STIMULATION PROGRAM EARLY YEARS CHILDREN OF 0 2

INTRODUCTION
• The preschool is considered as that stage of development, ranging from birth t
o six or seven years, is the most significant period in the formation of the ind
ividual, because in this structure is the fundamental basis of personality. • It
is perhaps the moment of human life in which the stimulation is able to exert m
ore decisive action on development, specifically by acting on formations that ar
e a distinct stage of maturation.
INTRODUCTION
• On the other hand, when the child or the child is born, the brain, including a
series of reflexes that allow their survival, protection, defense, nutrition, m
ovement and flare, such as breathing, circulation, pumping, among others. • The
brain is totally clean and constitutionally inherited genetic behavior, and what
we have is an infinite possibility and capacity to assimilate all social experi
ence that is transmitted primarily, especially in the early stages of life • Thi
s ability to reflect self-stimulation and assimilate the world around you is wha
t is called the plasticity of the human brain.
THE IMPORTANCE OF THE STIMULATION
• In this way it is stressed that the lack of stimulation can be permanent and i
rreversible effects on brain development, since alter its organization and the p
ossibilities to set up functional structures that will form the physiological ba
sis for positive conditions for learning.
IMPORTANT FACTORS FOR ADEQUATE STIMULATION
• Any early stimulation, to be effective and promote development, must take into
account three factors: • The child to which stimulation is applied • The subjec
t or mediator that promotes the development • The conditions under which the typ
e of development to be achieved is functional from the point of view and is a me
mber commensurate with the level of social organization in which these programs
are promoted stimulation.
IMPORTANT FACTORS FOR ADEQUATE STIMULATION
• The boy and girl in the process of stimulation should have, therefore, opportu
nities for action, assimilate stimulation in the course of its business, it is i
n that business where you create the conditions to enable the emergence of quali
ties and psychic functions that allow its implementation. • In this process of a
ction where the child is self-built, processing, renewing, transforming, inventi
ng, reconstructing, conditions conducive to the adult development of this action
.
IMPORTANT FACTORS FOR ADEQUATE STIMULATION
• This stimulation, as has been said, must be adequate, systematic, continuous,
gradual, differentiated and targeted. • And of course, is to include everything
that is essential to child development and child in the area sensoperceptual, af
fective, cognition, motor, habit formation and organization of the behavior, soc
io-moral, as motivational, corresponding with social objectives.
DEFINITION
• Early stimulation is considered as a discipline that seeks to bring the child
to multiple stimuli involved in their maturation in order to integrate and facil
itate development in children. • Through early stimulation assesses the maturity
, physical condition and the development of the child to achieve their chronolog
ical age psychomotor activities including language and sensory perception.
OBJECTIVE
Is to achieve harmonious and comprehensive DEVELOPMENT OF THE CHILD IN THE MOTOR
 AREAS OF COGNITIVE SOCIAL AND EMOTIONAL LANGUAGE
STIMULATION
• Examination of the reflexes can know the level of central nervous system matur
ation in the child or the child and planning and adequate stimulation.
REFLECTIONS
REFLECTIONS
It is an involuntary muscular response to a sensory stimulus
Primary
You are born with them and disappear at a certain age
Secondary
After six months away
PRIMARY REFLECTIONS
Newborn Tonic cervical Babinsky 4 m to 8 m Newborn Newborn search of 2-3 m. Newb
orn to 4 m suction Prehension Newborn to life.
SIDE
Neck straightening straightening of trunk balance Moro Landau six months to life
six months to life six months to life for four months Newborn 6 months to life
DEVELOPMENT
• Arnold Gesell is the first thing he conducts research on child development and
that divided by areas. • To make the diagnosis requires five evolutionary behav
ioral areas that are representative of different aspects of growth.
BEHAVIORS
• • • • • Conduct Conduct adaptive fine motor driving heavy Conduct Conduct Pers
onal Conduct social language
INTEGRAL OF CHILD DEVELOPMENT
• The development is defined as a process of constant change starting with birth
and ends with death, allows the acquisition of skills and abilities and is cons
istent with maturation.
DEVELOPMENT AREAS
• • • • • •
Gross motor fine motor Social Cognitive Language Self Care
STIMULATION bar program
BEHAVIOR AREAS
• Supine turning the head sideways • Move arms and legs • neck beginning to lift
OBJECTIVES
• Strengthen your neck muscles trunk
S ACTIVITIES
• Move arms and then the other one beginning with shoulder, elbow and wrist. . H
ere's how: • Down • Outdoor Top bend and stretch in • • Massage the palms of the
hands to strengthen the prehension • In the form of circles and up and down fin
ger
MATERIALS
Gross motor 0 to 1 month
Fine motor 0 to 1 month
• Sets the look and the head of the midline to the left or right momentarily nte
• Holds objects
• Strengthen the reflection of prehencion
• Creams and some oil
Cognitive 0 to 1 month
• Cry to a stimulus • Look around indefinitely • reassure the human voice heard
crying • Presents
• Stimulating the ear • Encourage movement of the head • Strengthen the muscles
of the neck • Strengthen
• Stimulate with objects around • Inflate a balloon child's forehead and then de
flate
• Cellular • Rattles • neck and back massage • colorful objects and sound • It s
hould support the action with the verbalization
Language 0-1 month and
• Stimulate make sounds with his mouth • Sing to take any action
Self Care Social 0 0 1 month to 1 month