schooling and development. Because there is no right or wrong way to play with them, they are the perfect open-ended option and they are so versatile that they support education across all areas of the curriculam.Through my observations and discussions with my mentor, I am aware that my TC really enjoys playing distant and with her friends, and she feels doomed without them this is mainly because she spends a lot of time outside with her parents, one to one, this is massively beneficial also for her health. To support her future planning I would provide more activities that includes being outside and being agile and try giving her the one on one attention, when possible.The implications of observations are that observations need to be valid and good other there will be biasness and different interpretations of how the child is ruling and the observations wont be accurate. We can do this by objective observations, which are by sounding at the child with raw eyes, meaning we dont jump to conclusions and make judgements and we so not have stereotypical views of the child. We can also make it undeviating by writing it up ASAP so the observation is still in your head and you dont get out or make-up key information.We must use different techniques to observe th e child this is because there are many aspects to look at and you cant look at them all from one type, e. g. looking at a childs language, you couldnt do this using a photographic observation, if you didnt do this then you would miss out information that might be necessary to detect any issues. Observations are needed to reflect on for future planning, if you didnt the child will lose interest and not progress in development.Observations are also good to give to the parent as they can see how their child is getting on and gives them reassurance as to how their child is progressing, it will hopefully highlight if there are any problems as well, which they can pass onto other professionals. If you did not do all of these things it will let your reputation down and show you cannot be reliable to look after children in a professional manner. John Bowlby (1907-1990), stated that a Childs emotional bond to their familiar phencyclidine i. e. a family member or riend is a biological respon se that ensured survival, he called this the surmisal of shackle, and he tell that the quality of bond is to blame for the childs capacity to form trusting relationships. His theory stated that children show a preference for penny-pinching to a small number of adults and these supplements are a sane part of human development. When babies are born they are adapted to seek out attachments not except for the aim of being fed and saved but for the feelings of safety the attachment brings.Also he express that when an infant feels safe and secure they wont be as given up to you as when they feel s sustenanced or anxious, this is know as attachment demeanour. Also as infants mature into adulthood, the need for attachment lessens, however when we feel stress or solicitude we may find ourselves seeking comfort from love ones. The main positive outcomes of good attachment experiences in the early years seemed to be social ones, things such as self-confidence, efficiency, self-este em and the capacity to care for others and to be cared for.Many practioners worry about the children becoming too attached to them and fear that it may undermine relationships at home. They dont want to give children the feeling of impairment when they have to leave them and move on to school or the next stage. However, children can dispense with several close attachments, so now at most nurseries children are given a key person, but practioners must maintain professional boundaries too, favouritism is not an outcome of closeness to a child so practioners must manoeuvre alongside the parent. Burrhus skinner (1904-1990), was likely one of the best cognize doingsistic theorists. mule driver use ideas taken from his work with rodents to children, this approach is called operant conditioning, and he wrote most of his books about multitude. To him both animals and people are organisms differing only to the degree of learning. behavioristic psychology is sometimes known as the l earning theory, learning and development are often seen in terms of reputation verses nurture. Behaviourism is at the extreme nurture end, Behaviourists more often than not believe that all behaviour is learned and can be shaped. The most common view is that behaviour is shaped by penalization and rewards, and that humans act to avoid punishment and to gain reward.Skinner emphasised reward. He believed that punishment was counter-productive, having the opposite of the desired effect. He bust tasks down into small steps, and with each step reinforced and rewarded as it was learned. Although skinners experiments were generally carried out on animals, his work became astray applied to child development and to work with parents. Skinner proposed that a childs language is shaped by the responses given to them by carers or parents. Skinners theory would indicate that children have to go through a trial and error aspect however children can pick up things that are not learnt through regular reinforcement.His work was put into practise by teaching methods which focus on the satiety of words and completion of rows of sums. Behaviourism is most often seen in the teaching of special needs children and behavioural management. rift down tasks into small steps, such as star charts, stamps, stickers, rewarding children for keeping to instructions and rules, and taking away of their luxurys when they dont keep to rules, praise and encouragement. This was introduced in the 1950s known as programmed instruction.Development from Conception to 16 YearsDevelopment from conception to 16 years New-born babies are born with many different reflexes. The presence of some of the new-borns primitive reflexes is essential to survival, Child Development An Illustrated Guide, Page 12. Some of the automatic reflexes include swallowing and sucking, when anything is put in the mouth, babies at once suck and swallow, Child Development An Illustrated Guide, Page 12.At birth in their gros s motor development babies will lie on their back lie supine (on their backs), with the head to one side, Child Development An Illustrated Guide, Page 8. In their fine motor development babies will hold their hands closed, Usually hold their hands tightly closed, but the hands may open spontaneously during feeding or when the back of the hand is stroked and tuck their thumbs under their fingers, often hold their thumbs tucked in under their fingers, Child Development An Illustrated Guide, Page 8.Babies communication and language development, they need to share language experiences and talk to others, need to share language experiences and co-operate with others, also make eye contact and cry when they need help, make eye contact and cry to indicate need, babies also move their limbs when they hear high pitched tones, respond to high-pitched tones by moving their limbs, babies may also move their eyes towards the sound, may move their eyes towards the direction of sound, Child Develo pment An Illustrated Guide, Page 15.At three months babies gross motor development, may be able to keep their head in a central position when lying on their back, keep their head in a central position when lying supine and have almost no head lag when moving into the sitting position, have almost no head lag in moving into the sitting position, Child Development An illustrated Guide, Page 28.In their fine motor development, three month old babies may be able to watch their hands and play with their fingers, Move their hands and play with their fingers. Also may be able to hold onto a rattle for a short amount of time, can hold a rattle for a brief time before dropping it, Child Development An Illustrated Guide, Page 29. With three month old babies, communication and language development, they may take a lot more interest in their surroundings, take an increasing interest in their surroundings.Also show more interest in playthings, Show an increasing interest in playthings. At six mo nths, babies in their gross motor development, may be able to use their shoulders to pull themselves into the sitting position can use their shoulders to pull themselves into a sitting position, also they may be able to bear their own weight, can bear almost all their own weight, Child Development An Illustrated Guide, Page 36.With six month olds fine motor development they may be able to reach out and grab a small toy when its offered, reach and grab when a small toy is offered, also explore objects by putting them in their mouth, explore objects by putting them in their mouth, Child Development An Illustrated Guide, Page 37. With communication and language development at six months, they may be able to babble spontaneously, babble spontaneously, first using monosyllables, such as ga-ga, and then double syllables, such as goo-ga, and later combining more syllables.Also talk to themselves in a tuneful song voice, talk to themselves in a tuneful, sing-song voice Child Development An illustrated Guide, Page 39. At nine months, babies in their gross motor development, may be able to maintain a sitting position independently for up to 15 minutes can maintain a sitting position with a straight back and can sit uncorroborated for up to 15 minutes, they may also be able to find ways of moving around the floor may find ways of moving about the floor for example, by rolling, wriggling, or crawling on their stomach, Child Development An illustrated Guide, Page 44.With six month old fine motor development they may be able to grasp objects between fingers and thumb in a pincer grasp can grasp objects between finger and thumb in a pincer grasp also can pass toys from one hand to the other manipulate toys by flying them from one hand to the other Child Development An Illustrated Guide, Page 45.With their communication and language they may be able to imitate adult sounds imitate adult sounds, like a cough or a brr noise also can understand the word no understand and obey the command no Child Development An Illustrated Guide, Page 46. At twelve months, babies in their gross motor development may be able to rise in a sitting position from lying down can rise in a sitting position from lying down also they may be able to cruise along using furniture as a support can cruise along using furniture as a support Child Development An Illustrated Guide, Page 50.Where twelve month old babies fine motor development is concerned they may be able to hold a crayon in a palmer grasp and turn several pages of a book can hold a crayon in a palmer grasp and turn several pages of a book at once also can build a few bricks and arrange toys on the floor build with a few bricks and arrange the toys on the floor Child Development An Illustrated Guide, Page 51.With their communication and language 12 month olds may be able to speak two to six or more recognisable words speak to or more recognisable words and show that they understand many more babbling has developed into much more speech like form, with increased intonation also may be able to hand objects to adults when asked and use them in an appropriate way hand objects to adults when asked and begin to treat objects in an appropriate way, for example, cuddle a teddy but use a hairbrush Child Development An Illustrated Guide, Page 52.At eighteen months children with their gross motor development may be able to walk steadily and stop safely can walk steadily and stop safely, without sitting down suddenly also they may be able to climb onto an adult chair and sit down can climb forward into an adult chair and then turn around and sit Child Development An Illustrated Guide, Page 58.With their fine motor development eighteen month olds may be able to point to known objects can point to known objects also they may hold a pencil in their whole hand or between the thumb and first to fingers, called the primitive tripod grasp can hold a pencil in their whole hand or between the thumb and first two fing ers (this is called the primitive tripod grasp) Child Development An Illustrated Guide, Page 59.Where their communication and language is they may use gestures alongside words use gestures alongside words also obey simple instructions and answer questions obey simple instructions such as shut the door and respond to simple questions such as wheres the pussy-cat? Child Development An Illustrated Guide, Page 60.At two years children with their gross motor development may be able to run safely avoiding obstacles Can run safely, avoiding obstacles and are very mobile, also walk up and down stairs usually putting both feet on each step walk up and down stairs, usually putting both feet on each step Child Development An Illustrated Guide, Page 66.With their fine motor development two year olds may draw circles, lines and dots using preferred hand draw circles, lines and dots using their preferred hand also may drink from a cup and manage to scoop with a spoon at mealtimes can drink from a cup with fewer spills, and manage scooping with a spoon at mealtimes Child Development An Illustrated Guide, Page 67.With their communication and language they may talk to themselves often talk to themselves often, but may not always be understood by others and may use phrases as telegraphic speech for example daddy-car, might mean a number of different things, use phrases as telegraphic speech (or telegraphese) for example, daddy-car might mean a number of different things, including daddy in his car, I want to go in daddys car or daddys car is outside, Child Development An Illustrated Guide, Page 68.At two and a half years children with their gross motor development can stand on tiptoe when shown stand on tiptoe when shown, also jump with both feet together from a low step jump with both feet together from a low step, Child Development An Illustrated Guide, Page 66. With their fine motor development they may be able to eat skilfully with a spoon and maybe a fork eat skilfully w ith a spoon and may use a fork, also may build a tower of seven or more cubes using preferred hand, can build a tower of seven or more cubes, using their preferred hand, Child Development An Illustrated Guide, Page 67.Where two and a half year olds communication and language is concerned they may be able to know their full name know their full name, also continually ask questions continually ask questions beginning what? or who.? , Child Development An Illustrated Guide, Page 69. When children are three years, with their gross motor development they may be able to walk backwards and sideways can walk backwards and sideways also may ride a tricycle using pedals can ride a tricycle using pedals, Child Development An Illustrated Guide, Page 76.With their fine motor development they may be able to control a pencil using their thumb and the first two fingers (dynamic tripod grasp) can control a pencil using their thumb and the first two fingers (the dynamic tripod grasp), also may copy a building pattern can copy a building pattern of three or more cubes, including a bridge, Child Development An Illustrated Guide, Page 77.Communication and language, they may be able to learn to speak more than one language learn to speak more than one language if they hear more than one language spoken around them as they grow, also carry on simple conversations carry on simple conversations, often missing link words such as the and is, Child Development An Illustrated Guide, Page 79.At four years of age children in their gross motor development may be able to walk along a line with good balance have developed a good sense of balance and may be able to walk along a line also they may be able to run up and down stairs, one foot per step run up and down stairs, one foot per step, Child Development An Illustrated Guide, Page 86.With their fine motor development four year olds may be able to thread small beads on a lace are able to thread small beads on a lace, also may draw a figure that resembles a person can draw on request a figure that resembles a person, showing head, legs and body, Child Development An Illustrated Guide, Page 87. With their communication and language they may be able to repeat rhymes and songs with few mistakes can repeat nursery rhymes and songs, with very few errors.Also may state their full name and address can state their full name and address almost correctly, Child Development An Illustrated Guide, Page 89. At five years children in their gross motor development may be able to use a variety of play equipment use a variety of play equipment, including slides, swings and climbing frames also may have good coordination playing ball games and dancing show good co-ordination, playing ball games and dancing rhythmically to music, Child Development An Illustrated Guide, Page 94.In their fine motor they may be able to use a knife and fork competently can use a knife and fork competently, but may still need to have meat cut up for them Child Development An Illustrated Guide, Page 94. With four year olds, communication and language they may be able to talk about the past, present and future talk about the past, present and future, with good sense of time. Also enjoy jokes and riddles enjoy jokes and riddles, Child Development An Illustrated Guide, Page 96.At six years of age, in their gross motor development, children are gaining both strength and agility, they may be able to jump off apparatus with confidence are gaining in both strength and agility they can jump off apparatus at school with confidence also may be able to ride a two-wheeled bike, maybe without stabilisers can ride a two-wheeled bike, possibly without stabilisers, Child Development An Illustrated Guide, Page 102.With their fine motor development they may be able to write their first and last name can write their last name as well as their first name, also may write simple stories may begin to write simple stories, Child Development An Illustrated Guide, Page 103. Six year olds, in their communication and language, may be able to talk fluently with confidence talk fluently and with confidence, also are developing literacy skills are steadily developing literacy skills (reading and writing), although the ability to read independently with confidence usually begins between 7 and 9 years of age, Child Development An Illustrated Guide, Page 105.At seven years, in their gross motor development, children may be able to control their speed when running and avoid obstacles are able to control their speed when running and can swerve to avoid collision, also are skilful in catching and throwing a ball, using one hand only are skilful in catching and throwing a ball, using one hand only, Child Development An Illustrated Guide, Page 110.With their fine motor development they may be able to use a large needle to sew and thread can use a large needle to sew and thread, may also use colour in a naturalistic way begin to use colour in a naturalist ic way, for example using a band of green colour at the bottom of the page to represent grass and a band of blue across the top to represent sky, Child Development An Illustrated Guide, Page 111.They may be able to, in the communication and language, understand book language begin to understand book language and that stories have characters and a plot (the narrative), and may express and communicate their thoughts like to express and communicate their thoughts about a book they have read or a TV programme they have seen, Child Development An Illustrated Guide, Page 112. Two theoretical perspectives relevant to physical development and language and communication development are Noam Chomsky, he was American professor of linguistics, and he developed a theory, based on the idea of language development as an innate process.He believed that humans are born with the knowledge already for language he suggested that babies have a language acquisition device (LAD). He considered that this LAD enables children to absorb the language they hear and break it up, then work out what it is and develop an understanding of its rules and grammatical structure. To support Chomskys theory it has been shown that children of all cultures develop language at more a less the same time. Another is Arnold Gessel (1880- 1961), he was an American paediatrician he identified three principles of physical development.The first he stated was that Development follows a definite sequence, this means that when children are growing and progressing there is a pattern in that they need to do certain movements e. g. walk, in order to do other more challenging ones e. g. skipping. The second was that Development begins with the control of head movements and proceeds downwards, this is because babies need to be able to move their head around in order to search for food, they gain control of their head and top of the spine before other parts of their body, this is thought to be a survival mechanism.T he third principle is Development begins with uncontrolled gross motor movements before becoming precise and refined, this simply means that when babies are first born they have no control over their legs and arms but control is quickly gained, first of the arms and then of the wrists. I have attached three observations as appendices these are on a child aged 3 years 1 month. I have observed my target childs physical development, whilst looking at her gross motor skills, I used a checklist observation. For her fine motor skills I used, written narrative and for her balance and coordination I used a photographic observation.A checklist observation is when you draw a table with the columns, developmental milestones, this is where you write the milestones from the EYFS or a book and look for their age group and write what they should be able to achieve. You may have milestones for different ages for example six months before and six months after the childs actual age. In the next colum n tick yes, if they did completed the milestone, if not tick no in the column after. Then the last column says comments which is where you put additional information about how or where the child completed or didnt complete the milestones and if she needed assistance.The photographic observation is when you look through the EYFS at your TCs age group for the chosen subject, for e. g. physical development and see what they should be doing, then when you see your TC doing these things while observing, take a series pictures of them in a sequence so it tells a story, then write next to the picture a little caption about what the child is doing and how/ where she is doing it. A written narrative is an observation where you write down exactly what you see, including what hand the child is using, the expressions on their face etc. its a running commentary of what is happening.The observer sits away from the child and does not get involved during the observation and makes notes. The observe r should write the observation up ASAP whilst they still remember the information. First of all we must ask permission from the parent before we do any type of observation, if we did not do this then the practioner and the parents trust is jeopardised immediately. This is part of the settings policies and procedures which provides consistent practise, trust and high standards and if they are not followed it could lead to different standards bad reputation and inconsistent practise.It is against the law to give out childrens details to anyone, if the child is not in danger this is stated in the legislation, The Data Protection Act 1998, To protect individuals rights from breaching of information all of the nursery settings are aware and follow this, if they didnt follow this then children will be put in harm and may be taken advantage of, it will not only put the child in harm but also the childs family as well.We can maintain confidentiality throughout the observation by using TC me aning target child in all the observations rather than their name, this will help keep the child safe as it will not give any personal information away, we can also use TA meaning target adult and OC meaning other children, this will help keep the staff and other children from risk.Also we can make sure we do not give away the settings name and just write, for example, day nursery and all the observations are objective, meaning that you are not assuming anything e. g. how the child is feeling, this is needed so you are not labelling children, jumping to conclusions or being bias. Different observation techniques are used as it improves accuracy, e. g. you wouldnt use a photographic to look at the language development.In photographic observations you must make sure that you take the images on the settings camera not your own and print them off in the setting not take them on a memory stick, if you print off more photographs than needed you must destroy them using a shredder, also whe n taking the images make sure you do not get any other children in the background as they may not have the permission from the parents to do so, if we did not do this then the parent would then not feel comfortable in leaving their child in that setting, also the images may get into the wrong hands and be used inappropriately meaning the child could be at risk.The only type of information that should be shared is safety medical issues, allergies, Support learning likes, dislikes, what stage theyre up to, and Background info if anything is happening at home that could affect child e. g. separation or family death, information is only shared on a need to know basis. All the information should be kept in a locked filing cabinet. Also make sure that the observations are only shared with the parents of the hild and other professionals. With my three observations on my target child I looked at three different developmental areas, such as, gross motor, fine motor and balance and co-ordinat ion. In the gross motor observation using quotes from the EYFS and Child Development An Illustrated Guide, my TC is currently achieving the majority of these milestones and some of the things stated she couldnt of accomplished in the garden, e. g. using a pencil.My TC seems to be very confident in peddling, jumping, balancing etc and kicking a ball with great control however, she needed assistance with walking on tiptoes, this is due to possibly not having the opportunity to try it. My TC also seems very sociable as she was playing a lot with her friends whether it was by pushing them round in the car or throwing a ball to them, this is perhaps because she is with adult company a lot of the time, this checklist information therefore shows me that there are no areas to be concerned about and my TC practises these skills every day.When observing her balance and co-ordination, I have realised that she is very confident and in control of her balance and co-ordination, also that she is d eveloping at the right stage for her age and is capable balancing by herself without assistance, showing that she is becoming more independent. My TC persisted with the activities even when challenges occurred which shows she is persistent and also she was finding new ways to do things which shows she is very inquisitive, this is stated in the EYFS, Characteristics of effective learning, showing she is on track and at the right place.With the fine motor observation, my TC is meeting and exceeding the developmental milestones that she should be applying with the EYFS, this observation shows me that she engages in an activity and doesnt give up until she has accomplished it, this shows great determination. My TC is turning out to be very independent, clever and determined, all of these things show that she is developing at the right pace for her age and is currently meeting and exceeding the developmental milestones.This is possibly due to spending a lot of one to one time with mum an d dad and being at nursery all day for three days she always joins in with games and includes her friends improving vital skills such a socialising and physical development. My TC is always using her initiative when things go wrong and quickly amends them, e. g. when she dropped all the beads, she quickly picked them up and rebuilt it. My TCs needs are that she needs the equipment, space and time to develop these skills, improving her developmental areas.She needs extra help with balancing walking on tiptoes etc. so in the short term setting out obstacle courses or beams to walk along would benefit her massively as it would require her to use her balance and concentration. Blocks and block play is very important for childrens learning and development. Because there is no right or wrong way to play with them, they are the perfect open-ended resource and they are so versatile that they support learning across all areas of the curriculam.Through my observations and discussions with my mentor, I am aware that my TC really enjoys playing outside and with her friends, and she feels lost without them this is mainly because she spends a lot of time outside with her parents, one to one, this is massively beneficial also for her health. To support her future planning I would provide more activities that includes being outside and being active and try giving her the one on one attention, when possible.The implications of observations are that observations need to be valid and reliable otherwise there will be biasness and different interpretations of how the child is feeling and the observations wont be accurate. We can do this by objective observations, which are by looking at the child with fresh eyes, meaning we dont jump to conclusions and make judgements and we so not have stereotypical views of the child. We can also make it reliable by writing it up ASAP so the observation is still in your head and you dont forget or make-up key information.We must use different te chniques to observe the child this is because there are many aspects to look at and you cant look at them all from one type, e. g. looking at a childs language, you couldnt do this using a photographic observation, if you didnt do this then you would miss out information that might be necessary to detect any issues. Observations are needed to reflect on for future planning, if you didnt the child will lose interest and not progress in development.Observations are also good to give to the parent as they can see how their child is getting on and gives them reassurance as to how their child is progressing, it will hopefully highlight if there are any problems as well, which they can pass onto other professionals. If you did not do all of these things it will let your reputation down and show you cannot be reliable to look after children in a professional manner. John Bowlby (1907-1990), stated that a Childs emotional bond to their familiar caregiver i. e. a family member or riend is a biological response that ensured survival, he called this the theory of attachment, and he said that the quality of attachment is to blame for the childs capacity to form trusting relationships. His theory stated that children show a preference for closeness to a small number of adults and these attachments are a normal part of human development. When babies are born they are adapted to seek out attachments not just for the aim of being fed and protected but for the feelings of safety the attachment brings.Also he said that when an infant feels safe and secure they wont be as attached to you as when they feel shake up or anxious, this is known as attachment behaviour. Also as infants mature into adulthood, the need for attachment lessens, however when we feel stress or anxiety we may find ourselves seeking comfort from loved ones. The main positive outcomes of good attachment experiences in the early years seemed to be social ones, things such as self-confidence, efficiency, self-e steem and the capacity to care for others and to be cared for.Many practioners worry about the children becoming too attached to them and fear that it may undermine relationships at home. They dont want to give children the feeling of loss when they have to leave them and move on to school or the next stage. However, children can cope with several close attachments, so now at most nurseries children are given a key person, but practioners must maintain professional boundaries too, favouritism is not an outcome of closeness to a child so practioners must work alongside the parent. Burrhus Skinner (1904-1990), was probably one of the best known behaviourist theorists.Skinner applied ideas taken from his work with rodents to children, this approach is called operant conditioning, and he wrote most of his books about people. To him both animals and people are organisms differing only to the degree of learning. Behaviourism is sometimes known as the learning theory, learning and develop ment are often seen in terms of nature verses nurture. Behaviourism is at the extreme nurture end, Behaviourists generally believe that all behaviour is learned and can be shaped. The most common view is that behaviour is shaped by punishment and rewards, and that humans act to avoid punishment and to gain reward.Skinner emphasised reward. He believed that punishment was counter-productive, having the opposite of the desired effect. He broke tasks down into small steps, and with each step reinforced and rewarded as it was learned. Although skinners experiments were generally carried out on animals, his work became widely applied to child development and to work with parents. Skinner proposed that a childs language is shaped by the responses given to them by carers or parents. Skinners theory would indicate that children have to go through a trial and error aspect however children can pick up things that are not learnt through regular reinforcement.His work was put into practise by t eaching methods which focus on the repletion of words and completion of rows of sums. Behaviourism is most often seen in the teaching of special needs children and behavioural management. Breaking down tasks into small steps, such as star charts, stamps, stickers, rewarding children for keeping to instructions and rules, and taking away of their luxurys when they dont keep to rules, praise and encouragement. This was introduced in the 1950s known as programmed instruction.