Infancy and Toddlerhood

Explains at least two physical developmental milestones that typically developing children

should attain during this period of development.

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

should achieve in this period of development.

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

should achieve in this period of development.

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

follow directions such as raise your hands or sit down.

Explains at least one sign that may signal atypical development during this period of

development

Attention Deficiency-Hyperactivity Disorder (ADHD) is a commonly diagnosed

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

and development during this period of development

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,

particularly father involvement in childrens social development (e.g., Parke, 2002).

Reference

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

Black and White Photograph, 2 Charts, 2 Graphs. DOI: 10.1111/cdev.12249. Early

Communicative Gestures Prospectively Predict Language Development and Executive Function

in Early Childhood.