{"id":477,"date":"2009-10-11T09:13:19","date_gmt":"2009-10-11T16:13:19","guid":{"rendered":"https:\/\/pcgirl.net\/mom\/?p=477"},"modified":"2009-10-10T09:19:50","modified_gmt":"2009-10-10T16:19:50","slug":"thinking-skills-%e2%80%93-developmental-milestones-from-0-%e2%80%93-5-years","status":"publish","type":"post","link":"https:\/\/pcgirl.net\/mom\/?p=477","title":{"rendered":"Thinking Skills \u00e2\u20ac\u201c Developmental Milestones from 0 \u00e2\u20ac\u201c 5 years"},"content":{"rendered":"

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Infants were once thought of as passive and unknowing. It was commonly believed that until they mastered language, young children were incapable of thinking or forming complex ideas. Today, we know otherwise. From the very start, young children are aware of their surroundings and interested in exploring them. Scientists from several fields have shown that from the first weeks of life, babies are active learners. They are busy gathering and organizing knowledge about their world. These milestones highlight young children’s progress in developing perceptual and thinking skills.<\/span><\/span><\/p>\n

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Newborns begin right away to use and integrate their senses to explore their world. Most infants can: <\/span><\/span><\/p>\n

\u00c2\u00a0<\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 See clearly within 13 inches <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Focus on and follow moving objects, including human faces <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 See all colors and distinguish hue and brightness <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Distinguish the pitch and volume of sound <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Discriminate sweet, sour, bitter, and salty tastes <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Respond with facial expressions to strong stimuli (like odors) <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Prefer high contrast items and geometric shapes <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Begin to anticipate events (for example, sucking at the sight of a nipple) <\/span><\/span><\/p>\n

\u00c2\u00a0<\/span><\/span><\/p>\n

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At 3 \u00e2\u20ac\u201c 6 months, babies perceptual abilities improve rapidly. At this age, they are able to: <\/span><\/span><\/p>\n

\u00c2\u00a0<\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Recognize faces <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Differentiate between different people based on the way they look, sound, or feel <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 React to and imitate the facial expressions of others <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Respond to familiar sounds <\/span><\/span><\/p>\n

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Using ingenious research methods, scientists have found that babies from 6 to 9 months, begin very early to have glimmers of how the world works. Even very young babies have been found to: <\/span><\/span><\/p>\n

\u00c2\u00a0<\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Stare longer at “impossible” events (like ordinary objects suspended in midair) <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Distinguish between inanimate and animate objects, and understand that inanimate objects must be propelled into motion by an external force <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Distinguish among pictures that show different numbers of items <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Use the relative size of objects as a clue to how close or how far away they are <\/span><\/span><\/p>\n

\u00c2\u00a0<\/span><\/span><\/span><\/p>\n

<\/span><\/p>\n

From 9 to 12 months, children continue to explore how the world works and build on the conceptual leaps described above. At this age, most babies can: <\/span><\/span><\/p>\n

\u00c2\u00a0<\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Understand that an object still exists even when it’s not in view <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Respond to simple directions and questions with gestures, sounds, and perhaps words <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Imitate gestures and actions <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Experiment purposefully with the physical properties of objects, for example, by seeing how objects fit into a container or what happens if the container is turned over <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Enjoy looking at picture books <\/span><\/span><\/p>\n

\u00c2\u00a0<\/span><\/span><\/span><\/p>\n

\u00c2\u00a0<\/span><\/span><\/span><\/p>\n

Children at 1 to 2 years spend much of their time intently observing and imitating the actions of adults. Most can: <\/span><\/span><\/p>\n

\u00c2\u00a0<\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Imitate adults’ actions and language <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Understand words and commands and respond appropriately <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Begin to match similar objects <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Recognize and identify familiar objects in storybooks with adult assistance <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Distinguish between “you” and “me” <\/span><\/span><\/p>\n

\u00c2\u00a0<\/span><\/span><\/span><\/p>\n

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From 2 to 3 years, z lot of learning is done through a child’s own exploration, and this really takes off at this age. Most children can: <\/span><\/span><\/p>\n

\u00c2\u00a0<\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Respond to simple directions <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Choose picture books, name pictured objects, and identify several objects within one picture <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Group objects by category <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Stack rings on peg in order of size <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Identify themselves in the mirror, saying “baby” or their own name <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Relate what they are doing to others <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Observe and imitate more complex adult actions (for example, housekeeping play) <\/span><\/span><\/p>\n

\u00c2\u00a0<\/span><\/span><\/span><\/p>\n

\u00c2\u00a0<\/span><\/span><\/span>\u00c2\u00a0<\/span><\/span><\/span><\/p>\n

At 3 to 4 years, as children have more experiences in the world, their analytic powers grow. For some time, they have been observing and mentally “sorting” objects according to their physical properties. Now most children can: <\/span><\/span><\/p>\n

\u00c2\u00a0<\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Understand concepts like grouping and matching (for example, recognizing and matching colors) <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Organize materials on their own, for example by stacking blocks or rings in order of size <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Identify parts of a whole, like a slice of pie <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Draw, name, and briefly explain somewhat recognizable pictures that are meaningful to them <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Actively seek information through why and how questions <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Tell you their full name and age <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Attend to an activity for a longer stretch of time (between 5 and 15 minutes) <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Learn both by observing and listening to adults’ explanations <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Show awareness of past and present <\/span><\/span><\/p>\n

\u00c2\u00a0<\/span><\/span><\/span><\/p>\n

\u00c2\u00a0<\/span><\/span><\/span><\/p>\n

<\/span><\/p>\n

From 4 to 5 years, children actively seek information and new experiences from the people in their environment. Most can: <\/span><\/span><\/p>\n

\u00c2\u00a0<\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Play with words, mimicking and creating sounds, and make rhymes <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Point to and name many colors <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Understand order and process <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Draw a person with detail <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Draw, name, and describe pictures <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Count to 5 <\/span><\/span><\/p>\n

\u00e2\u20ac\u00a2 Tell you their street and town<\/span><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Infants were once thought of as passive and unknowing. It was commonly believed that until they mastered language, young children were incapable of thinking or forming complex ideas. Today, we know otherwise. From the very start, young children are aware of their surroundings and interested in exploring them. Scientists from several fields have shown that […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[29,31,32,30,26,62,22,25,16,28,15,12],"tags":[],"_links":{"self":[{"href":"https:\/\/pcgirl.net\/mom\/index.php?rest_route=\/wp\/v2\/posts\/477"}],"collection":[{"href":"https:\/\/pcgirl.net\/mom\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/pcgirl.net\/mom\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/pcgirl.net\/mom\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/pcgirl.net\/mom\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=477"}],"version-history":[{"count":2,"href":"https:\/\/pcgirl.net\/mom\/index.php?rest_route=\/wp\/v2\/posts\/477\/revisions"}],"predecessor-version":[{"id":2558,"href":"https:\/\/pcgirl.net\/mom\/index.php?rest_route=\/wp\/v2\/posts\/477\/revisions\/2558"}],"wp:attachment":[{"href":"https:\/\/pcgirl.net\/mom\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=477"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/pcgirl.net\/mom\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=477"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/pcgirl.net\/mom\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=477"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}