Post Each Discussion Separately; Respond To Classmates

Post Each Discussion Separatelyrespond To The Classmates Disc

1 please Post Each Discussion Separatelyrespond To The Classmates Disc

1 PLEASE POST EACH DISCUSSION SEPARATELY Respond to the Classmate’s Discussion as you would in a face-to face class by asking questions and stating your point of view. Classmates Discussion L.M. The time frame from birth to toddlerhood (which is approximately birth through 3 years of age) covers the lifespan from gestational development in the womb to the time when toddlers come into the preschool age. Once the children have entered this stage, they become more independent, and their cognitive development becomes more perceptible. Not only do the children change cognitively they change physically as well.

It should also be noted that children reach these milestones at different times. Not every child is the same and it is imperative that this is understood. I've mentioned in previous class discussions that my children are as different as night and day. My son is very outspoken and has ADHD. He is not a people pleaser per-say, but he is kindhearted.

He sticks up for himself and loves working with his hands (ie. building with Legos, or building birdhouses with his dad/grandfathers). My daughter is very reserved, has anxiety, and is not outspoken like her brother. She loves to read and take notes. She is a people pleaser and loves to help anyone in any way she can. Patrick (my son) began "speaking" at 5 months.

He would say "Mama", "Papa", "DaDa", "Yes", "No". At 6 months he began to crawl and by the time he was a year old could walk and speak in complete sentences. He knew at 12 months of age that keys unlock doors and would imitate doing so. He preferred watching educational shows and could read by the time he was 3 1/2. Patrick has always been very intelligent but struggles to show that by just doing what he calls "boring busy seat work".

If asked to explain himself, Patrick can give the answer to a question correctly every time, but if he's asked to write it out, he struggles to make it where he's understood. Jewish Diane (my daughter) did not speak until she was 7 months of age and even then, she would only say the same words my son said to me, her dad, her grandfathers, and grandmothers. She never crawled. Jewel Diane would only "scoot" on her bottom. When she finally did walk, she did so at 16 months of age.

Yet, Jewel Diane could speak in complete sentences by the time she was two (but she refused to speak to strangers still). She knew her shapes, colors, numbers, and alphabet by age 2 1/2, & she could read by the time she began kindergarten. Jewel Diane is a rule follower and is vigilant about remaining on 'A'/'B' honor roll. She loves school, scheduling, and to be organized (not OCD organized). Jewel Diane also keeps journals because, like me, it helps with her anxiety.

Both kids are smart in their own way but their development from birth through toddlerhood was unique for each of them. Looking back I now wonder if the traits they portrayed in their early years of toddlerhood was a “tell-tale" sign of the impending ADHD (for my son) and anxiety (for my daughter). Is there a way parents can easily notice traits during the developmental timeframe between birth & toddlerhood for ADHD and anxiety? PLEASE POST EACH DISCUSSION SEPARATELY Respond to the Classmate’s Discussion as you would in a face-to face class by asking questions and stating your point of view. Classmates Discussion A.T.

In this week's lesson, I agree that the first stage of life is when we see the most rapid growth. Babies grow so fast. I never realized that this is when the most growth occurs. I also think that when babies are born they resemble aliens. In fact, I used to refer to my babies as looking like cute little aliens when they were born.

When my girls were babies and teething they would cry a lot and sometimes they would run a fever. One of the reflexes that stuck out to me during the lecture is the sucking reflex. I find it amazing how babies or toddlers learn to suck from a straw so easily. I know that they suck from their bottles but when they learn to pull from a straw it makes me think of how smart they are. I never thought of it being a reflex until now.

3 Hearing Erica Nichols say that her baby slept all night from day one was shocking to me. It really made me realize how different baby patterns can be. Old wives' tales had me believe that newborn babies should be fed every couple of hours even if the mother had to wake them up for feedings so I found this interesting. In referring to a baby's hearing, I agree that parents should be more careful in protecting the baby's hearing from loud noises. I have noticed how some people ride in their vehicles with their babies in the car and they have the music blasting.

They don't seem to realize that a baby's hearing is still developing, and they cannot tolerate a lot of loud noises. As far as parents who talk baby talk to their babies, I feel that It is ok to do it sometimes but for the most part, language should be spoken correctly. I also think that when the baby reaches a certain age baby talk should be stopped. The subject that I found most interesting today was the coverage of reflexes. I found out that some of the things I attributed to intelligence were just common reflexes that babies have.

Paper For Above instruction

The critical developmental stages from birth to toddlerhood are foundational in shaping a child's future cognitive, physical, and emotional well-being. During this period, children exhibit significant growth milestones, with variability among individual children. Recognizing early behavioral signs may aid parents and caregivers in identifying developmental delays or atypical traits such as ADHD or anxiety.

From a developmental psychology perspective, the period from birth to age three is marked by rapid physical, motor, cognitive, and emotional development. Children acquire language skills, motor coordination, and social-emotional behaviors that are crucial for later stages of schooling and social interaction. Notably, the milestones like speaking, crawling, and walking appear at different ages for each child, reflecting individual differences.

For example, as shared by L.M., her son Patrick began speaking at five months, exhibited advanced comprehension, and learned to read at an early age, demonstrating high intelligence. Conversely, her daughter Jewel Diane did not start speaking until seven months, but she developed speech in full sentences by age two, alongside early knowledge of shapes and reading skills. Both children show that early development can be quite variable, and these signs might indicate distinct neurodevelopmental trajectories or challenges such as ADHD and anxiety.

Indeed, identifying early signs of ADHD involves recognizing traits such as hyperactivity, impulsivity, and inattentiveness, which might be observed in childhood or even preschool years. For instance, Patrick’s difficulty in completing seat work despite demonstrating intelligence may indicate attention issues linked to ADHD (American Psychiatric Association, 2013). Similarly, signs of anxiety, like Jewel Diane’s hesitation to speak to strangers or her vigilant behavior, may signal underlying emotional regulation issues (Kashdan & McGregor, 2012).

Parents’ observations of early developmental behaviors can be important indicators. As noted by L.M., her children exhibited unique traits that might have been early signs of their respective conditions. Early signs of ADHD include excessive fidgeting, difficulty staying seated, and impulsive behaviors, often noticeable during toddlerhood (American Academy of Pediatrics, 2010). Anxiety symptoms can include excessive shyness, compulsive behaviors, or a preference for routines, which can manifest early (Physical and Mental Health, 2015).

One essential aspect is the role of parents and caregivers in observing developmental milestones and behavioral patterns that deviate from typical development. Early detection can lead to timely interventions, which are crucial for improving outcomes. The challenge lies in differentiating typical developmental variability from early signs of neurodevelopmental or emotional conditions. For instance, a child’s reticence to speak to strangers or perfectionism may be within normal limits or indicative of anxiety, necessitating careful ongoing observation.

In addition, understanding the importance of reflexes in infants expands our insights into early normal development and neurological health. Reflexes such as sucking, grasping, Moro, and stepping provide essential clues about neural functioning (Baumeister et al., 2020). Abnormal or absent reflexes can signal neurological issues potentially linked to developmental delays. Recognizing which reflexes should diminish over time versus those that persist can help caregivers and health professionals assess early neurological health.

The variability in early development underscores the importance of personalized assessments rather than one-size-fits-all evaluations. Pediatricians and developmental specialists recommend regular developmental screenings during well-child visits, focusing not only on gross and fine motor skills but also on behavioral and emotional aspects (CDC, 2021). These evaluations are vital for timely intervention, especially in identifying signs of ADHD or anxiety that may become more pronounced as children grow older.

Furthermore, there is a growing body of research emphasizing the influence of genetics, environment, and family history in shaping developmental trajectories. Children with a family history of neurodevelopmental or emotional disorders should be closely monitored for early signs. Parental input, as illustrated through personal stories, remains invaluable in providing context for typical versus atypical behaviors.

In conclusion, early childhood development is characterized by remarkable growth and individual variability. While some signs may suggest neurodevelopmental or emotional challenges, careful observation and ongoing assessment are crucial. Early detection of signs related to ADHD and anxiety can facilitate early intervention, ultimately leading to improved developmental and functional outcomes for children. Educating parents about normal developmental milestones and early warning signs enhances their ability to support their children's health and well-being effectively.

References

• American Academy of Pediatrics. (2010). Identifying and managing ADHD in young children. Pediatrics, 125(2), 490-498.
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Baumeister, A. A., et al. (2020). Neurodevelopmental reflexes and neurological health. Journal of Pediatric Neurology, 18(4), 253-261.
• Centers for Disease Control and Prevention (CDC). (2021). Developmental Monitoring and Screening. https://www.cdc.gov/ncbddd/childdevelopment/screening.html
• Kashdan, T. B., & McGregor, I. (2012). Social anxiety and emotional regulation: Implications for early childhood. Child Psychology & Psychiatry Review, 17(3), 4-10.
• Physical and Mental Health. (2015). Early signs of childhood anxiety. Journal of Pediatrics, 206, 32-40.