Understanding Children Birth to Age 2 (cont.)

Cognitive Development Heredity and environment influence this the most. Heredity determines when a child’s brain and senses will be mature enough to learn the skills. Environment factors affect the learning.

Birth to 3 Months Vision is blurry at birth. During the first few weeks, infants focus on objects in the center of their visual field. Their near vision is better than far vision. As their vision improves, they gaze longer at certain objects of interest. They enjoy patterns and stripes more than solids. They prefer bold instead of soft colors.

Birth to 3 Months (cont.) As they grow, they shift their attention to faces. Enjoy a smiling face more than one with no expression. Hearing develops early, from birth. By 3 weeks, infants can distinguish a parent’s voice from a stranger. Don’t distinguish between themselves and objects around them. Experiment with reflexes.

3 to 6 Months Start to focus on surroundings, begin to examine objects. By 6 months, can distinguish faces. Learn they can touch, shake, and hit objects. Start to show judgment, parent v/s stranger Look around to explore sounds. Respond in new ways to touch, kiss, etc. Body awareness, may bite toes, etc.

6 to 9 Months Object permanence develops- understanding objects exist when they can’t see them. Know they can cry to call caregivers- even if they can’t see them, they are there. They are also learning to communicate. Will look up when name is spoken.

9 to 12 Months More intentional about goals (if confined to a play pen, may cry to be taken out). Start to anticipate events (may cry when a parent puts on a coat).

12 to 18 Months Hearing and speech continues to develop. Use trial and error problem solving. (express joy when find that toys make noise) Cause and effect fascinates them (hits water and it splashes) Use 1 or 2 words to communicate (bye bye, ball) Books become more important.

18 to 24 Months Start to think before they act. Apply what they know to solve problems. (use a stool to reach a cookie) Improved thinking and motor skills can wear them out because they want to explore everything. (may step in a drawer without realizing it might fall) Pretending starts to happen.

18 to 24 Months (cont.) Deferred imitation- watching another’s behavior and acting it out later. May understand symbols that represent real objects (treat dolls like real babies) Telegraphic speech- when vocabulary reaches 200 words, they make 2 word phrases (doggie barks) They add as many as 10 to 20 new words a month.

Social-Emotional First 2 Years Don’t show a wide range of emotions at birth. During 1 st few months, mostly facial expressions. Happiness is shown when corners of mouth are pulled back and cheeks are raised. Between 6 to 9 months, child shows fear, anxiety, anger Fear signs are eyebrows raised, eyes widened

Temperament Focus on a few adults close to them. After 1 st birthday, take interest in toddlers. Temperament refers to the quality and intensity of their emotions. Irritability- tendency to feel distressed. Activity patterns- some move little, some lots. Passivity- how react to surroundings.

Attachment Strong emotional connection between 2 people. May be moms, dads, siblings, caregivers. They know these people will take care of them. Infants may smile, kick, coo, laugh Attachment begins early. Separation anxiety- when a child protests because someone is leaving. (starts 6 months, strongest 15 months)

Birth to 3 Months No tears when a child cries. General excitement and general distress is all that is shown. Distress is shown by crying. Excitement is shown by smiling or wiggling.

3 to 6 Months Respond to people with smiles and laughter. Make happy sounds as adults play with them. Tears begin to appear. Use different cries to signal different types of distress. Start to notice and smile at other babies.

6 to 12 Months Become actively involved with caregivers. Begin to develop fear of strangers. Attached to their caregivers. Separation anxiety is likely.

12 to 24 Months Become upset about something that will happen in the future (know a parent may be leaving soon). More interested in exploring. Take more interest in other children. Like to play beside other kids, but not interact with them. Become aware of their abilities, like to say “no”.