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A. Infancy Period Infancy is the period of time from 1 month to 1 year of age.

The growth and development of an infant is rapid in terms of size and the ability to perform specific tasks. 1 month hands fisted; able to follow object to midline; delights in watching the face of the primary caregiver 2 months social smile noted; cooing sounds is differentiated from cry; enjoys bright-colored mobiles 3 months follows object past the midline, laughs out loud, hand regard noted 4 months grasp, tonic neck, step-in-place reflexes fading, needs space to turn 5 months turns from front to back, can handle rattle well 6 months can turn both ways, may be able to verbalize vowel sounds such as oh-oh, bathtub toys are enjoyed at this time, rubber ring for teething are enjoyed, 7 months sits with support, anticipates to being picked up, beginning to fear strangers prefers and likes to play with objects that are good size for transferring 8 months sits without support, develops the ability to identify known from unknown people thus, peak of stranger anxiety is at this point, enjoys manipulation of toys with different textures 9 months can creep or crawl, needs space for creeping, and says first word (da-da) 10 months pulls self to stand, uses pincer grasp, patty-cake and peek-a-boo are the games that infants of this age enjoy 11 months walks with support cruises 12 months stand alone, pushes arm into sleeve when dressing up, holds spoon and cup, and says two words plus ma-ma and da-da, nursery rhymes, loves pulling toys while walking B. Toddler The toddler period is considered to be from age 1 to 3 years of age and during this time that enormous changes are taking place in a child.

15 months walks alone well, can sit in a chair and can creep upstairs, language: 4-6 words, holds a spoon well but may still turn it upside down on the way to the mouth, exploring the sense of permanence 18 months when using spoon the toddler no longer rotates the spoon to the mouth, able to run and jump in place, can verbalize about 7 to 20 words and the child at this age is able to name one part of a body; parallel play is initiated; loves to imitate household chores such as dusting, sweeping and etc. 24 months the toddler at the period is now able to open doors by turning doorknobs, lids are unscrewed when place near the childs reach, can walk the stairs with both feet on the same step at the same time; evidently by this point the play among these ages is parallel play 30 months using a pencil, a toddler at this point can make simple lines and strokes for crosses, able to jump down from the chair, the development of verbal language is steadily increasing, the toddler at this time already knows his or her full name and can name one color, when asked about age the toddler holds up his or her fingers to show age; imitating actions is noted at this age, play is either rough housing or active games C. Preschool 4 years builds a tower of 10 blocks, draw a person with 3 parts, use paragraphs with sentences of 4 or 5 words, distinguishing fantasy from reality, giving first and last name, singing a song 5 years dressing self independently; walking, climbing and running with coordination; drawing a person with details such as with head, body, arms and legs, copying a triangle or square, speaking in shirt paragraphs, recognition of almost all alphabet letters, can give own address and phone number, can follow rules of interactive peer games D. School Age The term school age refers to children between the ages 6 and 12 years of age. These years represent the period of slow physical growth. However, cognitive growth and development continue to proceed at rapid rates.

6 years skipping is a new skill learned by the child, authority figure is the first grade teacher, difficulty adjusting to all-day school may be noted during this time that may result to nervous manifestations like fingernail biting and etc, at this time the words are defined by the school age based on their use, eruption of first molar occurs 7 years during play difference between sexes become apparent, conservation is learned, able to tell the time can make simple change, eruption of central incisors 8 years definitely improved coordination is noted during this year, development of best friends, eyes become fully developed, can write and print, able to understand concepts of past, present and future, playing with gang becomes important, 9 years gang age: all activities are done with the gang, has secret codes, gang is all boy or all girl, the gang can disband and reform quickly 10 years improvement in coordination noted, this is the age where the child collects a lot collecting age, the child at this period is now able to camp away from home, ready for participating in competitive games, prefers to have rules. 11 years at this time the child is active but is awkward and ungainly, insecure with the members of the opposite sex, repeats off-color jokes 12 years coordination improves at this point, sense of humor already present at this age, the child is social and cooperative E. Adolescent: 13 years old 18 years old 1. Self-esteem changes 2. More independent 3. Future plans noted 4. Coordinated body movements noted 5. Sexual maturation

Infancy Period Vision 1 month midline vision 2 months focus well and follows objects past midline, binocular vision 4 months recognize familiar objects and follows their parents movements eagerly 6 months organized depth perception 7 months pats their images in a mirror, matured depth of perception 10 months looks under the towel or around a corner for a hidden object Hearing 1 month quiets momentarily at a distinctive sound such as a bell or a squeaky rubber toy 2 months acute hearing awareness, stops an activity at the sound of spoken words 3 months turns head to locate sounds 4 months when distinctive sound is heard they turn and look at that direction 5 months can localize sound downward and to the side by turning their head and looking down 6 months able to locate sounds above them 10 months recognize their name and listen acutely when spoken to 12 months can easily locate a sound in any direction and turn toward it Emotional development 1 month can differentiate between faces and other objects by studying a face or the picture of a face longer than other things, quiet best and eat best for the person who has been their primary caregiver 2 months social smile 3 months increased social awareness by readily smiling at the sight of a parents face, laughs out loud at the sight of a funny face 4 months likely cries when the person who entertains the infant leaves, prefers the presence of the primary caregiver than others 5 months show displeasure when an object is taken away 6 months increasingly aware of the difference between people who regularly care

for them and strangers, draws back from unfamiliar people 7 months shows obvious fear of strangers, attempts to cling on parents when taken from them and reaches out to be taken back 8 months peak of stranger anxiety 9 months aware of the changes in the voice tone, cries when scolded not because of understanding what is being said but due to sensing a displeasure in their parents 12 months overcome fear of strangers, alert and responsive when approached, plays interactive nursery games, dances with others, likes being at the table for meals and joining family activities Cognitive Development 1 month simple reflex activity 3 months enters the cognitive stage of primary circular reaction, explores objects by grasping them with the hands or mouthing them, unaware of what actions they can cause 6 months enters the cognitive stage of secondary circular reaction, can grasp the idea that their action can initiate pleasurable sensations 10 months coordination of secondary schema stage, object permanence 1 year capable of reproducing interesting events and produce new ones Developmental Task Erikson proposed that the developmental task of the infant is to form a sense trust. Infants learn to trust when their needs are being met. The confidence that their needs are met primarily results to trust development. Hence, rhythm of the care should be familiarized by infants as it gives them the feeling of being able to predict what will happen and gives life some consistency. Aside from that, the one caring for the infant plays an important role. Active interaction with the child promotes trust. Inability to develop the developmental task during the infancy period would result to mistrust which will be brought up until the child meets the sense of trust.

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