Each parent closely monitors how his baby develops month after month. This is not only a reason to brag to idle neighbors, but also a desire to understand that the child does not have serious deviations: he acquires motor, speech, play and other skills on time. It is about the psychomotor development of the child. Having discovered some signs of a lag in it in time, you can have time to compensate for a lot by older age.

What is psychomotor development?

This concept is very complex. It includes a large set of very different indicators. This is the improvement of reflexes, vision, hearing, motor skills, fine motor skills, active and passive speech, emotions, sensory perception, communication and socialization skills - at each age the leading lines of the child's development change. In other words, psychomotor development illustrates the degree of maturity of different brain centers at different stages of a little person's life.

So, at the age of up to one year, crumbs' reflexes are more important, at 2–3 years old - speech skills and fine motor skills, at 4–5 years old - the skills of communication with peers and socialization in a team of kids. However, it is assumed that at each subsequent stage of development, the child systematically deepens and hones the previously acquired skills.

Initially, all these skills are helped by the baby's family. Then kindergarten teachers join them, and later - teachers in schools. At the same time, it is important to constantly monitor not only the timeliness of the development of certain skills by the child, but also the ability to combine them with previously acquired skills. So, having learned to take a spoon, the baby should get used to picking up food in it and bringing it to the mouth without spilling it. Only then can he be considered to have learned how to use a spoon.

For the full development of the baby, it is important to have constant active communication with parents and other family members, his participation in everything that happens, and not just "tracking the process."

The main periods of psychomotor development

In modern pediatrics, it is customary to distinguish 6 main stages of the psychomotor development of children:

1. from birth to 1 month;
2. from 1 to 3 months;
3. from 3 to 6 months;
4. from 6 to 9 months;
5. from 9 to 12 months;
6. from 1 year to 3 years.

The correct psychomotor development of a young child at each stage is influenced by many factors:

• genetic (the baby may lag behind peers a little, having a genetic predisposition to this - his parents or grandparents also developed late);
• hereditary - the presence of hereditary diseases can cause a child to lag behind in development;
• ecological (territory with poor ecology is a risk factor for the birth of sick children who will lag behind generally accepted developmental norms);
• difficult course of pregnancy (maternal diseases, infections, threat of interruption, fetal hypoxia) can also lead to difficulties in the future;
• difficult childbirth, especially with the use of stimulation or forceps, birth injuries often lead to health and developmental problems of the newborn;
• social environment (unfavorable environment, antisocial parents, constant stress);
• material and living conditions - the absence of the most necessary things for the child (good nutrition, developmental toys);
• insufficient attention to the baby from the parents, when they talk little with the baby, play, caress him, often provokes psychomotor delays.

In the first year of life

At each stage, the baby systematically learns new skills. This is especially noticeable in the first year of life, when progress is obvious even with an interval of several weeks.

1. 1 month. The kid briefly fixes his gaze on a bright object, can follow it if it moves slowly. Shudders at harsh sounds. Can hold the head for a while while lying on the tummy. At this age, the baby begins to smile.
2. 2 months. The child is more confident in following a moving object in front of his eyes. Turns the head towards the sound. He can keep his head upright for several minutes. The address of an adult meets with a smile.
3. 3 months. Focuses on the subject from any position. Listens closely to different sounds. Lying on the tummy, rests on the forearms and bent legs. Reaches for a toy.
4. 4 months. Most of the reflexes of the newborn die away, the hypertonicity of the hands passes. The baby reacts to the appearance of his mother, he can roll over on his tummy. Knows how to laugh loudly, turns his head towards the sound. He examines his hands, can grab a toy with them and feel it. When feeding, supports the breast or bottle with handles.
5. 5 months. The baby distinguishes between relatives and strangers, understands whether they speak strictly or kindly to him. He can stand with support, take a toy from the hands of adults, pull it into his mouth. For a long time and actively walks.
6. 6 months. The baby can roll over from his tummy to his back, crawl to the toy. Sits with support, starts babbling, can eat from a spoon. He puts the toy in his hands.
7. 7 months. The child already sits and crawls more confidently. Shows an object in response to the question "where?", Can bang toys against each other, drink from a cup from an adult's hands. Babbles for a long time with different intonations.
8. 8 months. The toddler can sit and sit on his own, stand up, holding on to the support, and walk with her. He fiddles with toys for a long time, actively pronounces simple syllables. On request, he can wave his pen, make "okay". Recognizes relatives from the photo.
9. 9 months. The kid can walk if held by both hands, repeats the syllables he has heard, fulfills simple requests: show, give. Responds to his name, uses gestures in communication.
10. 10 months. The child can climb onto a chair or sofa, climb back down. Folds the nesting doll, insert toy. Knows and shows different parts of the body on himself and other people. Pronounces the first simple words (mom, woman, dad).
11. 11 months. The baby can stand without support, tries to take several "free" steps. Understands simple generalizations of objects (cars, dolls, balls). Reacts to the word "no".
12. 12 months. The kid pronounces about 8-10 words, understands about 100. He walks independently. Can use a comb, fulfill simple requests (bring it up, pick it up). Can take a cup and drink from it, select objects according to the shape (for example, in sorters).

Are there any deviations?

In the future, the baby continues to improve his skills. However, sometimes children can develop not according to the "general scenario", but slightly ahead of their peers or lagging behind them. How can parents know if everything is okay? At the end of the last century, pediatricians and neurologists began to use special assessment tables, which collect average statistical information on most psychomotor indicators. The tables are chronological for children of early, preschool and school age, they are informative and easy to use. Therefore, parents can also rely on them.

For example, we give a table of psychomotor development of children from one to two years old.

Age	Development area	Indicators
1 year and 3 months	Passive speech	The number of words understood is growing rapidly
	Active speech	Vocabulary grows
	Sensory development	Child can distinguish items by size in 3cm intervals
	Games	Repeats familiar actions
	Traffic	Actively walks, can squat, move backwards
	Skills	Himself eats liquid food with a spoon
1 year and 6 months	Passive speech	Can generalize subjects by meaningful features
	Active speech	Uses complex words in communication
	Sensory development	Knows simple shapes: ball, ball, cube, brick
	Games	Copies frequently repeated actions of adults
	Movement	Can step over obstacles (steps) with side steps
	Skills	Can eat liquid food himself with a spoon
1 year 9 months	Passive speech	Perceives a story from a picture
	Active speech	Uses verbs, answers simple questions
	Sensory development	Distinguishes objects by size with a difference of 3 cm
	Games	Can build turrets, houses from cubes
	Movement	Can walk on a block about 20 cm wide, raised from the ground by 15-20 cm
	Skills	Can partially wear simple garments with parental assistance
2 years	Passive speech	Can understand a simple adult's story of past events
	Active speech	Uses verbs, pronouns, adjectives in speech
	Sensory development	Can match items by pattern, find similar and different
	Games	Reproduces a chain of simple sequential game actions
	Movement	Overcomes steps in alternating steps with a height of about 15 cm
	Skills	Partly dresses by himself, partly - with the help of parents

Parents can periodically conduct tests, checking the child's skills at each stage against those shown in the table. If the child does not cope with most of the points for his age, but completes everything from the previous stage, there is no need to worry: most likely, we are talking about the individual pace of development. This happens quite often. You need to be wary if the baby does not complete most of the tasks from the previous age stage, or from time to time parents notice deviations from the norm for the same indicators (lag in speech, or emotions, or the development of motor skills).

If you have older children, do not ignore the data in such tables, assuming that you already have enough experience. Each child develops according to his own unique plan. What the elders were able to do may not be able to the younger at the same age, and vice versa. The table will help to clearly track the dynamics of ongoing changes from stage to stage. Knowing the peculiarities of the psychomotor development of children at each stage, it is easy to identify deviations.

And if something is alarming, do not hesitate to visit a doctor. In the early stages, the problem is always much easier to fix.

Dynamics of development from the point of view of doctors

If the parents show the child to the pediatrician in a timely manner, he will find possible problems during such visits. It is important to know that a scheduled visit to a pediatrician for up to a year occurs monthly, from a year to two years - once every three months, up to 3 years - annually. During such examinations, the doctor not only assesses the anthropometric changes, but also pays attention to the correspondence of the level of the child's psychomotor development to his age. By comparing the child's skills with the table, the doctor can conclude about timely, advanced or lagging development.

For example, in the first year of a baby's life, the pediatrician may prescribe consultations from other specialists or additional examinations if the child has:

• poor mobility, muscle flaccidity;
• sluggish sucking or completely rejection of the breast;
• decreased reactions to sound and light stimuli;
• indifference to toys, inability to play;
• scarcity or complete lack of emotion;
• delay in speech skills (for example, humming at 5 to 6 months);
• unexpressed reaction to parents or its complete absence;
• lack of separation of people into relatives and strangers;
• problems with coordination, lack of manipulation of objects.

After examinations, specialists can make a conclusion about a varying degree of delay in the child's psychomotor development.

• Mild degree - the baby is no more than 3 months behind the norm.
• The average degree is a lag of 3 to 6 months.
• Severe - developmental delay of more than 6 months.

Depending on the severity of the lag, a scheme for further treatment, correction and rehabilitation of the child will be chosen. The success of these measures largely depends on how quickly deviations are detected. That is why it is so important to notice the onset of the problem in a timely manner.

A beloved, long-awaited child for parents is not only a joy, but also a responsibility. Indeed, until the baby is able to move independently, make a choice, talk, it is mom and dad who become his support and stimulus for development. What information do adults need to know about the psychomotor development of a child in order to be able to respond in time to the difficulties that have arisen?

How to determine the normal development of an infant

The importance of the period of intrauterine development and birth is great. By the time of birth, many systems and organs are in a state of development, and they are still very far from functional maturity. For a child to survive in a new (aggressive) environment, it is necessary to provide appropriate care and conditions.

The child's adaptation to the environment and his physiological formation are assessed in the first minutes of birth on the Apgar scale (named after the name of the doctor who created it). Measurements are taken at the first, fifth and tenth minutes of life. If the indicators change upward, the fact of good adaptation of the baby to the environment is stated. The table reflects five indicators of the vitality of the newborn's body: skin color, heartbeat, reflexes, respiration, muscle tone. A score of seven to ten points implies a good, timely psychomotor development of the child in the future. If the score after the first and second measurements remains at a low level, doctors diagnose impaired development and prescribe appropriate medical support.

The stage of the birth of a child affects the formation of the entire subsequent life of a person, therefore it cannot be underestimated.

What does the term "psychomotor development" include?

Maturation of the nervous system and centers of the brain in children lasts from birth to seven years. The final physiological formation is completed by adolescence. In this regard, the heterochronism of the development of mental and physical development is noted.

In pedagogy and psychology, the phrase "psychomotor development" implies the timely formation of such characteristics as motor skills, static muscle work, sensory sensations, thinking, speech, social adaptation. To draw up a reliable picture of the child's actual development, compare his indicators with the achievements of a normally developing one-year-old. Scales of normative psychomotor development for each period of a child's life have been developed on the basis of long-term observations of doctors and teachers, based on practical research. However, very often the words of a specialist about the inconsistency of the development of the baby with the normative minimum are broken against the wall of incomprehension and protest of the parents.

Why is it important to monitor the child's psychomotor development and correct it in time:

• and whose skills are formed on time (on a scale), one hundred percent successfully cope with learning, have a good basis for the formation of a self-sufficient personality, adapt well in the social environment;
• if a deviation in psychomotor development occurs in all parameters downward, then in this situation, the help of specialists (often narrow-profile) is needed to align the processes, the parents themselves are not able to cope with such a problem;
• if the baby's abilities and skills are ahead of the age norm, you should also not relax, because you need to work with talented children taking into account their individual characteristics.

Periodization of child development

The onset of crisis periods in childhood has a direct correlation with the formation of new skills, skills, maturation of the nervous system and parts of the brain. In a word, this is an abrupt restructuring of the body, which causes a certain "discomfort" in the baby, and not only for him. Parents have to go through six stages of growing up with their children:

• newborn (adaptation to the environment);
• crisis of one year (associated with a change in position in space, the beginning of walking);
• crisis of three years (conditionally, this period can begin from one and a half to three years, is associated with the child's allocation of his "I");
• the crisis of seven years (begins at six and can manifest itself up to the age of eight, is associated with the formation of verbal-logical thinking);
• crisis of puberty (from eleven to fifteen years, has a physiological basis);
• crisis of adolescence (begins from fifteen and can last up to eighteen years, is associated with the formation of personality).

A regularity is traced: the better the parents are ready for the manifestation of new skills in children, the more successfully the crisis stages for the pupils proceed. Of course, we must not forget that boys and girls are formed and developed "at different speeds" due to the difference in physiological nature.

The scale of normative physical and psychomotor development of children takes into account all the features of the formation of a child. In most cases, it is enough to pay a little attention to the formation of this or that skill in time, without losing sight of it, and the baby will not even remember that he faced any problems.

If the baby has a systemic retardation of psychomotor development, then half measures will not correct the situation. Usually, such a picture is observed with a serious violation of the formation of organic processes, therefore, it is practically impossible to align the development of a child without the help of specialists.

Formation of the personality of a child under three years old

For ease of use, the baby's normal development scale is placed in almost all Child Development Diaries. There are different types, forms and editions of this manual, but the essence remains the same: helping parents.

Communication, speech, thinking and self-care also take shape over time and have their own age milestones. Psychomotor development up to a year is very active, preparing the child's body for upright posture. By the age of three, the baby is already ready to communicate with the people around him. In the case of delayed psychomotor development, this effect, depending on the severity of the disorder, is observed at the age of 4-5 years.

Personal characteristics of a preschooler

From 3 to 7 years old, children actively explore the space through outdoor games, various activities and sports. Independent movement makes it possible to study space and objects of the surrounding world. It is worth noting that the level of psychomotor development of preschoolers depends not only on the abilities of children, but also on the desire of an adult to teach children. The skills and abilities acquired by the pupils at this time are more of a social nature and depend on correct teaching. The role of an adult in the formation of a child's personality is only growing.

In everyday life, the child becomes more independent, learns self-service skills (washing, dressing, cleaning up after himself, eating right). With the help of adults, he masters and learns to independently perform many physical exercises (rides a two-wheeled bicycle, plays tennis and other outdoor games that require coordination of movements). Learns to distinguish between basic sensory standards (shape, color, texture, volume, etc.), masters graphic skills. Under the condition of the norm of development, by the age of seven, the child masters the figurative side of the utterance (not only understands the figurative comparison, but also applies it independently), is able to correctly articulate all the sounds of native speech and intonationally build the utterance.

What does school readiness mean?

Having successfully passed the period of "why" and "dreamer", the child prepares to enter school. In order to study the characteristics of the psychomotor development of children, psychologists and speech therapists conduct tests, according to the results of which they recommend admission to the first grade or other educational options. Unfortunately, parents rarely listen to the recommendations of specialists, hoping to "maybe outgrow", "there is a whole summer ahead, will grow up", etc.

It’s one thing if a child’s 1-2 functions drop out, which, with proper pedagogical support, level out quite quickly. But if a child is recommended a program to compensate for delayed psychomotor development in children, then the priority is simply obvious. Again, unfortunately not for all parents.

The importance of choosing an educational route

Often, impaired psychomotor development is caused by factors such as developing deafness, blindness, dementia processes of the nervous system, severe diseases of the nervous system (for example, cerebral palsy, organic form of cerebral palsy), pedagogical neglect. In such cases, children are recommended different educational routes, which are selected by specialists in accordance with existing problems. It is worth noting that the programs are adapted to teach children with different educational needs, but parents are often unable to assess the real state of affairs, motivating their refusal with the phrase “my child is not worse than the rest”.

In fact, he is not worse or better, he just has other needs that he will not satisfy, studying according to the ordinary school curriculum. As a result, education for the child will, at best, become a real hard labor, if it does not cause an accompanying stuttering. But adults rarely think about it.

Children with special development

The first thing that special children need is that adults understand this peculiarity and make demands, taking into account the existing situation. There are no identical people, therefore, what is good for one, for another - is like death. The principle of "being like everyone else" works only to the detriment of the child. Children are all different, but they equally want to experience the joy of victory, touching something new, the unconditional love of their parents. So adults should weigh the pros and cons? deciding on the future fate of a special child.

Younger student: does he need help

Entering first grade is stressful first and foremost. Expected, controlled, dosed (to a certain extent), but still ... If in kindergarten a child felt like a fish in water, then at school the learning process comes first, so the help of adults is simply necessary. Sometimes the support and confidence of the parents in the student's success allows him to "breathe more freely."

Toddlers should be closely monitored by their parents. Between the ages of 0 and 3, many problems can be relieved with baby massage. It is difficult to find specialists of this class, but it is possible.

Problems that arise in early childhood are generally quickly corrected due to the abundance of sensitive periods in this period of life. Therefore, their decision cannot be postponed until later - it will be too late.

The choice of the educational route of the child should be based not on the requirements of the parent to the child, but on the needs of the latter in development and education.

When making any decision, remember that children count on the unconditional love of their parents.

There are no identical people, so take care of the unique world of your child.

- this is the totality of his skills, abilities, movements and mental reactions. To understand the term "psychomotor development" better, you can divide it into its components. The mental part expresses speech skills and adaptation skills. The motor part, in turn, includes the development of manual activity. Particular attention is paid to the psychomotor development of a child in the first year of life. We bring to your attention a calendar of psychomotor development of children with a detailed description.

We are all familiar with the opinion "every child develops in an individual rhythm." But it is absolutely natural that parents closely monitor the development of their baby so as not to miss any deviations. So that moms and dads do not attribute a delay in psychomotor development to their baby over trifles, and also do not miss important changes in the life of the baby, WHO has created a special calendar of psychomotor development from birth to one year... It can be used to check whether your baby is growing correctly. But you do not need to take this information as a "golden truth" and consider that if the baby on the first day of the 5th month does not know how to perform one of the above points, then he has a delay in psychomotor development. It is believed that a lag in the formation of certain skills by a month or less compared to the calendar does not mean health problems. Examination by a neurologist is indicated for those babies who have a lack of positive dynamics in the development of psychomotor functions for more than 1 month.

Calendar of psychomotor development of a child from birth to one year

1 month

• Unconditioned reflexes are expressed: (sucking, grasping), crawling.
• He begins to keep his head in a horizontal position for several minutes, lies on his stomach at the end of the month.
• A short-term examination of the external environment and auditory concentration appear.
• The appearance of "humming" in single sounds at the end of the month, pronounces vowel sounds between "a" and "e".
• Reacts with displeasure to strong sound and light stimuli. Seeing the face, for a moment he stops his gaze on it.

2 month

• The baby rotates his head in different directions.
• He begins to hold his head upright for several minutes.
• There is a long-term visual reaction to a moving object. Focusing on sound.
• A short hum can often be heard.
• Reacts with a smile to conversation. Fixes the gaze to the face that is moving.

3 month

• The kid begins to disappear most of the unconditioned reflexes. Reaches for a toy.
• Holds his head well.
• In response to sound stimuli and bright objects, concentration, an active reaction appears.
• Frequent, prolonged humming. The first sounds that make up the chains.
• Replies with a complex of revitalization in response to emotional communication.

4 month

• Directed hand movements appear: the baby takes the toy better and better. Tries to roll over from back to side.
• In an upright position, the first manifestations of leg support appear. In the prone position, one feels confident support on the forearms.
• In addition to a clear fixation of attention to a sound or an object, a complex of revitalization when meeting with relatives is characteristic. For the first time begins to recognize mom. Examines the toy in his hand.
• Frequent long, chanting, "humming" with different sounds. Labial-labial consonants "m", "b", cries of joy appear.
• Laughs out loud in response to emotional verbal communication.

5 month

• Begins to turn from back to stomach. He reaches out with his hand to the toy and touches it.
• Stands with support from the armpits, rests on the tips of the fingers.
• In addition to an increasingly clear reaction to sounds, attention is drawn to a bright object. The first manifestations of recognition of their own and strangers, joy at the appearance of another child.
• Rhythmic chains of sounds.
• He rejoices at another child, takes a toy from him, reacts to strict and affectionate intonations. Laughs out loud when the child is addressed.

6 month

• It actively rolls over from back to stomach, begins to roll over from stomach to back. Grabs a purposefully offered toy, transfers it from one hand to another.
• In the prone position, rests on outstretched arms or fully open palms.
• An increasingly adequate reaction to the appearance of a mother, father and a stranger. Keeps track of a toy that has fallen down.
• Babbling: the sequential addition of a variety of expressive syllables with a change in sound strength and pitch.
• Emotions are differentiated, he pulls the handles to be picked up. He behaves differently with acquaintances and strangers.

7 month

• Lying on his back plays with his feet (hand-foot coordination). Shifts toys from one place to another, from hand to hand.
• Sits with a straight back. Supported by the torso, springs (dances) on a firm basis.
• Tries to reach the object, if it can be done by changing the position of the body.
• Continues babbling.
• He joins the game, repeating adults, begins to demand attention to himself from the closest person (most often the mother).

8 month

• Grabs a cube with each hand and holds them for a short time.
• Crawls on his stomach, moving his arms forward. Lies down, sits down, rises on his own.
• With the appropriate development of skills, learns to show with pens "goodbye", "okay". Head nod indicates yes, denial no.
• Babbles well, clearly pronounces the sounds "ba", "ma", "yes."
• Adequate emotional responses to communication. Observes the actions of other children, laughs, babbles.

9 month

• Can play with various toys independently. Deliberately drops items.
• Swinging on hands and knees. Sits freely. Stands with the support of the hands.
• He adequately responds with actions to simple questions and requests “give me a doll”, “sit here”. Knows his name. Reacts to musical sounds with dance moves.
• Clear doubling of syllables.
• Easily comes into contact at emotional, game, verbal levels. Repeats the actions of other children.

10 month

• The number of purposeful movements increases: makes up a pyramid, puts toys in place, closes boxes, etc. A "tweezer" grip appears: he takes a small object with an outstretched forefinger and thumb.
• Can be led by supporting one hand. Crawls on surfaces of different heights, many children stand on their own, holding onto any object.
• The above manifestations are more and more expressed and enriched. Repeats the movements of adults: "talking on the phone", "stirring porridge." Throws the toy on purpose.
• Sound-correct repetition of well-known syllables. The first words that the child understands appear, there are several words in the vocabulary. Enters into dialogue.
• The emotional state is clearly manifested in a variety of facial movements, vocal reactions. Reacts to everything new with surprise. Plays with other children with the same toy.

11 month

• Grip: Grips a small object with the pads of your curved forefinger and thumb.
• Crawls on hands and knees with cross-coordination. Stands without support. With the support of both hands, takes steps forward.
• Fulfills simple requirements and requests. He is guided in the concepts of “you can”, “you can’t”, understands the prohibitions: “sit quietly”, “do not take”. The child has his first friends with whom he plays.
• Monosyllabic words are replaced by two-syllable ones. Uses the words of the simplified version "lyalya", "nosya", "tsatsa".
• He waves his hand goodbye. Rejoices at the arrival of children. Selective attitude towards different children.

12 month

• Can play with toys for an hour or more.
• Walks along the wall with the support of one hand or independently.
• Fulfills more and more complex requirements and requests, understanding them. The number of manifestations of the reaction to the external environment is increasing.
• Language stock: 8-12 words.
• Holds out a toy to another child, accompanied by laughter and babbling. Looking for toys that are hidden. On request, hugs parents, strives for approval, confirmation of his success by a loved one.

Classes for the development of psychomotor processes and sensing

If a child has a developmental delay, parents should look for suitable classes for the development of psychomotor processes and sensing. They are intended for young children. The correction program includes work on the child's sensory perception, the development of fine and general motor skills, as well as movement coordination. Also, teachers pay attention to the formation of emotional education, speech and communication functions. Such classes are conducted in a playful way. For work, educators use object toys, sensory didactic games, floor and board games, as well as a visit to a "dry" pool of balls.

Features of psychomotor development in young children.

FIRST YEAR OF LIFE

1 to 3 months.

Sensory reactions. At 1 month of age, children develop initial auditory and visual concentration. The child turns his head in response to strong auditory and visual stimuli. At 2 months, he fixes his gaze well on a stationary object. By 3 months, he fixes his gaze on an object moving in a horizontal plane. Turns the head and eyes towards the source of the sound. During this period, hand-eye coordination develops. The child watches the play of his own hands. Distinguishes well between sweet, bitter and neutral. Differentiated reactions to various painful stimuli appear. The perception of the contour (mother's face) arises.

Motor functions. Flexion muscle hypertension, characteristic of children in the first month of life, gradually decreases. The range of motion increases, the tone of the extensor muscles increases. The child increasingly extends his arms, takes them to the sides, raises them to a horizontal level and higher. He holds the toy in his hand, pulls it into his mouth.

A bright toy causes visual concentration in the child, He stretches out his hands to it, touches it, pushes, but does not yet grab it. Thus, a component of the future act of grasping appears - movement of the hand towards the object and hand-eye coordination. In the supine position, the child raises his head and stretches forward.

Speech. The child starts to walk. Pronounces single vowel sounds. At the moment of humming, the general movements are slowed down.

Psyche. Positive emotional reactions appear. The child begins to smile and laugh while interacting with adults.

3 to 6 months.

Sensory reactions. The child keeps the object in the field of vision for a long time, follows the object moving in different directions with his gaze. By the end of this period, he is good at determining the direction of sound in space. Visual and auditory differentiation develops. The child distinguishes between close and unfamiliar people. Differentiates well some vocal intonations. Hand-eye coordination improves and initial manipulation of objects appears. The child quickly and accurately grabs the visible toy. A more subtle gustatory differentiation appears (distinguishes slightly sweetened water from simple water). Localizes a tactile stimulus (turns the head towards touch).

Motor functions. Muscle tone is normalized. Active hand movements develop. The child turns from back to side. By the end of this period, it turns on its stomach. Holds his head well. Sits with support.

At 3 months in the prone position, it rests on the forearm and raises the upper body. In an upright position, it straightens the torso, sometimes rests on the toes. At the age of 4 months, he begins to feel the diaper, holds his hands for a long time at the edge of the blanket and touches it with his fingers. In other words, the formation of the feeling mechanism takes place. At 3 months, there is a reaction of looking at the hands. This reaction lasts for 4 - 5 months and then disappears. At 4 months, the reaction of involuntary seizure fades away. Voluntary grasping gradually develops. At first, when grabbing, a lot of unnecessary movements are made: arms, legs move, mouth opens. In the future, the capture reaction is improved. At 5-6 months, it easily occurs when the object is at arm's length (and closer). Later, the child begins to grip the object with one hand while opposing the thumb with the rest. Hand-eye coordination is improved and consolidated. In the development of hand movements, the visual analyzer begins to acquire predominant importance. At the age of 6 months, a child lying on his back quickly and accurately reaches out his hands to a toy that has fallen into the field of view.

Speech. The humming becomes active and drawn out. Babbling appears, a repetition of sounds already played. The child's tone of voice varies. The sound m appears. The number of vowel sounds spoken increases.

Psyche. The complex of revitalization is intensively developing. At 4-5 months, during communication with adults, almost simultaneously begins to smile, move briskly and make sounds. The development of hand-eye coordination is a powerful stimulus for mental development.

Emotional reactions become differentiated. A selective smile appears. Communication with the help of gestures develops. The games become longer and more constant (the child manipulates toys, looks for a fallen toy, etc.).

6 to 9 months.

Sensory reactions. Visual and auditory responses are differentiated. The child recognizes the faces and voices of acquaintances. Localizes auditory and tactile stimuli more clearly.

Motor functions. An equilibrium reaction appears. The ability to fully straighten the torso develops. The child turns from back to stomach and from stomach to back. Hand movements are controlled by vision.

In the prone position, the child rests well on outstretched arms and fully extends the hips and legs. The development of the sitting function is characteristic. In the supine position, the child raises and turns his head to the sides. Sits down from a lying position on his side, rests on his hand. At first, it sits unstable. As the reaction develops, the balance begins to sit more and more steadily. From the age of 7 months, he begins to sit straight with his legs bent at the hips. The sooner he sits down, the faster he masters the ability to turn from back to stomach.

The ability to turn from the back to the stomach, lean on the forearm, hold the head in the desired position, look forward are the prerequisites for performing crawling movements. At first, only the hands take part in the crawling. With their help, the child is pulled forward. The legs remain extended and do not take part in the movement (crawling on the stomach). Crawling on the stomach appears at the age of 7 - 8 months, crawling on all fours - later.

The reaction of standing becomes more pronounced. There is a preliminary reaction to support on the legs. At 8 months, the child stands with support for both hands on straightened legs. At 7 - 9 months, he can already stand at the barrier. The movements of the hand and fingers are improved. The child masters the ability to unclench a hand and lay an object In addition, he is able to grasp small objects with two fingers.

Speech. At this time, babbling is actively developing. The child begins to clearly pronounce the sounds of ba, ma, and so on. Intonations of pleasure and displeasure appear in babbling. The child begins to repeat the sounds pronounced by others, while copying their intonation. Babbling and gestures become a means of communication. Begins to understand the gestures of the people around him.

Psyche. Imitation and initial situational perception of addressed speech (imitation of gestures, waving a hand, shaking a head) develop. The child finds with the eyes of the named members of the family. Requires attention. Reacts distinctly to strangers. Active manipulation of objects develops.

9 to 12 months.

Sensory reactions. The child has developed binocular vision. Distinguishes food by appearance. Begins to recognize an increasing number of objects and geometric shapes. Distinguishes between separate noises, sounds, intonation, listens to music, the ticking of a clock, begins to understand the addressed speech. Differentiates faces well. Reacts negatively to unpleasant odors. Shows dislike for one type of food or another.

Motor functions. In this age period, there is an improvement in crawling on all fours. When crawling, the body is kept in a horizontal position, the head is raised high. From this position, the child seeks to get one or another object. By the end of the first year of life, the child masters the ability to independently take an upright position. He turns on his stomach, leaning on his hand, sits down, and finally, pushing his hands strongly off the floor, gets up.

Gradually begins to walk unsupported. At first, he spreads his legs wide. From the first attempts to walk without support to a good walk, it takes 1 - 2 months.

Speech. The child repeats the syllables pronounced by others, copies their intonation, reproduces the melodic scheme of familiar phrases. Reproduces various tones. Expresses his needs and emotions (pleasure or displeasure) by voice. Responds with actions to verbal requests. Says ma-ma, yes-yes, ba-ba. Pronounces five or six babbling words.

Psyche. The child distinguishes well between others. Begins to understand the speech addressed to him. Speech communication, play and manipulative activity and objective activity are developing. The child loves to play with sounding objects. Drinks from a cup. Tries to manipulate a spoon. The intensive development of imitation continues. Representations are being formed.

Table 2 presents data on the development of children from birth to 1 year.

table 2

SECOND YEAR OF LIFE

Sensory reactions. They are differentiated and selective. There is a further development of the perception of form and space.

Motor development. Balance develops. The gait becomes stable. The child becomes more and more mobile. By the end of this period, he walks down and up the stairs. First he walks along it with support, and then independently.

Climbs into a large chair. Kicks the ball with his foot and hand. Accurately grabs and throws objects. Flips the pages in the book. Builds a tower of cubes. Eats well with a spoon.

Speech. Learns the names and titles of objects. Understands the words “here”, “now.” Speaks 50 - 70 words, more than half of the words used are nouns.

Exclamations prevail in speech. Begins to pronounce two- and three-word sentences. Personal pronouns appear.

Psyche. Understands the addressed speech. He plays actively with toys. Differentiated refers to others. Begins to show interest in children. A game of imitation develops. An idea of ​​the body pattern begins to form.

THIRD YEAR OF LIFE

Sensory reactions. Sensory responses are differentiated and selective. In visual perception, one eye begins to dominate (usually the right). The child differentiates objects by mass, shape, color, size. Begins to put together a split picture in two parts.

Motor functions. Balance reactions are improved when walking and standing. The child can walk with an object in one hand. Climbs the stairs (takes steps with his right or left foot). Throws and catches the ball, while maintaining balance. Improved hand and finger manipulation. Begins to eat on its own. Uses a spoon and fork. The concept of the body scheme is being developed.

Speech. The child operates with detailed phrases. Understands everyday speech and the content of fairy tales. Actively communicates with others using speech.

Psyche. This time can be characterized as a period of active forms of communication. Speech becomes the most important means of communication and the formation of thinking. Through speech, the child's sensory experience is transformed into an act of cognition. The function of generalization is developing at a visual-concrete level. The child begins to establish causal relationships. Self-awareness develops. By the end of the period, the child begins to talk about himself in the first person and ask many questions, seeks to come into contact with the children around him. Emotional reactions are selective and differentiated.

At a scheduled appointment with a pediatrician with a child under one year old, they often ask what the baby can do and what he does. Or the doctor himself lists the skills of the child according to his age. What is the reason and what the doctor thus finds out. What do the skills of the baby say at a certain month of his life. Let's try to answer these questions in our article.

Psychomotor development of a child

Psychomotor development of children under one year old

At every appointment with a newborn at a pediatrician, you hear the same thing: what can the baby do this month? What does he do from the list listed by the doctor? The pediatrician does not ask these questions out of idle curiosity. He finds out the psychomotor development of the newborn. This is manifested in the ability of the crumbs to perform physical activity, gestures according to age.

Let's look at the psychomotor development of an infant briefly by months:

1 month is characterized by:

• there are reflex actions;
• the child listens to voices;
• clenches his hands into fists, brings them to his mouth;
• watches over a parent, a bright toy.

In the second month it is celebrated:

• responds to sounds by turning his head;
• smiles;
• tries to hold his head;
• grabs objects;
• lying on his head holds his head well.

The third month is significant:

• holds the head well;
• knows how to roll over;
• hums;
• knows how to concentrate;
• responds to adult communication with a smile.

Month 4 is characterized by:

• recognizes mom, reacts to her voice;
• skillfully turns over;
• the humming is longer, emotional;
• knows how to occupy himself.

In the fifth month, it appears:

• can distinguish between friends and foes;
• grasping reflex is developed;
• can eat complementary foods;
• distinguishes between tones.

The sixth month is significant:

• can sit;
• plays actively with toys;
• picks up fallen toys;
• laughs out loud.

The seventh month is celebrated:

• sits independently;
• tries to crawl;
• actively walks;
• eats from a spoon;
• can occupy itself.

The eighth month is characterized by:

• can roll, knock;
• creeps;
• gets up at the support;
• actively eats complementary foods;
• plays "okay";
• recognizes himself in the mirror.

In the ninth month, the following appear:

• walks at the support;
• sits on his own;
• creeps;
• responds to his own name;
• eats from a spoon, drinks from a cup;
• trying to speak words.

The tenth month corresponds to:

• walks holding hands;
• curious;
• fulfills simple requests;
• pronounces the first syllables.

The 11th month is characterized by:

• trying to walk;
• walks at the support;
• walks by one hand;
• able to fulfill requests;
• defines eyes, nose, mouth, ears.

The first year of a child's life is manifested:

• can walk independently;
• plays with toys;
• pronounces simple words;
• performs simple actions;
• knows the parts of the body.

So, we briefly examined the psychomotor development of young children at different stages of your baby's life up to one year old. The child develops dynamically, he has new skills and abilities.

There is a test for assessing the psychomotor development of a child.

The child's psychomotor developmental assessment test is based on the child's ability to perform specific tasks that are appropriate for their age. The result should be at least 3 completed and not completed tasks. If your child, while passing the test, made more than the allowed errors, then the test is considered not passed. If the child has passed the test, where 25% of children cope, the result will be "ahead of the curve." This type of testing is called the "Denver Screening Test"