Early childhood developed within their first five years of life

Early childhood development refers to the skills that children acquire within their first five years of life, which lay the foundation for future learning. Children need care and support to stimulate their growth and healthy development. The stimulation of language, understanding, personal, social and motor skills of the child are important at an early age and it is one of the primary physicians’ responsibilities to give proper advice to parents on how to promote their children’s physical and mental development. Enhancing Early Child Development:

The first five years create the foundation for the child to accomplish key development all advances in mind and body. From the first day of life to the first day in kindergarten, a child grows at a phenomenal pace that is unequaled at any other time of life. It is during these years that the brain undergoes its most dramatic growth. Language blossoms, basic motor abilities advance, thinking starts to become more complex, and social/emotional development enables the child to begin to understand his own feelings and those of others.

Parents should keep in mind that milestones are not a fixed time table, but approximate times when certain abilities can be observed. There is a wide range of "normal," and each child adapts to the world at his/her own pace.

The following articles outline the milestones in these areas:

Language development:

In the first year of life wonderful and dramatic things happen. The baby usually triples her birth weight; she moves from being totally dependent to crawling or walking. Well before they use spoken language, infants let us know how they feel and what they mean. They are soon able to communicate and to understand language, and by six months they know their name and understand that they are an individual. With the further expansion of language abilities, comes the expansion of social relationships. Brains are wired for language, and children of all countries acquire language on the same general schedule. Each area of growth occurs in tandem with others - e.g. social and emotional with motor, communication with thinking.

Milestones are flexible; they are approximate times when certain abilities are observable. There is no strict timetable for acquiring abilities or confronting different challenges, and there's a wide range for what's considered normal. Every child grows and adjusts to the world at his or her own pace. This article outlines the acquisition of language abilities and its interaction with other aspects of development.

First Year Milestones

The base for language is set in infancy and then expands rapidly, as children progress from simple cooing to complex conversing.

Children develop language skills at an astounding rate. Amazingly, all these skills begin to develop in the newborn/infant stage, and rapidly progress in the first few years of life. A child of one month can respond to voices, at three months can coo in response to pleasant sounds, and at four months can turn to find the sound source in a room. He will use pointing and reaching to indicate needs, use facial expressions to show happiness, defiance, and confusion, and he will imitate and emulate his parent's actions/speech patterns.

Between birth and 4 months the child

• coos and then babbles, the first sounds besides crying, intentionally produced
• then makes a vowel sound; other sounds may include ah, oh, uh, etc; he is not yet making sense of language, but increasing control of the speech muscles and a system called auditory feedback allows him to become familiar with the sounds of language
• laughs out loud, either in response to another or on his own
• responds to a voice by quieting, listening, turning his head, opening his eyes, or awakening to the sound of a familiar voice in a quiet room
• by 3 months can distinguish between the voices of his mother and other females
• makes sounds for attention - clicking his tongue, cooing, babbling or gurgling, in addition to crying
• by 4 months he can start fitting his responses to the rhythm of the speech of his caregivers

Between 5 and 8 months the child

• makes three or more sounds in one breath, such as bababa or dabaka
• says at least two different sounds like da and ba. These may not be successive or in the same breath, just any two different syllables. Ka, ma, mu are common sounds made at this age
• responds to his own name by looking, listening, smiling and quieting
• vocalizes for attention
• can locate the source of a bell rung out of sight
• laughs, gurgles, coos with familiar people, especially in play
• turns to look for new and unfamiliar sounds

Between 9 and 12 months the child

• imitates sounds
• listens to familiar words
• says "no" and shakes his head
• says two or more words clearly to a parent, although others may not understand
• uses Mama or Dada as name
• uses jargon; babbling combinations that sound more like real speech with inflection changes
• waves bye-bye or patty-cake to verbal requests
• enjoys interactive games such as peek-a-boo
• links meaning to words; is able to recognize objects/pictures by name; points to the car
• responds to simple instructions such as give me your hand, where is your nose
• has a receptive vocabulary of about 100 words

Second Year Milestones

Between 14 and 18 months the child

• says four or more words clearly
• names a few objects if someone points
• labels pictures of common animals and objects
• uses at least one word to express an idea. For example, she may say "eat"
• asks for things by name
• makes up own meaningful words
• babbles or talks into a play phone and makes pretend conversations
• follows simple commands

Between 18 and 20 months the child

• listens to short stories or music
• discriminates sounds; imitates words and sounds more frequently
• uses l0-15 or more different words
• follows verbal instructions, such as put the pencil on the table
• may begin to "sing" simple tunes

Two-to-Three Year Milestones

At 2 years the child

• uses simple sentences
• refers to self by name
• puts words together into noun-verb sentences (want cookie, see car)
• refers to self by name
• listens to short stories and identifies actions/characters in the book
• asks "what's this?" or "where's my---?"
• identifies body parts, clothing items, common objects and actions
• follows simple two-step commands
• comprehends terms that are opposites
• has a spoken vocabulary of up to 300 words
• uses the word 'no,' which signals a shift in the child's sense of self in relation to others and in his desire for independence

By 3 years the child

• has an understanding of close to 50,000 words, and most of the communicative skills needed to function in society
• takes part in conversations
• answers who, where, and when questions
• adds many new words each month
• uses sentences of at least 3-4 words
• uses words to relate observations, concepts, ideas
• understands simple time concepts: yesterday, lunchtime, tonight
• matches and names colors
• knows name and address
• can recite some nursery rhymes and sing songs
• can tell a story, although sequence may not be right
• frequently asks questions
• can produce m, n, p, b, t, d, w, without difficulty
• may count but may still not understand quantity

As toddlers develop a sense of themselves as individuals, they learn to use words in addition to, or instead of, action to express their needs and reactions. By the end of toddlerhood the child uses language to express his needs and feelings and to interact with others in more diverse ways. Whereas behavior and crying were the main avenue for communication in infancy, the toddler is now able to use words that have universal meaning.

Four-and-five year Milestones

By 4, the child

• uses connected sentences
• tells experiences or simple events in sequence
• reproduces short verses, rhymes, songs from memory speak clearly
• argues with words
• uses jokes and silly language
• uses sentences of at least five words
• acts out simple stories
• in conversation, can answer questions, give information, repeat, convey ideas
• asks why, when, how, where questions
• understands implications of key words such as because
• follows three unrelated commands
• understands comparatives such as pretty, prettier, and prettiest
• listens to long stories, but may misinterpret the facts
• understands sequencing of events

By 5 the child

• refines these skills
• uses an expanded range of language and shows more variability in speech
• uses words more precisely
• uses more complex grammar and uses plurals and tense correctly
• expresses herself in a varied tone of voice and inflection

From birth to five years of age, development proceeds at a pace more rapid than any other phase of life. During this time children quickly develop the abilities that help them to use language to communicate and to become competent in their social relationships.

From birth to five years of age, development proceeds at a pace more rapid than any other phase of life. During this time children quickly develop the motor capacities that prepare them to be physically competent, enjoy physical activities, and to handle physical challenges.

Movement Development - The First Five Years

The newborn has little control of her movements; usually by one year she has learned how to get to where she wants by crawling, cruising or walking. Reflexive movements give way to purposeful movements. This new found mobility enables her to experience the world in new ways.

Between birth and 4 months the child

• develops control from head down; holds her head up for l0 or more seconds while held on parent's shoulder or lap
• reaches or swipes and grabs for toy
• sits steadily when held or seated supported by pillows or in a baby seat
• pushes up on arms while lying on her stomach, straightens her arms and lifts up her head and chest completely
• begins to hold a hand away from her body, which is a major neurological achievement in the process of building what's referred to as a pro perceptive map, or a sense of the body in space. (Pro preconception is one of the senses that, like hearing, sight or smell, enables a child to explore physical relationships in the world. A pro perceptive sense underlies the ability to extend an arm to catch a  ball or climb stairs without looking at the steps below)

Between 5-8 months the child

• creeps, crawls or otherwise moves about
• moves purposefully to things she wants; she may be a roller, tummy crawler, scooter or have another unique way of getting around
• begins to use her hands by passing things from one hand to the other without dropping them
• pulls self to standing by holding on to an adult's fingers, furniture or other object
• picks up small toys or food with fingertips
• uses the pads of her fingers and thumb, rather than her whole hand or palms
• makes walking motion when held; walks forward, bearing weight on alternating feel when held by the hand or under the arms

By 9-12 months the child

• creeps or crawls up two or more steps
• walks, holding on to furniture or cruising along furniture holding on for support and balance
• picks up and puts down small toys intentionally
• stands alone; intentionally lets go of support and stands for a few seconds unsupported
• sits down from standing position

Second Year Milestones

The child's growing motor skills enable him to view the world from different spatial perspectives and to navigate more independently. This new mobility allows him to take more physical risks and to learn more about his physical power and limitations.

By 15 months the child can

• walk alone
• stoop down and stand back without help
• climb on furniture
• control his fingers better; can hold a crayon and scribble

By 2 years the child can

• jump in place
• jump from a low step with both feet together at the same time
• kick a ball and momentarily balance on one leg while swinging the other to kick an object
• run forward
• stand up easily from a sitting position
• throw a ball overhand

Between 25 and 30 months the child can

• Walk up and down stairs alone. May use a handrail or wall for support, but walks up and down stairs without help, even if she puts both feet on a step at the same time
• jump in place 2 or more times with feet landing at the same time
• run or walk on tiptoe
• climb on a jungle gym
• walk backward l0 or more feet to pull toys, arrange things or to move out of the way

Third Year Milestones

Between 3 and 4 years the child can

• jump forward with both feet together
• stand on one foot unsupported for 2 or more seconds
• steer and pedal a tricycle
• throw a ball underhand
• walk upstairs one foot on each step

Four and Five Year Milestones

Her coordination and control of her body are improving and she can:

• jump in place
• walk down stairs
• balance on one foot for ten seconds
• a ball purposely overhand
• a ball with hands
• gallop
• jump over an object with both feet
• walk backward toe/heel
• climb stairs with one foot per step
• put simple parts together
• copy a circle
• build a tower
• build constructions using imagination
• improve in cutting with scissors and coloring within lines

From birth to five years of age, development proceeds at a pace more rapid than any other phase of life. During this time children quickly develop the motor capacities that prepare them to be physically competent, enjoy physical activities, and to handle physical challenges.

Social and Emotional Growth - The First Five Years

Newborns arrive in a pre-social state, ready and eager for contact. They turn toward sounds and even show a preference for the human voice, especially a high-pitched one. Well before they use spoken language, infants let us know how they feel and what they mean.

Children come in all shapes and sizes, and differences can be seen right from the start:

Sammy, 3 months, doesn't like to eat, sleeps for short periods, screams, and is difficult to comfort when he's cranky.

Lisa, 7 months, established a regular schedule easily, is friendly, smiles readily and is eager to be sociable.

Drew, 6 months, is cautious, quiet, not physically active, and doesn't enjoy new experiences.

Temperament: Each infant has a unique inborn temperament or typical way of reacting to the world. Most children are easy; they are adaptable and establish fairly regular schedules: Some children are difficult; they cry a lot, wake at irregular hours, and are easily upset. Some children are slow to warm up; they're quiet and react after thinking things over. Children are born with a tendency toward certain moods and styles of reacting to people and events in their lives. This preferred style of responding—a child's first and most natural way of reacting—is called temperament.

Goodness of fit: No matter what the child's temperament, it's the harmony between child and a primary caregiver that's most important. The behavior of one influences the response of the other. The special bond between infants and their caregivers is known as attachment. When the attachment is solid, the caregiver provides a secure base for the child's emotional and social growth.

First Year Milestones

From birth to 4 months the child

• conveys meaning through the earliest smiles and cries
• makes sounds or moves to get attention
• develops a social smile; gazes at faces that are about 8 to 12 inches away
• cries to show discomfort or fatigue; smiles, gurgles and coos when happy or excited
• plays with his own hands
• smiles and laughs when talked to
• responds to caregivers faces, smiles and voices

From 5-8 months the child

• actively seeks interaction
• starts to show interest in another child
• searches surroundings for people and new items
• laughs at funny faces
• shows anger when toy is taken away
• smiles and laughs at baby games
• starts to imitate the inflection in people's voices
• shows pleasure and displeasure
• cries when separated from caregiver
• prefers familiar persons to others; may fear strangers

From 8-12 months the child

• plays and tests social reactions of others by doing "unusual" or "naughty" things
• smiles at, pats or even kisses his own image in mirror
• may refuse to be confined in crib or play pen
• buries head in parent's shoulder when meeting new people, but usually warms up
• shows moods by facial expressions
• plays interactive games such as peek-a-boo and patty-cake
• seeks approval and responds to "no"
• offers toys to others
• helps with getting dressed and maybe putting things away
• will search for a person, pet or item when they are mentioned
• uses sounds, gestures and facial expressions to gain attention
• is learning to self-regulate (in terms of sleeping and eating) and parents should be flexible in adapting to the baby's schedule

By the end of the first year of life, the toddler smiles easily and shows affection for others by hugging, kissing and snuggling.

Second Year Milestones

By 13 months the child

• enjoys being around other children; babbles or talks into a play phone and makes pretend conversation
• can play simple interactive games such as chase me/catch me
• imitates simple acts, such as hugging or fondling a doll and can play interactive games such as peek-a-boo, so-big, and pat-a-cake
• initiates interactions such as reaching out to be picked up
• responds to limits set by parents voice or gesture

By 15 months the child

• kisses and greets people
• loves to imitate activities she sees around the house, such as cooking, dusting, hammering

By 18 months the child

• seeks help from adults
• protests or shows anger by using voice and gesture

By two years the child

• is learning that what she does has an impact on the world; she can make things happen
• is becoming aware of herself as an individual
• is developing visual self-recognition (in a mirror) and verbal self-reference (Susie big)
• wants to assert her own independent style. She wants to do things for herself and takes pride in accomplishment. When she falls short however, she can become frustrated and resort to crying or tantrums
• is becoming sensitive to events that violate her sense of the way things are "supposed to be," such as a doll missing an arm or dirt on clothes
• imitates adults in her play, for example, using a hammer to bang and a spoon to feed her.
• is beginning to imitate her parents' tone of voice and gender specific behavior

Two-to-Three Year Milestones

Between ages 2 and 3 the child

• begins to interact with his environment in new ways. He is becoming aware that the feelings and wishes of others may be different than his own and develops the capacity for empathy. His imagination is flourishing and his world is filled with make-believe
• is learning to master fears through play
• is often assertive, refuses assistance and insists on doing things himself
• is able to explore the world without the physical presence of his mother as he becomes more autonomous
• can engage directly with other children, unlike a younger child who tends to enjoy playing side by side with other children (parallel play)
• may have difficulty with sharing and taking turns
• by the age of three the childs emotional repertoire broadens beyond the basic emotions of infancy; she can experience emotions like pride in accomplishment, guilt over doing something provocative, and embarrassment in social situations.

Four-to-Five Year Milestones

The friendly, talkative and curious preschooler explores ways of relating to people; her self-confidence expands and she likes to please others. She is learning to read the reactions of others, and she can be empathic and show sympathy and concern if a person is hurt or sad. She enjoys playing with other children, but her own needs may prevail and lead to problems in sharing and taking part in complex group play. Although she can still be cranky and stubborn at times, she is more responsive to reasoning.

The preschooler's pretend games become more involved and, for some children, may entail some form of violence in play. Fears (of the dark, of big dogs, for example) may persist and contribute to nightmares, but most children can generally calm down.

Between four and five years the child

• seeks out same-sex friends
• prefers children over adults
• enjoys performing for others
• whispers and has secrets
• to blame and praise
• be bossy
• is becoming competitive
• enjoys helping at home, with tasks such as watering plants, picking up toys

During the first five years, development proceeds at a pace faster than any other time of life. During this time children develop the speaking power, achieve movement and social-emotional capacities that prepare them to be self-confident, trusting, empathic, intellectually inquisitive, competent and capable of understanding and adjusting well to others.