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.
Viso
Relations ear manuals and handbooks
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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