The document summarizes infant development from 1-9 months of age. It covers physical growth, motor skills, sensory development, language development, and play stimulation for each month. Key areas of development include gaining weight, teething, sitting up, grasping objects, responding to sounds, babbling, and engaging in interactive play.

2. Ms. Dini Elizabeth Daniel
1st year M.Sc Nursing

3. Growth is a whole process which includes growth
of the body as well as growth of various aspects of
child's personality, e.g., the physical, emotional,
social and cognitive development.
Development is a progressive change the child
undergoes which increases the physical, social,
mental and emotional capacities of the child.

5. 1.INFANCY

6. mont 1st 2nd 3rd 4th 5th
hs
1.Physical Weight: gains about 680 Posterior Grasping Weight at
or gm. fontanel reflex absent Drooling of least twice
closed at saliva the birth
biological Length: increases about 6 to 8 Landau weight
105cm a month during weeks of reflex Reflexes:
the first 6 month. age. appears: an tonic neck, Physical
Head circumferences: infant moro, growth
increases about 1.5cm a suspended in sucking and slowing
month during first 6 a horizontal rooting down
month. prone reflexes
Pulse: 130+/- 20. position with absent Can breaths
Respirations: 35 +/- 10. the head through
BP: 80/50 +/- 20/10 flexed mouth when
Reflexes : has well against the nose is
developed sucking, chest reflexly obstructed
rooting, swallowing and draws the
extrusion reflexes, moro legs up
reflex, dance and doll’s against the
eye reflexes fading abdomen.
Physiologic immaturity
Breathes through nose.

7. months 1st 2nd
2. Motor Lies in flexed position. Less fixed prone
skills -When prone, pelvis is elevated position.
a) Gross but knees are not beneath -No head droop in
motor abdomen prone position.
-Head lags when baby is held in -Less head lag
sitting position. when pulled from a
-Head sags forward when baby supine to a sitting
pulled from a supine to a sitting position.
position -Lifts head almost
-Turns head to a side when prone. 45 degrees above a
-Makes crawling movements flat surface when in
when prone on flat surface prone
-Pushes with the feet against a -Holds head erect
hard surface to move forward. in mid position.
-Turns from side to

8. 3rd 4th 5th
-Symmetric -Sits with adequate -Sits with slight support
posture of head support. Enjoys being -Balances head well
and body propped up when sitting
-Very slight -Holds head erect and -Holds back straight
head lag when steady when placed in when pulled to a sitting
pulled from sitting position position
supine to sitting -Lifts head and -Pushes whole chest off
position. shoulders at a 900 angle a flat surface when
-Raises chest, when on abdomen prone
usually -Attempts to roll -Rolls from back to
supported on Sustains small portion of front
forearms own weight when held -Sustains more of own
-Holds head in standing position weight when held in
erect and -Activates arms at sight standing position
steady. of proffered toy -Pulls feet upto mouth
when supine

9. months 1st 2nd
b) Fine -Holds hands in tight Hands may be
motor fists open
-Can grasp an object -Holds a rattle
placed in the hand but briefly when
drops it immediately. placed in the
hand

10. 3rd 4th 5th
-Hands open or -Holds hand -Uses thumb in
closed loosely predominately open partial apposition to
-Holds hands in -Brings hands together fingers more skilfully
front of face and in midline. Plays with -Tries to obtain
stares at them fingers objects beyond reach
-Holds object put -Grasps object held near -Grasps objects with
in hand with active hand. Cannot pick it up whole hand
grasp when dropped -Holds one object
-Carries hand or -Grasps object with while looking at
object to mouth at both hands another
will -Attempts to reach
-Reaches for bright objects with hands but
objects but misses overshoots them
-Objects are carried to
mouth.

11. months 1st 2nd
-Startled by sounds. -Turns head to
3. -Attentive to speech of side when a
Sensory others. sound occurs
at ear level
-Fixates on objects brought
-Beginning to
in front of eyes. binocular
-Protective blinking in fixation
response to bright light. -Eyes follow
the moving
person nearby.

12. 3rd 4th 5th
-Turns head and looks in same -Follows moving objects well -Localises sounds
direction to locate sound with eyes made below the ear
-When on back, turns eyes to a -Fairly good binocular vision -Looks after a dropped
dangling object or a moving -Looks briefly for toy that object
light to marginal field of vision disappears -Inspects objects
-Loses interest in objects that -Accommodation begins to visually for a
are suddenly removed from the develop lengthening period of
perceptual field -Can focus on small objects time
-Blinks at objects that threaten -Beginning hand-eye -Can fixate on objects
the eyes. coordination more than 3 feet away
-Beginning ability to -Comforts self by sucking Visual acuity 20/200
coordinate various sensory thumb or pacifier
stimuli

13. months 1st 2nd 3rd 4th 5th
4. Responds to -Alert Looks in -
Language human expressio the - Respond
and voices. n when direction Respon s when
speech listening. of the ds own
Soothed speaker. differen name is
a)Receptive by tly to spoken
language caregiver’ pleasant
s, or angry
mother’s voice
voice. does
not cry
when
scolded.

14. months 1st 2nd
Opens and close mouth as Cry patterns
b)Expressi adult speaks develop.
ve -Utters small throaty sounds -Crying become
-Utters sounds of comfort differentiated,
language
when feeding. varying with
-Cry patterns developing reason
-Cries when hungry or -Responds vocal
uncomfortable, begins to coo. to caregivers
. voice: ah, eh,uh,
Coos.

15. 3rd 4th 5th
-- cries less. --laughs aloud. -Squeals when
- shows pleasure in -Vocalizes socially. happy or
making many - Very talkative to excited
sounds. self, people or toys. -Vocalizes
- Vocalise in - Talking and crying displeasure
response to others: follow each other when a desired
coos and chuckles. quickly object is taken
- may laugh aloud away
-Begins to
mimic sound.

16. months 1st 2nd
-Hold, touch and rock infant gently -Same as at 1
5.Play -Talk and sing softly to infant at close month
stimulatio range Offer rattle
n -Encourage mutual eye contact -Hold or dangle
-Provide pacifier for sucking pleasure. toy in front of
-Place large bright pictures on crib or infant to
wall. encourage eye
-Repeat noises made by the infant movements
-Coo to infant -Place in vertical
-Respond to crying signals infant seat so tha
-Provide soft, cuddly toys and clutch environment can
toys too large to swallow be viewed.

17. 3rd 4th
Encourage infant to Smile when talking and singing to infant
raise head when in Encourage mutual eye contact
prone position Laugh when infant laughs
Pull baby to sitting Echo sounds that infant makes
position, head control. Light tickling stimulates laughter
Hold bright toys in Shake rattle placed in infant’s hand
front of infant to Offer toys for grasping
encourage reaching Move rattle around the infant so that it can be followed visually
Provide greater variety and grasped. This helps to develop hand-eye coordination
of toys as baby shows Provide floating toys for bath
interest in playthings. Encourage splashing in bath water
Help infant sit up with support and roll over
Help infant learn balance when sitting by tilting the body from
an erect position to one side
Hold infant in standing position
Use infant seat, swing and stroller
Place infant when awake where household activities are in
progress.

18. 5th 6th
Same as 4 month -Same as 4 and 5 months
Provide sufficient -Encourage infant to look in a mirror: repeat
different objects names of parts of face
for play -Make funny faces for infant to imitate
Make various -Point out people, food, objects and repeat their
sounds near ear names
Hold infant in -Talk to infant about own and surrounding
standing position activities
and bounce to -Repeat infant’s name
exercise legs and -Encourage response to simple commands
to develop -Use the word no only when necessary
balance -Provide more complex soft cuddly toys
-Provide fabrics or food with different textures for
infant to feel
-Provide sound making toys
-Encourage infant to search for lost objects and
obtain those out of reach

19. months 6th 7th 8th 9th
1.Physical Teething : 2 Reflexes: sucking Beginning Reflexes:
or lower and rooting reflexes of a pattern Plantar
central disappear,Parachute in bowel grasp
biological incisors reflexes begins to and absent.
erupt, begins appear at 7 to 9 bladder Teething:
to bite and months; elimination Upper
chew Teething: upper lateral
central incisors incisors
erupt, lower lateral erupt.
incisors erupt,
ultimate colour of
iris is established.

20. months 6th 7th
2.Motor -Sits alone briefly if placed in a -Sits alone on hard
favourable leaning position on surface, leaning
a)Gross hard surface forward on hands
motor -Back is straight when sitting -Lifts head as if trying
in high chair to sit up when supine.
-Pulls to a sitting position -Control of trunk is
-Springs up and down when more advanced
sitting -Rolls more easily
-Lifts chest and upper from back to
abdomen when prone, putting abdomen
the weight on the arms and -Sustains all of weight
hands on feet when held in
-Turns completely over, with standing position
rest periods during the turn
-Sustains most all of own
weight when held in standing

21. 8th 9th
-Sits alone steadily -Raises to a sitting position alone
with good coordination.
-Pulls self into standing
position with help -Sits steadily for longer period of
time.
-Hand –eye coordination is
perfected so that random -Recovers balance when leaning
reaching and grasping no forward, but not sideways.
longer occur
-Crawls instead of hitching.
-Creeping
.
-Beginning to pull self to standing
position alone while holding on to
furniture.

22. months 6th 7th
b) Fine -Grasps with simultaneously -Holds 2 toys at once
motor flexion of fingers
-Approaches a toy and
-Drops one object when Grasps it with one
another is offered hand
-Begins to bang objects that -Transfer a toy from
are held one hand to another
-Holds own bottle but may -Imitates simple acts
prefer for it to be held of other
-Bang objects that are
held
-Holds cup

23. 8th 9th
-Holds 2 objects while looking -Bangs 2 objects together.
toy at a third. -Pokes objectives with fingers.
-Persistently reaches for objects -Uses thumb and index finger in
beyond range of grasp early pincer grasp.
-Releases objects from hands -Has preference for the use of one
voluntarily. dominant hand.
-Complete thumb apposition -Holds own bottle with good
-Pincer grasp beginning to hand-mouth coordination.
develop, using the fingers -Puts nipple in and withdraws it
against the lower portion of the from mouth at will.
thumb. -Drinks from cup with some
Eats finger foods that can be spilling.
held in one hand -Attempts to use a spoon but spills
Drinks from cup with one hand content.
.

24. months 6th 7th
3.Sensory -Localises sounds made above -Localises sounds by
the ear turning head in a curving
-Retrieves a dropped object that arch
can be seen and reached -Depth perception
-Enjoys more complex visual beginning to develop
stimuli -Fixates on very small
-Moves in order to see an object objects and details
-Starts to distinguish
between simple geometric
forms
-Has preference in taste
for foods

25. 8th 9th
-Recognizes familiar words -Head turns directly to source
and sounds of sound.
-Increased depth perception.
-Recognises by looking or
moving toward familiar objects
when named.
-Able to follow objects through
transition from one place to
another.

26. months 6th 7th 8th 9th
4.Languag Responds -recognizes Stops -Stops
e when own name activity actively
developme own -Responds when own in
nt name is with gestures name is response
spoken to words spoken. to ‘no’.
a)Receptive such as come - -
language - Beginning Beginnin
to g to
understan respond
d to
meaning simple
of “no” comman
ds given

27. months 6th 7th 8th 9th
b)Express - squeals -vocalizes Shouts for -Cries
ive when happy eagerness attention when
language or excited -vocalizes m- -Imitates scolded.
- vocalizes m-m when sound -
displeasure crying sequences Echolali
when a -imitates - a.
desired simple Continues -
object is noises and syllables- Associati
taken away speech da da, ma- on of
- begins to sounds ma words
mimic -vocalizes da with
sound ma ba persons
or

28. months 7th 8th
--Same as 4,5 and 6 months Hold, touch and
5.Play -Place toy under blanket and rock infant gently
stimula encourage infant to find it. -Talk and sing to
tion -Repeat simple sounds like infant.
dada mama -Place infant in a
-Provide objects or food that sitting position
can be bitten chewed safely against a wall and
-Continue to encourage encourage leaning
playing in water away from the wall
-Encourage banging of toys to improve balance
and clapping hands on -Gently push infan
objects from a sitting
-Continue to help infant position to improve
learn balance balance.

29. 9th 10th
- Same 8 months same as 8 and 9 months
-Encourage exploration of toys with eyes -Obtain infant’s attention
and fingers. when requests are made
-Show infant large pictures in books. and use gestures to
-Encourage to bang 2 toys together. indicate meaning.
-Continue to vocalise with infant. -Show picture books
-Play infant games such as “so big” and -provide opportunities for
“bye-bye” with appropriate motions. holding and releasing
-Begin to play “peek-a-boo” objects
-Encourage crawling by moving a toy -Encourage to bounce in a
away from the prone infant. standing position by
_encourage walking by holding on the holding the hands for
infant’s hand and walking. support
-Help infant to stand. -Place the infant in a
-Provide a larger environment in which jumper seat to encourage
the infant can move safely: crawling, standing and jumping.
creeping, cruising

30. months 10th 11th 12th
1.Physical -Macula is -Weight tripled the birth weight.
or well -Length increases almost the 50% of
biologic developed. birth
So fine -Head and chest equal in
visual circumference.
discriminati -Anterior fontanel closes by 12-18
ons can be mnth
made. -Reflexes:landau and babinski
disappear
-Teething: 6-8 deciduous teeth.
-Lumbar curve and the
compensating dorsal curve develop
as walking continues

31. months 10th 11th
Moves from prone to sitting Stands erect wit
2.Motor position. minimal suppor
develop -May sit by falling down from and lifts one foo
ment standing position to take a step.
a)Gross -Sits steadily for indefinite -Cruises: walks
motor period of time. Does not want holding on to
to lie down unless sleepy furniture.
-Creeps well
-Pulls to standing position
well, holding to the crib rail or
other support
-Makes stepping movements
forward when 2 hands are
held.

32. months 12th
-Stands alone for variable length of time.
2.Motor -Sits down from standing position alone.
develop -Walks in few steps with help or alone
ment -Improves competence in motor skills through
a)Gross practice.
motor

33. months 10th 11th
-Picks small objects up -Explores toys and other
b) Fine with index finger and objects more carefully.
motor thumb -Removes covers from
-Releases an object boxes
after holding it -Takes toy out of box or
-Brings the hands cup.
together. -Puts toy inside box or cu
but may not let go
-Beginning to hold a
crayon and make a mark
on paper.

34. months 12th
-Good pincer grasp.
b) Fine -Picks up small bits of food and transfer them to
motor mouth.
-Enjoys eating with fingers.
-Attempts to put a small pellet into a narrow-necked
bottle but doesn’t succeed.
-Releases one or more objects inside another objects or
container
-Attempts to put one block on top of another but
doesn’t succeed.
-turns pages in a book
-Holds crayon adaptively to make a stroke or a mark on
a paper.

35. months 10th 11th 12th
3.Sensory -Marked -Tilts head -Listens for recurring sounds.
interest in backward -Established full binocular vision.
very small to see -Follows fast-moving objects with
objects upward eyes.
-Searches -Discriminates simple geometric
for a lost toy forms: squares, circles
with greater -Visual acuity; 20/100 to 20/50
persistence.

36. months 10th 11th 12th
4.Langu - -Responds -Responds with
age Understand to simple gestures or actions to
develop s simple questions more complex verbal
commands request, such as
ment
-Gives a toy “please give it to me”
on request.

37. months 10th 11th
b)Expressive -May speaks one -Imitates specific
language word speech sounds of
-Understands the others
meaning of bye-bye
and waves
-Imitates adults
inflection
-Imitates sounds of
animals

38. months 12th
b)Expressive -May speak 2 or more words.
language -Understands the meaning of many
more words than can be spoken.
-Knows names of many objects.
-Imitates animal sound
-Intonation becoming more like adult
speech.
-Beginning voluntary control over
responses to sound.

39. months 11th 12th
5. Play - Same as 8, 9 and 10 -Same as 8, 9, 10 and 11 months
months -Provide large crayons for
-Provide opportunities drawing.
for placing small objects -Provide stacking disc or blocks
into larger objects and -Provide objects to place inside
for taking them out larger containers
again. -Place infant in walker to
-Encourage play with encourage walking movements
other persons. -encourage infant to push a chair
-Encourage infant to or stroller around.
stand alone by gradually -Provide push and pull toys to
decreasing support. encourage walking
-place infant in a walker -Provide rough house activity
and encourage letting go -Provide increasing visual
by offering a toy to grasp auditory, tactile and kinetic

40. Research
studies

41.  1.The effects of dietary docosahexaenoic acid (DHA) supply
during infancy on later cognitive development of healthy term
infants were evaluated in a randomized clinical trial of infant
formula milk supplemented with 0.35% DHA or with 0.36%
DHA and 0.72% arachidonic acid (AA), or control formula
which provided no DHA or AA. Fifty-six 11-month-old children
(26 male, 30 female) who were enrolled in the trial within the
first 5 days of life and fed the assigned diet to 17 weeks of age
were tested using the Bayley Scales of Infant Development, 2nd
edition (BSID-II) (Bayley 1993) at the Retina Foundation of the
Southwest, Dallas, TX. Supplementation of infant formula with
DHA+AA was associated with a mean increase of 7 points on the
Mental Development Index (MDI) of the BSID-II. Both the
cognitive and motor subscales of the MDI showed a significant
developmental age advantage for DHA- and DHA+AA-
supplemented groups over the control group.

42.  2.A prospective case-control study was to assess the effect of
prenatal depression on newborn and 1-year-old infant
characteristics as related to gender, controlling for confounding
variables. As such 205 pregnant women were screened for major
depression. Inclusion in the prenatal depression group (n = 34)
was based on meeting DSM-IV criteria for major depressive
episode. Newborn and 1-year-old infant character ristics were
evaluated with the Neonatal Behavioral Assessment Scale
(NBAS) and the Infant-Toddler Social and Emotional
Assessment, respectively. Male newborns of mothers with
prenatal depression had lower scores than controls on the motor
skills and regulation of states NBAS clusters. At 1 year, infants
of prenatally depressed mothers presented higher scores on
generalized anxiety, particularly in male’s activity/impulsivity
and sleep problems than controls

44.  The period from 1 year to 3 years of age. The
individual emerges from the total dependency of
the infancy into beginning independency or
autonomy. The toddler who learns to trust the
parents during infancy now can use this trust in
exploration and investigation of a world beyond
parent’s arms.

45. 1)Physical growth
 Rate of biologic growth slows down
compared to that of infancy
Weight and height : .
 The average weight at 2yrs of age is 12 kg at 2 ½ yr child
weighs 4 times that at birth.This slowing of weight gain
leads to a reduced metabolic rate which results in a
decreased appetite.
 The gain in height is greater than that of weight in toddler
period. Height increases 10 to 12.5cm /yr due to growth in
length of legs.
 The height at 2 yrs is about 85cm.
 Boys tend to be slightly taller than that of girls.

46.  Body proportions
 The young toddler has a relatively large compared to the size of
rest of the body.
 The head circumference during the second year increases by
2.5cm.
 By 2 years of age the chest circumference exceeds that of head.
 The rate of increase in head circumference then decreases so that
by 5 yrs of age the increase in circumference is less than 1.25cm
each year.
 The trunk is long in relation to the length of the legs. As the
circumference of the chest increases the transverse diameter also
increases and becomes greater than the anteroposterior diameter.
 The abdomen protrudes making the child appear pot-bellied
because of the immature abdominal musculature.
 The legs may appear slightly bowed during the second year
because of the weight of the rest of the body.

47.  Dentition :
At 2yrs toddler will have 16 teeth. At 2 ½ yrs the full
set of 20 temporary teeth has erupted.
 Physiologic development:
The physiologic function of body is mature except
endocrine and reproductive system.

48. 2)Motor Development
 Muscle grows faster than bone during the toddler
period.
 The size of the muscle as well as their specificity of
movement increases as a result of use.
 As a toddler, walks, runs and climbs the muscle used
in these activities increase rapidly in
strength.

49. 3)Sensory Development
 Although the binocular vision is fully developed by the
end of infancy depth perception does not appear
completely until childhood.
 Visual acuity is 20/40 at two years of age and 20/30 at 2 ½
years of age. Increase visual acuity permits the learning of
depth perception and colour discriminations
 The other senses hearing, taste, smell and touch continue
to develop during the toddler period.
 The sensation of pain and touch are more fully developed
than in the infant

50. 4)Language & speech
 The development of receptive, expressive, and
language skills proceeds rapidly during the toddler
years.
 The vocabulary increases to about 200 words by
age 2 years.
 By age 2 the child is typically able to use pronouns,
state his or her own name, and ask simple what,
where, or why questions.

51. 5. Play

52. 5) Play
 Symbolic, imaginative play. In functional play the use of
objects is constrained by the appearance or function. As
cognitive and social skills increase the use of play
materials becomes much less dependent on the actual
characteristics of the play materials so that the cup can
be used to stand for boats, bathtubs, and so forth.
 Play activities also serve as an important opportunity to
develop peer relationships. The children play alone but
together.
 By age 3 the child is typically interested in more
cooperative play that involves mutual negotiation of
rules, shared use of materials, and so forth.

53. 6) Needs of the toddler
 Love and security
 Discipline leading to self control
 Progression to independence
 Achievement of control of bodily function

54. Research study

55.  Cross-sectional research indicates a positive but inconsistent
association between language and self-regulation skills
throughout toddlerhood. They used growth modelling of
longitudinal data for 120 toddlers collected when children were
14, 24, and 36 months to test the impact of two expressive
language skills - spoken vocabulary and talkativeness - on
the growth of toddlers' self-regulation, and to determine whether
associations between these domains exist when controlling for
cognitive development. Results reveal that vocabulary is a better
predictor of self-regulation than talkativeness, and both
concurrent and prior vocabulary positively predicted children's
levels of self-regulation. When cognitive development was
controlled, 24-month vocabulary still predicted the trajectory of
self-regulation. Results reveal that, even in early development,
words are tools that can be applied to the task of self-regulation,
and may be a more necessary tool for boys than for girls at this
age.

57.  Preschoolers are children who are 2 to 5 years of age. This
time period is a stage of continuing growth and
development for young child. During these years, children
change from clumsy toddlers into lively explorers of their
world. He will go through many changes in his physical,
mental, emotional and social development.
 School-age children range from 6 to 12 years of age. This
time period is a stage of continuing growth and
development for young child. During this period a child will
experience a wide variety of physical and developmental
changes, but not every child experiences development at
the same rate. He will go through many changes in his
physical, mental, and social development.

58. 1.Physical or biologic
PRESCHOLER SCHOOLAGE
 The growth of particular body parts may reach
In these years, a maturity during this time
child becomes  height may be about 43 and one-half inches.
stronger and Weight may be about 43 pounds. Later, as puberty
starts to look starts, your child's height and weight will increase
longer and quickly. On the average, a child's height may reach
59 inches at age 12. Girls are likely to weigh more
leaner. On the than boys
average,  Temporary teeth fall out and permanent ones
preschoolers replace them, the mouth has not reached its full
may gain an size and the adult teeth may begin to crowd
average of 4.5 to  Secondary sex characteristics begin to appear as
6.5 pounds every children enter puberty. the age at which these
changes occur can vary from child to child
year.
 Girls may begin to develop breasts and pubic hair,
while boys will experience development of the
testicles and penis, as well as the growth of chest,
underarm and pubic hair.

59. 2.Motor and self care
PRESCHOLER SCHOOLAGE
 Motor (movement) skills improve  Fine motor skills may also vary
along with his balance and widely. can affect a child's ability to
coordination write neatly, dress appropriately,
and perform certain chores, such as
 Body control or movement: able making beds or doing dishes.
to stand on one foot even for a short  Good hand finger coordination
period of time,walk up and down
 Feeding skills: Self feeding with
the stairs alternating each foot to occasional spilling, distinguish
skip and throw a ball, child learns between finger and spoon feed,
to dress and feed himself, and use chews with mouth closed
the toilet on his own.  Dressing skills: Puts arm through
 Hand and finger control: can hold large armhole, unbuttons large front
a book or pen more firmly,learns to buttons
turn paper pages. Later, he is able  Toileting and grooming skills:
to turn paper pages one page at a Night time bladder control begins,
time, and write his name. may go to toilet by self.

60. 3.Language and Speech
development
Receptive language:
 Language becomes socialized
 *identifies 5 body parts when
and communicative
named.
 Language is used by the
 * identifies one or more parts of
preschoolers to communicate
body when named
their feelings and ideas.
Expressive language
 *gives full name if asked
 *uses appropriate pronoun
when referring to self-I
 * uses plurals and past tense of
verbs
 *talks constantly
 *ask why?

61. 4.Play
 Parallel play: children enjoy being with each  Parallel play continues, helps
other, but they do not put things away, pretends in
interact very much. They will play side by play
side, watch, and listen to each other. They  Motor play like pushes and
sometimes may fight over the same toy. steers toys, large cars and
 Associative Play :Children still are doing trucks, interlocked blocked
their own thing. They often do the same trains
thing as other children, but they do not do it  Creative play like clay,
together. Children sitting side by side in a crayons, finger paints, sing
sandbox will repeat what the others are songs, large wooden puzzles
doing.  Quiet play with cloth or
 Cooperative Play:When speaking and cardboard books, toys for
listening skills are more developed, children water play
can communicate. They plan, and tell each  Dramatic play with baby doll
other what to do. They do things in response and doll equipment, toys for
to what others do. They pretend to play housekeeping, play
house, be a mother and father, and try out telephone.
relationships.

62. Research study

63.  A study was conducted to compare the growth and
nutritional status of Indian preschool children for the
periods 1998/99 and 2005/06. Using data on weight and
length/height as well as the socio demographic
background of preschool children from the National
Family Health Surveys. The rates of growth of mean
weight and length/ height were far lower in India than the
international norms up to the age of 7 years. They
concluded that the level of mothers' education needs
urgent attention with top priority to reduce the prevalence
of underweight and stunting of children. This also implies
that, for future benefit, girls should be given more
facilities for better education. Breastfeeding and weaning
practices also need special attention.

64. The adolescent is a time of both change and
stability. Adolescence begins with puberty and
extends from 12 to 20 years of age.

65. •Changes in the adolescent's body transform him or her from a
child to an adult in appearance
•Weight and height: rapid increase or spurt and the child
becomes tall. Gain in weight is proportionately greater than
gain in height
•Dentition: permanent teeth number increases, 2nd molar and
cuspid and bicuspid teeth erupt from 10 to 13 yrs,
•The feet, hands, and long bones grow rapidly, accompa-nied
by an increase in muscle mass (especially in boys).

66.  Puberty
 It is a short period that overlaps the end of
childhood and the beginning of adolescence,
 time of rapid growth and change,The time when
the ability to reproduce begins.
 occurs at different ages for the boys and girls and
for individuals within each sex group.
 Usually begins at 9 to 13 years of age in girls (with
menstruation usually beginning between 10 and 14
years of age) and at 11 or 14 years of age in boys
with nocturnal emission.
 The time needed to complete the changes during
the puberty is 2-4 years.
 There are 3 stages of puberty- the prepubescent,
the pubescent and the post pubescent.

67.  The time when pubertal changes take place more rapidly-it
is influenced partly by heredity and by environmental
factors.
 4 major changes in puberty: changes in body size, changes
in body proportion, development of primary and secondary
sex characteristics.
 The most rapid growth in body size comes during the year
or two before the sex organs begin to function.
 Changes in body proportion are influenced by the age of
sexual maturing.
 The primary sex characteristics- sex organs grow and
develop rapidly during puberty and become functionally
mature in approximately in the middle of puberty.

68.  Sebaceous and auxiliary sweat glands become active.
 Full adult size is reached, although some young men
might continue to grow in their 20s


70.  1) A study was conducted to assess the impact of Personality
Traits and Educational Identity Formation in Late Adolescents
by examining longitudinal associations of Big Five personality
traits (i.e., Neuroticism, Extraversion, Openness,
Agreeableness, and Conscientiousness) with dimensions of
identity formation (i.e., identification with commitment and
exploration in depth) in the domain of education of 485
Belgian late adolescents by using four annual waves of
longitudinal data covering a 3-year period.
Multivariate growth models revealed that changes in Big Five
personality traits were related to changes in identification with
commitment and exploration in depth. Cross-lagged panel
models uncovered that, except for Openness, all Big Five traits
predicted educational identity dimensions. Educational
identity dimensions only predicted Neuroticism. In addition,
adolescents with higher levels on the personality trait of
Conscientiousness faced fewer study delays.

71. Early adulthood (roughly ages 18 to 45),
Mddle adulthood (approximately ages 45
to65), and
Late adulthood (over 65)

72. Early adulthood ( 18 to 45)

73.  Early adulthood is the first stage of adulthood in which
the body physically changes.
 In this stage, a person may continue to add a bit of
height and weight to her teenage frame.
 The body continues to undergo significant hormonal
changes. These changes may make beards grow a bit
thicker and the voice to become slightly deeper and
richer.
 This is the period in which women usually have
children, so it is the time in which women gain a little
weight and finish their full breast development.
 They experience excellent health, vigor, and physical
functioning
 Their strength, coordination, reaction time, sensation
(sight, hearing, taste, smell, touch), fine motor skills,
and sexual response are at a maximum

74. The Middle Adult ( 40 to 65
years)

75.  Women undergo menopause a gradual decrease in ovarian function,
with subsequent deple-tion of estrogen and progesterone. This change
usually occurs between 40 and 55 years of age.
 -With the cessation of ovu-lation, menstrual periods stop either
gradually or abruptly, and many women experience hot flashes, mood
swings, and fatigue.
 -The loss of estrogen also increases the risk for osteo-porosis and heart
disease.
 -Androgen levels diminish slowly; the man may have some loss of
sex-ual potency but is still capable of reproduction.
 -Fatty tissue is redistributed; men tend to develop abdominal fat,
women thicken through the middle.
 -The skin is drier, wrinkle lines appear on the face, gray hair appears,
and men may lose hair on the head.
 -Cardiac output begins to decrease.
 -Muscle mass, strength, and agility gradually decrease.
 -Visual acuity diminishes, especially for near vision (presbyopia).
 -Hearing acuity diminishes, especially for high-pitched sounds.

76.  The Middle Adult ( 40 to 65 years)
 The middle adult years are generally considered
to be ages 40 to 65. This is a period of gradual and
individualized change in both physical and
psychosocial dimensions. As the average life span
increases, most people in this age group still consider
themselves young compared with the other
population. Visible signs of aging and a heightened
awareness of the time left.

77. Health of the Middle Adult
 Both acute and chronic illnesses are more likely to
occur, and recovery takes longer. This is a result of
slower and more prolonged responses to stressors, more
pronounced reactions to an illness, and the possibility
of more than one illness being present at a time.
 The leading causes of death in the middle adult year: are
motor vehicle crashes, occupational accidents, suicide
and chronic diseases.
 The major health problems are cardio-vascular and
pulmonary diseases, cancer, rheumatoid arthri-tis,
diabetes mellitus, obesity, alcoholism, and depression.

78. Adjusting to the Changes of
Middle Adulthood
 Various changes can take place during the middle
years.
 These changes include changes in employment;
relationships with a spouse; relationships with
children who are becoming adults; and relationships
with aging parents
 . Midlife transition might occur in both men and
women in their 40s.
 Employment
 Middle-aged adults might experience changes in
employment. They may opt for a career change and
return to school to obtain new knowledge and skills

79.  Increasing numbers of middle-aged adults are self-
employed, often working from home.
 As the 50s approach, questions about retirement
and eco-nomic security become more prevalent, with
an increased inter-est in the benefits of financial and
retirement plans

80.  Spousal Relationships
 Relationships with one's spouse may change.
 A husband or wife may develop neg-ative or critical
feelings and attitudes as a result of changes in physical
appearance, energy levels, or sexual needs and
abilities.
 Dissatisfaction with not achieving career or family
goals con-tributes to the stresses placed on the
marriage.
 Extramarital affairs and divorce may result.
 Widowhood is more likely to occur in the middle
years.
 The loss of a spouse is a major crisis and a threat to
one's self-concept as well as a major role change

81.  Relationships with Children and Aging Family
Members
 Middle-aged adults may be caught in a
"generation sandwich."
 Their children are often independent and married,
with chil-dren of their own.
 As their involvement with and responsibility for
children decrease, they may have an increased need to
help care for aging parents and other family members.
 The physical aging or death of a parent makes one's
own aging and inevitable death a reality

82. Late Adulthood(65 to till
death)

83.  Wrinkles: The skin loses its elasticity and collagen, the protein that
forms the basic fibers of body tissue.
 -Osteoporosis: Bones become brittle and fragile mainly by lack of
calcium
 -The Brain: A reduction of the blood flow to the brain, space
between the skull and the brain doubles, number of neurons
declines in some parts of the brain.
 -Digestive System: Produces less digestive juice so less efficient in
pushing food through the system resulting in constipation.
 -The Heart: The arteries harden,blood vessels shrink, reduction in
the capacity of the heart to pump blood throughout the circulatory
system.
 -Vision: Cataracts, Glaucoma& Age Related Macular Degeneration.
 -Hearing: 50% of adults over 75 have hearing loss.