martes, 22 de enero de 2013

Evolution of motor function between 1-2 years



On the evolution of motor function in the child's early years have been carried out numerous studies. Among the most important are those made in France by O. Brunet and I. Lezien, published in 1948 in Germany by Charlotte Bühler, appeared in 1932, and in America by Arnold Gesell, released in 1941.




Based on what has been noted by these authors, it is possible to provide an overview of the main evolutionary stages achievable drive during the second year of life. As we know, are always offering values ​​and guidance, to be used by both taking into account that not all children evolve in exactly the same way, and following an order or a comparable pace.



Evolution of the march

12 months:
• Begins the second year of life. The child is able to walk and caught a hand, some even holding an object in the other simultaneously.
• Get to stand for a few moments.
• You can bend down to pick up an object from the ground if you have a foothold.
15 months:
• At this age most children are able to walk alone, can take a few steps, stop and remprender progress. With adult assistance, you can also go up and down the sidewalk.
18 months:
• You can climb on a chair, climb a rung on the ladder the only and most held hands.
• Walk to the ball and you can drag it as you go.
24 months:
• Ends the second year. You can run without falling, kicking a ball and walk down the street without supervision.
• Up and down the stairs holding onto the railing.




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The rehabilitation of the handicapped child









The development of a child consists of a series of behaviors that occur in a specific order with maturity and experience. In the rehabilitation of the handicapped child, parents should consider above all how they can help your child to their development as close as possible to that of a normal child. To do this, the specialist, family guidance support, they provide an inventory of evolutionary behaviors that allow them to determine the level the child has and the kind of learning that every moment can help you evolve.








This inventory should cover four main areas:







Being based in all probability on scales corresponding to the development of children without deficiencies, should only be used as a standard reference, and except, still, you never have to wait for the actual development of an absolute match, or intensity and order, with the theoretical. In some cases, because children are detained longer in some behaviors than others, in different cases, because the order in which they manifest behaviors acquired does not conform exactly to that provided in theoretical evolutionary patterns.
Once the rehabilitation program, the most important teaching is properly dosed.
You have to move forward very gradually, on small steps, which are repeated as often as necessary. If we overload the child and intend to impose a crippling pace, we will not claim the child and impose a crippling pace, we will not achieve anything other than tire him soon and get lose interest, the same way, if you puzzled from the start, presenting too different stimuli, each followed by others, we will be forced to have to make a double or triple effort: input, to learn the bad, then of unlearning << >> and finally repeat from the beginning of learning.














As a teaching plan objectives




In preparing the application, and rehabilitation program must take into account two basic premises. First, combing go from the known to the unknown, that is, begin to learn something from the child already knows how to guide you to what we still do not know, and secondly, to point out that is exactly what to teach it at all times, since only in this way can help you to buy it.











In short, this is an accurate determination of the objectives to be achieved in each phase, which can be defined as a specific behavior that the child exhibited before and after school to be able to manifest.
To choose it properly-always under the instructions of the specialist-must submit to these three conditions:









The best way to carry out the teaching of these behaviors is indicated also by the professional who leads the case. The parents explain the different phases that can break them down, the materials that can be used to stimulate in each child in their learning and, in time, scope and significance of the oscillations, advances and setbacks that will surely to throughout the rehabilitation.







The integration of the handicapped child in a preschool center


When the handicapped child two years old, parents often wonder whether or not it would be appropriate to bring development to a preschool center. Unable to clear this doubt in a general way, since in each case depends on the temperament and abilities of the child and the type of educational services that the center can offer.
In principle, from two to three years of age, most children have decreased psychic contact with other children and games and other activities that they perform within a framework originated as a garden childhood or a play center, can benefit them, but this will only be so, provided that they meet the minimum power necessary to seize the opportunities in these centers will find. However, in cases where there is a decrease of more severity, will be analyzed along with the convenience of specialist possible membership in a special school, because it is in these institutions where personnel are trained to develop the kind of tutoring and specifies that deep impaired child needs to receive.







Eating Disorders: Guidelines and Tips


Until two years of life, the child removed from the field of food a number of sensations, usually pleasurable that essentially show their emotional and relational. And vice versa: all emotional and affective disorder takes its toll on the child's eating habits, determining temporary difficulties or of some importance, which may hinder healthy development, harmonious and proportionate.
Recall that the baby has, in this respect, two small seizures during their first year of life. At six months, after weaning and the gradual introduction of solid foods. Around the year when the motor development and locomotion may pose a slight but significant and unavoidable loss of appetite.













As of the year, the child's eating habits are gradually stabilizing. The experiences of pleasure are also transferred to other areas of the body and the food should share pride of place with motor activities and excremental. Problems with food will include two to five years, more scarce. However, any eating disorder should be interpreted although once ruled all-organic and functional origin as a product of an emotional or affective varying entity.









Anorexia mental


It is a clinical picture characterized by the continued loss of appetite, apathy towards the act of eating and some general passivity. It is a disease of puberty and adolescence, being lower incidence in young children. Between two and five years are seen rarely, and mostly derived from a previous problem (anorexia newborn) inadequately treated. After the first year, so if reactions can occur are opposed to the rigidity of the habits imposed by parents (in quantity or quality of food, table manners, times, etc.) Or selective attention to certain foods along with a virulent rejection of others, which can be assumed as evidence of a phobia.














In both cases, the attitude of appeasement adult should be neither too rigid nor too permissive. It is necessary, above all, move out of the area of ​​food show affection. Attitudes such as << if you do not eat, mom is not going to want >> are, in this sense, nefarious maneuvers that only adults get the strong partnership riveting food / love of the child should, however, progressively away.



Obesity

Obesity should not be seen as the polar opposite of anorexia. Actually, the problem is more complex, and the hereditary factors interact (only 10% of the children of normal parents are obese, compared with 70/80% of obese children of parents who also are), learning factors during lactation (primed early treatment that can become irreversible necessity) and emotional factors (food appears equivalent of love and has a value of compensation and relief).











Preventive action that adults can develop obesity over their children begins to follow the main lines of the modern pediatrician, who generally advises a rational, moderate and selective for the eating habits of children. Moreover, and as in the previous case, the problem can be minimized if subtracted from the child's mind is a direct relationship between food and the effect. Finally, it is necessary to note that the typical child obesity in preschool (also the infant school and the adolescent) is characterized much more by inaction than by overeating, say studies by J. Mayer.









In obesity, the psychological problem is always present, although it may appear in the background. There are several types of obese children, and in some cases such a state is a result of traumatic emotional experiences, inability to endure the frustrations of a hypophagia (excessive appetite) that protects against distress or depression, etc.. In many of these cases medical help should be combined with psychotherapy monitoring conducted by a specialist.




Potomanía

This is an urgent need to drink lots of fluids, either water or something else. It is a relatively rare disease in childhood, but it deserves a mention, as it can produce symptoms similar to those of some types of diabetes, one of easy diagnosis (diabetes mellitus), while others (diabetes insipidus) require an accurate differential diagnosis .
Children who suffer from mania photo hereditary carry large loads in the source of your problem, usually coming from a highly conflictual family environment. In general, excessive drinking this need should be explained in the same key psychological above is provided for obesity or anorexia. Otherwise, it will always need the intervention of a specialist.







Other aberrations



The pica and coprophagy are more serious disorder, although rare.
Pica is the ingestion voluntary non-nutritive substances (paper, chalk, dirt, soap). Do not confuse repeated ingestion of these or similar substances with childlike curiosity and indiscriminate nature, which leads to all children to an investigation, also by way of the mouth, everything they find in their environment. So, eating dirt, or paper, so frequent phenomenon in small, should be considered, if only episodic, as normal. It is more common in very young children, and decreases after the first year. Is maintained in cases of mental retardation in children with brain injury or affected by a psychotic mother.
Coprophagia or feces eating is extremely rare in children. No games fecal well, with not to be confused. It can manifest in the second year of life, in the anal stage step. Affected children are depressed subjects, besides being remarkably aggressive relationship between mothers and children dung.









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