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includes the child’s experience, expression, and management of emotions and the ability to establish positive and rewarding relationships with others

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Getting using to being outside the womb.
Routines, feeling a sense of calm and security are a necessity. Infants experience, express, and perceive emotions before they fully understand them. In learning to recognize, label, manage, and communicate their emotions and to perceive and attempt to understand the emotions of others, children build skills that connect them with family, peers, teachers, and the community.

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Responds to stimuli, and making gestures to express basic levels of needs such as hunger, changing and anger.
​Begins to develop a social smile
Enjoys playing with other people and may cry when playing stops
Becomes more communicative and expressive with face and body
Imitates some movements and facial expressions

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Temperament is present.
The child becomes aware of his or her feelings.
Object permanence
recognizing faces

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Babies are really starting to show interest in their new surroundings and know/recognize their main character. They are gaining rapidly in confidence, but may face anxiety or separation fears when left.

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able to recognize failures.
Children are understanding their surroundings more and getting used to routines and object permanence. Playing games involving hiding and finding objects can be fun and develop their memory and concentration. Independent play is starting to feature more as they grow in confidence and ability.

In order to keep strengthening muscles, any activities that use the legs and arms are ideal. Drawing and mark-making are also key to enhancing their fine motor skills.

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They are slowly learning the cause and effect rule and are ready to investigate this further at any given opportunity. They begin to develop their own identity

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Age 2 Physical Milestones | Child Development

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Children often need encouragement at this age to play with other children, they seem to be more inclined to play in parallel and often resist sharing and interacting with their peers

Children will begin to model the behaviour of both the adults and children they are associating with

The need for emotional support or the comfort of a cuddle toy or cloth may still be evident, particularly in unfamiliar surroundings

Signs of independent play may start to show as confidence and self assurance grows

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Around now, children start to be able to play cooperatively with other children

Turn taking, sharing and teamwork all become possible, although children develop these abilities at very different rates. Siblings playing together can help, as can simple turn taking games

Leaving children to play with siblings or friends, rather than always being on hand to supervise and facilitate play will promote social skills which will be beneficial when starting school or pre-school

They will be starting to become more independent and tantrums when left at school or in the care of a family members may subside as their confidence being away from you grows and they are aware you will come back

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Around now, children start to be able to play cooperatively with other children
Turn taking, sharing and teamwork all become possible, although children develop these abilities at very different rates. Siblings playing together can help, as can simple turn taking games
Leaving children to play with siblings or friends, rather than always being on hand to supervise and facilitate play will promote social skills which will be beneficial when starting school or pre-school
They will be starting to become more independent and tantrums when left at school or in the care of a family members may subside as their confidence being away from you grows and they are aware you will come back

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Separation, anxiety and seemingly irrational fears are common as children start school and find their way in a much wider community. During any period of change it can be helpful to maintain as much consistency as possible. Don’t be surprised if a child seems to regress and seek comfort from familiar toys that he may have seemed to have grown out of

Boosting confidence is very important and finding activities you know your child is good at can achieve a positive outcome and can be vital at providing that boost

As friendships develop they want to please their friends and may pick up some of their characteristics in order to be more like them. This is normal and they will find their own individuality eventually

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5 - 6 years old: Social and Emotional Development

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Children are starting to become more settled in their school environment. Their peers become more important and help create a sense of belonging. They may define their friendships more by having a select few that are especially important to them

A child’s sense of identity is emerging

The fears and anxiety of separation will slowly subside as they become more confident as an individual and happy to embark on activities alone

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Sense of self is beginning to develop and a sense of belonging is very important

Children respond well to knowing rules and receiving positive reinforcement from obeying them. It’s easier for children to remember a few firm rules that are applied consistently than too many vague rules that sometimes don’t apply

At this age children want to be liked and accepted by their peers.  They can form strong bonds with individuals and will talk about a ‘best friend’

They enjoy playing in groups and find turn-taking and sharing easier

Play is often more popular with the same gender

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Sense of self is beginning to develop and a sense of belonging is very important

Children respond well to knowing rules and receiving positive reinforcement from obeying them. It’s easier for children to remember a few firm rules that are applied consistently than too many vague rules that sometimes don’t apply

At this age children want to be liked and accepted by their peers.  They can form strong bonds with individuals and will talk about a ‘best friend’

They enjoy playing in groups and find turn-taking and sharing easier

Play is often more popular with the same gender