From crawling to sitting squatting and getting up
Although the child can already take a few steps on his own, he should aim at an interesting toy at the other end of the room, the walker usually falls and remembers the faster way to travel on the ground - usually a cross crawl or slip. Then the beginning kid has to decide how to go back to standing position. At first, the child needs a support, and he creeps up to the wall or to the furniture, climbs it, releases his hands, takes a few steps, falls, and the entire cycle is repeated again.
"If only I could do without a bed and get up right away," maybe the kid thinks. And the next stage it will succeed.
Hand development
In the previous stage, when you put a small piece of food within the reach of the child, he grabbed him to him and drove him to the tips of his fingers, after a while grabbing his thumb and index finger. On the
The grip of the thumb and forefinger allows the child to take small items.
this stage, practiced in capturing small items dozens of times, the child possesses a more accurate grip. Put a rice ring in front of him( from the box of ready breakfasts) and see how he accurately takes it by precise movement, clutching between the thumb and forefinger, without piling it beforehand to himself and not lowering the palm on the table. The child puts the tip of the index finger on the subject and bends that finger, leading it to the big one. Done, the ring is taken!
The child adjusts his hands to
objects Put a new pencil( not-sharpened) on the table and see how the child will take it. Now turn the pencil, placing it at a different angle, and look like the rebbe Early, late -
About 50% of the children usually begin to walk by the year, but normally the age at which this skill develops varies widely, from nine tosixteen months. Walking is a business that requires the coordination of three factors: muscle strength, balance and character, and the latter, most likely, has the greatest impact on the speed of mastering this milestone of development. Children with a calmer character usually approach larger development milestones more cautiously. Since children crawl faster at first than go, convinced crawling supporters are already satisfied with the fact that they are scurrying on the floor like miniature racing cars and do not show interest in entering a big and tense world at the top.
Children who start walking late usually enjoy more of looking at objects and studying their fingers than from advances in motor development. A child who begins to walk late passes through a sequence of crawling, walking around the support, standing, walking independently, more slowly and cautiously, counting each step and making progress in his time when he feels completely confident. When this child finally begins to walk, he walks very well.
A child who started walking early, on the contrary, can be impulsive what's the difference?
nym, restless, swiftly rushing through the milestones of motor development, before the parents manage to get the camera. Although there is no clear description of a child who starts to walk early, such children usually have a high level of needs, very early leave their parents' knees and are capricious to get out of the highchair. The body type can also affect the age at which the child begins to walk. Slender children usually start walking earlier. Impulsive children, who begin to walk early, are often more prone to incidents than their more cautious peers.
Parents who wear their children a lot often ask: "Will it not happen that she begins to walk later due to the fact that I wear it so much in my arms?" Answer: no. In fact, as our experience and research shows, children who are a product of parental attachment( which, for example, are worn in a children's bag for many hours a day) usually show more advanced motor skills. It does not matter who of the neighboring children went first. The age at which the child began to walk does not indicate a level of intelligence or motor skills in the future. When a child goes and how he walks - the same unique characteristics of the child as his character.
Thenok will unfold its brush parallel to the longitudinal axis of the pencil, making adjustments on its move when it's on its way to the target. Previously, the child was impulsively grabbing the pencil with his entire hand, not thinking about how to take it better. Now the child decides how to take the object in hand, even before grabbing it.