Movement in three months

Put the baby on your tummy on the table or on the floor, putting something soft. Go down next to him. Catch his gaze and start talking. A child can raise his head by forty-five degrees or more and lead the conversation face to face. Instead of soon dropping his head, as he did this last month, the child can keep his head raised for a fairly long time and start the look, turning his head from side to side.

Next game. Turn the child over in the back( most children can not yet roll from the abdomen to the back on their own), take it by both handles and gently pull up into a sitting position. The head rises simultaneously with the trunk. Note that this month the head is held better than last month. If the head does not support, it can still quickly get tired and bend, but now the child is able to regain control of his "drooping" head and return it to a vertical position.

It is worth leaning against. Take the baby under the armpits and put him on his feet. Last month, he would quickly settle on his shaky legs. This month, he can carry most of his weight within a few seconds, needing support only for balance. Now take the child in your arms, put it on your palms and lean against your chest. Look how much stronger the child has legs this month.

Playing on the floor. The game starts "then up, then down".Although most of the three-month-olds still love to be held for a long time in their arms, your child may like it when they put him on the back on the floor so that he can move freely. The reflex of the fencer that stops the movement begins to disappear, allowing the child to wave and twist with elongated handles and legs - the child is said to be "waving his wings".Of course, his enthusiastic audience smiles at his antics from the top down. But it will be even better if you sink next to him to join him.

Becomes acquainted with the cause and effect. By three months the child finds out what can cause this or that event to happen. A certain game action causes a certain consequence - the so-called selection of random movements: "I hit the carousel with my hand or foot - it moves", "I'm shaking the rattle - it's thundering."

The child stores these cause-effect models in his developing brain and begins to make corrections to these models to increase their effectiveness. For example, to this time your child has learned to suck so that getting milk is most effective.

Note. I notice that Matthew takes a breast, makes several sucking movements and then waits until the milk starts to flow by itself. Only then he begins to actively suck and swallow. He found out that this is the easiest way to start feeding.

Your child has become more active, and you are more observant, and now you are both on your way to joint growth.

At three months the child becomes somewhat more stable.