Describe the Expected Pattern of Children Essay Example for Free

Describe the Expected Pattern of Children judgeGradually develops ability to hold up own head. Makes movements with arms and legs which gradually become more controlled. Rolls all over from front to back, from back to front. When lying on tummy becomes able to lift first head and indeed chest, supporting ego with forearms and then straight arms. Watches and explores hands and feet, e. g. when lying on back lifts legs into vertical view and grasps feet. Reaches out for, touches and begins to hold objects. Explores objects with lip, often picking up an object and holding it to the mouth. Enjoys the company of others and seeks contact with others from birth.Gazes at faces and copies facial movements. e. g. sticking out tongue, opening mouth and widening eyes. Responds when talked to, for example, moves arms and legs, changes facial expression, moves eubstance and makes mouth movements. Recognises and is most responsive to main carers voice face brightens, activity increases when familiar carer appears. Responds to what carer is paying attending to, e. g. fol pitiableing their gaze. Likes cuddles and being held calms, snuggles in, smiles, gazes at carers face or strokes carers skin. Turns toward a familiar efficacious then locates range of sounds with accuracy.Listens to, distinguishes and responds to intonations and sounds of voices. Quietens or alerts to the sound of speech. Looks intently at a person talking, but halt responding if speaker turns away. Listens to familiar sounds, words, or finger interprets. 1 2 age Walks al sensation and stands on walk Climbs on furniture and begins to run Builds a tower of six or more blocks Empties objects from a container Becomes mindful of his or her identity as a separate individual whitethorn become defiant Becomes concerned in chanceing with other children Separation anxiety begins to fade Speaks about 50 words colligate two words together Uses wellhead-nigh adjectives (big, happy) Speaks clearly e nough for parents to understand some of the words Begins to play make-believe Begins to sort objects by shape and colour Scribbles Finds hidden objects 2 3 years Walks up and down stairs, alternating feet Kicks, climbs, runs and pedals a tricycle Builds a tower of nine or more blocks Manipulates low objects and turns book pages one at a quantify Imitates parents and playmates Takes turns Expresses affection openly Easily separates from parents Speaks 250 to 500 or more words Speaks in three-and four-word sentencesUses pronouns (I, you, we, they) and some plurals States first name Asks why questions Correctly names some colours Copies a circle Understands the concepts of same and different 3 4 years Stands on one foot for at least five seconds Throws ball overhand, kicks ball forward and catches bounced ball most of the time Dresses and undresses Uses scissors Cooperates with playmates Tries to solve problems May have a best friend Becomes more independent Answers open questions Speaks in complete sentences Uses prepositions (under, beside, in front) Speaks clearly enough for strangers to understandBecomes involved in more hard imaginary play Prints some capital letters Draws a person with two to four body parts Understands the concepts of morning, afternoon and night 4 5 years Stands on one foot for at least 10 seconds Hops, swings and somersaults May learn to ride a bike and swim Brushes own odontiasis and cares for other personal needs Wants to be like friends Follows rules Understands gender Wants to do things alone Understands rhyming Uses mingled and complex sentences Uses future tense States full name and address Uses imagination to create stories Correctly counts 10 or more objectsCopies a triangle and other geometric patterns Understands the concepts of time and sequential order. 6 years Jumps over rope 25cm high Learning to skip with rope Tie own shoes raring(predicate) for fresh experiences More demanding and stubborn, less sociable Joining a gang maybe important May be quarrelsome with friends Needs to succeed as failing too often leads to poor self esteem Reading skills developing well Drawings more precise and detailed Figure may be drawn if profile Can describe how one object differs from another Mathematical skills developing, may procedure symbols instead of concrete objects May write independently years Hand-eye coordination is well developed Has good eternal sleep Can execute simple gymnastic movements, such as somersaults Skills constantly improving More sleight and precision in all areas Desires to be perfect and is quite self-critical Worries more may have low self-confidence Tends to complain has strong emotional reactions Understands the difference between right and wrong Takes direction well needs punishment only rarely Avoids and withdraws from adults Is a better loser and less likely to fleck blame Waits for her turn in activities Starts to feel guilt and shameRead independently and with increasing suaveness longer and less familiar text editions Spell with increasing accuracy and confidence, drawing on word erudition and knowledge of word structure, and spelling patterns including common inflections and use up of double letters Moving towards abstract plan Draw together ideas and information from across a whole text, using simple signposts in the text Read whole books on their own, choosing and justifying selections Engage with books through exploring and enacting interpretation 8 -12 years Movements well duplicate Physical skills improving Takes part in team games Drawings become more complexFriendship becomes more important Independence increasing More understand to self Concentration improves Able to read fluently May think scientifically Able to play complex games such as chess 12 19 years Hormonal changes Puberty Skin changes Growth spurts Body hair develops Girl menstruates breasts develop, hips expand Boy facial hair develops voice deepens, growth of penis and testes Skills develops depending on interest and practice, for example play a musical instrument Adolescents start to think about the future and if motivated will use all their intellectual ability to achieve their educational goals