This evolutionary sequence illustrates most other process in child development such as walking.
The general rules are: o The child must overcome involuntary reflexes to attain voluntary control o There is a logical progression; crude movements always precede finer movements o The child must coordinate several senses, for example, to build a tower of blocks, the child relies on sight, depth perception, and balance o A skill can develop only when the nervous system is mature enough.
Building a tower of blocks is impossible for a 6-month-old, no matter how much exposure to blocks the child has.
The growth of every individual is unique.
Even identical twins brought up in similar fashion will grow differently and ultimately do different things with their lives.
Children will demonstrate their unique tastes, even for music at an early age.
An infant is an active participant in creating their environment.
A baby will quickly learn how to manipulate their parents.
For example, the child will learn that jabbering will, as if by magic, produce parents.
Parents sometimes substitute a favorite teddy bear when a child cries or jabbers, or may comfort a child vocally when physically occupied with other tasks.
The infant will quickly decide if these responses are enough.
They may suffice for a time, but then the game begins again as the infant discovers new ways of drawing attention.
Quieter infants may use smiling or eye contact rather than voice, to make their demands known.
In some way however, your infant will actively influence your behavior.
This is part of how you develop as a family.
In a child's preschool years, his or her most dramatic development is probably in the use of language.
Children progress in a few years from the use of 2-word phrases to the ability to tell stories and describe fantasies.
They begin grasping concepts such as size, numbers, orientation in space and time.
Play begins to occupy a great deal of preschool children's time.
Play accomplishes many things for this age group.
Children learn fine motor skills and concepts through play.
In the early preschool years, children mostly play independently and explore their toys.
If placed with other children, they won't interact.
As children become older, they begin to play together, although sharing toys doesn't always come easily.
Besides aiding intellectual and social growth, play is a way in which 3- and 4-year-olds, who seem to have enough energy to run for 36 hours a day, can divert this energy into activities that are less distracting to parents.
Fantasy friends and stories are common at this age.
Fantasy is not fibbing; it's a way of learning.
Children in the preschool and early school years also lie.
They are not necessarily trying to deceive; they often have difficulty drawing a sharp boundary between reality and fantasy.
Preschoolers also experience further emotional development.
Parents can provide a tremendous service by beginning to teach children to discuss their feelings.
3- and 4- year olds are sometimes able to tell their parents that they are grumpy, angry or sad.
When children can talk about these feelings, it's easier for parents to help them through hard parts of the day.
An inability to recognize one's own feelings can lead to problems later in life.
It's encouraged for parents to assist their children in developing a sense of their own feelings.
Many children attend day care centers or nursery schools at this age.
The activities there aid in socialization and help prepare for the activities of formal schooling.
Children who don't go to daycare or nursery schools still hear a great deal about school from other children or older siblings.
Therefore, most children are socially ready for school by the time they enter.
The general rules are: o The child must overcome involuntary reflexes to attain voluntary control o There is a logical progression; crude movements always precede finer movements o The child must coordinate several senses, for example, to build a tower of blocks, the child relies on sight, depth perception, and balance o A skill can develop only when the nervous system is mature enough.
Building a tower of blocks is impossible for a 6-month-old, no matter how much exposure to blocks the child has.
The growth of every individual is unique.
Even identical twins brought up in similar fashion will grow differently and ultimately do different things with their lives.
Children will demonstrate their unique tastes, even for music at an early age.
An infant is an active participant in creating their environment.
A baby will quickly learn how to manipulate their parents.
For example, the child will learn that jabbering will, as if by magic, produce parents.
Parents sometimes substitute a favorite teddy bear when a child cries or jabbers, or may comfort a child vocally when physically occupied with other tasks.
The infant will quickly decide if these responses are enough.
They may suffice for a time, but then the game begins again as the infant discovers new ways of drawing attention.
Quieter infants may use smiling or eye contact rather than voice, to make their demands known.
In some way however, your infant will actively influence your behavior.
This is part of how you develop as a family.
In a child's preschool years, his or her most dramatic development is probably in the use of language.
Children progress in a few years from the use of 2-word phrases to the ability to tell stories and describe fantasies.
They begin grasping concepts such as size, numbers, orientation in space and time.
Play begins to occupy a great deal of preschool children's time.
Play accomplishes many things for this age group.
Children learn fine motor skills and concepts through play.
In the early preschool years, children mostly play independently and explore their toys.
If placed with other children, they won't interact.
As children become older, they begin to play together, although sharing toys doesn't always come easily.
Besides aiding intellectual and social growth, play is a way in which 3- and 4-year-olds, who seem to have enough energy to run for 36 hours a day, can divert this energy into activities that are less distracting to parents.
Fantasy friends and stories are common at this age.
Fantasy is not fibbing; it's a way of learning.
Children in the preschool and early school years also lie.
They are not necessarily trying to deceive; they often have difficulty drawing a sharp boundary between reality and fantasy.
Preschoolers also experience further emotional development.
Parents can provide a tremendous service by beginning to teach children to discuss their feelings.
3- and 4- year olds are sometimes able to tell their parents that they are grumpy, angry or sad.
When children can talk about these feelings, it's easier for parents to help them through hard parts of the day.
An inability to recognize one's own feelings can lead to problems later in life.
It's encouraged for parents to assist their children in developing a sense of their own feelings.
Many children attend day care centers or nursery schools at this age.
The activities there aid in socialization and help prepare for the activities of formal schooling.
Children who don't go to daycare or nursery schools still hear a great deal about school from other children or older siblings.
Therefore, most children are socially ready for school by the time they enter.