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By Kail’s book, the regular baby’s sleep pattern implies that they will wake up after every three to 4 hours full time and at the four-month mark, they start adhering to day-night sleeping patterns. Ilya used to be a real baby and did not have problems with sleeping. Between birth and three months, Ilya slept in reality all the time, only waking when hungry, wet or cold. He had a professional sleeping cycle for a kid of his age. Ilya seemed to be occasionally fussy after meals and on uncommon occasions have diarrhea. Concerning motor growth, Ilya was said to be more energetic in contrast to other kids at three months historical and enjoyed moving around greatly. At nine months, he , he had developed psychomotor skills typical of a nine-month kid. He enjoyed crawling, manipulating objects, and pulling. However, at the age of three, he had a fully developed gross motor, as he was able to run, kick, and throw.
The pediatrician stated that Ilya was cautious and shy in the newest situation or with new people. He is a relaxed kid. He did not interact and smile with nearly every person. With me around, he will eventually explore, but rarely warms-up completely to the foreign individuals or situations. Ilya was never contended with social circumstances and did not like meeting new people.
According to Piaget, there are four main cognitive development stages. These are a Preoperational stage, concrete stage, formal operational stage, and sensorimotor stage (Kail, 2015). Piaget documented that kids are curious beings. He hypothesized that, due to this natural curiosity, children could make sense of their environs and develop three ways of creating an understanding of their world. The three stages are equilibration, accommodation, and assimilation (Kail, 2015). At eight months old, Ilya was given the permanence object test. According to his age and Piaget’s four main cognitive developmental stages, Ilya fell under the sensorimotor development category. This stage lasts from birth to roughly two years old. Around four to eight months, Piaget expounds the kid’s thought process as “out of mind, out of sight” when denoting to the object permanence (Sheh & University of Alberta, 2013). Ilya could discover the object as long as it was positioned in the same place, thus demonstrating Piagetian terms that he had a complete knowledge of object performance. Conversely, when the object was relocated, Ilya tended to look in the old hiding places and then get confused and forget about it. This scenario is termed as an “A not B fault” and demonstrates a mimicking behavior and lack of comprehending objects (Kail, 2015). The theory of information processing, explains how information is stored in memory. Ilya was able to remember and give a little information about the park.
Ilya's nineteenth-month report displayed a positive result for his mental and physical development. Ilya scored above average in all language development aspects, and the report indicated that he could regularly read aloud since he can readily follow story lines. His memory functioning was good, and he was advanced to his motor skills. Ilya was beyond age standards of constructing block towers made by the examiner. Besides, the assessor noted that his spatial abilities were also above age standards for performing activities such as solving picture puzzles, coloring within the lines, and copying shapes. Concerning motor development, Ilya was average, and we were encouraged to play outdoor sports to offer more chances for the development of his physical activity. Besides, Ilya's level of concentration was normal, as he was capable of remaining attentive for about ten to fifteen minutes.
I think the fact that Ilya was cautious and shy since, in his early infantile, this environment had a certain influence on his behavior at the age of 2 to 3. Ilya finds it difficult in associating with other kids in the toddler playgroup in his preschool; he was a little bit hesitant in joining a group of his fellow toddlers in playing in preschool and at the park.
Concerning toddler matters, Ilya was not very aggressive with the other kids unless one tried to grab a toy from him is when he could resist. He could not play independently with other children when visited neighborhood park. The examiner recommended that Ilya should continue to attend toddler playgroup to develop his skills of interacting with others. Besides Ilya developed resistance sometimes to your requests for cooperation, for instance, he says “no” when is bath time or food. However, at the age two, he had above average language skills, which assist us to communicate efficiently and clearly and was well toilet trained. At the age of three, Ilya was outgoing and not following the preschool rules; he could give up easily when frustrated. At home, he could violate rules, for example, sneaking a cookie before dinner.
Each theory that enlightens the child development topic has its demerits and benefits. They have diverse concepts of what takes place and how a parent can influence the growth and development of a child. My parenting philosophy is to be heartening and kind but not to be haughty and too caring of the kid. My desire to see the boy feel attached to me and his father and have a decent bond; however, I also want him to feel more secure exploring and be independent as I believe this is a significant life skill for any kid to develop properly. I managed not to give Ilya the solutions straight away and fortified him to experiment or gave him the time to solve problems independently. To impart my kid good manners and self-discipline, I relied on the learning perspective theory as my tactic by giving words of encouragement. Ainsworth and Bowlby debate how kids require developing a suitable attachment to their parentages or godparents to feel contented to explore because they have an excellent protection dependence (Kail, 2015). Vygotsky considers social interaction as a key player in the cognitive development (Sheh & University of Alberta, 2013). I am a strong supporter of socializing, and I ensure that my child interacts with as many kids as possible to assist him to develop socially.
Sheh, N. O., & University of Alberta. (2013). Parenting styles and early childhood behavioral functioning: A comparison between self-reported and observed parenting styles.
Kail, R. (2015). Children development. Upper Saddle River, NJ: Pearson Education. Vygotsky, L.S. (1998). Mind in Society. Cambridge, MA: Harvard University Press.
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