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Physical development:

Physical development directs the development and improvement of motor skills, in

other words, the ability of children to use and also control their bodies. Physical development

is also one of the many domains of children’s development. It is associated with the growth

and development of the body, including the brain, muscles, and senses. For example, children

learn about the world as they develop physical senses of sight, touch, smell, sound, and taste.

Babies hear well before they are born.

Gross-motor skills and fine motor skills develop in infancy and childhood. Gross-

motor skills include mastering large muscle movements and building strength in muscle

groups such as the arms, legs, and core. For example, such skills for infants and toddlers

include reaching, rolling, crawling, and climbing. Fine motor skills involve small, highly

precise movements, especially the movements of the hands and fingers, such as catching. As

their bodies develop, infants and children can gradually strengthen their muscles and control

their bodies. Every new motor skill created is the result of the contribution of previous skills

and new skills. Newborns do not have the strength to lift their heads, although as they

develop and control the muscles, they can raise their heads and move them sideways to

examine. Skill mastery and growth are the results of brain development and growth. This

baby needs to have strength in the big muscles and a certain amount of control over body

movement. At the same time, the child relies on vision to determine where to walk and what

to grasp.

Parents, teachers, and caregivers should motivate infants and children and promote

the development of overall and better motor skills. For example, holding a toddler upright

while moving each leg to follow a walk can stimulate physical growth. When infants and

children receive consistently, responsive care and attention from raising adults, they can build
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confidence in the world. This feeling of love and security is essential to stimulate areas of

growth, including physical growth. When they feel safe and secure, babies and children

explore the world around them using their brains, muscles, and senses.

Social development:

Infants and toddlers face much stress in their early life, such as deployment, depression,

natural disasters, or poverty, depending on their situation. Flexibility helps infants and adults

cope with change and suffering. The strength of the family, the circumstances in which the

infant or toddler spends time, and the infant or toddler can improve the resilience within

themselves. These strengths are also referred to as safety factors and are linked to socio-

emotional well-being. Socio-emotional well-being is about building healthy relationships,

controlling strong emotions, gaining needs and preferences, and learning to explore the

environment. Safety factors and socio-emotional development are reinforced in raising adults

in all interactions and experiences with the infant or toddler.

A positive Attitude and Motivation towards toddlers by the caregiver organizes the

environment to provide multiple opportunities for the child and children to play, learn,

engage, and are motivated. The caregiver care system incorporates several developmental

items, and children learn to alternately engage and play with objects, deliberately taking

advantage of opportunities, Supportive caregiver is present and assists the development of

each child and toddler.

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Conclusion

Safe, responsive, and nurturing environments are a very important part of supporting

the learning and development of infants, children, and preschool children.

Ecological practices refer to aspects of space, materials, equipment, practices, and

activities that practitioners and families can deliberately adapt to support each child's learning

in developmental domains. Unfortunately, numerous practitioners do not know how to create

environments that support their children's learning at different ages, Such as infants, children,

preschoolers, and in developmental domains such as Social, communication, cognitive,

motor.

Responsive attention support

Fostering a sense of independence and ability in young children

Encourage staff performance

Encourage children's involvement

Minimize challenging behavior

Facilitating appropriate social interactions between children

Provide structure and forecast

These factors need to be carefully designed and implemented to create an

environment conducive to the learning and development of infants, children, and preschool

children. Every aspect of the design of the classroom environment should reflect the priorities

and philosophy of its project. Organize play sessions with other preschool children. Parks,

playgrounds, and preschool activity programs all offer great opportunities to meet other

children.
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It is also important to know that your child's friends at this age are not just playmates.

They seriously affect their thinking and behavior. Even if they violate the rules and standards

you taught them to be born with, they desperately want to be like them. They now realize that

there are other values and ideas besides yours, and they can test this new invention by asking

permission to watch certain toys, foods, clothes or some TV shows that you do not allow him.

References:

Social development in pre-schoolers. (n.d.). HealthyChildren.org.

https://www.healthychildren.org/English/ages-stages/preschool/Pages/Social-

Development-in-Preschoolers.aspx

Physical development: An introduction. (n.d.). VLS. https://www.virtuallabschool.org/infant-

toddler/physical-development/lesson-1

Virtual lab school. (n.d.). Virtual Lab School. https://www.virtuallabschool.org/infant-

toddler/social-and-emotional-development/lesson-5

Page 1: Early childhood environments. (n.d.). IRIS.

https://iris.peabody.vanderbilt.edu/module/env/cresource/q1/p01/