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DEVELOPMENTAL MILESTONES TIMELINE – PART TWO
In this second and final part of the timeline project, you will plug in the milestones given as average for infants and toddlers, from birth to age three, in the areas of language and social emotional development. Use different colors for the two developmental areas. Fit these into among the cognition and motor skills development milestones you entered in the previous lesson in a way that shows them all clearly, in their four different colors. In this part, be sure to include milestones in:

hearing and understanding;
speech; and
language.
In emotional social development, consider the three temperament types and what responses could be happening.
Since emotional development and language development intersect, such as a two year old saying NO!, consider how you will include that.
Be creative and be clear. Use bells and whistles! Look over your timeline to see if you have holes at certain ages, and if so, go back for more information. You have blocked out six-month periods from birth through three, so there should be more than a few items from all four areas of development in each of those sections.

Explanation:

The domains of child development and early learning are discussed in different terms and categorized in different ways in the various fields and disciplines that are involved in research, practice, and policy related to children from birth through age 8. To organize the discussion in this report, the committee elected to use the approach and overarching terms depicted in Figure 4-1. The committee does not intend to present this as a single best set of terms or a single best categorical organization. Indeed, it is essential to recognize that the domains shown in Figure 4-1 are not easily separable and that a case can be made for multiple different categorizations. For example, different disciplines and researchers have categorized different general cognitive processes under the categorical term “executive function.” General cognitive processes also relate to learning competencies such as persistence and engagement. Similarly, self-regulation has both cognitive and emotional dimensions. It is sometimes categorized as a part of executive function, as a part of socioemotional competence, or as a part of learning competencies. Attention and memory could be considered a part of general cognitive processes, as embedded within executive function, or linked to learning competencies related to persistence. Mental health is closely linked to socioemotional competence, but is also inseparable from health.

The challenge of cleanly separating these concepts highlights a key attribute of all of these domains, which is that they do not develop or operate in isolation. Each enables and mutually supports learning and development in the others. Therefore, the importance of the interactions among the domains is emphasized throughout this chapter. For example, socioemotional

sounds good to me mate!

me no say