When do babies start to notice their hands. How does hand-eye coordination develop in infants. What are the stages of hand discovery in babies. How can parents support their baby’s hand-eye coordination development. Why is hand-eye coordination important for infant development. What toys help babies discover their hands. How long does it take for babies to master hand-eye coordination.

The Journey of Hand Discovery in Infants

The development of hand-eye coordination is a fascinating process that occurs during a baby’s first year of life. This crucial skill forms the foundation for many future abilities, yet it’s something most adults take for granted. Let’s explore the intricate journey babies embark on as they discover and learn to use their hands.

The Newborn Stage: Disconnected Hands and Eyes

Newborns enter the world with a disconnect between what they see and what their hands do. Their eyes may look in one direction while their hands move randomly in another. At this stage, babies are unable to intentionally move their hands towards objects they see. In fact, they’re not even aware that these appendages belong to them.

• Hands are often outside of their visual field
• Movements are uncoordinated and reflexive
• No intentional hand-eye coordination exists

The Moment of Hand Discovery: A Milestone at 6-8 Weeks

Around six to eight weeks of age, babies typically reach a significant milestone: they discover their hands. This discovery happens through touch, as babies begin to grasp one hand with the fingers of the other. They pull, open, and close their fingers, exploring these newfound appendages.

How do babies first notice their hands?

Initially, hand movements are still random. Babies don’t yet lift their hands intentionally to look at them. However, they start to make connections when objects that make noise, like rattles, are placed in their hands. The newborn grasping reflex causes them to hold onto these objects, and when they move their hands, the sound draws their attention. This process helps babies establish the crucial connection between themselves and their hands.

The Fascinating World of Hand Play

Once babies learn to intentionally bring their hands within their line of sight, a whole new world of exploration opens up. Their hands become their most captivating toy, and they spend countless hours examining them in amazement.

• Waving hands in front of their faces
• Intense visual examination of their hands
• Endless play and exploration with their newfound appendages

The Role of Toys in Hand Discovery

Certain toys play a crucial role in helping babies discover and explore their hands. Light toys that make sounds when shaken are particularly beneficial during this developmental stage.

What types of toys aid in hand discovery?

Rattles and other noise-making toys that babies can grasp are ideal. These toys:

• Draw babies’ eyes and attention to what they’re holding
• Help establish the connection between the baby and their hands
• Encourage intentional hand movement and exploration

From Discovery to Activation: Learning to Use the Hands

After the initial discovery phase, babies face a new challenge: learning to activate and use their hands intentionally. This process involves developing the coordination between their eyes and hands, a skill that will prove crucial for future tasks.

The Process of Developing Hand-Eye Coordination

Consider the case of ten-week-old Emma, who is focused on a colorful toy hanging within reach. She looks at the toy, then suddenly swings her hand towards it – and misses. Undeterred, Emma tries again, this time hitting the toy and causing it to swing. Her broad smile indicates her delight at this achievement.

This scenario illustrates the early stages of hand-eye coordination development. Emma is learning to:

1. Focus visually on an object
2. Assess the distance to the object
3. Move her hand in the direction of the object
4. Adjust her movements based on previous attempts

The Importance of Practice in Developing Hand-Eye Coordination

Developing hand-eye coordination is not an instant process. It requires numerous attempts, failures, and successes. Each try helps the baby refine their understanding of spatial relationships and improve their motor control.

How long does it take for babies to master hand-eye coordination?

The development of hand-eye coordination is a gradual process that continues throughout the first year of life and beyond. While babies may start showing signs of coordination as early as 2-3 months, full mastery takes many months of practice and development.

• 2-3 months: Begin to bat at objects intentionally
• 4-5 months: Start to reach for and grasp objects
• 6-8 months: Improved ability to transfer objects from hand to hand
• 9-12 months: Developing pincer grasp for picking up small objects

The Mouth: An Early Tool for Exploration

During the first year of life, a baby’s mouth plays a crucial role in their development and exploration of the world around them. Babies use their mouths to examine, explore, and discover objects in their environment.

Why do babies put everything in their mouths?

Putting objects in their mouths is a natural and important part of infant development. It serves several purposes:

• Sensory exploration: The mouth has more nerve endings than fingers, providing rich sensory information
• Motor skill development: Manipulating objects with the mouth helps develop oral motor skills
• Cognitive development: Mouthing objects helps babies learn about different textures, shapes, and tastes

Around six months of age, babies begin to use their hands more actively in conjunction with their mouths for exploration. This marks an important step in their cognitive and motor development, as they start to integrate information from multiple senses.

Supporting Your Baby’s Hand-Eye Coordination Development

Parents and caregivers play a crucial role in supporting and encouraging the development of hand-eye coordination in infants. By providing appropriate toys, activities, and opportunities for exploration, you can help your baby master this important skill.

What activities can help improve a baby’s hand-eye coordination?

Consider incorporating these activities into your baby’s daily routine:

• Provide rattles and other graspable toys that make noise
• Use mobiles or hanging toys that encourage reaching and grasping
• Play simple games like peek-a-boo to encourage visual tracking
• Offer toys of different textures and sizes for varied sensory experiences
• As the baby grows, introduce simple stacking toys or large puzzle pieces

Remember, every baby develops at their own pace. While these milestones provide a general guideline, it’s important not to compare your baby to others. If you have concerns about your baby’s development, always consult with your pediatrician.

The Far-Reaching Impact of Hand-Eye Coordination

The development of hand-eye coordination in infancy lays the groundwork for numerous skills that will be crucial throughout life. This foundational ability influences various aspects of a child’s future development and capabilities.

How does early hand-eye coordination affect later skills?

The mastery of hand-eye coordination in infancy contributes to:

• Fine motor skills: Writing, drawing, using utensils
• Gross motor skills: Catching and throwing balls, sports activities
• Self-care abilities: Feeding oneself, dressing, personal hygiene
• Academic skills: Reading, writing, using a computer
• Artistic endeavors: Painting, sculpting, playing musical instruments

By supporting your baby’s hand-eye coordination development, you’re not just helping them grasp toys more effectively – you’re setting the stage for a lifetime of learning and achievement.

The Neuroscience Behind Hand-Eye Coordination

The development of hand-eye coordination is a complex process that involves multiple areas of the brain working in concert. Understanding the neuroscience behind this process can provide valuable insights into infant development.

Which parts of the brain are involved in hand-eye coordination?

Several key areas of the brain play crucial roles in hand-eye coordination:

• Visual cortex: Processes visual information
• Parietal lobe: Integrates sensory information and spatial awareness
• Motor cortex: Controls voluntary movements
• Cerebellum: Coordinates movements and balance
• Frontal lobe: Involved in planning and decision-making

As babies practice reaching for objects and manipulating them with their hands, they’re not just developing physical skills – they’re also forming and strengthening neural connections in these areas of the brain. This neuroplasticity is particularly pronounced in infancy, making it a critical period for development.

Cultural Variations in Hand Discovery and Use

While the basic process of hand discovery and the development of hand-eye coordination is universal, cultural practices can influence how and when these skills develop. Different child-rearing practices around the world can affect the pace and nature of hand-related milestones.

How do cultural practices influence hand discovery in babies?

Cultural factors that can impact hand discovery and use include:

• Swaddling practices: Some cultures swaddle babies for longer periods, which may delay hand discovery
• Carrying methods: Babies carried in slings or on caregivers’ bodies may have different opportunities for hand exploration
• Feeding practices: The transition to self-feeding varies across cultures, affecting hand-eye coordination development
• Play practices: The types of toys and games used can influence hand skills
• Cultural emphasis on independence: Some cultures may encourage earlier self-feeding, promoting faster development of certain hand skills

These cultural variations remind us that while there are general milestones in hand discovery and use, individual experiences can significantly shape a baby’s developmental journey.

The Role of Genetics in Hand-Eye Coordination

While environment and practice play crucial roles in the development of hand-eye coordination, genetics also contribute to this complex skill. Understanding the interplay between nature and nurture can provide a more comprehensive view of infant development.

To what extent does genetics influence hand-eye coordination?

Genetic factors can influence hand-eye coordination in several ways:

• Muscle tone and strength: Genetic factors can affect a baby’s physical capabilities
• Visual acuity: Some aspects of vision are hereditary, potentially impacting coordination
• Neurological development: The rate and pattern of brain development have genetic components
• Predisposition to certain skills: Some babies may be genetically inclined towards better coordination

However, it’s important to note that even with genetic predispositions, environment and practice remain crucial. A supportive environment can help a baby reach their full potential, regardless of genetic factors.

Hand Preference and Coordination Development

As babies develop hand-eye coordination, they may begin to show a preference for using one hand over the other. This emerging hand preference is an interesting aspect of infant development that has intrigued researchers for years.

When do babies start showing hand preference?

Hand preference typically emerges gradually:

• 0-6 months: Babies usually use both hands equally
• 7-9 months: Some babies may start showing a slight hand preference
• 12-18 months: Hand preference becomes more noticeable in many children
• 2-3 years: Hand preference is usually well-established

It’s worth noting that hand preference can fluctuate in early childhood, and some children may not show a strong preference until later. The development of hand preference is believed to be influenced by both genetic and environmental factors.

The Impact of Technology on Hand-Eye Coordination

In today’s digital age, infants are increasingly exposed to screens and digital devices from an early age. This technological exposure can have both positive and negative effects on the development of hand-eye coordination.

How does early exposure to technology affect hand-eye coordination in babies?

The impact of technology on hand-eye coordination is complex:

• Positive effects: Some interactive apps and games can promote fine motor skills and hand-eye coordination
• Negative effects: Excessive screen time may limit opportunities for physical play and exploration
• Mixed effects: Touchscreens provide a different type of sensory input compared to traditional toys
• Long-term considerations: The long-term effects of early technology use on development are still being studied

While technology can provide new avenues for learning and development, it’s important to balance screen time with plenty of opportunities for physical play and real-world exploration to support optimal hand-eye coordination development.

Hand-Eye Coordination and Cognitive Development

The development of hand-eye coordination is not just a physical process – it’s deeply intertwined with cognitive development. As babies learn to control their hands and coordinate them with their vision, they’re also developing crucial cognitive skills.

How does hand-eye coordination contribute to cognitive development?

Hand-eye coordination supports cognitive development in several ways:

• Spatial awareness: Understanding the relationship between objects in space
• Cause and effect: Learning that their actions can produce results
• Problem-solving: Figuring out how to reach and manipulate objects
• Memory: Remembering the location of objects and how to interact with them
• Attention: Focusing on tasks and ignoring distractions

These cognitive skills, developed alongside hand-eye coordination, form the foundation for more advanced learning and problem-solving abilities in the future.

Potential Challenges in Hand-Eye Coordination Development

While most babies develop hand-eye coordination naturally, some may face challenges in this process. Being aware of potential issues can help parents and caregivers seek early intervention if needed.

What are some signs of hand-eye coordination difficulties in babies?

Potential red flags for hand-eye coordination issues include:

• Difficulty reaching for objects by 3-4 months
• Not bringing hands to mouth by 4 months
• Not transferring objects between hands by 7 months
• Difficulty grasping small objects by 9 months
• Persistent use of a fisted grasp beyond 12 months

If you notice these or other concerns about your baby’s development, it’s important to consult with a pediatrician. Early intervention can be very effective in addressing developmental delays or difficulties.

Development of Hand-Eye Coordination in Baby

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Gaining the ability to touch what you see

After discovering their hands, babies need to learn that they can activate them, make use of them Ten-week-old Emma lies comfortably watching the toys of her activity gym hanging above her. She is focused on the colorful toy hanging within reach of her hand. She looks at the toy for a few seconds and then suddenly, puts her hand out and swings it towards the toy and … misses. Emma doesn’t give up. Pushing her hand out again, she seems to be assessing the distance and then she strikes again. This time her hand hits the right spot and the toy swings happily back and forth. A broad smile spreads across Emma’s face. Emma is busy developing the coordination between her eyes and her hand. She is trying to learn how to bring her hand directly to the object she is focusing on. It’s difficult for us, as adults, to understand the significance of the concept of “hand-eye coordination” because we take this coordination for granted. When we look at an object and want to touch it, we don’t hesitate even for a moment, and we don’t give a second thought to the task at hand. Our hand moves as though of its own in the direction of the object, and closes exactly at the right place. This obvious action is the result of many months of learning during the first year. Let’s “go back” to this period for a moment and try to understand the process that a tiny baby has to go through in order to learn the obvious coordination between hand and eye.

• Discovering Hands

  Newborns don’t associate what their eyes see with what their hands do. Often their eyes look in one direction, while their hands move randomly in another. Babies can’t move their hands toward an object they see. Furthermore, they are still unaware that these hands, which belong to them, are part of their bodies. Most of the time their hands are outside of their vision, and they are not even aware of them. Babies first have to discover that they have hands. This usually happens at about six to eight weeks. Babies discover their hands through touching. They grab one hand with the fingers of the other hand. They pull on them, and open and close their fingers. At this stage, their movements are usually random; they don’t yet lift their hands in front of their eyes to intentionally look at them. At six to eight weeks, objects that make noise, such as a rattle, should be put into baby’s hands. Newborns are born with a gripping reflex, automatically clasping their hands around an object placed in them — they will therefore also grasp a rattle put in their hands. Then, when they move their hands randomly, they hear the rattling noise and look for the source of the sound with their eyes. When they discover the rattle, they will also discover the hand grasping it. Light toys that can be held and make sounds when shaken, are known to be significant during the weeks that follow. They draw babies’ eyes and attention to what they are holding in their hands. They help babies establish the connection between themselves and their hands. When they have learned to intentionally bring their hands within their vision, their hands become their most fascinating toy. They don’t take their eyes off of their hands; they wave them in front of their faces, examine them in amazement and play with them endlessly.

• During the first year, baby’s mouth plays an important role in his development.

  Babies examine, explore and discover the world around them with their mouths. Later, from about six months, their hands also join in and they begin to examine the objects that they are holding

• I Know How to Strike

  After discovering their hands, babies need to learn that they can activate them, make use of them. When your baby reaches three to four months-of- age, it’s important to hang toys that can be batted or struck,, above where she lies. When babies lie on their backs under such a toy, an interesting process begins to take place. They focus their eyes on the toys and look at them gleefully. At the same time, they will move their hands or feet randomly until suddenly something wonderful takes place: their hand will touch a hanging toy and the toy will swing back and forth. After several such random strikes, they will begin to understand that they control the process, and the random strikes become more and more intentional. If babies could describe their experiences verbally at this stage, we would surely hear them say something like: “Hey, am I doing this wonderful thing? Do my hands have the power to do something so great? Maybe I’ll try it again.” Gradually babies learn to direct their hands and bring them to the objects that they are looking at. This is when hand-eye coordination is established.

• To Touch and to Hold

  Once hand-eye coordination has improved and is established, babies are not happy just to bat at a toy. They want to touch the objects so they begin to assess the distance between themselves and the object that they want to touch. They move their eyes from their hands to the object, and back again, many times and only then, once they have assessed the distance, they put their hands out and touch the object. Gradually, this process becomes more accurate and they can stretch out their hands directly to the object and touch it without hesitation. At about five to six months, babies can bring their hands directly to an object within reach, and have even learned to grasp at just the right moment and … catch and hold on to the desired object.

  When babies begin to want to touch objects and hold them and are not satisfied with just looking at them, it is important to place toys that don’t fall over within their reach. They need to have something that doesn’t move hanging above them, so that they can reach out and touch without it swinging and slipping away all the time. At this stage toys that move away can frustrate and disappoint the baby. Now you can directly train your baby to intentionally touch and grasp objects: Hold an eye-catching toy in front of your baby, within reach, and wait patiently until he reaches out and touches it. Do not move the toy closer. Try holding the toy at a fixed distance and wait patiently until your baby’s hand reaches it. Your baby will gradually become quicker and more skilled at doing so, until he succeeds in reaching out directly to the toy. You should hold out objects for your baby to touch while he is in different positions, so that he can improve this ability. You can shake a rattle within hands-reach while your baby is lying on his back or on his tummy so that he will have to stretch in order to reach it. You can also shake the rattle behind his back while someone else is holding him, so that he will have to turn around and stretch his hand out in another direction.

• After discovering their hands, babies need to learn that they can activate them, make use of them.

  When your baby reaches three to four months-of- age, it’s important to hang toys that can be batted or struck,, above where she lies

• Achieving Hand-Eye Coordination

  From the age of about four months your baby will start bringing the object he is holding in his hands to his mouth. During the first year, baby’s mouth plays an important role in his development. Babies examine, explore and discover the world around them with their mouths. Later, from about six months, their hands also join in and they begin to examine the objects that they are holding – to touch, tap, rub, stroke, squeeze and so on. By now, hand-eye coordination is already established, and babies can move on and begin to improve their fine motor movements and skills,– the coordination between both hands, and their hand-eye coordination involving more difficult tasks. Hand-eye coordination continues improving over many years.

  Imagine what remarkable coordination between eyes and hands has been achieved by a pianist sitting at his piano. He glances at the sheet of crowded notes, moves his glance quickly from the sheet to the piano and back again, and hits his fingers precisely, and with perfect coordination, on the keyboard. This is so quick that it is sometimes difficult to see his hands, which have become a blur of movement. This skill requires especially sophisticated and well-developed hand-eye coordination. However, every day actions such as bringing a spoon of soup to our mouths, holding a pen and drawing a circle or threading a needle, also require good hand-eye coordination. Your baby, toddler and child will learn these tasks through hard work and daily practice.

• Any advice and information provided in this website is given as suggestions only and should not be taken as a professional medical diagnosis or opinion. We recommend you also consult your healthcare provider, and urge you to contact them immediately if your question is urgent.

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What developmental changes to expect

Ask any veteran parent and they’ll tell you: A 3-month-old baby is much different than a newborn. While 12-week-old babies are still cuddly infants who are happy to take a snooze in your arms, now is the time many start showing off their impressive 3-month milestones. According to the American Academy of Pediatrics, the 3-month mark is when your little one will start progressing past their jerky newborn reflexes onto more controlled, responsive movements. As with everything related to child development, though, keep in mind that some kids’ progress faster than others.

“It’s important to remember that all babies develop at their own rate, with some being quicker than others,” says Dr. Jen Trachtenberg, creator of Pediatrician in Your Pocket. 

Trachtenberg notes that while there are typical age ranges for developmental milestones, it doesn’t necessarily mean there’s cause for worry if your friend’s baby is grasping a toy and yours has yet to master such a feat. 

“If you ever have concerns about your baby’s development, have your pediatrician examine, evaluate and monitor their progress,” Trachtenberg says. 

Wondering if your not-so-new baby is on track with his physical milestones or want to know what to expect in the near future? Here are 3-month-old milestones to keep an eye out for.

Grasps and shakes hand toys

“At 3 months, babies are starting to develop hand-eye coordination,” says Trachtenberg. 

So when you hold that sweet rattle out in front of them, they may be able to grab onto it and even give it a little shake.

Holds head and chest up when on stomach

There’s a reason parents are encouraged to give their babies tummy time as soon as they come home from the hospital: It helps strengthen their head, neck and upper body muscles. At 3 months, your little one should be able to show off some of the fruits of their labor. 

“By 3 months of age, most children will try to raise themselves off the floor during tummy time,” says Dr. Brandon Smith, a General Academic Pediatrics fellow at Johns Hopkins in Baltimore. “You may see the baby lifting not only her head, but also her shoulders and chest.”   

Moves hands to mouth

At around 3 months of age, babies discover their hands — and following this adorable revelation may come a few “tricks.” After babies find their hands, most will then bring their hands to the center of their body and if they can, put them into their mouths, according to Smith. 

Opens and closes hands 

Another 90-day mark milestone? “The opening and closing of the hand into and out of a fist usually occurs around 3 months,” says Trachtenberg.  

This milestone becomes especially useful during playtime with soon-to-be-loved toys.

“Three-month-old babies spend less time with their hands in tight fists, so this is usually when they start getting better at holding toys or other objects,” says Smith. 

Pushes down on legs when feet touch firm surfaces

Although your baby is still far off from walking, they should begin to lightly push down on their legs when you hold them up with his feet touching the ground. No need to run out and get them shoes just yet, but doing this will help strengthen his leg muscles, which will help with standing and eventually walking, which is likely to happen around his first birthday.  

Reaches at dangling objects with hands

One of the most adorable 3-month milestones to witness? Watching your baby attempt to swap or reach for toys that are hanging above them. 

“Babies will often bat at dangling toys you hold or objects on a mobile at the 12-week mark,” says Trachtenberg.  

“When my daughter was about 3 months old, I remember going into her room after a nap to find her semi-reaching for her mobile for the first time,” says Nicole Ellis, of Westfield, New Jersey. “I’ll never forget that moment — it was so adorable!”

Stretches legs and kicks when on stomach or back

During the first two months, your baby’s movements are few and far between. But as she gets a little older, she’ll begin to “uncurl” from her womb-like pose and stretch out a bit. 

“One of the most precious videos I have of my son is when he was 3 months old and started to kick his little legs when he was lying on his play mat,” says Jaclyn Santos, of Hazlet, New Jersey. “I remember all the movement made him seem like such a different baby from when he was first born!”

Supports upper body with arms while on stomach

Your little one is a ways off from perfecting their downward-facing dog, but by 12 weeks, they may begin to start working on one yoga pose. 

“In addition to lifting their head, shoulders and chest at 3 months, some babies start lifting off the floor by pushing with their hands and arms — sort of like a mini-cobra pose!” says Smith.

Neck control

While most babies don’t have continuous sturdy control of their neck until 4 months, most babies begin holding their head upright when they’re in your arms a month prior. 

“Babies should have some control of their head when you’re holding them at 3 months, although at times they may still bobble,” says Smith. 

Want to help your baby strengthen his neck muscles, so he doesn’t wobble around when he’s in your arms? Tummy time is one of the best ways to help your infant gain neck control.

When to be concerned

According to Smith, pediatricians become concerned when infants aren’t showing at least some aspects of a milestone that they expected to see at their previous well visit.

“Although there are normal ranges and each child moves along at slightly different times, we’re always keeping an eye out for what we call red flags,” says Smith. “If a few months have passed and your child hasn’t yet met a milestone, we’ll look more closely into their development and growth. The earlier we do something about it, the greater progress we can make in catching them up.”

Most babies who aren’t meeting their milestones eventually catch up. However, an estimated 400,000 babies born in the U.S. each year are at risk for some form of neuromuscular condition, according to the American Academy of Pediatrics (AAP). If you’re concerned about your child’s physical development, speak to their pediatrician. Initially, they may just keep an eye on things, but if your baby fails to progress or if a developmental delay is identified, they may refer you to a specialist or an early intervention service, such as pediatric occupational or physical therapy. 

Additionally, the AAP has an interactive online tool that helps parents determine if their child has a physical developmental delay. 

Indicative chart of child development stages

Indicative table of stages of child development – useful information

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Main page → Useful articles → Child growth and development → Indicative table of child development stages

	Motor development, motor skills	Mental development	Speech development
1 month	Attempt to raise head while lying on stomach	Briefly fixes the eye and follows the toy. First smile when interacting with adults.	When communicating, it emits quiet sounds – a short cooing, cooing.
2 months	Raises and holds the head for 10-20 seconds, lying on the stomach. In vertical position does not hold the head constantly.	Keeps an object in the field of view for a long time, clearly follows the moving object in a horizontal plane. Responds with a smile and keeps it at communication with an adult.	Initial cooing (cooing) with a positive emotional state.
3 months	Holds head well even in upright position. Leaning on forearms bent at an acute angle, lying on the stomach.	In response to an adult’s speech addressed to him, he shows joy with a smile, sounds and animated movements of the arms and legs (animation complex). turns head and eyes to the source of the sound (rattle). At the sight of toys appear inappropriate hand movements.	A melodious hum.
4 months	Leaning on the forearms, bent at a right angle, lying on the stomach. When traction by the arms from a supine position – actively raises (bends) head – the chin reaches the sternum; trying to reach for: the arms of an adult. Rolls over from back to side. He reaches out with his hand to a suspended toy, tries to grab it, examines it.	When a doctor tries to play with a child, the revival complex is preceded by orienting reaction in the form of alertness. Recognizes mother (distinguishes her from other adults).	Long humming. Laughs loudly when interacting with adults.
5 months	Leans on the palms of outstretched arms, on one arm, lying on his stomach. Smooth and stands steadily with the support of adults under the armpits. Clearly directs hands and takes a rattle that an adult holds over his chest child. Rolls over from back to stomach.	Cries when they leave, breaking contact with him. Distinguish between strict and affectionate tone responds differently to them.	For a long time, it hums melodiously.
6 months	When traction by the arms from a supine position – sits down. sitting on pillows or with the support of an adult by the hips or fingers. Creeps up. Free takes a toy from an adult’s hand from either side.	Stops crying when picked up.	Beginning babbling – pronounces some separate (without repetition) syllables – “ma”, “ba”
7 months	A seated child sits independently, leaning on his hands. Creeps on belly. Starts to roll over on his stomach. Can take a toy in each hand, hold them at the same time, knock about each other.	Distinguishes between friends and strangers and reacts to them differently (when a doctor tries to come into contact with the child first most often a negative reaction).	He babbles for a long time.
8 months	Begins to sit independently without support. Gets on all fours. Myself holds a piece of bread or biscuits in his hand, sucks and gnaws it.	When called by an adult (the question “where”), a friend searches for a look an object in a fixed location.	Loudly repeats (himself) various words; “ma-ma-ma”, “ba-ba-ba”.
9 months	Sitting by himself for a long time. Holding on to the barrier, he gets up completely, stands, steps over and falls. Walks with the support of an adult by both hands. Plays with objects in different ways depending on their properties: rolls, takes out.	At the request of an adult, performs learned movements, such as “patties”, “goodbye”, “give me a pen”, “open your mouth”, etc. To the question “where” he looks for and points out with a look or gesture a familiar object, regardless of its location, finds and takes it out of the mass of toys. Turns to his own name.	While babbling, imitates himself, repeating random sound combinations.
10 months	Stands alone without support. He walks holding on to a support with one hand. Squats. When playing, opens and closes (box, matryoshka), puts one item in another.	At the request, he takes and gives familiar objects “give the ball, give the ball”). Shows body parts of another person. Voice signals about upcoming urination or defecation.	Repeats new, previously unpronounced syllables after an adult.
11 months	Stands confidently, takes the first steps without support.	Plays with a pyramid, strings rings. Begins to understand the prohibition (reaction inhibition at the word “no”). Shows parts of his body.	The first babble words: “ma-ma.”, “ba-ba”; simplified designation words; “kiss-kiss”, “av-av”, “bye”, etc. Specified babble words the child uses purposefully, relating them to a specific object (mother, toy, cat etc.) or the action “am-am” – food).
1 year	Stands independently without support, walks. Sits down and gets up. Himself holding cup and drink from it. Puts toys and objects in a container (box). ceases pull objects and toys into your mouth.	Follows a few simple instructions: “give me this, come to me”, etc., which he was trained. Fulfills the basic requirements of adults.	First words: “mom, dad, give.” The appearance of label words: “bang” – fall etc. Copies intonation, the intonation of the request is expressed. Expresses desires sounds and gestures.
1 year – 1 year 3 months	Knows how to back up, squat, bend over. Tries to eat solid food with a spoon on his own.	Performs simple item errands: “bring, put, open and close the box”, etc. Among other things, she prefers toys. Begins to reproduce the learned actions in the game, feeds the doll. Assembles a pyramid without taking into account the size of the rings. Builds a tower with two blocks.	Rapid growth of passive vocabulary (stock of understood words). In active vocabulary – arbitrary use of familiar words; the existence of a special jargon (lightweight words).
1 year 4 months – 1 year 6 months	Walks up and down stairs. Tries to eat on his own liquid food with a spoon.	Reproduces frequently observed actions in the game: combing, washing doll etc. Builds a tower of three cubes. When considering the plot picture, the question of an adult shows well-known him objects, animals, etc.	At the request of an adult, names well-known objects and objects. actively uses words with strong interest, surprise or joy, to name an item.
1 year 7 months – 1 year 9 months	Partially undresses – socks, hat – with a little help from adults.	Understands a simple story from a picture, tries to answer simple questions of an adult when considering a plot picture. When playing, trying build a gate, a bench, etc. out of cubes. Starts asking for a potty.	Says two-word sentences. New words appear daily.
1 year 10 months – 2 years	Starts running. Able to jump in place. Hits the ball with his foot. Partially dressed – boots, socks, hat.	Plays a series of logically related actions in the game: bathes the doll, then wipes. According to the proposed sample, and at the request of an adult, he finds an object of the same color. When playing, he can interact with other children.	Uses 2-3 word sentences when communicating with adults.
2 years – 2 years 6 months	He dresses himself, except for fastening and lacing.	Interrelation and sequence are expressed in games: feeds the doll, then cradles and puts her to sleep. Executes the two-step instruction “go go to the kitchen, bring a cup.” The whole day stays clean.	Speaks in long sentences (3-5 words). Active vocabulary 50 or more words. Questions arise: what is it? Where? When? Why? Names your first name, last name. Partially answers questions.
2 years 7 months – 3 years	He dresses himself completely and does the buttons. Wearing shoes with tying shoelaces. Can stand on one leg for a few seconds.	Imagination in the game (chair – machine, soap cube). The possibility of gaming actions without objects. The emergence of role-playing – for example, playing with a doll, speaks; “I am a mother”, “I am a doctor”. Collective role-playing game in the distribution of roles by elders: “you will be a bunny.” Assembles a pyramid based on the size of the rings, but sometimes ignores the differences between top and bottom. Names 4 primary colors. Elementary drawings with a pencil, sculpts simple figures from plasticine. Understands read short tales (seen by facial expressions, answers to questions).	Gives the names of the parents. Often asks questions “why”). Speaks about myself “I”. Begins to use complex sentences. Speech is used to explain reflections.

Explore the world with pens, useful articles of the medical clinic Neuro-Med

Article from the magazine “My Child” 06.2003 Olga Nikolaeva

By paying attention to your baby’s tiny fingers and palms, you thereby develop his intelligence and emotions.

When a baby is just born, everything in him seems so unusual – huge blue eyes, tiny toes, tender folds on the tummy. .. no doubt becomes the hand of a child. Right and left, or rather, both at once. Already during his intrauterine life, the baby gradually learns to move his arms, and from the middle of the 7th month of pregnancy until the very birth he “trains” in the ability to bring his finger to his mouth and suck his finger, to squeeze and unclench his fists. An attentive mother will definitely hear how the baby taps with her palm (or elbow) from the inside – “hello, it’s me” … At such moments, you need to talk with the baby, tell him or her about your love, praise for “charging” and “exercises”.

Hello, I was born!

In a newborn baby, the hands are clenched into fists, the arms (as well as the legs) are bent at the joints and pressed to the body. This should not bother you at all: the tone of the muscles – the flexors of the arms and legs in infants remains elevated until about 3 months, which is the physiological norm. In the first weeks of life, the child learns to control the head and eyes, then gradually straightens the body from the “fetal position” and only then begins to operate with his hands. It is very good if your baby can spend the first 2-3 months in a small wicker basket (and not in a crib, which seems to him a huge uncomfortable space) – it will be so interesting for the baby to touch the walls of the basket with his hands: they are convex and pleasant to the touch.

Do not use clothes for the little ones with sewn-in sleeves: of course, a baby can scratch himself unintentionally, but in such clothes he is deprived of important moments of “manual” acquaintance with the outside world. But it happens all the time – when feeding, the baby touches the warm mother’s breast, sitting on the arms, touches your jacket or hair, lying down touches the cool sheets … Three-month-old hands. The fingers are not yet very obedient, but in many babies the palm is already open by 2-3 months, and not clenched into a fist. It is with this palm that the baby will touch toys that give a variety of tactile sensations. Hang over the crib (mount on a portable tripod or a special over-the-bed arc) soft balls from different materials – the child will be happy when he manages to hit them with his hand. Any toy or thing that makes a sound when touched will arouse interest: instead of monotonous plastic rattles, you can hang a light bell (or several small bells at once on one cord), a children’s tambourine, a small soft toy with a ringing inside, large wooden beads. All these items will be useful to the baby and in the future – for palpation and dating by heart.

From the age of 3 months, you can put a small soft foam ball into the crumb’s handle (it is convenient to squeeze and unclench it with your fingers). For the same purposes, after a couple of months, a semi-inflated swimming ball is perfect, it is convenient to hold it in the palm of your hand, shift it and shake it. An important milestone of the first months – the pens have learned to get into the mouth. It’s time to put a birch bark or wooden comfortable rattle in them. Delicious and pleasant to the touch!

Khvatalkin-Derzhalkin

The development of the movements of the child’s arms occurs according to the principle “from shoulder to hand”: it will take a long 10-15 months until the infant’s erratic movements turn into movements of “objective action”. That is, small hands will begin to act according to the main purpose of the object: the baby will eat with a spoon, and not knock on the table, he will comb his hair only with a comb, and not with a pencil or a glass. But it is still far from the purposeful action of the hands, because the baby is only 4-5 months old! The new skill of the baby lying on his back will bring you delight and tenderness, he enthusiastically and enthusiastically grabs his feet with his small hands and drags them into his mouth. Fingers deftly get acquainted with each toe … At this age, children grab objects with both hands, shake a rattle placed in their hand, run their fingers along the surface of the toy, in a word, feel everything that is at hand in every possible way. Offer your baby toys that are not only comfortable to grab by hand, but also to hold in it – made of wood, wool, birch bark, laces (tie several multi-colored ropes with three or four knots). Gorgeous beads made of rudraksha and processed amber, the main thing is that they are well fixed on a strong silk cord. Some of these items can be tied to crib bars.

What can you rely on?

In the second half of life, the baby continues to improve the movements of his hand. How else will he learn to crawl, sit, stand up and walk? Pay attention to what a huge role the hand plays in these most important motor accomplishments of a small person – the baby will crawl on all fours only if it has support on the open palm; the baby will begin to sit down on his own only with the help of his hands – he must rely on something during the first, such still uncertain attempts! And finally, the child will never learn to stand up on his own if he does not hold on to the bars of the crib, mother’s skirt or the open closet door. After 6 months, both general hand movements and fine motor skills of the fingers develop. The baby learns to swing his arms and everything that lies in them (in a few weeks he will knock and make sounds from objects). Give him the opportunity to get a variety of tactile sensations and improve the muscles of the hand. A tin lid from a New Year’s gift differs significantly from a large plastic cap from baby cream, and a silk handkerchief is not as easy to hold in your hand as a flat piece of foam rubber, a bracelet on your wrist (it’s not entirely clear how to remove it – you’ll have to think, but at the same time develop turning movements of the hand), a variety of scores for thoughtful sorting of the knuckles.

“Conversational” fingers

For the normal mental development of a child, how skillfully he controls his hands is of great importance. The development of the central nervous system allows the baby to correlate what he sees and hears with the direction and trajectory of the movement of the hand. The improvement of such movements (especially the hand) accelerates the development of the speech center of the brain, that is, it contributes to the ability to speak. The full development of hand movements at an early age is one of the necessary stages in the improvement of mental activity, because the area of ​​\u200b\u200bhands occupies from 60 to 80% of the total area of ​​the cerebral cortex! The most extensive zones “serve” the movements of the hand and thumb. Employees of the Institute of Physiology of Children and Adolescents of the Academy of Pedagogical Sciences found that the level of development of children’s speech is directly dependent on the degree of formation of fine finger movements. It is unlikely that our great-grandmothers knew about this, nevertheless, the well-known “Forty-White-sided”, “Ladushki” and similar finger games have been part of the mandatory repertoire of fun learning for babies for a long time. Here are some more examples of similar games and exercises:

Birdie, birdie, here’s some water for you (run your index finger over the baby’s open palm).
Here are the crumbs on my palm (gently pinch your palm).
This finger wants to sleep (finger fingers),
This finger went to bed,
This finger just took a nap,
Well, this one is already asleep!
Only one little finger
Went to the shop.
Thick and large finger
Went to the plum garden.
Index from the threshold
Showed him the way.
Middle finger – the most accurate:
He picks plums from a branch,
The nameless one eats,
And the little finger-master
Throws bones into the ground.

Or like this:

Ivan the Bolshak – to chop wood (bend your fingers into a fist),
Vaska the Pointer – to carry water.
Medium bear – heat the stove.
Grishka-orphan – cook porridge.
And for little Timoshka – to sing songs,
Songs to sing and dance,
Amuse siblings (open the baby’s fist).

Or another great option:

My fidget finger (touch each finger in turn),
Move faster,
And if you suddenly get tired,
Hurry up here (touch the porridge or your finger on the nose, tummy or legs).

Physiologists recommend stimulating the speech development of babies by training finger movements. At the age of 6-7 months, do a daily massage of the hands and fingers, each phalanx – knead and stroke for 2-3 minutes.

From 10 months, show the baby and active exercises for all fingers with sufficient amplitude: let’s roll wooden balls and rings of various diameters with our fingers, knead the balls from warm dough, non-toxic plasticine (this information should be indicated on the label). You can start building from cubes of various shapes and sizes, try to assemble two- or three-subject pyramids, transfer unsharpened pencils and large buttons from one box to another. These simple finger exercises and games not only have a beneficial effect on the development of speech, but also prepare the child for drawing and writing. Brushes and fingers acquire good mobility, flexibility, stiffness of movements disappears. Your baby’s little hands continue to open up to the world: they have so many interesting things ahead of them! After all, the hand is the most perfect instrument, the most important sense organ, an indispensable assistant to a person in communication.

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