Psychomotor development of a child up to a year. Psychomotor development of a child: from birth to a year Psychomotor development of children 1-3 years old

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 in time. We are talking about the psychomotor development of the child. In time, having discovered some signs of a lag in it, you can have time to compensate for a lot by older age.

What is psychomotor development?

This concept is very complex. It includes a wide range of 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 a child's development change. In other words, psychomotor development illustrates the degree of maturity of different brain centers at different stages of the life of a small person.

So, at the age of up to a year, the reflexes of the crumbs are more important, at 2-3 years old - speech skills and fine motor skills, at 4-5 years old - communication skills 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 help the baby develop native people. Then kindergarten teachers are connected to them, later - teachers at 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. Only then can we consider that he has learned to use a spoon.

For the full development of the crumbs, it is important to constantly actively communicate 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 his 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 (a territory with poor ecology is a risk factor for the birth of sick children who will lag behind generally accepted development standards);
• the difficult course of pregnancy (mother's diseases, infections, the threat of interruption, fetal hypoxia) can also lead to difficulties in the future;
• difficult childbirth, especially with the use of stimulation or forceps, birth trauma often leads to problems with the health and development of the newborn;
• social environment (unfavorable environment, asocial parents, constant stress);
• material and living conditions - the lack of the most necessary for the child (good nutrition, educational toys);
• insufficient attention to the baby from the parents, when they talk little to the baby, play, caress him, often provokes psychomotor delays.

In the first year of life

At each stage, the baby systematically masters all 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 him if he moves slowly. Startles at loud sounds. Can hold the head for some time, lying on the tummy. At this age, the baby begins to smile.
2. 2 months. The child more confidently follows the object moving in front of his eyes. Turns head towards sound. A few minutes can keep the head upright. The appeal of an adult is met with a smile.
3. 3 months. Focuses on the subject, being in any position. Listens intently to different sounds. Lying on the tummy, rests on the forearms and half-bent legs. Reaches for a toy.
4. 4 months. Most of the reflexes of the newborn fade away, the hypertonicity of the hands disappears. The baby reacts to the appearance of the mother, can roll over on the tummy. Knows how to laugh out loud, turns his head in the direction of the sound. He studies 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 relatives and strangers, understands whether they speak strictly or affectionately to him. Can stand with support, take a toy from the hands of adults, pulls it into her mouth. Long and active buzzing.
6. 6 months. The baby can roll over from the tummy to the back, crawl to the toy. Sits with support, begins to babble, can eat with a spoon. She shifts the toy in her hands.
7. 7 months. The child is already more confident in sitting and crawling. Shows an object in response to the question "where?", can knock toys against each other, drink from a cup from the hands of an adult. He babbles for a long time with different intonations.
8. 8 months. The little one can sit and sit down on his own, get up, holding on to a support, and walk with her. He fiddles with toys for a long time, actively pronounces simple syllables. At the request, he can wave his pen, make “patties”. Recognizes relatives from photos.
9. 9 months. The kid can walk if he is held by both hands, repeats the syllables he heard, fulfills simple requests: show, give. Responds to his name, uses gestures in communication.
10. 10 months. The child can climb on a chair or sofa, get down. She folds a nesting doll, an insert toy. Knows and shows different parts of the body on himself and other people. Pronounces the first simple words (mother, woman, father).
11. 11 months. The baby can stand without support, tries to take a few “free” steps. Understands simple generalizations of objects (cars, dolls, balls). Responds to the word "no".
12. 12 months. The kid says about 8-10 words, understands about 100. He walks independently. Can use a comb, fulfill simple requests (bring, pick up). Can take a cup and drink from it, pick up objects according to their shape (for example, in sorters).

Are there any deviations?

In the future, the baby continues to improve his skills. However, sometimes children may develop not according to the “general scenario”, but slightly ahead of their peers or lagging behind them. How do parents know if everything is in order? At the end of the last century, pediatricians and neurologists began to use special evaluation tables, which collected average statistical information on most psychomotor indicators. The tables are compiled for children of early, preschool and school age in chronological order, 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 year to 2 years.

Parents can periodically conduct tests, comparing the child's skills at each stage with those given in the table. If the child does not cope with most of the items for his age, but does everything from the previous step, you should not 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 and most of the tasks from the previous age level, or from time to time, parents notice deviations from the norm in the same indicators (lag in speech, or emotions, or mastering motor skills).

If you have older children, do not ignore the data of such tables, assuming that you already have enough experience. Each child develops according to their own unique plan. What the elders could do, the younger may not be able to do at the same age, and vice versa. The table will help to clearly track the dynamics of the ongoing changes from stage to stage. Knowing the features 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 discover possible problems during such visits. It is important to know that a planned 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 evaluates anthropometric changes, but also draws attention to the correspondence of the level of psychomotor development of the baby to his age. Comparing the child's skills with the table, the doctor can draw a conclusion about the timely, advanced or lagging development.

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

• poor mobility, muscle weakness;
• sluggish sucking or complete rejection of the breast;
• decreased reactions to sound and light stimuli;
• indifference to toys, inability to play;
• poverty or complete absence of emotions;
• delay in speech skills (for example, cooing 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 with objects.

After examinations, specialists can make a conclusion about one degree or another of the delay in the psychomotor development of the baby.

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

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

In the psychomotor development of children 1-3 years of age, many factors and, of course, age binding are important. After all, what for a newborn child is a manifestation of normal development, for a one-year-old baby is already an undesirable pathology. That is why the assessment of the psychomotor development of the crumbs is important at each individual stage. We will take into consideration a certain age group - children 1-3 years of age.

What is "psychomotor development"? This concept is quite complex and contains several important components. This is an assessment of all organs of sensitivity (hearing, vision, tactile sensations), and determining the level of development of the baby’s motor apparatus (everything is taken into account: muscle tone, and the ability to hold the neck and roll over, walk and run, and assess fine motor skills of the hands). The latter is especially important, since fine motor skills are the first path to the future "painstaking" work associated with the use of small objects with accuracy. In addition, the concept of "psychomotor development of the child" can include his social sociability, contacts with loved ones, voice recognition. Here is also an assessment of how the baby communicates with peers and joins in collective fun. All these are the leading lines of development of your crumbs.

Almost all parents try to attribute to the child the mastery of those skills that he has just begun to learn. That is, if the baby has learned to hold a spoon in his hand, then mommy will tell all her friends that the baby eats on her own! But all pediatricians and psychologists will unanimously tell you that a skill is really acquired only if the child can combine it with other, logically consistent actions. Based on this, it is possible to say that the baby can eat on his own only when he knows how to hold a spoon, and scoop up her porridge from a plate and bring it all to his mouth. Otherwise, the child only learns this or that skill.

The role of each family member in the process of psychomotor development of the baby cannot be underestimated, since the social factor is very important. You must surround the child with warmth and care, while giving him the communication that he needs. You should gradually complicate your conversation and requests - this is how both the psyche and the movements of the crumbs will develop harmoniously. If you do not pay enough attention to the child and his development, then the processes will definitely slow down - and then it will be quite difficult to catch up with peers. After all, not communicating with the child, you take away from him the only tool for learning about the environment - and this can even lead to a delay in the mental development of the crumbs - and the lag, believe me, will only progress. This can end very tragically - for example, dementia or social maladaptation - that is, your child simply will not be able to independently adapt to the complexities of the life that awaits him.

Perhaps the baby develops the fastest in the first year of life - at this stage, according to rough estimates, every month the number of his skills is enriched with five new items. Further, all these skills are honed and new ones are gradually acquired, more complex, but also more necessary for the independent life of the child.

Sometimes parents, having “checked” with an approximate scale for assessing the psychomotor development of a child, are happy to find that their child can do not only everything that he is supposed to be able to do at his age, but also what older children should be able to do. Yes, it happens often - kids become accelerators and are ahead of their peers in development, so parents need to be able to seize the moment and use the baby's desire to develop and learn in the right and useful way.

But there are also situations of a different plan - when you discover that the child is lagging behind in development. Here it is important to determine how much and in what way the baby is lagging behind in order to help him correct himself in time. After all, the reasons, in fact, can be different. For example, your baby should have already begun to crawl. However, this has not yet happened to him. Why? There may be at least two reasons. The first of them is that the baby cannot crawl, because he does not know what it is and what it is eaten with, how this action is reproduced. The problem here is that parents have not shown their child how to crawl. They did not make it clear that with the help of crawling, the baby himself can satisfy some of his desires - for example, get some toy that interests him. If you do not need much time to eliminate the first reason, then the second reason can complicate the developing process of the baby in order. And it lies in some kind of disease that does not allow the baby to crawl. For example, he may suffer from paresis of the lower extremities. It’s the same with any other skill - if you see that your child doesn’t own it, think carefully: maybe you just didn’t show him that you can do this? Therefore, he does not know how to put everything into practice. In any case, if you notice even a slight lag behind the norm, it is best to show the baby to a pediatrician and a neurologist.

So, let's start describing the skills that characterize the psychomotor development of children aged from one to three years.

Your child is 1 year and 3 months old...

At this age, kids already understand the speech of an adult much better - the most used words are already firmly associated with the objects and actions that they designate. And his personal vocabulary is growing literally every day. He should already know the size of objects well and distinguish “big” from “small”, even if the difference in size is not very significant (up to 3 cm). In addition, the baby often repeats all the movements that he had previously seen in games with his family.

A child aged 1 year and 3 months walks well - he loves this activity and completely forgets that you can also crawl. He can easily sit down and just as easily get back on his feet. In addition, the baby can move backwards.

His skills with a spoon are also improving - he can eat a fairly thick porridge on his own.

Your child is 1 year and 6 months old...

The kid learns to analyze, he is already able to break objects into thematic groups, sort them depending on the signs that they possess. His speech is enriched with complex words. The baby must know and recognize the basic shapes of objects: find a circle and a square, a brick. If you play something moving, then after the game you will surely notice that the baby actively repeats all your movements. Moving with a side step, the child can easily and confidently step over a fairly high obstacle. At the age of one and a half years, the baby can control the spoon well and coordinate his movements, so it is easy to eat even liquid food on his own.

Your child is 1 year and 9 months old...

The kid loves to listen to your stories and watch thematic pictures - he perfectly understands who it is about and what this or that character looks like. After listening to the fairy tale, the baby can correctly answer non-false questions. Speech is developing rapidly, he can describe something in two words, using verbs. Improves recognition of the size of objects.

At this age, the baby will most likely love cubes - after all, so many interesting things can be built from them! However, for now, he is limited to simple structures, enthusiastically building a house or gate out of cubes.

If you find a wooden block 15 cm high and 20 cm wide, then the child will be able to walk along it, like along a narrow path.

In addition to these skills, the baby can also put on some things, provided that one of the adults will help him with this.

Your child is 2 years old...

The kid at this tender age is already smart enough. Be sure: if you told your child something from the events of the recent past in intelligible and simple words, he will understand you perfectly.

In his everyday life, you can already find not only nouns and verbs, at 2 years old pronouns and adjectives are added to the baby’s speech. He can himself pose questions that clarify different characteristics of the event (for example, temporary - “when”).

At your request, the baby can pick up and give you items of a contrasting look.

The crumbs have an understanding of simple banal logic, he can form and perform a certain chain of actions, justified by logical connections. Walking in alternating steps, the child can effortlessly step over a fifteen-centimeter obstacle.

Dressing is already almost completely on the shoulders of the child, he copes with many items of clothing. He already eats very carefully, does not get dirty and does not indulge at the table (the latter, of course, completely depends on the upbringing of the baby by the parents).

At 2 years old, a child should know all parts of the body and be able to show them on dolls, on himself and on adults. He can also already determine what hurts him and tell his parents about it.

Your child is 2 years and 6 months old...

The speech of the baby is becoming more and more understandable and is complicated by applications with adnexal parts. The questions he asks also become more complex: they can specify the place (“where did this happen?”) And the time (“when did this happen?”).

You can play children's geometry with your child, showing him a variety of figures, in the image and likeness of which the baby must find the same objects.

A child of two and a half years old should be well versed in basic colors and be able to say which object is which color. The kid needs to know what white, blue, red, yellow, green and black colors look like.

Logic develops - and the baby can reproduce several actions connected by a logical sequence. For example, he knows that the doll must first be fed, and then put to bed. The game of cubes is also improving, the designs are becoming more and more complex.

Due to the good development of fine motor skills of the hands, the baby already knows how to hold a pencil well in his hand, but he is not yet able to draw any drawings.

At the age of two years and six months, the child should dress completely by himself, leaving only the laces and the zipper for the parents. He copes with any food without problems, eats carefully, holds the spoon correctly. Walking in alternating steps, it can overcome a twenty-centimeter obstacle.

Your child is 3 years old...

The speech of a baby at the age of three is characterized by the presence of complex and complex structures. The kid is very curious, he is interested in: why something is happening, and why all this is happening. This is the so-called “why” age.

He knows the purpose of all the items that you use in games., And knows how to use this knowledge correctly. He knows all the basic colors, he can name and show them.

At the age of three, the baby begins to be interested in role-playing games, he will be happy to play forest animals that go to visit each other, or “mother-daughters”, and he will not mind at all if you change your usual roles during the game. The plots of games can be quite complex and complemented by various small details.

Almost every three-year-old kid loves to draw and sculpt something from plasticine! Moreover, the results of their efforts are already beginning to be seen: pencil strokes resemble simple plots, and figures are formed from plasticine.

A three-year-old baby dresses on his own, he should no longer experience any special difficulties in tying his shoelaces. If you taught the baby to the first requirements of etiquette, then he probably already knows how to use a napkin or handkerchief correctly.

Walking in alternating or side steps, the child can cross an obstacle, the height of which is within thirty centimeters!

These are the main stages, one can even say the milestones of the psychomotor development of a child aged from one to three years. You can independently draw up a development table, enter these data into it and gradually note whether the development of your baby corresponds to a certain age. However, let us remind you once again: all babies develop individually, someone succeeds in something, someone does not. And here your help is very important - pay more attention to the baby, monitor its development in order to detect any deviations in time and eliminate them. You are a role model, the baby will always look up to you, so do not be lazy and be a good and correct example, teach him from an early age what will be useful to the baby in independent life.

One more small clarification: not every child should be able to do all of the above at a certain age stage. Neurologists and pediatricians claim that if he owns at least five items from the lists, then he develops according to the norm. If not, then this is an occasion to visit specialists and ask them for advice.

When a child turns one year old, parents confidently believe that all difficulties are behind them. But they are right only in the fact that it has become easier to care for the baby. In any case, we are not exempt from guardianship over our crumbs, which should be wise, gentle and tactful. Right now is the time when we should devote more time to our child and take an active part in his life. After all, he is already starting to walk, improving the grasping movements of his hands, is interested in the shape of objects, their color, sounds. Your child is so eager to touch everything with his hands and taste everything. And without the support of adults, he can not do anything. Moreover, you do not want the baby to form wrong ideas about the world around him.
Many parents, watching their kids, compare them with their peers. The larger and more mobile the baby, the more parents rejoice at his achievements. The problem appears when the child lags behind the general mass in the development of certain skills. For example, parents are often worried when a neighbor is already walking confidently on the playground, and their baby is only crawling and sometimes standing uncertainly. Also, young parents think hard why the son of their neighbors already pronounces words perfectly, and their son only points his finger at objects of interest. Many parents often doubt whether their baby is developing correctly.

That is why it is so important to know that every child develops at their own pace. But it should also be borne in mind that there are certain age limits for acquiring skills.
At the age of 12-14 months, with the support of adults, the baby is already trying to walk on his own, and while crawling, he rises on his hands and knees one step of the stairs. If the child has already learned to walk, then by giving him some object, we can interest him with the words "bring this to dad" - and the baby will transfer the toy to another place. At the same time, the child holds the object with both hands, walks slowly, maintaining balance. This is a great entertainment for the child and a great training for understanding speech and coordinating the movements of the eyes, hands and feet.

All parents should know that contrary to popular belief, a child does not have to be able to walk when he is one year old.

In the second year of life, the child develops and improves the ability to walk and control the position of his body in space, developing a sense of balance. The kid already understands speech, and by the third year he becomes dexterous, knows how to speak well, communicate, and expands the range of independent actions.

Directions of psychomotor development:

The psychomotor development of a child is a very broad concept, which includes the following areas:

Development of body movements and muscles that will help you learn to walk;
Development of manual dexterity (fine motor skills);
Development of active speech and its understanding;
Awareness of the relationship between phenomena and objects;
Ability to communicate with people;
Development of independence in their actions.

None of these areas should develop alone. The task of parents and teachers is the complex psychomotor development of the baby, so that his psychomotor skills and abilities are formed correctly and in accordance with age.
Parents must understand that a slowdown in development in at least one of the areas threatens to lag behind in all the others. So, for example, a delay in the development of fine motor skills of the hands most often causes a slowdown in the development of the baby's speech.

Along with the ability to walk, the child learns to work with his hands:

Improving the hand movements during the game, the baby discovers the relationship between the lid and the jar, small and large forms, a pencil and a sheet of paper. Moreover, he can point his finger at an object that he cannot reach.
At the same time, the child learns to speak and understand speech. At the age of 14 months, he says the words "mom" and "dad". At the same time, your baby consciously names specific people.

In less than two years, the child knows how to take a cup from the table, drink from it and put it back. In the process of learning everyday skills, it imitates the process of washing hands under a tap or in a basin.
As the child grows older, he becomes more independent, learns to eat and dress himself. He increasingly stays with his grandparents, parting briefly with his parents.
Children begin to contact with others from the second month of life. By one year, babies already know how to show a sense of tenderness, hugging and caressing toys and loved ones.
Older children master household skills by repeating what their mother does. It is a great pleasure for children to explore kitchen cabinets, wash the floor or sweep with a broom.

Important! Parents must remember that various household chemicals must be hidden away from little researchers.

Two-year-old kids willingly go to the bathroom and toilet with adults, but not at all because they cannot part with them. He's just wondering what we're doing there. This is a kind of preparation for the ability to independently satisfy their physiological needs.
By the age of three, the child is already able to control the process of urination and defecation. But at this time, rare misses are still acceptable. By this age, the child has already learned to dress independently, listening to the recommendations of adults. Hands are already dexterous enough to use a brush for drawing, draw with chalk or sculpt from plasticine.
At the age of three, the baby begins attending kindergarten. There, together with other children, he acquires new communication skills and continues to develop mental and motor functions.

Check if your child is developing correctly:

Below are the main criteria for psychomotor development that your child should have at a certain age. Based on them, you can easily assess how well your baby is developing. Do not despair and panic if something does not meet the standards. If you suspect deviations, you will be able to contact a psychologist, speech therapist, teacher or doctor in a timely manner and correct the violations that have arisen. Your task as parents is to be closer to your baby in order to help him develop and respond in a timely manner to any violations.

Child movement skills:

At 1 year:

He pulls up, holding on to furniture, for example, to the partition of the crib from a sitting position or on all fours and becomes straight, leaning on something;
Tries to take steps in place;
With more self-confidence, he takes a couple of steps to the side, holding on to the furniture with both hands.

At 16 months:

Takes several steps in a row without holding on or losing balance.

At 18 months:

Bends over and picks up a toy from the floor without leaning or sitting down;
He climbs onto the sofa and gets off it, first lowering his legs to the floor;
Learns to take steps back;
Climbs onto a chair and gets off it;
Climbing the stairs, placing one foot on the other, holding on to the railing with both hands. Tries to go down the stairs in the same way.

At 2 years old:

Descends the stairs with a side step, holding the handrail with one hand;
Takes a couple of steps on the fingers without holding;
Improves the ability to stand on one leg, holding on to the handrail;
Jumps forward twice on two legs without falling;
Stands on one leg for several seconds without falling;
Climbing stairs like an adult - with variable steps, while holding on with one hand.

At 3 years old:

He descends the stairs in an adult way, holding on to the handrails with one hand. Then he removes his hand and stops holding on;
Catches a ball thrown from a distance of two meters;
Rides a tricycle.

Manifestations of independence:

At 1 year:

Drinks without pouring from a glass held by an adult;
Helps with dressing by extending arms and legs for sliders and vests.

At 1.5 years:

Takes off untied boots without any problems;
Holds a cup while drinking on its own;
While eating, he still does not quite deftly direct a full spoon into his mouth;
Tries to prick pieces of food on a fork.

At 2 years old:

He eats the contents of the plate himself, sometimes getting dirty at the same time;
Stirs with a spoon in a cup;
Without prompting, wipes hands with a towel after washing;
Knows how to take off an unbuttoned jacket, learns to put on small things;
First, he takes off his sleeveless shirt, and then tries to put it on;
Puts on shoes on his own;
Knows the whole process of washing and drying hands, although so far it does not do it quite deftly and carefully;
Interested in the contents of the toilet.

At 3 years old:

During the day, the child no longer urinates in his pants;
Knows how to unbutton buttons and put on pants;
Sometimes he dresses himself when he is helped with advice.

Completing tasks:

At 1 year:

Plays with a doll or a bear, presses them to itself, caresses;
At the request of the mother, she beats the thrown ball to the side.

At 1.5 years:

Learning to put away toys;
Increasingly, he comes to his parents with a book and a request to name the pictures shown to him.

At 2 years old:

He himself plays with a doll, bear or other toy, as if with his children;
Tries to console if someone is sad;
Notices that he is a person in a group of other people;
When talking about himself, he mentions his name;
In response to a question, he says his name, referring to himself as "I";
Aware of himself in society, expresses his own desire, saying: "I want" or "I do not want."

At 3 years old:

Obeys the rules of the collective game, observes its turn. This is very noticeable during the game of cubes, when an adult and a child alternately put the cubes in the right place.

Skills in the game:

At 1 year:

The child grabs a small object with bent index and thumb;
Moves the toy car forward and backward on the table;
Clumsily leafing through the book that mom is holding.

At 13-17 months:

Throws circles or other small objects into the jar;
Covers the jar with a lid;
Inserts a small mold into a large one;
Draws dots and dashes on paper;
Turns the screw cap of the bottle in one direction and in the other;
Strings rings on the axis of the pyramid;
Carelessly draws a zigzag of three lines, without taking his hands off the sheet of paper.

At 18 months:

Takes the third die, holding a die in each hand;
He puts the smallest mold into the middle one or tries to build a tower out of them;
Finds a small item hidden under one of the cans.

At 2 years old:

Holds two dice in each hand;
Draws not only dashes, but also a whole spiral;
Inserts one cylinder into another, depending on the size;
Turns the bottle upside down to extract the contents.

At 2.5 years:

Turns the handle of a toy barrel organ;
Skillfully draws spirals;
Inserts a square, a triangle, a circle into holes corresponding in shape (frame inserts);
Stacks a row of five cubes - a train;
Knows how to add circles that are the same in size: small with small, as well as medium and large;
Distinguishes colors: red, yellow, green and blue.

At 3 years old:

Builds a tower of eight cubes;
Uses scissors. Cutting paper, performs two movements in a row;
Can tear a sheet of paper like an adult, spreading his arms in opposite directions;
Draws vertical lines up and down, imitating adult writing. Draws an expressive horizontal line;
Rolls a plasticine roller;
Builds a bridge with three blocks, placing the third block so that a pencil can be dragged under the bridge;
Able to fold a square of four cubes.

The development of the child's speech and the ability to establish a relationship:

At 1 year:

Pronounces single sounds or syllables that have a specific meaning: "ko-ko", "am-am";
Turns around when he hears someone say his name;
May respond gleefully to praise or stop an action by hearing an emphatic "no".

At 1.5 years:

Pronounces three words with meaning. The pronunciation may not be entirely correct, but the child must use these words daily to refer to specific people, things, animals or phenomena;
Very susceptible to singing. He tries to sing simple children's songs with his mother;
No problem fulfills requests such as "give me" or "come here";
When asked about the object with which he played, the baby begins to look for it;
At the mention of food, the child begins to look for a bottle or a cup;
Correctly shows the three parts of the body named by the adult: lips, nose, eyes on the doll or on himself;
Understands the word "open" and willingly opens a jar or bottle upon request;
Knows how to fulfill a request consisting of two actions: for example, "pick up the bear and put it on the bed";
At the request of adults, he names objects, for example, "mika" - a bear, "ko-ko" - a chicken, etc.;
Knows how to express desire, if he needs something. For example, "yes" - give, "am-am" - eat;
Expressively says "no" if something does not want or does not like.

At 2 years old:

Pronounces the first sentence consisting of two expressions. For example, "mom, am";
Names at least eight pictures from the book in his own way;
Understands the meaning of the words "cold", "big", while choosing a bottle of cold liquid or a large toy car.

At 2.5 years:

In his speech, he enriches the spoken sentences by one word;
Understands the word "heavy", choosing the appropriate object from two different weights;
He knows that you can move in different ways: a person walks or runs, a fish swims, a bird or an airplane flies, a car drives.

Less than three years:

Understands the concepts "on something", "under something", "behind something", "near something";
In addition to the word "heavy", he also understands the opposite concept - "light". Selects a lighter item upon request.

At 3 years old:

Pronounces four-word sentences;
Understands the difference between one and many, using the word "two" in his speech in relation to several objects;
A sense of ownership awakens in the child, he knows that this thing is "mine" and the other is "yours";
Begins to use the plural in expressions he already knows.

The full development of the baby is impossible without mother's and father's care and attention. At any age, it is necessary to devote time for your child, to engage in his development primarily at home. Mom's love can work wonders and create harmonious and warm conditions for the development of a full-fledged personality.

Now you can control the progress of your baby. If for some reason the child does not yet perform the required actions, then you will pay attention to this and easily bring everything back to normal!

Each parent is concerned about the correct, harmonious development of his baby, so the question “Is my child developing normally?” always relevant among parents.

However, most of all, this issue is puzzled by the “newly minted” moms and dads, who have just begun to bear the honorary title of “parents”.

The first 12 months of the development of the first child is always a difficult period for all relatives and relatives of the baby. Everyone and everyone is trying to help with advice, to suggest something and to teach, how they bring young mothers and fathers to hysterics.

“But Masha’s daughter at your age already held her head, and Vova’s daughter already had two teeth” - such remarks, unfortunately, are a special case in the life of the parents of the first-born.

How not to succumb to anxiety and know whether your child is developing in a timely manner, the psychomotor development calendar will help.

Psychomotor development - what is it?

To begin with, it is worth answering a simple question, what is it - the psychomotor development of a child?

PMR is a whole set of skills, movements and mental reactions. It consists of two equally important parts: mental and motor.

The mental part includes speech, adaptive skills; the motor part implies the development of motor-manual activity.

With what to compare and acquaintance with the PMR calendar

Many of the young parents often reject the teachings and remarks of the older generations, they say, let them develop as nature pleases, or each individual, each in his own way.

It is worth realizing and accepting, once and for all: yes, each of us is an individual personality that develops in its own way, depending on its characteristics. However, there are standard stages that everyone goes through in their development. These include psychomotor development.

To date, highly qualified WHO specialists, based on a comparison of the psychomotor calendars of several dozen healthy children, have deduced the so-called common calendar. It lists the characteristics and requirements for the development of the child, his hearing, vision, emotional reactions, sensory, motor skills, etc.

Thanks to the PMR calendar, you can follow the development of the child from both sides, both mental and motor. In case of any deviations, consult a doctor and solve the problem before it becomes a rib.

Frequency of reconciliation of indicators

If you still decide to follow the development of your child according to the calendar of psychomotor development, then it is worth remembering that each age category has its own indicator of the frequency of reconciliation of indicators.

So in the first year of life, psychomotor development is checked against the calendar once a month, after 12 months and up to 3 years old it is necessary once every three months, and after up to six years - once every six months.

This is due to the active development of all processes in the body up to a year and their slowdown up to six years. By the age of a younger student, psychomotor development ends, which means that the nervous processes are already fixed.

Indicators of psychomotor development of children from the first month of life to a year

The first month:

Second month:

• Turns the head towards the source of the noise
• Follows the items
• Able to hold head upright
• Responds to speech

Third month:

• Reacts to speech with a smile or the first "aha"
• Reaches for toys
• Focuses on an object for a long time
• Holds his head well
• Relies on elbows and knees in a horizontal position
• The so-called reflexes of the "newborn" disappear

Fourth month:

Fifth month:

• Sounds line up
• There is a clearer recognition of relatives and strangers (fear of new people is possible)
• Reaches for toys, examines them for a long time
• Stands with support in the armpit on the toes

Sixth month:

• Plays with a toy, takes it from one hand to another
• Actively rolls over from back to tummy
• Reacts differently to relatives and strangers
• "Ask" for handles

Seventh month:

Eighth month:

• Able to sit up or lie down
• Can hold an object in both hands at the same time, but not for long
• More clearly pronounces the simplest letter combinations: "Ba", "Pa", "Ma"
• Laughs and reacts to speech, possibly nodding in agreement or protest

Ninth month:

• Worth it if you hold the handle
• Independently plays with toys
• Specially throws and monitors the fall
• Able to fulfill simple requests "Give me a toy", "Give me a pen."
• The pronunciation of sounds becomes doubled

Tenth month:

• Playing with other kids
• Repeats simple actions after adults. For example, "talking on the phone"
• Says first words
• Able to walk alone holding on to a support

Eleventh month:

• The so-called “pluck” grip appears: he takes everything with two fingers
• Able to stand independently
• Reacts differently to acquaintances
• Waving hands in greeting and goodbye

Year:

• Speaks 5 or more words
• Knows the words "can", "cannot", "do not touch" and understands their meaning
• Fulfills simple requests. For example, show a toy, say something, kiss or hug
• Able to play with toys for a long time
• Reacts to changes in the environment: he understands whether he was in a given place or not.

Thanks to the constant monitoring of the development of your child, according to the psychomotor calendar, you will be able to identify inhibition, normality or acceleration of development in the early stages.

Remember that in case of a delay of more than a month in the psychomotor development of your child, you should immediately consult a doctor!

Lecture by a pediatric neurologist on the psychomotor development of a child up to a year by months. - What should a child be able to do in each of the first months of his life, how should his development proceed:

- this is a combination of his skills, abilities, movements and mental reactions. To understand the term "psychomotor development" better, we can divide it into its components. The mental part expresses speech skills and adaptive skills. The motor part, in turn, includes the development of manual activity. Particular attention is paid to the psychomotor development of the 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 at an individual pace”. 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 to their crumbs a delay in psychomotor development for nothing, and also do not miss important changes in the life of the crumbs, WHO has created a special calendar of psychomotor development from birth to a year. It can be used to check whether your baby is growing correctly. But you don’t need to take this information as a “golden truth” and assume that if a baby on the first day of the 5th month does not know how to perform one of the indicated points, then he has a delay in psychomotor development. It is believed that a month or less delay in the formation of certain skills compared to the calendar does not mean health problems. An 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 a year

1 month

• Unconditioned reflexes are expressed: (sucking, grasping), crawling.
• Begins to hold his head for several minutes in a horizontal position, lies on his stomach at the end of the month.
• There is a short-term examination of the external environment and auditory concentration.
• The appearance of "humming" with single sounds at the end of the month, pronounces vowels between "a" and "e".
• Reacts with displeasure to strong sound and light stimuli. When he sees a face, he stops looking at it for a moment.

2 month

• The baby turns his head in different directions.
• Begins to hold his head upright for several minutes.
• There is a long visual reaction to a moving object. Focus on sound.
• You can often hear a short "coo".
• Reacts with a smile to the conversation. Fixes the gaze on a face that is moving.

3 month

• The kid begins to disappear most of the unconditioned reflexes. Reaching for a toy.
• Holds his head well.
• In response to sound stimuli and bright objects, concentration appears, an active reaction.
• Frequent, prolonged "cooing". The first sounds that make up the chain.
• Responds with a complex of revival 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 a vertical position, the first manifestations of foot support appear. In the position on the stomach, a confident support on the forearms is felt.
• In addition to a clear fixation of attention on a sound or an object, a complex of revival is characteristic when meeting with relatives. For the first time he begins to recognize his mother. Examines the toy in his hand.
• Frequent long, in a sing-song voice, "humming" with different sounds. The labial-labial consonants "m", "b", cries of joy appear.
• Laughs loudly in response to emotional verbal appeal.

5 month

• Starts to roll over from back to stomach. She reaches out to the toy and touches it.
• Stands with the support of the armpits, rests on the tips of the fingers.
• In addition to an increasingly clear reaction to sounds, attention is paid to a bright object. The first manifestations of recognition of one's own and strangers, joy at the appearance of another child.
• Rhythmic chains of sounds.
• She rejoices at another child, takes a toy from his hands, reacts to strict and affectionate intonations. Laughs out loud when the child is spoken to.

6 month

• Actively rolls over from back to stomach, begins to roll over from stomach to back. Grabs purposefully offered toy, shifts it from one hand to another.
• In the position on the stomach, it rests on outstretched arms or completely open palms.
• An increasingly adequate reaction to the appearance of a mother, father and a stranger. Follows a toy that has fallen down.
• Babbling: successive attachment of various expressive syllables with a change in sound strength and pitch.
• Emotions are differentiated, pulling the handles to be picked up. He behaves differently with friends 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. With the support of the body, on a solid basis, it springs (dances).
• Attempts to reach the object, if it can be done by changing the position of the body.
• Continues to babble.
• He joins the game, repeating adults, begins to demand attention to himself from the closest person (most often mother).

8 month

• Grabs a cube with each hand and holds them for a short time.
• Crawls on his stomach, moving his hands forward. Lies down, sits down, rises independently.
• With the appropriate development of skills, he learns to show with his hands "goodbye", "okay". Nodding the head shows agreement "yes", denial "no".
• He babbles well, clearly pronounces the sounds “ba”, “ma”, “yes”.
• Adequate emotional reactions in response to communication. Observes the actions of other children, laughs, babbles.

9 month

• Can play independently with various toys. Deliberately drops items.
• Rocking on hands and knees. Sits freely. With the support of the hands stands.
• 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 on emotional, game, verbal levels. Repeats the actions of other children.

10 month

• The number of purposeful movements increases: makes a pyramid, puts toys in place, closes drawers, etc. A “tweezer” grip appears: takes a small object with an outstretched forefinger and thumb.
• You can lead with one hand. Crawls on surfaces of different heights, many children stand on their own, holding on to any object.
• The previously mentioned manifestations are more and more pronounced and enriched. Repeats the movements of adults: “talking on the phone”, “stirring porridge”. Throws a toy on purpose.
• Soundly correct repetition of known syllables. The first words that the child understands appear, there are several words in the vocabulary. Enters into a dialogue.
• The emotional state is clearly manifested by a variety of facial movements, vocal reactions. Reacts to everything new with surprise. Plays with other children with the same toy.

11 month

• "Pinch" grip: grasps a small object with the pads of a curved index finger and thumb.
• Crawls on hands and knees with cross coordination. It stands without support. Supported by both hands, takes steps forward.
• Fulfills simple demands and requests. Oriented in the concepts of "possible", "impossible", understands the prohibitions: "sit quietly", "do not take". The child has the first friends with whom he plays.
• One-syllable words are replaced by two-syllable ones. Uses the words of the simplified version "lyalya", "nozy", "swell".
• Waving goodbye. She 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 increasingly complex requirements and requests, understanding them. The number of manifestations of the reaction to the external environment is increasing.
• Language stock: 8-12 words.
• Gives another child a toy, accompanying it with laughter and babble. Looks for toys that are hidden. At the request, he hugs his parents, strives for approval, confirmation of his success by a loved one.

Classes for the development of psychomotor processes and sensory

If a child has a developmental delay, parents should look for suitable activities for the development of psychomotor processes and sensory. They are intended for young children. The correction program includes work on the sensory perception of the child, the development of fine and general motor skills, as well as coordination of movements. Also, teachers pay attention to the formation of emotional education, speech and communication functions. Such classes are conducted in the form of a game. For work, educators use subject toys, sensory didactic games, floor and board games, as well as visiting a “dry” ball pool.