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Table of Contents
Introduction:...............................................................................................................................................1
Development milestones:........................................................................................................................1
Discussion:...................................................................................................................................................1
Physical development:.............................................................................................................................1
Social and emotional development:........................................................................................................3
Cognitive development:..........................................................................................................................3
Critical evaluation:...................................................................................................................................5
Recommendations and strategies:..............................................................................................................6
Conclusion:..................................................................................................................................................6
References:..................................................................................................................................................6
Identification of developmental milestones: physical, social-emotional and
cognitive development.

Introduction:
Development milestones:
Child’s growth and development, a pediatrician or other medical professional should be seen
regularly during the first few years of life. Most parents also observe for different stages. If
you're worried about your kid, it's best to bring it up with their doctor. Physical development of
child means the baby learns to sit up, stand up, crawl, and walk at this stage, all of which require
the development of large and fine motor skills. A cognitive development requires the cognitive,
academic, and problem-solving skills of a young person. Our kids would benefit greatly from a
Child Development Program in this regard. Social and emotional milestone requires that kids
develop an awareness of their own feelings and an ability to read the feelings of those around
them. Further we discuss these milestones in detail.

Discussion:
The term "developmental milestone" refers to observable patterns of behavior or the acquisition
of specific motor skills that occur in children and babies as they mature. Milestones include
being able to roll over, crawl, walk, and talk. There is a big disparity between the milestones
required at various ages. The age at which a child typically reaches each developmental
milestone is considered to be within a certain range. Some babies, for instance, may start walking
at the age of 8 months. Others start walking as late as 18 months, and that's perfectly typical. To
monitor

Physical development:
Gross motor skills and fine motor skills are two aspects of a child's physical development that
contribute to their overall mobility, coordination, and control. The ability to use large muscles,
like the arms and legs, is known as gross motor skills. Coordination of the fine motor muscles of
the hands and fingers is what we mean when we talk about fine motor skills. During these
formative years, parents can encourage healthy development by encouraging healthy eating
habits and providing opportunities for their children to practice new skills.
We may have been less active than we'd like, especially as families, over the past few years due
to lockdowns and homeschooling. Now is the time to start a fitness routine and foster a lifelong
love of movement in your kids. We understand that modern households are extremely hectic.
That's why everything on this list is easy, cheap, and perfect for kids.

Move! Create a setting that welcomes and supports active (and potentially noisy) play.

Stretch! Start by warming up by stretching and wiggling your toes, feet, legs, arms, and fingers.
To relax your neck, try looking side to side and then up and down several times.

Exit the house! Schedule a family outing for a walk, hike, or trip to the park. Engage in active
play by engaging in group games involving running, hopping, throwing, and catching.

Toss in a new twist! Ask your kid to switch up their kicking and batting every so often when
they play ball. You want to use a ball that's big enough to help you succeed but still presents a
challenge.

Curb your screen time! Reduce the amount of time spent sedentary by watching less than two
hours of television per day and playing video or computer games.

Exalt the rock and roll! Make use of the rolling method in games. Where do we draw the line on
possible strategies? You can do slow and quick rolls, or rolls with your arms at your sides or
alternating up and down.

Compared to infancy and early childhood, physical development slows down significantly during
adolescence. Arrange for the use of gross motor skills in a series of planned activities, and
introduce the use of fine motor skills one at a time. There are gaps and inconsistencies in the way
the muscles are coordinated and controlled. In general, larger muscles are less difficult to exert
one's will over than their smaller counterparts.

Examples:

 My 1 year old nephew holds head up when on tummy it’s his physical development he
learned.
 A six months baby grasps an adult finger with all his power.
Social and emotional development:
Early childhood mental health, also known as social and emotional development, describes a
child's maturing capacity to learn to recognize, control, and communicate a wide range of
emotions. Cultivate meaningful friendships with other kids and adults. To learn by doing so, one
must actively explore their surroundings.

The best time to make a positive change is in early childhood. The environment has a significant
impact on a child's development during this time, and that impact lasts throughout their lives.
Educational and life skills programs like Afloat, which start at this age, are crucial. Well before
they enter elementary school, children begin to acquire the foundational knowledge of society
and the economy. Their daily activities provide the foundation for much of their knowledge of
resource management, including planning, budgeting, saving, spending, and utilization. Simple
concepts like making full use of recourses, i.e. 'finishing one's food' or 'buying only essentials,'
are already part of the daily realities that young kids are exposed to that deal with financial
education before they even learn about money. To name just a few examples, toddlers and
preschoolers learn to control their emotions, share, and follow directions in these formative
years. Essential to academic and professional success, literacy and numeracy are built on these
skills. (NCSL)

Nurturing and responsive relationships with family members as well as other guardians,
including those who provide care in initial learning settings, are foundational to children's
healthy social and emotional development. Continuing to support early age children's social and
emotional growth and putting them on the path to academic success is a shared responsibility of
parents and the early childcare and education professionals who work in child care and preschool
classrooms.

Examples:

My 2 year old nephew shares a toy during playtime.

A 2 year old girl know to pay attention when teacher is reading story.
Cognitive development:
Typically, the years 0-5 are considered part of early childhood. A child's cognitive early
childhood growth begins at birth and includes the acquisition of fundamental skills in reading,
writing, speaking, and counting. A child's level of success in later life is highly correlated with
the growth he or she experienced as a youngster. When compared to their peers, infants who are
better at 6 months old at differentiating the basic elements of speech go on to have greater
success with other, more complex language skills at the ages of 2 and 3, and later, at the ages of
4 and 5, they are better able to acquire the skills for learning to read. It should come as no
surprise that a child's familiarity with the writing system in kindergarten is a strong indicator of
that child's reading proficiency in tenth grade.

Early age children can begin to acquire the necessary foundations for understanding how to read
when they are exposed to a vocabulary and literacy rich environment full of consistent
possibilities to listen to and use language. Without such abilities, a child is very likely to fall
behind in school and remain there. A child's parents are the first and most influential educators in
their lives. The fact that parents provide primary care for nearly 40% of infants and toddlers is
noteworthy. The Reagan administration sees helping parents and families with the most
important task in the world—bringing up children—as a top priority. One way they do this is by
providing them with resources and information regarding early childhood development. Focus,
memory, and the ability to think critically are all skills that, with age, children should develop.
Children who have developed their cognitive abilities have a better grasp on the procedure of
causality and consequence and a deeper capacity for analysis.

Babies and toddlers experience substantial cognitive development in addition to their rapid
physical growth. Piaget believed that a child's ability to conceptualize the world around them,
such as learning that a rattle makes a noise when shaken, was a cognitive skill that gradually
matured as the child interacted with his or her environment. Nowadays, researchers in the field
of developmental psychology disagree with Piaget. Even infants and toddlers, according to
studies, can grasp the concept of an object and its function well in advance of actually using it
(Baillargeon, 1987; Baillargeon, Li, Gertner, & Wu, 2011).
For example, even infants as young as three months old have been shown to recognize and name
the characteristics of objects they have only seen. In one experiment, infants aged 3 months
watched a truck move along a track and disappear behind a screen. Next to the track was set the
box, which at first glance appeared solid but was actually hollow. As anticipated, the truck drove
right by the container. Then, the truck's path was blocked by setting the box on the track. This
time, the truck didn't encounter any resistance as it made its way down the track when it was
rolled.

Children at this age undergo a significant developmental cognitive shift. Remember how Piaget
said that two- and three-year-olds are egocentric? That's because they haven't developed an
awareness of other people's perspectives yet. A child's understanding that other people have
perspectives and values that are different from their own typically develops between the ages of
three and five. The term "theory of mind" describes this phenomenon (TOM). This is a skill that
children can use in a variety of contexts, such as teasing others, convincing their parents to buy
them a candy bar, or comprehending the emotions of their siblings. Children who have
developed TOM are better able to spot when their peers hold inaccurate assumptions (Dennett,
1987; Callaghan et al., 2005).

Critical evaluation:
(Tortella & Fumagalli 2017) Kids should get better at paying attention, remembering things, and
analyzing things as they get older. Children with higher levels of cognitive development are
more analytical and have a firmer grasp on the process of cause and effect.

Persistent physiological changes brought on by early exposure to cumulative adversity may be to

blame for a wide variety of developmental deficits across domains (Nelson, 2007).
Disadvantages in health, family finances, and the home environment are the most common
causes of problems in childhood.

All three are linked to the presence of HIV infection during pregnancy: Although HIV is
primarily a medical issue, it has been shown to have negative effects on children's physical and
mental growth. A child's physical environment is another facet of the caring environment that
affects their growth (both directly and indirectly; for a review, see Evans, 2006). There was a
correlation between the presence of toys and a decrease in the severity of developmental delays
in children who had spent time in institutions at a young age (Morison, Ames, & Chisholm,
1995). Numerous studies on children raised in families have shown the positive effects of a
stimulating and quite well physical environment that allows free exploration of developmentally
appropriate objects, toys, and books, as well as language excitability by mothers, on children's
growth and learning.

Recommendations and strategies:

 If you're reading to your baby, it's a good idea to let him or her flip through the pages.
 Toys with moving parts that don't fall off should be provided.
 Involve your child in movement-based games and songs.
 Insist that your young child construct a tower using four or more blocks.
 Your toddler will love a game of "parade" or "follow the leader."
 Assist your young child in developing a sense of wonder for the world around him or her
by taking him or her for a stroll in a wagon.
 Have your toddler roll a ball back and forth with you gently.

Conclusion:
Babies begin learning how to communicate and use language even before they are born. It seems
that even newborns can tell the difference between their mother's native language and other
languages, and that they prefer looking at faces that are moving in time with the sounds they
hear. Regardless of the child's age, parents and caregivers can aid in the development of their
child's motor skills by first understanding the broad progression that occurs. It begins with the
internal organs and works its way to the extremities, including the head, neck, arms, and legs.
However, keep in mind that kids develop at their own pace.

References:
Bjorklund, D. F., & Brown, R. D. (1998). Physical play and cognitive development: Integrating activity,
cognition, and education. Child development, 69(3), 604-606.

Bloom, D. E., Canning, D., & Shenoy, E. S. (2012). The effect of vaccination on children's physical and
cognitive development in the Philippines. Applied Economics, 44(21), 2777-2783.

Dobrova‐Krol, N. A., Van IJzendoorn, M. H., Bakermans‐Kranenburg, M. J., & Juffer, F. (2010). Effects of
perinatal HIV infection and early institutional rearing on physical and cognitive development of children in
Ukraine. Child development, 81(1), 237-251.

https://helpmegrowmn.org/HMG/HelpfulRes/Articles/WaysEncourageMotorPhysical/index.html

https://medlineplus.gov/ency/article/002002.htm
https://positivepsychology.com/cognitive-development-activities/

https://www.virtuallabschool.org/school-age/physical-development/lesson-3
Moore, G. T. (1987). The physical environment and cognitive development in child-care centers.
In Spaces for children (pp. 41-72). Springer, Boston, MA.

Tortella, P., & Fumagalli, G. (2017). The effect of teaching methodologies in promoting physical and
cognitive development in children. In Physical Activity and Educational Achievement (pp. 303-316).
Routledge

Wobber, V., Herrmann, E., Hare, B., Wrangham, R., & Tomasello, M. (2014). Differences in the early
cognitive development of children and great apes. Developmental psychobiology, 56(3), 547-573.