What is the child element of Universal Credit for?

What is the child element of Universal Credit for?

Characteristics of infant development pdf

At three months; holds his head, responds with a smile when smiled at, moves his head to follow an object, plays with his hands, weighs 5 to 6 kilos and measures 58 to 60cm. At four months; lying on his stomach, turns without turning over completely, extends his hands to catch what catches his attention, weighs an average of 6.5 kilograms and measures 62 to 63 cm.

At six months of age, he sits upright without support for a moment, weighs an average of 7.5 kilos and measures 67 cm. From the third to the sixth month of age, his postures are usually symmetrical, with his head in the midline. He holds his head well balanced when placed in an upright position and is able to rotate on himself and therefore fall out of bed. He follows slowly moving objects with his eyes and when hanging objects are placed in front of him, he actively moves his arms.

At seven months, he weighs 7.5 to 8 kilograms and is 68 to 69 cm tall, already sits on his hands and actively tries to jump when placed in an upright position. He is already able to shake and bang the rattle or exchange one toy for another.

Child development summary

In Argentina there is a simple, low-cost and highly reliable test for the detection of inapparent developmental problems before school entry: the National Screening Test, PRUNAPE. This screening improves the response to treatment, prevents school dropout, improves academic performance, and decreases youth unemployment.

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Dr. Horacio Lejarraga is a Pediatrician, Honorary Professor at the University of Buenos Aires, Director of the Comprehensive Course on Child Development at the Argentine Society of Pediatrics and winner of the 2014 Queen Sofia International Award for the Prevention of Disability.

Etapas del desarrollo infantil

El desarrollo integral se produce en las personas a lo largo de la vida; potencia sus habilidades y destrezas como resultado del impacto que tienen los factores ambientales, históricos, sociales y culturales. Entre los 0 y los 6 años se conoce como desarrollo infantil integral. La educación inicial, por su parte, es el proceso de enseñanza-aprendizaje que ocurre entre los 2 y los 5 años. En estas edades se fortalecen y potencian las habilidades y destrezas cognitivas, motoras y psicosociales. Durante muchos años se ha tratado de distinguir el desarrollo infantil de la educación inicial, pero son dos procesos relacionados. En Ecuador, estos procesos están contemplados en la legislación nacional; sin embargo, no son considerados por el Estado como asistencia obligatoria y algunas familias no dimensionan su real importancia. Este ensayo pretende mostrar la necesidad de fortalecer las políticas públicas para aumentar la cobertura y el acceso a los servicios de educación y desarrollo de la primera infancia para forjar mejoras en las condiciones de vida de las niñas y niños de 0 a 5 años. Para ello, se han organizado aspectos teóricos y estadísticos que muestran los avances que se han logrado en los últimos 12 años. Finalmente, se establece una serie de breves conclusiones.

Comprehensive child development

This conviction that a good education is the greatest wealth and the main resource of a country and its citizens has become more and more widespread in contemporary societies, which have increasingly developed national education systems to achieve their goals in this area. Looking at the process from a historical perspective, it can be said that all countries have paid considerable attention to their education and training systems, seeking to adapt them as best as possible to changing circumstances and the expectations placed on them at each historical moment.

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As a result, education systems have undergone a great deal of evolution, to the point where they now have characteristics that are clearly different from those they had at the time of their creation. And from this derives both their dynamic nature and the need to continue updating them on an ongoing basis.

This conviction about the need to achieve school success for all young people led the Ministry of Education and Science to promote a debate in 2004 based on the publication of the document A quality education for all and among all. In accordance with the results of the debate, the Organic Law on Education (LOE) of 2006 endorsed the undeniable objective of providing quality education to all citizens at all levels of the education system; that is, an education based on the combination of the principles of quality and equity.

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