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Explains at least two physical developmental milestones that typically developing children
Infants are able to move their heads and neck although their muscles are not strong
enough, they are able to move their mouths, eyes and bodies even after they are born. Physical
development occurs at different time some infants learn to master skills faster than others
depending on their family environment and characteristics. At two months they are able to
control their head and will tend to turn it in the direction of the sounds that they hear. Toddlers
tends to start walking on their own without support at eighteen months and can pull toys along
with them.
Explains at least two language developmental milestones that typically developing children
Infant starts to make cooing sounds and their first signs of communication occur when an
infant learns that a cry will bring food, comfort, and companionship from their mom or
caregiver. From birth to three months infants learns how to calm down and smile when spoken
to. Toddlers can name a few body parts and can point to them when asked.
Explains at least two cognitive developmental milestones that typically developing children
Cognitive developmental milestones are when infants and toddlers are able to interact
with people in their environment. At two months infants pays attention to faces and can follow
objects with their eyes. At eighteen months toddlers can identify familiar objects such as a
hairbrush, a spoon, and a cup and can demonstrate what to do with the objects. Toddlers can
Explains at least one sign that may signal atypical development during this period of
development
childhood disorder (affecting up to 7% of children, with male predominance) that has been
associated with delayed neuronal maturation of the prefrontal cortex and reduced activation of
frontal circuits by executive functioning tasks (Helper n et al., 2011; Shaw et al., 2007).
Children with ADHD are often found to perform poorly on tasks requiring inhibitory control and
working memory, even after accounting for general cognitive ability (Merz & McCall, 2011).
Describes at least one strategy that families can use to influence their childrens learning
Parents can interact with their children while playing and read them story books asking
them open ended questions to enhance working memory. Blair and Raver (2012) suggested that
both parent/caregiver training programs and preschool intervention trials can lead to improved
self-regulation of children's behavior and other EF behaviors. Bryck and Fisher (2012) have
identified complementary approaches, including teacher training, play groups, listening skills,
and compensatory techniques such as self-verbalization strategies for acquiring more effective
inhibitory control steps and cues. Previous research predicting childrens participation in
activities has typically focused on one or two parental behaviors, only one parent, and only one
activity domain (e.g., Duranetal 2001; Fletcher et al., 2000). We know from research predicting
other child outcomes that both mothers and fathers are influential on childrens development,
Kuhn, Laura J.; Willoughby, Michael T.; Wilbourn, Makeba Parramore; Vernon-Feagans,
Lynne; Blair, Clancy B. Child Development. Sep/Oct2014, Vol. 85 Issue 5, p1898-1914. 17p. 1
in Early Childhood.