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Developmental Milestones
By Alexander (X) Davis
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Piaget believes that infants are actively constructing the world around them, unlike how
most people thought about children’s development. Prior to Piaget’s theories, people thought that
children were just smaller adults, while Piaget inferred that when infant’s bodies grow, so does
their minds. From Birth-2 years, Infants experience different milestones in other areas of their
lives such as physical development, cognitive development, language development, and
emotional/social development. Each one of these shows important parts of a child’s development
and will examine more closely of each importance of their specific areas.
Younger children are very dependent on their caregivers, and studies have shown that
even before birth, children are wired to want all their needs met by their caregivers, and once
those things are met, pleasure center gets rewarded, while if the caregiver does not give the baby
what they want, it can have damaging effects. “Based on the feedback babies receive from early
exchanges, they direct attachment behaviors toward developing secure relationships with their
primary caregivers. Research has shown that this attachment-seeking fits with the finding that
during the first two years of brain development, the emotional wiring is the dominant activity”
(Lally & Mangione, 2017).
Babies stress management is altered whether their early relationships are largely positive
or negative. Stress can induce adverse effects on brain development when the attachment of their
caregiver is under stress. If stress stays persistent, it becomes to be an emotional and toxic way
that no longer provides secure relationships. While children who have to cope with less, more
tolerable stress, those emotionally secure relationships help for that child to refocus on
exploration. Studies show that children’s environments are also a big factor in how their
development stays along. A study shows how early exposure to environmental chaos can affect
children physical and mental health.
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Environmental chaos has been proposed as a central influence impeding children’s health
and development, with the potential for particularly pernicious effects during the earliest
years when children are most susceptible to environmental insults. This study evaluated a
high-risk sample, following 495 low-income children living in poor urban neighborhoods
from infancy to age 6. Longitudinal multilevel models tested the main tenets of the eco–
bio developmental theory, finding that: (1) numerous distinct domains of environmental
chaos were associated with children’s physical and mental health outcomes, including
housing disorder, neighborhood disorder, and relationship instability, with no significant
results for residential instability; (2) different patterns emerged in relation to the timing of
exposure to chaos, with more proximal exposure most strongly associated with children’s
