Physical milestone developments that children attain

during early childhood are kicking/throwing balls and running

steadily. Around two years old children have developed control
and muscle in their limbs, which provides them with the
capability to kick balls with power and attempt over headed
throws. While at three years old children have refined their
motor skills enough to run effortlessly. As stated by Berk (2013),
As movements are repeated thousands of times, they promote
new connections in the brain that govern motor patterns (pg.
149). These new found milestones aid in the learning new skills
and also interacting with their environment.

Language development in early childhood begins to take
on a more structural format as children interact more and more
within their environment. For instance, a two year old uses
mostly gestures to identity and convey information. While three year olds can make conversation with
2-3 sentences. Milestones support the development to the next stage, and when children interact and
communicate with speech and body language they are engaging others and expressing themselves
naturally.

In early childhood cognitive
development is still increasing rapidly due
to the formation of synapses. At 3 years
old children reach cognitive milestones
such as; begins sorting colors/shapes and
following simple instructions. Much
evidence confirms that the brain is
particularly sponge like during the first few
years, enabling children to acquire new
skills easily and quickly (Berk, 2013, pg.
191). Providing experiences to which
children can discover and explore is vital
to enriching their learning experiences.


Two typical social-emotional milestones for early childhood is the development of self-concept
and belief-desire theory of mind. Children within the early childhood stage, begin to form self-concept
ideals by attributing their characteristics and abilities to who they are as a person. As stated by Berk
(2013), Preschoolers self-concepts largely consist of observable characteristics, such as their name,
physical appearance, possessions, and everyday behaviors (Harter, 2006; Watson, 1990) (pg.456).
Around the ages of 3 and 4, Children begin to show belief-desire theory of mind, by showing they think
the actions of others are attached to their personal beliefs and desires.



Self-regulation milestones that are typical in early childhood are self-evaluation and uses active
strategies for regulating emotions. Self-conscious emotions are clearly linked to self-evaluation,
therefore, children begin to understand a sense of 'self', relationships with others and sociability.
Children in this stage are experiencing a wider range of emotions, which contributes to their emotional
experiences and self-regulation. Preschoolers begin to use their language development skills to express
themselves, and language becomes a major tool to actively controlling emotions. Thus, children that use
strategies and understand their emotions are less likely to have reoccurring outbursts during this stage.

Signs that a child is developing atypically within
Toddlerhood, is if the child does not at least use 2-word
phrases while actively engaged or has language
regression. As stated by Berk (2013), In addition,
toddlers first words and phrases are usually one they
hear often in their caregivers Infant-directed speech (pg.
369). Children among the early childhood stage should be
learning and applying various words relating to their
activities or play objects. Children that are not advancing
in development or declining may need additional support
services.

A social factor that can influence a childs
development is a parents discipline approach. How a child receives consequences and praise directly
influences how the child will resolve conflicts with peers. Consistency in discipline by caregivers is vital in
guiding children to a higher level of socialization and forming interpersonal relationships. A cultural
factor that plays are role in early childhood is the parent-child relationship within the family dynamic.
Parents accessibility is very important to the parent-child relationship. When parents is actively
accessible for their child, they make themselves physically and emotionally available for their children by
providing support and guidance.

To promote childrens development within the early childhood phrase, it is very important for
parents to provide children with various enriched and meaningful experiences. Reading daily to a
toddler will expand their vocabulary and make children excited about learning letters and words.
Children are active learners and they need to learn to move with skill. While childrens play is often
spontaneous and unstructured, children can be taught skills at the same time (Information Sheet 6, pg.
1). Play offers parents an opportunity to make learning experiences fun and exciting, as well as fostering
a childs development in many skills. Through play children are able to learn skills such as cooperation,
sharing, problem solving and independence, and with these skills children are able to understand and
apply skills to the world around them.