Infant Growth and Development

"Infant" is derived from the Latin word "infans" which means "unable to speak." Thus, many define childhood as the period from birth to about 2 years, when the language begins to develop. This is an exciting period of "firsts"-first smile, first hit enter, first evidence of the anxiety of separation, the first word, first step, first sentence. The infant is a dynamic, ever-changing current undergoing an ordered sequence and predictable physical growth and neurological. This sequence is constantly influenced by the intrinsic and extrinsic forces that produce individual variation and to make each child unique path of development. Influences intrinsic children include physical characteristics, the state of wellness or illness, temperament, genetically determined, and other attributes. Extrinsèque during childhood influences come mainly from the family's personality and style of caregiving by parents and siblings, family, the economic status of its impact on the resources of time and money , and the cultural milieu in which the child was born. Neurodéveloppementaux sequences can be viewed broadly in terms of traditional stages of development. Developmental milestones provide a systematic approach for tracking the evolution of the baby over time. Causing a specific power based on the achievement of previous skills, competencies are rarely ignored. When this happens, advanced skills can be a "dissident" skills, it is a deviant development model. For example, five sentences in a word 2 years the child who does not follow simple commands can be echolalia typical of autism. The penalties are not significant and have no intention communicative. The developmental delays in one area can affect the development in another area. For example, because of the immobility of neuromuscular disorders precludes exploration of the environment and, in turn, impedes cognitive development caused by the manipulation of objects. Finally, a deficit in one area may affect the assessment of the levels of skills in another area, even though development in the second area is normal. For example, it is difficult to assess the abilities to solve problems in a child who has cerebral palsy, for the child can understand the concept of matching geometric shapes, and yet not be able to insert them into a formboard physically. Developmental milestones serve as a basis for most standardized assessment and screening tools. While these screening tools provide the clinician with a structured approach to monitor the child's progress and help define developmental delay, many lack sensitivity. Parental concern over the normal resulting in the development of screening should not be overlooked. Focusing only on the discrete steps may not be atypical organizational processes that are involved in the progress of child development. Thus, it is important to analyze all stages in the context of the history of the child, growth, and physical examination as part of a monitoring program underway. Only then is it possible to formulate an overall impression of the child's true development, the status and the need for intervention. Although the steps at the base of the discussion, the main intent of this article is to provide an insight into the broader infant development processes and assist the clinician to recognize warning behaviors ( "red flags") indicative Development deficits. The milestone ages are not included in the text to allow for greater fluidity in the discussion of development issues within each area. The milestones were held in areas to assist the clinician in recognition of their independence as well as their interactions. The tables showing all areas, at all ages can be found at Vaughan (Reading). Problem-solving and language milestones facilitate early identification of cognitive deficits. Adaptive skills (ie, skills related to the independence, food, clothing, hygiene), traditionally, have been included in the field of fine motor skills. However, because these steps are influenced by the social environment, we have included in a "psycho-social". Lists of emotion and socialization milestones are also included in this area. Contrary to step motor and cognitive, psychosocial behaviour is more influenced by extraneous factors, which makes them less well defined.