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Development of a kid up to 2 Years

0-8 Months

  • How does indeed your baby's eating, sleeping and electric motor development compare to the typical developmental patterns?

At first, she wasn't very famished and lost a bit of weight, but rebounded pretty quick. Her eating is similar to the habits of a new baby. Seven was sometimes fussy but we just retained our regular regime and she was fine. She spent the majority of her time sleeping, a lot like other babies as of this age. Her rest pattern is comparable to babies as of this age, down a few hours and then waking up. She goes back to sleeping after a little relaxing music or mild rocking. By 8 weeks, her electric motor skills include crawling, sitting down up and playing like most other babies at this era. Her gross and fine engine skills are just a little behind and the physician wants more one on one electric motor skills play.

  • At 8 a few months old was your child an "easy", "slow-to-warm-up", or "difficult" baby in terms of Thomas and Chess's common temperamental categories?

On what do you starting this judgement? She actually is a "slow-to-warm-up" child. She is a lttle bit clingy and doesn't really admit new situations. She actually is quite happy with us but hesitant with others. Seven has typical psychological reactions for her time, such as concern with strangers, separation stress and anxiety and crying when annoyed.

  • How is your child's attachment for you and your partner developing? What's happening at the 3-month and 8-month intervals that might impact attachment security matching to Bowlby and Ainsworth, and various research studies?

Seven is comfortable with her daddy but appears to want to be with me mainly (especially when she's upset. ) Because we popped up each time Seven seemed just a little uncomfortable, we feel that we are to blame for the sheltered connection. During the "attachment-in-the-making" phase, Eight developed a choice for me over others. She does not look after it whenever i leave her with her grandmother, this is separation panic and normal for this age.

  • Describe and present examples of changes in your child's exploratory or problem solving patterns from 8 through 1. 5 years and categorize them according to Piagetian and information processing theories. Note that 8 months is roofed, so you will have to use the time-line to look back again at 8 months for good examples.

Seven was a very dynamic crawler at 8 calendar months, at home, not so much at the doctor's office. I inspired more crawling by allowing her free roam of the home. Seven can find a hidden object, (object permanence) as long as we don't distract her while she's looking for this. If we change up the covering place she will still want to look in the previous hiding place. This curious error was first discover by Piaget. She wasn't able to walk, but she could almost stand on her behalf own. She was able to imitate new words at a year. Seven now evidently understands several dozen words. Actually, Eight pronounced her first clear word and directed at the object involved. At 18 months, Seven was just a little above on her behalf age. She built a stop tower to model one made by the examiner. At the 19-month examination, she was again behind in gross engine skills. That just designed more fitness center time. Seven could concentrate very well during all the informal testing, in case this continues, she'll become more than ready for preschool-type activities, which require children to remain on job or remain in "group time" for 10-15 minutes.

  • Analyze your baby's character in more detail at 18 months than you did at 8 months. How might you describe your baby in terms of the five aspects of temperament employed by the Exclusive Child program (activity, sociability, emotionality, aggressiveness vs. cooperativeness, and self-control)? Has your baby's nature been stable in the first 18 months?

A blurb defining and providing types of the five aspects of nature is provided at 12 months, but you should seek out further explanations of personality from your textbook. Explain how the idea of goodness of fit (also talked about in the blurb on infant temperament) applies to your interactions with your child. Activity- Seven's activity level was normal. She experienced an incredible drive to work with her engine skills. She often needed on problems too difficult for her age. This was consistent with her disposition when she was young. She was shy during her assessments, but at home was very productive, and grew up to be very active and quite talkative.

Sociability- Seven was a lttle bit of your introvert. She was talkative at home, but there have been few people that she was comfortable with, and would become upset by new situations. She was very shy in new situations and around new people.

Emotionality- Seven's selection of emotions appeared to decrease from 9 months to 18. She seemed to be emotionally solid. She played out well with others until one of the other children wished to take her playthings.

Aggressiveness v. Cooperativeness- Seven had not been ambitious at the assessment, unless another child tried out to take a toy from her. She was cooperative with the examiner.

Self-Control- You will discover no problems with self-control.

  • Were you surprised by anything in the developmental assessment at 19 months? That is, will your notion of your son or daughter's physical, cognitive, terms and social development change from that of the developmental examiner? Give specific examples. If you weren't stunned, write instead about some aspects of your child's development that need the most work.

We were advised at the diagnosis that while she was advanced in fine electric motor skills and problem handling capabilities she was behind (again) in gross electric motor skills. Seven have scored above average in all aspects of terms development, and is ready to be read out loud to more frequently, as she can follow typical story lines. We will continue to add Seven to new situations and new people and make an effort to focus on the shyness only a bit. If she actually is introverted, so be it

2 years:

  • Have there been any environmental situations in your son or daughter's first 2 Ѕ years that you think might have influenced his or her habit? On what do you base your hypotheses?

Nothing out of the ordinary has influenced our child. We've a normal home life and expose her to situations with us by her part. We have become her around to new people and children around her own time. We allow her to obtain a little more liberty. We show her that there are limits and implications. I am aware her reactions and allow her to feel safe but at times drive her to step out of her comfort zone while being supervised. I starting this hypotheses on seeing her around other children. It really is a fine brand to walk as a mother or father having to supervise but not hover. Help without concluding the task and allow freedom to find out consequences.

  • How is your child progressing on the normal child issues, such as learning home rules, understanding how to follow routines, listening to you, producing self-control and learning to get along with other children?

While using several children, Seven was timid at first, but she spent a few momemts observing other kids play before she joined in. She had not been competitive, but sometimes would say "Mine!" when other kids wanted to play with her toy. Seven learned to be friends with other children by smiling and quitting the toy. (Not sure if that is certainly going along to get along) Seven is toilet-trained now. We've rules and make her use her words when wanting something. We still have to work with Seven on the gross electric motor skills (more gym time. )

  • Analyze your own parenting idea and methods. What principles from public learning theory, Bowlby, Ainsworth, Piaget, Vygotsky, information control theory, developmental neuroscience and other ideas do you may actually have relied on in making your parenting alternatives or interpreting your child's behavior? Include three key points/theorists from the above list in your answer.

Different situations call for different theories. We used Skinner's exemplory case of operant conditioning, providing positive encouragement when she used the toilet. For the fine electric motor skills, we used Bandura's modeling presenting on problem fixing. We also applied Ainsworth's Connection Theory. Seven is clingy and feels uncomfortable in a few situations that she is positioned in. We will continue to work on this.

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