Gross Motor Skills Haydon months McCoy Strenn Huston Acero Farmer Fine Motor Skills 0-1 month -Brings hands within range of eyes and mouth -Can keep hands in tight fists 1 to 2 months -Moves head from side to - hand movements are side while prone involuntary and they -Arm thrusts remain clenched fists -Hand to mouth primarily. coordination - turn head toward if pick up, they mimic a voices walking position - stares at bright curl up toes objects and follow with eyes 2-3 -Head lag when pulled to - bring hand to mouth sit and suck fingers -Rounded back when 3 months sitting - they’re able to hold their hands out in 2 months front of their face. - Raises head + chest, Also begin opening hold position. hands. - Improving head control. Fine Motor Skills develop in 3 months a proximodistal fashion, - Raises head to 45° from the center to the in prone. periphery (i.e., infant will - Slight head lag in bat with entire first before pull-to-sit. progressing to gross grasping and then fine Gross Motor Skills develop fingertip grasping) in a cephalocaudal fashion, meaning from the head to the tail (i.e., baby will learn to lift his/her head before learning how to roll over) Characteristics - - - - Coos, makes other vocalizations, and demonstrates differentiated crying. The infant exhibits a first real smile at 2 months. They spend most of their time while awake watching and observing everything that is going on around them. By 3 months old, the infant will start interacting with the caregiver by smiling widely and possibly gurgling at the caregiver, which prompts the caregiver to smile and talk back to the infant. The infant will then respond back to the caregiver with more smiling, cooing, and gurgling as well as moving the arms and legs. 4-5 months Hobson Johnson Strehle Angwin Carrizales Kramer Haydon 4 months - bats at objects (p. 76) 4 months - lift head feet of the - lifts head and looks floor around - seat independently - rolls from prone to for a few moments supine - prop self up as laying - head leads body on tummy when pulled to sit (p.72) 5 months 5 months - grasps rattle (p. 76) - rolls from spine to - bang two objects prone and back together’ again - hold bottle - sits with back - bite toys(to soothe upright when their gums as their supported (p.72) teeth come out - drop objects on purpose - 6-7 months Walker Schwartz Reed Masterson Pablo 8-9 months Webb Hudson Bonney Noska Kostilnik - - 6 months - Release objects in hand and can take another object tripod sits control hands sits alone with some finger food use of hands for clap, hold object support 7 months -Transfers object from one hand to the other hand sits without support sits up from stomach/back turns head to track objects starts to move with opposite arm/leg movement - - - picks up small objects with thumbs and fingers examines objects with hands and mouth turns several pages of a thick/board book at once Object permanence begins to develop around 4 months (p. 72) Binocularity is well established by 4 months (p. 73) 4-5 months; infant makes simple vowel sounds, laughs aloud, performs “raspberries, and vocalizes in response to voices (p.76) 4-5 months; also responds to his/her own name and begins to respond to “no” (p. 76) - - distinguishes emotion based on voice tone; babbling begins (to express joy or displeasure) may enjoy patty-cake and peek-a-boo Object permanence begins to develop full color vision, distance vision, ability to track objects is developed Object permanence is solidified knowing an object still exists without being able to see it, will search for it in the last place it was seen. May develop stranger anxiety. The previously happy and friendly infant may become whiny and clingy when approached by strangers or people not well known. - - 10-11 months Ucal Hagan Moorhouse Miller Bohrer Gero Toddler 1-3 Hutchinson Blabouwedeou Malmstrom Maple Narvaez Haydon Logan Johnson crawls with abdomen off the floor May be strong enough to pull themselves up using a chair - holds/drinks from a bottle gross pincer grasp (rakes) bangs objects together Toss a ball, fit cups together 10 months: 10 Months: Pulls to stand Fine pincer grasp Cruises Puts objects into container 10 to 11 months: the infant and takes them out uses furniture or takes steps with help from others 11 Months: to help develop proper Offers Objects to others locomotion and balance and releases them required for walking which They may take steps with happens at the toddler assistance between 10 and stage 11 months. Feeds Self Uses Index to point Turns book pages Sits from standing position Removes socks/ shoes Walks Independently Builds tower Cimbs stairs Puts pegs in holes Runs Holds pencil in writing Kicks Balls Position Can Stand on Tiptoe Makes simple mark on Climbs well paper Pedals Tricycle Feeds self w/ spoon Bends Over without Falling Scribbles 2 years- Can jump with Turns knobs both feet Drinking from cup 3 years-Can balance on one independently foot for a few seconds Pick up small objects with Can jump a few inches one finger and thumb Can jump from a stair with manipulating scissors two feet at same Using silverware time(ready for potty train) pulling legos apart manipulating technology mouse Interact more with their environment and socialize with others Oral aggressive stage of Freud’s psychosocial development First tooth should appear by 8 months By 10 months old babbling begins and progresses to strings (e.g., mamama or dadada) without meaning yet May begin to attach meaning to mama and dada between 9 to 12 months of age and begin to imitate sounds. Maintains eye contact Clasps hands together in response to social play Has an established sleep schedule exploratory. Learning about cause and effect, (there is someone under the blanket). start using imagination concepts like big/small. cope with frustration pretend play uses short sentences, 50-100 words, containing pull thread, windpipe thread inside a bottom write on walls right or left handed imitates circular or vertical strokes 3yrs: ➔ ➔ ➔ ➔ Pre-schooler 3-6 Brown Stevenson Cason Lam Hall Haydon Johnson 3: Climbs well -undresses self Pedals tricycle -copies circles Runs easily -builds tower w/ 9-10 cubes Walks up & down -holds pencil in writing stairs with position alternative feet -screw/unscrews lids, nuts, ➔ Bends over easily and bolts without falling -turns book pages one at a time 4yrs: ➔ Throws ball overhead 4: ➔ Kicks ball forward -uses scissors successfully ➔ Catches bounced -copies capital letters ball -draws circles and squares ➔ Hops on one foot -traces a cross or diamond ➔ Stands on one -draws a person w/ two or foot up to 5 four body parts seconds -laces shoes ➔ alternates feet going up and 5: down steps -prints some letters ➔ Moves backward -draws person w/ body and and forward with at least 6 parts. agility -dresses/undresses w/out assistance 5yrs: -can learn to lie laces ➔ Stands on one -uses spoon, fork and foot 10 secs or knife(supervised)well longer -copies triangle, and other ➔ swings and climbs geometric patterns well -mostly cares for own ➔ may skip toileting needs ➔ somersaults (pg.130) Initiative vs. Guilt Age 3-6 years: -Likes to please parents -Begins to plan activities, make up games -Initiates activities with others -Acts out the roles of other people -Develops sexual identity -Develops conscience -May take frustrations out on siblings -Likes exploring new things -Enjoys sports, shopping, cooking, working -Feels remorse when makes wrong choice or behaves badly -Cooperates with other children -Negotiates solutions to conflicts (Table 5.1) -may understand the concept of counting and begins to engage in fantasy play -often has an imaginary friend which is a creative way to experience different activities and behaviors and practice conversational skills (p. 128) - determines good vs bad - children may learn inappropriate behavior 5-13 Industry vs Inferiority(social crisis) Less egocentric, at five Kindergarten, realized that they are not the center of the world follow another’s lead ➔ may learn to skate and swim operate with social rules, take turns, learn to loose 4 years- vocab of 1500 words, speaks in complete sentences 5 years- vocab of 2100 words School-ager 6-12 Barnes Thorne Spence Norton Starcher Haydon -Coordination, balance, School age: and rhythm improve - understands principle of -Ride two wheeled bike, 6 to 8 years: conservation jump rope, dance - able to classify members of - Forming letters and -May be awkward due to four generations of family numbers correctly. body growing faster than tree vertically and - Opening zip lock they can compensate horizontally bags, containers, and 6-8 years: lunch boxes 6-8 years: - pay continuous attention for - Dressing and -Bicycling, skating, at least 10 to 20 minutes. toileting swimming - develop a simple plan in independently. -Are in constant motion order to reach a goal - Holding pencil, pencil -Sometimes fear is - come up with ideas and try to control, writing in limited due to strong solve common problems the lines impulse to explore - identify and understand the - Tying shoe laces value of most coins and bills. 8-10 years: - know which things are living 8 to 10 years: -Less restless w/ and which are not continued high energy in - able to play games with rules - Bilateral more directed activities and usually good at coordination -Baseball soccer understanding and following -Require more -Eye-hand coordination and rules concentrated action and balance improve - understand cause and effect effort 8 to 10 years: -Hand usage improves - pay close attention for about 10-12 years: 20 minutes -Sew, write, print words, -Pubescent years for girls - solve simple problems build models, crafts -Physical skills similar to independently those of adults - can solve complex problems - riding bike, team sports -Should be encouraged to with some help engage in physical activity 10-12 years: - very curious about events -Energy levels remain that are happening around high, but more controlled -Develop manipulative skills them comparable to adults and focused - know the difference between As they grow, they fact and opinion -Take pride in activities that become clumsy, they are - using background knowledge require dexterity (playing not use to their new body to learn new things musical instrument) and fall or trip - can observe and tell you about events in great detail -Talent and practice become the keys to proficiency 10 to 12 years: - Make inferences - tell time with an analog clock - - - clearly describe a goal and how they’re planning on achieving it. paraphrase what others are saying access prior knowledge in order to link newly acquired information knows difference between “good child” and “bad child” begins to use “golden rule” Erick Erickson”Identity vs confusion” peers role model, Who they are, What they can be Sexual characteristics become important in teen years such as self concept and body image. Teens begin to rely more on peer relationships versus family relationships Increased use of slang to communicate Adolescent 12-20 Haydon Brunton p. 185 Clements Rogers Savage Apeland p. 186 early adolescent teenager develops endurance early adolescent teenager Adolescent girls often are influenced increase increase of the ability by peers and the media and want to concentration to manipulate weigh less and have smaller hips, coordination objects waist or thighs problems increase in finger middle adolescent dexterity Boys tend to view themselves as teenager middle adolescent teenager being too thin or not muscular increase of speed refining dexterity enough and accuracy skills improvement of late adolescent teenager Boys are concerned about the size of coordination precise eye-hand their penis and facial hair while girls late adolescent teenager coordination and are concerned about breast size and concentrates of finger dexterity the onset of menstruation. relevant skill development Piaget (cognitive): Formal Operations (Limited abstract thought process) Kohlberg: Postconventional level III (Morals based on peer, family, church, and societal morals) Early (10-13 years): Asks broad, usually unanswerable questions about life Middle (14-17): DEveloping own set of morals - evaluates individual morals in relation to peer, family, and societal morals Late(17-20): Internalizes own morals and values, continues to compare own morals and values to that of society, evaluates morals of others
