Those providing children with ser vices often use the development milestone charts. Included in the chart are normal expectations of the hurdle’s children undergo after birth, through adolescence. Additionally, through the practice, possible effects resulting from maltreatment should be under monitoring to prevent unwarranted or unexpected complications. Human beings are naturally social, and thus, it is through the socialization process that manners and ethics become applicable. However, the process faces different issues before proper achievement. The development milestone chart is a footprint detailing the various milestones that plague children from the moment they are born through to the adolescent stage.
Infant and Toddlers
| Physical | Cognitive | Social | Emotional | Possible Effects of Maltreatment |
|
Newborns The characteristics include being rough with random reflexive movements that are not coordinated. 3 Months At this age, the head is at 90 degrees. Furthermore, they use arms in propping. Also, a majority use visual track through the midline. 5 Months The child can purposeful grasp an object or roll over. Additionally, the age eliminates incidences of head lag. To parents and guardians, this is an exciting moment as the child starts reaching objects, plays with their feet and constant exercising and sometimes even pleasure moments like rocking on the stomach. 7 Months The child starts sitting up at this age especially in a tripod. Moreover, they start pushing the head and torso up off the floor in preparation for the walking stage. Most reports also witness support of weights on their legs. 9 Months No longer is the child confined to a single spot; rather, they get to and from their sitting positions mostly through crawling. Furthermore, they start attempting to stand, bend in the recovery of lost energy and learning how to coordinate the eyes with the hand movements. However, at this stage, there is no hand preference. 12 Months The child starts waling at one year. 15 Months With the waling developed at the previous age, the child starts attempting perfecting the walk and at the same time, develops complexity in the motor skills. 2 Years Climbing becomes the next order of events as the child starts learning how to climb stairs Shaffer & Kipp, 2013) . |
Sensory-Motor The environment becomes a child’s playground immediately they start coordinating movements and events with their eyes. The exploration process thus aims to learn about the intricacies of the environment before repeating movements in an effort to master them. Through the process, cells in the brain develop ( Kohnstamm, 2013) . 4-5 Months Starting with cooing, the child becomes curious and interested in the objects that are in the immediate vicinity. 6 Months The stage witnesses sound imitations as the child attempts to keep up with the flow of nature and noisemaking. 9 Months To parents, this is considered a precious moment as the child discriminates between the parent and other people in the vicinity. Additionally, the stage also witnesses trial and error attempts at solving problems. 12 Months This age marks the onset of symbolic thinking. The child starts by pointing to pictures whether in books or magazines especially in response to verbal cues. Additionally, object permanence becomes a reality, such that, a definite vocabulary allows the child to use single words in reception or response to other utterances. The language also becomes more expressive in nature. 15 Month As the child is good at imitation, they advance to the imitation of complex behaviors. Furthermore, the child becomes aware of the use and function of different purposes. 2 Years Starting with two-word phrases, the child can hold their own in a communication process. Their toys will also have evolved to more complex ones and so will the sequence of arranging the toys. |
Attachment With a growing relationship between the baby and the parents, the stage witnesses settling of the baby upon parental comforts. Additionally, the toddler views the parents as a safe haven where they could seek comfort from other people ( Vozzola, 2014) . 5 Months The child is quick to respond to social stimuli while showing facial expressions and emotional connections in any event. 9 Months The social interaction develops further as the child plays games with other people in the vicinity. 11 Months At this stage, the child develops different types of anxieties, including stranger anxieties, separation anxiety and often preferring to play solo. 2 Years At this stage, imitation and symbolic plays are the order of the day. |
Birth-1 Year The child learns fundamentals of trust starting with the self before graduating to include caretakers and the environment ( Thompson, 2015) . |
Chronic Malnutrition This aspect will result in retarded growth coupled with brain damage. Additionally, some cases report mental retardation. Head Injury and Shaking This condition could be due to a skull fracture and may often lead to mental retardation, cerebral palsy or even paralysis. Some incidences have reported blindness and deafness. Internal organ injuries Delay in language and speech which may impact communication. Insecurity and disorganization in attachment Some children develop an overly clingy behavior to their parents. Additionally, some lack discrimination of the significant people in their lives, which often result in restlessness as they lack one, they believe could comfort them ( Shaffer & Kipp, 2013) . |
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Conclusion
The development process is a procedure that determines how a child will be like in future. As presented in the above chart, each stage is laced with different requirements. Starting with the physical development, followed by cognitive, social and emotional processes, following them ensures good development processes. However, as seen in the last column, the development process presents maltreatment opportunities that could be detrimental to a child’s development process. To providers of child service, the chart is an illustration of how each factor progresses hence in a way; it could be used as a bible upon which referencing concerning a child's development process can be sought.
References
Kohnstamm, G. A. (2013). Jean Piaget: Children and the Inclusion Problem (Revised Edition) . Piscataway , New Jersey : Transaction Publishers.
Shaffer, D. R., & Kipp, K. (2013). Developmental psychology: Childhood and adolescence . Cengage Learning.
Thompson, N. L. (Ed.). (2015). Play, Gender, Therapy . London: Karnac Books.
Vozzola, E. C. (2014). Moral development: Theory and applications . London: Routledge.
