7 Introduction
859 859 Appendix B
8 858
Appendix B
Developmental Traits of Children
from Birth to Age 12*
Birth to Two Years
Motor Skills
1 Month Moves refl exively.
Does no ot control body movements.
Needs s support for head. Without support, head will fl op backward and
forwarrd.
Lifts hea ad briefl y from the surface in order to turn head from side to side
when lying on tummy.
Twitchess whole body when crying.
Keeps h hands fi sted or slightly open.
May hold d object if placed in hand, but drops it quickly.
2 Months Can kee ep head in midposition of body when lying on tummy.
Can hold d head up for a few seconds.
Can turn n head when lying on back.
Cycles a arms and legs smoothly.
Movements e are mainly refl exive.
Grasps o objec ts in refl ex movements.
May hold d object longer, but still drops object after a few seconds.
Uses improved vision to look at objects more closely and for a longer time.
3 Months Shows a active body movements.
Can mov ve arms and legs together.
Turns he ead vigorously.
Can lift h hea d when lying on tummy.
Grasps a and shakes hand toys.
Takes sw wipes of dangling objects with hands.
On tumm my, can lift head and chest from surface using arms for support.
Motor Skills (Continued.)
4 Months On tumm my, may roll from side to side and front to back.
Can maintain a sitting position for several minutes if given proper support.
Begins t to use mitten grasp for grabbing objects near the hands.
Able to p plac e objects in mouth.
Looks fr rom object to hands to object.
Swipes a at objects, gradually improving aim.
5 Months On tumm my, can lift head and shoulders off surface.
Can roll from tummy to back.
When su upport ed under arms, stands and moves body up and down,
stamp ping feet alternately.
Helps when being pulled to a sitting position.
Can sit s supp orted for 15 to 30 minutes with a fi rm back.
Reaches s for objects such as an activity gym with good coordination and
aim.
Begins t to grasp objects with thumb and fi ngers.
Grabs objects with either hand.
Transferrs objects from one hand to the other, dropping objects often.
6 Months Rolls fro om back to tummy.
On tummy, m moves by pushing with legs and reaching with arms.
Gets up on hands and knees, but then may fall forward.
Is able to o stand while supported.
May be a able to sit unsupported for short periods of time.
Reaches s with one arm and grasps object with hand, then transfers the
objectt to other hand, then reaches for another object.
Learns t to drop an object at will.
Able to p pick up dropped objects.
Holds an n object in both hands.
Sits in a tripod position using arms for support.
7 Months Creeps a awkwa rdly, combining movements on tummy and knees.
Likes to bounce when in standing position.
May be a able to pull self to a standing position.
Can lean n over and reach while in sitting position.
Has mas stered grasping by using thumb in opposition to fi ngers.
Holds an n object in each hand.
Brings o objec ts together with banging noises.
Keeps o object s in hands most of the time.
Appendices
853 853
Appendix A
2 852
Appendix A
National Association
for the Education of
Young Children
Core Values
Standards of ethical behavior in early
childhood care and education are based on
commitment to the following core values
that are deeply rooted in the history of the
fi
eld of early childhood care and education.
We have made a commitment to
★
Appreciate childhood as a unique and
valuable stage of the human life cycle
★
Base our work on knowledge of how
children develop and learn
★
Appreciate and support the bond
between the child and family
★
Recognize that children are best
understood and supported in the context
of family, culture,* community, and society
★
Respect the dignity, worth, and
uniqueness of each individual (child,
family
member, and colleague)
r
★
Respect diversity in children, families,
and colleagues
★
Recognize that children and adults
achieve their full potential in the context
of r
elationships that are based on trust
and respect
* The term
culture
includes ethnicity, racial
identity, economic level, family structure,
language, and religious and political beliefs,
which profoundly infl uence each child’s
development and relationship to the world.
©2005 National Association for the Education of
Young Children. These excerpts from an offi cial
position statement of the National Association for
the Education of Young Children are reprinted by
permission. Full-text versions of all NAEYC position
statements are available online at
www.naeyc.org.
National Association
for the Education of
Young Children
Principles from the Code of
Ethical Conduct
Section I:
Ethical responsibilities
to children
★
Above all, we shall not harm children.
W
e shall not participate in practices that
W W are emotionally damaging, physically
harmful, disrespectful, degrading,
dangerous, exploitative, or intimidating
to children.
This principle has precedence
over all others in this Code.
★
We shall care for and educate children
in positive emotional and social
environments that are cognitively
stimulating and that support each
child’s culture, language, ethnicity, and
family str
★
We shal
that dis
by deny
advanttn
progra
of thei
religioo
disabii
family
religious
their families.
★
We shall involve all of those with
r
elevant knowledge (including families
and staff) in decisions concerning
a child, as appropriate, ensuring
confi
dentiality of sensitive information.
fi
★
We shall use appropriate assessment
systems, which include multiple
sources
of information, to provide information
on children’s learning and development.
★
We shall strive to ensure that decisions
such as those r
elated to enrollment,
retention, or assignment to special
education services will be based
on multiple sources of information
and will never be based on a single
assessment, such as a test score or a
single observation.
★
We shall strive to build individual
r
elationships with each child; make
individualized adaptations in teaching
strategies, learning environments, and
curricula; and consult with the family
so that each child benefi
ts from the
program. If after such efforts have been
exhausted the current placement does
not meet a child’s needs, or the child
is seriously jeopardizing the ability
of other children to benefi
t from the
program, we shall collaborate with
the child’s family and appropriate
specialists to determine the additional
services needed and/or the placement
option(s) most likely to ensure the
hild’s success.
★
★
report it to the app p
agency and follow up to ensure that
appropriate action has been taken.
When appropriate, parents or guardians
will be informed that the referral will be
or has been made.
★
When another person tells us of his
or her suspicion that a child is being
abused or neglected, we shall assist that
person in taking
appropriate action to
protect the child.
★
When we become aware of a practice
or situation that endangers the health,
safetyy
, or well-being of children, we
y
have an ethical responsibility to protect
children or inform parents and/or
others who can.
Section II:
Ethical responsibilities
to families
★
We shall not deny family members
access to their child’s classr
oom or
program setting unless access is denied
by court order or other legal restriction.
a
ei
b
ly
gious
r families.
shall involve all of those
with
(i l
ding families
report it to the app p
agency and follow up to ensure that
iate action has been taken.
di
l guage ethnicity, and
hild’s success.
stimulatin
and
child’s c
family s
★
We sha
that di
by den
ting g
culture l
str
al
is
ny
Appendix A: National Association A
for the Education of Young Children f
includes NAEYC’s Core Values and s
Principles from the Code of Ethics
Appendix B: Developmental Milestones A
highlights the physical, intellectual, and h
social-emotional developmental milestones
for children through age 12