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During the first days of life, the muscle tone of neonates is flexion, meaning that they remain with their arms and legs flexed most of the time. Even when attempting to stretch any of their limbs, they tend to return to their initial position (Navarro, 2022).

In addition, newborns have a series of movements called "primitive reflexes". These movements are automatic responses to their environment and are essential for the development of the nervous and motor system, as well as for the knowledge of their own body (Bachiller, 2012).

However, the processes of accommodation and assimilation are not yet clearly differentiated, and the behaviour is not intentional (Faas, 2021).

Finally, the development of other senses such as touch, hearing, taste, among others, is strengthened during this period (Bachiller, 2012)

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During the first month, babies continue to show random and jerky movements, but begin to perceive contrasts in their environment.

At this stage, it is preferable to expose them to soft stimuli and colours visually, talking to them in a calm manner and providing a warm and comforting environment.

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At the beginning of the second month of life, children begin to explore their movements and sensations in a more active way. They still have flexion muscle tone, but it is no longer as pronounced. They also show an increase in the frequency of movements and strength, as they enjoy physical contact, caresses and verbal interactions with adults (Bachiller, 2012).

It is during this period of time that the appearance of the "social smile" is observed, where the baby responds to the smiles of adults. In addition, they begin to acquire skills through the repetition of satisfactory actions. These actions tend to focus on their own body, rather than on the environment.

They begin to develop repetitive habits and as they coordinate sensory information, they also begin to develop skills such as grasping (Faas, 2021).

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At 4 months of age, children show significant development in their motor skills. When placed on their tummies, they are able to lift their heads, propped up on their elbows. At this stage, babies learn to roll from a face-down to a face-up position and are able to reach for objects steadily. They are also able to keep their head aligned until it is time to sit up.

Their activity is incessant, they show greater control over their movements by stretching their arms and legs, as well as opening and closing their hands intentionally (Navarro, 2022).

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In this period, babies begin to repeat actions voluntarily, as they find them pleasurable, unlike in the previous stage, their interest is now focused more on the outside world than on their own bodies. They want to repeat actions that produce eye-catching results, so that their play is extended and they begin to set goals (Faas, 2021).

Infants are able to sit upright for short periods of time and transfer objects from one hand to another. They are also able to reach for objects and hold them at the same time. Later, from 5 months onwards, they are able to make an active effort to sit up, which allows them to maintain their gaze and explore their environment (Navarro, 2022).

Around the next month, they acquire the ability to grasp objects with the palm of their hand, marking the beginning of the "floor stage". During this stage, children improve their psychomotor skills as they try to move and grasp objects, thus contributing to motor, sensory and cognitive development (Bachiller, 2012).

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At 8 months, babies are often alert, recognise familiar voices and faces. They are able to call tension by shouting and explore their environment by crawling, as they can crawl without difficulty. Between 9 and 12 months, they are preparing to stand up and start walking (Navarro, 2022).

At around 9 months, they begin to stand up and take their first steps. During this stage, acquired sensory-motor schemes are applied to new situations using learned behaviours to achieve specific goals.

By achieving the bipedal position, they can explore their environment more efficiently, accessing places that were previously out of reach. At this age, they begin to show interest in cause-effect relationships between objects (Faas, 2021).

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During the 18 months, they have a wide stance for greater stability and continue to take short, quick steps.

From 24 months, they develop greater motor skills, they are able to walk, run, jump, go up and down stairs and carry objects. It is essential that they learn to control their emotions to avoid constant crying (Navarro, 2022).

They also develop cognitive skills such as remembering, searching, creating and combining actions. They no longer depend so much on trial and error, as they have mental representations of events. Children explore their environment by touching and experimenting with all the objects they encounter (Bachiller, 2012).

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During the 18 months, they have a wide stance for greater stability and continue to take short, quick steps.

From 24 months, they develop greater motor skills, they are able to walk, run, jump, go up and down stairs and carry objects. It is essential that they learn to control their emotions to avoid constant crying (Navarro, 2022).

They also develop cognitive skills such as remembering, searching, creating and combining actions. They no longer depend so much on trial and error, as they have mental representations of events. Children explore their environment by touching and experimenting with all the objects they encounter (Bachiller, 2012).

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During this period, children pass through the initial and elementary stages, a fundamental act in early childhood education. They make significant progress in areas such as social skills, motor skills and language. They also begin to explore their environment more independently and establish more complex social relationships with their families (Navarro, 2022).

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At 24 months, they are able to throw objects over their head, kick a ball, among other things. Socially, they tend to play in parallel, side by side, but without much interaction.

At 36 months, most children are able to identify their gender and that of their peers. They learn to draw, climb structures and run faster.

They also show better visual-motor coordination, build towers, grasp pencils and throw objects with greater accuracy, draw simple pictures and engage in physical play to control their aggression (Navarro, 2022).

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At this stage, children continue to strengthen their cognitive and social skills.
They show a greater interest in activities with simple rules, and are able to carry out more complex instructions.  In addition, their language becomes more fluent, which allows them to better express their ideas and emotions with greater precision.

It is in this period that their balance improves, they can stand for 4 to 8 seconds on one foot, they learn to jump on one foot several times and they practice the "gallop".  From the age of 5, their balance and walking skills are developed (Navarro, 2022).

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Finally, at the age of 7, the speed and manual precision acquired enables them to learn to write with greater ease. Advances in psychomotor skills and dynamic coordination make it easier for them to control their movements and emotions, which helps them to adapt better to the school and family environment.  However, the lack of development in these areas can cause problems such as impulsivity, hyperactivity and anxiety, which will require external support to avoid difficulties in the future (Bachiller, 2012).

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Bachiller Gastiaburú Farfán, G. M. (2012). Programa" Juego, coopero y aprendo" para el desarrollo psicomotor de niños de 3 años de una IE del Callao.

Faas, A. (2021). Psicología del desarrollo de la niñez. Editorial Brujas.

Navarro Patón, R. (2022). Educación Infantil. Características de la etapa, normativa legal e importancia del movimiento en Educación Física Infantil: Aplicación práctica desde la evidencia científica (pp.17-41). Ediciones Morata.