When do babies typically start crawling. How many words should a one-year-old say. What are the major developmental milestones for babies in their first two years. Discover the answers and more in this comprehensive guide to baby development.

The First Month: Newborn Reflexes and Sensory Development

The first month of a baby’s life is filled with rapid changes and crucial developments. During this time, parents may wonder: What can newborns actually do? Let’s explore the key milestones that most babies achieve by the end of their first month.

Physical Development

In the early weeks, babies primarily exhibit reflexive movements. These include:

• Jerky, quivering arm movements
• Bringing hands near the face
• Keeping hands in tight fists
• Moving the head from side to side while lying on the stomach

These movements are normal and help strengthen the baby’s muscles for future controlled movements.

Sensory Development

A newborn’s senses are already quite developed. By the end of the first month, most babies can:

• Focus on objects 8 to 12 inches away
• Prefer human faces over other shapes
• Show a preference for black-and-white or high-contrast patterns
• Hear very well and recognize some sounds, including parents’ voices

These sensory abilities allow babies to start interacting with their environment and caregivers.

Three-Month Milestones: Emerging Motor Skills and Social Interactions

By the end of the third month, babies typically show significant progress in their physical and social development. What changes can parents expect to see?

Physical Advancements

Three-month-old babies usually demonstrate improved motor skills, such as:

• Raising head and chest when lying on the stomach
• Supporting the upper body with arms when lying on the stomach
• Stretching legs out and kicking when lying on the stomach or back
• Pushing down on legs when feet are placed on a firm surface
• Opening and shutting hands
• Bringing hands to mouth
• Grabbing and shaking hand toys

Cognitive and Social Development

At this stage, babies begin to show more interest in their surroundings and people. They typically:

• Follow moving objects with their eyes
• Watch faces closely
• Recognize familiar objects and people at a distance
• Start using hands and eyes in coordination
• Begin to babble and imitate some sounds
• Smile at the sound of parents’ voices
• Enjoy playing with other people

These developments mark the beginning of more complex social interactions and cognitive processes.

Seven-Month Milestones: Mobility and Communication Breakthroughs

The seventh month brings exciting developments in a baby’s mobility and communication skills. What can parents typically expect at this stage?

Physical Milestones

By seven months, many babies are becoming increasingly mobile. They often:

• Roll over both ways (stomach to back and back to stomach)
• Sit up without support
• Reach for objects with their hands
• Transfer objects from one hand to the other
• Support their whole weight on their legs when held upright

These physical advancements allow babies to explore their environment more independently.

Sensory and Communication Progress

Seven-month-old babies typically show significant improvements in their sensory perception and communication abilities:

• Develop full-color vision and mature distance vision
• Use their voice to express joy and displeasure
• Respond to their own name
• Babble chains of consonants (e.g., “ba-ba-ba-ba”)
• Distinguish emotions by tone of voice

Cognitive Development

At this stage, babies demonstrate more complex cognitive skills:

• Explore objects with hands and mouth
• Struggle to get objects that are out of reach
• Enjoy playing peek-a-boo
• Show an interest in mirror images

These developments indicate growing curiosity and understanding of their surroundings.

The First Birthday: Walking, Talking, and Fine Motor Skills

A baby’s first birthday marks a significant milestone in their development. What skills have most babies typically acquired by this age?

Gross Motor Skills

By their first birthday, many babies are on the move:

• Sit without assistance
• Get into hands-and-knees position
• Crawl
• Pull themselves up to stand
• Walk holding onto furniture, and possibly take a few steps without support

Fine Motor Skills

One-year-olds usually show improved dexterity:

• Use pincer grasp (thumb and forefinger)
• Explore objects in many ways (shaking, banging, throwing, dropping)
• Begin to use objects correctly (drinking from a cup, brushing hair)

Language and Communication

Most babies at this age are starting to use simple words and gestures:

• Say “dada” and “mama”
• Use exclamations, such as “oh-oh!”
• Try to imitate words
• Respond to “no” and simple verbal requests
• Use simple gestures, such as shaking head “no” and waving bye-bye

Cognitive Development

One-year-olds typically demonstrate more advanced cognitive abilities:

• Find hidden objects easily
• Look at the correct picture when an image is named

These skills show a growing understanding of object permanence and language comprehension.

The Second Birthday: Language Explosion and Growing Independence

By their second birthday, children have typically made significant strides in their physical, cognitive, and social development. What changes can parents expect to see?

Physical Development

Two-year-olds usually demonstrate improved coordination and strength:

• Walk alone confidently
• Pull toys behind them while walking
• Carry large toys or several toys while walking
• Begin to run
• Kick a ball
• Climb on and off furniture without help
• Walk up and down stairs while holding on to support

Fine Motor Skills

At this age, children typically show more control over their hands:

• Scribble with crayons
• Build towers of four blocks or more

Language and Communication

Two-year-olds often experience a language explosion:

• Say several single words (by 15 to 18 months)
• Use simple phrases (by 18 to 24 months)
• Use two- to four-word sentences (e.g., “want snack”)
• Follow simple instructions

Cognitive Development

By age two, children typically demonstrate more advanced thinking skills:

• Recognize names of familiar people, objects, and body parts
• Begin to sort objects by shapes and colors
• Begin to play make-believe
• Imitate behavior of others

Social and Emotional Development

Two-year-olds often show a growing sense of independence and self-awareness.

Understanding Developmental Variations: Every Child is Unique

While developmental milestones provide a general guideline, it’s crucial to remember that every child develops at their own pace. How should parents interpret these milestones?

Normal Variations in Development

It’s not unusual for a healthy, “normal” baby to fall behind in some areas or race ahead in others. Factors that can influence development include:

• Genetics
• Environment
• Individual temperament
• Opportunities for practice and learning

Premature Babies and Milestones

For babies born prematurely (before 37 weeks of pregnancy), milestone expectations should be adjusted. The age at which a premature baby is expected to reach various milestones is based on their due date, not their actual birth date. For example, a baby born two months early might achieve milestones approximately two months later than the guidelines predict.

When to Consult a Healthcare Provider

While variations are normal, it’s important to consult with a healthcare provider if you have concerns about your child’s development. Some signs that may warrant professional evaluation include:

• Significant delays in multiple areas of development
• Loss of previously acquired skills
• Lack of progress over time
• Unusual behaviors or movements

Remember, early intervention can be crucial if there are developmental concerns.

Fostering Healthy Development: Tips for Parents

Parents play a crucial role in supporting their child’s development. What can parents do to encourage healthy growth and development?

Provide a Stimulating Environment

Creating an environment that encourages exploration and learning is vital. Consider:

• Offering age-appropriate toys and books
• Creating safe spaces for physical exploration
• Exposing your child to a variety of sensory experiences

Engage in Interactive Play

Regular interaction with caregivers is crucial for development. Try:

• Talking, singing, and reading to your baby
• Playing games like peek-a-boo
• Responding to your baby’s attempts at communication

Ensure Proper Nutrition and Rest

Healthy physical development relies on:

• Proper nutrition, including breastfeeding or formula feeding as appropriate
• Adequate sleep and rest
• Regular check-ups with a pediatrician

Encourage Physical Activity

Supporting motor development involves:

• Providing opportunities for tummy time (for infants)
• Creating safe spaces for crawling and walking
• Engaging in active play as your child grows

By providing a supportive environment and engaging actively in your child’s development, you can help foster healthy growth across all domains.

Remember, while milestones provide helpful guidelines, each child’s developmental journey is unique. Celebrate your child’s individual progress and consult with healthcare professionals for personalized guidance. With love, attention, and appropriate support, you can help your child thrive during these crucial early years of development.

Developmental milestones for baby | March of Dimes

During the first year of life, your baby will grow and develop at an amazing speed. 

Her weight will double by 5 to 6 months, and triple by her first birthday. And she is constantly learning. 

Major achievements—called developmental milestones—include rolling over, sitting up, standing and possibly walking. And your heart will likely melt at the sound of her first “mama” or “dada.”

No two babies are exactly alike. Your baby will develop at her own pace. Most babies reach certain milestones at similar ages. However, it’s not unusual for a healthy, “normal” baby to fall behind in some areas or race ahead in others.

The following milestones are only guidelines. Your baby’s health care provider will evaluate your baby’s development at each well-baby visit. Remember: Always talk to your child’s health care professional if you think your baby is lagging behind.

If your baby was born prematurely (before 37 weeks of pregnancy), you need to look at the milestone guidelines a little differently. The age at which your baby is expected to reach various milestones is based on her due date, not her birthday. So if your baby was born two months early, she will most likely achieve milestones two months later than the guidelines below predict.

By the end of their first month, most babies:

• Make jerky, quivering arm movements
• Bring hands near face
• Keep hands in tight fists
• Move head from side to side while lying on stomach
• Focus on objects 8 to 12 inches away
• Prefer human faces over other shapes
• Prefer black-and-white or high-contrast patterns
• Hear very well
• Recognize some sounds, including parents’ voices

By the end of their third month, most babies:

• Raise head and chest when lying on stomach
• Support upper body with arms when lying on stomach
• Stretch legs out and kick when lying on stomach or back
• Push down on legs when feet are placed on a firm surface
• Open and shut hands
• Bring hands to mouth
• Grab and shake hand toys
• Follow moving object with eyes
• Watch faces closely
• Recognize familiar objects and people at a distance
• Start using hands and eyes in coordination
• Begin to babble and to imitate some sounds
• Smile at the sound of parents’ voices
• Enjoy playing with other people
• May cry when playing stops

By the end of their seventh month, most babies:

• Roll over both ways (stomach to back and back to stomach)
• Sit up
• Reach for object with hand
• Transfer objects from one hand to the other
• Support whole weight on legs when held upright
• Develop full-color vision and mature distance vision
• Use voice to express joy and displeasure
• Respond to own name
• Babble chains of consonants (ba-ba-ba-ba)
• Distinguish emotions by tone of voice
• Explore objects with hands and mouth
• Struggle to get objects that are out of reach
• Enjoy playing peek-a-boo
• Show an interest in mirror images

By their first birthday, most babies:

• Sit without assistance
• Get into hands-and-knees position
• Crawl
• Pull self up to stand
• Walk holding onto furniture, and possibly a few steps without support
• Use pincer grasp (thumb and forefinger)
• Say “dada” and “mama”
• Use exclamations, such as “oh-oh!”
• Try to imitate words
• Respond to “no” and simple verbal requests
• Use simple gestures, such as shaking head “no” and waving bye-bye
• Explore objects in many ways (shaking, banging, throwing, dropping)
• Begin to use objects correctly (drinking from cup, brushing hair)
• Find hidden objects easily
• Look at correct picture when an image is named

By their second birthday, most children:

• Walk alone
• Pull toys behind them while walking
• Carry large toy or several toys while walking
• Begin to run
• Kick a ball
• Climb on and off furniture without help
• Walk up and down stairs while holding on to support
• Scribble with crayon
• Build tower of four blocks or more
• Recognize names of familiar people, objects and body parts
• Say several single words (by 15 to 18 months)
• Use simple phrases (by 18 to 24 months)
• Use two- to four-word sentences (“want snack”)
• Follow simple instructions
• Begin to sort objects by shapes and colors
• Begin to play make-believe
• Imitate behavior of others
• Show growing independence

Your Baby’s Development Milestones at a Glance

It’s so exciting to watch your baby’s development, but it’s easy to worry if they’re not rolling, sitting or crawling at the ‘right’ time.

Here’s roughly what developments to expect and when.

At a glance

• Most babies start crawling between six and nine months




• The average age to start walking is 12-13 months




• Some babies are saying ‘mama’ and/or ‘dada’ around nine months, and the average age for a first word is 10-11 months

If there’s one thing we know about babies it’s that they’re all different and do things at their own pace. Particularly with baby milestones, it’s easy to get concerned your baby hasn’t reached a stage when another child has at the same age. Development anxiety is common for parents, but try to remember your little one is an individual and will get there in their own time. 

Below is our rough guide to what you can start to look out for and when.

Rolling over

Some babies can do this at three months, but most are nearer to five or six months. Some haven’t mastered it by seven or eight months. All are completely normal.

Sitting

Most babies can sit without cushion props somewhere between five and seven months. By nine months almost all can do this pretty well.

Crawling

The word crawling covers a multitude – bottom shuffling, commando crawling (on the tummy) and crawling backwards. Most babies start it between six and nine months, but others are closer to 12 months. Some don’t crawl at all and go straight from sitting to cruising then walking.

Walking

There’s an absolutely huge variation in the age babies/toddlers walk –and how early they start is not necessarily a sign that they will be more physically capable in later life. The average age to start walking is 12-13 months, but there are plenty who don’t take their first steps until 16-18 months. If they aren’t walking by 18 months it is officially classed as ‘delayed’, but it’s still nothing to worry about if your health visitor is happy with their development.

Teeth

Very occasionally, babies are born with teeth, but most babies get their first tooth, usually one of the bottom front ones, between four and eight months – the average is six months, but it’s quite possible to reach their first birthday and still have no teeth. By aged two and a half to three they will all have their 20 milk teeth.

Talking

Some babies are saying ‘mama’ and/or ‘dada’ around nine months, and the average age for a first word is 10-11 months. However, lots of babies/toddlers don’t take much of an interest in talking until after their first birthday, some nearer to 18 months. As long as you’re talking to them lots and they seem to understand you, don’t worry – talking will come.

Remember!

All babies are unique and develop at different paces – don’t forget, they haven’t read the baby books! But if you’ve got concerns – especially about their sight or hearing – do talk to your health visitor or GP.

Read more about Baby Development Anxiety .

You can also see more about your baby’s development with our milestones chart. 

Blood pressure in a child: norm and pathology

Speaking of high blood pressure, we usually imagine a middle-aged or elderly person with hypertension.

Speaking of high blood pressure, we usually imagine a middle-aged or elderly person with hypertension.

However, pressure problems can also occur in childhood. We are talking about this today with the neurologist of LLC “Expert Tula Clinic” Sycheva Anna Georgievna.

－ Anna Georgievna, first of all, I would like to know what is upper and lower blood pressure?

Upper pressure, called systolic in medical practice, is the pressure that occurs during the contraction phase of the heart muscle (systole). Lower, or diastolic, is the pressure that occurs during the relaxation phase of the heart muscle (diastole).

－ What are the age norms for blood pressure in children?

Like many indicators in the human body, systolic (upper) and diastolic (lower) pressure has its own minimum and maximum normal values. They are measured in millimeters of mercury (mm Hg).

For example, in newborns, the norm indicators are:

– minimum systolic – 60 mm Hg.

– minimum diastolic – 40 mm Hg.

– maximum systolic – 90 mm Hg.

– maximum diastolic – 50 mm Hg.

By the age of one month:

– minimum systolic – 80 mm Hg.

– minimum diastolic – 40 mm Hg.

– maximum systolic – 96 mm Hg.

– maximum diastolic – 60 mm Hg.

By year:

– minimum systolic – 90 mm Hg.

– minimum diastolic – 50 mm Hg.

– maximum systolic – 112 mm Hg.

– maximum diastolic – 74 mm Hg.

After a year and up to 10-12 years, normal pressure does not change significantly.

By the age of 10-12 there are such normal indicators:

– minimum systolic – 110 mm Hg.

– minimum diastolic – 70 mmHg

– maximum systolic – 126 mm Hg.

– maximum diastolic – 82 mm Hg.

At 13-15 years old:

– minimum systolic – 110 mm Hg.

– minimum diastolic – 70 mm Hg.

– maximum systolic – 136 mm Hg.

– maximum diastolic – 86 mm Hg.

－ When can changes in blood pressure in children be considered normal, and when should a doctor be consulted?

It may vary depending on various factors. For example, in the morning, its indicators may be closer to the minimum normal (physiological) limits, and increase during the day depending on the level of physical activity, the presence of stress factors, overwork, etc. If the numbers are within the physiological limits, then everything is in order, but if not, this is a reason to consult a doctor.

－ Tell me, what can cause abnormalities in blood pressure in children?

If we talk about its decrease, which develops not due to blood loss (for example, with injuries and other acute serious conditions), then it can be observed during or after colds, with physical and mental overload, living in highlands ( is an adaptation to the environment), autonomic vascular disorders.

The reasons for high blood pressure in a child are much more numerous. There are whole groups of diseases in which arterial hypertension occurs. These are some pathologies of the cardiovascular, endocrine, nervous system, kidneys and adrenal glands.

The most common causes of hypertension in children are obesity, hormonal dysfunction during adolescence, and autonomic vascular disorders.

－ What are the symptoms of high and low blood pressure in children?

We will not consider signs of hypotension during blood loss. In other cases, among the main manifestations: headache, dizziness, increased fatigue, decreased performance.

Hypertension is no less common in children, especially in adolescence, but its symptoms (headache, dizziness, nausea), compared to adults, are mild. It is all the more important for parents to remember this, especially if there are predisposing factors or diagnosed diseases. Among them, for example, the load during sports, transitional adolescence, overweight, chronic diseases of the cardiovascular system, kidneys, etc. Such children should measure the pressure even in the complete absence of complaints on their part.

－ Please tell me how to measure the pressure of a child?

Optimum conditions must be met for testing. First, the room must be quiet; secondly, it is better if the child sits steadily on a chair, his legs are not crossed. For children under two years of age, the procedure is performed lying down. And finally, the child’s hand should lie quietly on the table or side table, the cuff of the device should be at the level of the heart, the angle between the shoulder and forearm should be 90 degrees.

Children’s tonometer is used for measurement. Its cuff is superimposed on the region of the brachial artery, 2-3 cm above the elbow. The index finger of the hand should pass between the skin of the shoulder and the cuff. A phonendoscope is placed on the area of ​​the cubital fossa. After closing the valve of the device, air is pumped into the cuff until the pulse beats completely disappear in the phonendoscope and after that a little more (about 30 mm Hg). Then, by slightly opening the valve, the air is slowly released and the arrow of the device is monitored. The moment of the appearance of the first beat, the sound in the tonometer reflects the upper (systolic) pressure. Listening is performed until the sounds disappear completely – this moment shows the lower (diastolic) pressure.

Three full measurements are made, from which the measurement with the minimum values ​​is taken. An interval of at least 15 minutes is observed between measurements.

It is also acceptable to use semi-automatic digital blood pressure monitors, where the upper and lower digits are fixed automatically by the device. In any case, before measuring the pressure of a child, you must carefully read the instructions for its use.

－ What problems does abnormal blood pressure indicate in children?

Low blood pressure in a child may, first of all, indicate excessive physical and/or mental stress, disruption of the daily routine, overwork.

If the pressure is elevated, this may indicate both some temporary changes (for example, restructuring of the hormonal and autonomic nervous system), and the presence of diseases that we talked about earlier.

Exceeding the normal range is always a reason to see a doctor, especially for hypertension.

－ Is exercise good for children with hypotension and hypertension?

Sports load – the concept is quite extensive and it is impossible to answer this question unambiguously. In general, there are no significant restrictions with hypotension, however, the load must be increased gradually and under the supervision of a specialist.

Hypertension is another matter. In case of diseases of the cardiovascular system, kidneys, sports are limited, however, the physiotherapy doctor, depending on the specific diagnosis, can choose the appropriate set of physical exercises for the child. With excess body weight, vegetative vascular disorders, a wider range of sports activities are allowed in puberty – for example, walking, running, cycling, football, basketball. Power sports are excluded, as well as those where there are jerky loads. For an individual solution to this issue, consultation with a specialist is necessary.

－ Anna Georgievna, which doctor should I contact if my child has changes in blood pressure?

First of all, to the pediatrician. Already at this stage, he can prescribe clarifying studies, according to the results of which, if necessary, he will refer you to narrow specialists: a cardiologist, neurologist, nephrologist, endocrinologist.

For reference

Sycheva Anna Georgievna

Graduate of the pediatric faculty of the Astrakhan State Medical Institute named after A.V. Lunacharskogo 1981 years old (currently – Astrakhan State Medical University).

In 1982 she completed her internship at the 1st Moscow Medical Institute. THEM. Sechenov with a degree in Pediatrics.

In 1995, she underwent professional retraining at the Leningrad Pediatric Medical Institute with a degree in Neurology.

Currently working as a neurologist at the Expert Tula Clinic LLC.

Why is it so important for us to talk about the loss of a child

Why is it so important for us to talk about the loss of a child?

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• Why is it so important for us to talk about the loss of a child

Why is it important for us to talk about the loss of a child

WHO/M. Purdie

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The loss of a child during pregnancy due to miscarriage or stillbirth is still a taboo topic around the world, which is associated with condemnation or a sense of shame. Many women who lose a child during pregnancy or childbirth continue to receive neither the proper care nor the respect they deserve. In this material we want to share stories told by women from different countries.

Miscarriage is the most common cause of pregnancy loss. Estimates of the prevalence of this phenomenon vary somewhat, although according to the March of Dimes Foundation, an organization dedicated to maternal and child health, the prevalence of miscarriage in women who knew they were pregnant is 10-15%. Different countries around the world use different definitions of pregnancy loss, but as a rule, the death of a child before 28 weeks of gestation is considered a miscarriage, and death at or after 28 completed gestational weeks is considered a stillbirth. There are 2.6 million stillborn babies born each year, and many of these deaths could have been prevented. However, even in developed countries, miscarriages and stillbirths are not systematically recorded, so the actual figures may be even higher.

Worldwide, women’s access to health services varies by country of residence, with hospitals and outpatient facilities very often under-resourced and staffed in many countries. As varied as the experience of bereaved women, stigma, guilt and shame are common themes around the world. Women who have lost their children have shared personal experiences that they felt they had to keep their grief quiet, either because miscarriages or stillbirths remain common or because people perceive them as inevitable.

Jessica Zucker, Clinical Psychologist and Writer, USA

“I am a clinical psychologist specializing in mental health issues related to reproduction and motherhood. I have been doing this for over ten years. But when I myself had a miscarriage at 16 weeks, only then could I truly feel that heartache, that re-experienced feeling of grief and loss that my patients have been telling me about for so many years.

Jessica’s story

All of this is extremely hard on women. Many women who lose a child during pregnancy may develop mental health problems that last for months or years, even if they later have healthy children.

Cultural and social views on the loss of a child in different parts of the world can be very different from each other. Thus, in sub-Saharan Africa, the prevailing opinion is that a baby can be born dead because of witchcraft or the machinations of evil spirits.

Larai, 44, pharmacist, Nigeria

“I took everything that happened after my miscarriage very hard. This was greatly facilitated by the medical workers themselves, despite the fact that I am also a doctor. Another issue is cultural representations. Here, the loss of a child brings shame to the woman, because there is a perception that if a woman has lost a child several times, something is wrong with her, and that she may have had extramarital affairs, and the loss of a child
in that case, God’s punishment.

Larai’s story

There are many possible causes for miscarriages or stillbirths, including fetal abnormalities, maternal age, and infections, many of which (such as malaria and syphilis) are preventable, although identifying the exact cause is often difficult.

General recommendations for preventing miscarriage include a healthy diet, physical activity, avoiding smoking, drug and alcohol use, limiting caffeine intake, managing stress, and maintaining a normal body weight. This approach focuses on lifestyle factors, and in the absence of specific explanations for what happened, this can lead to women feeling guilty that it was their behavior that caused the miscarriage.

Lisa, 40, Marketing Manager, UK

“I’ve had four miscarriages. Every time this happens, a part of you dies. The first time was the hardest. It was my very first pregnancy. We were so happy that we will soon have a baby. But when we went to our local hospital in the southeast of England at week 12 for a routine ultrasound, I was told that I had a miscarriage, or miscarriage, which meant that my baby had died long ago, although I did not feel no signs. ”

Lisa’s story

As with some other medical topics, such as mental health, which remain a huge taboo, many women report that, regardless of their cultural background, education and upbringing, their friends and families don’t want to talk about their loss. Apparently, this is due to the general tradition to surround any grief with a veil of silence.

Susan, 34, writer, USA

“My fertility struggle has been going on for almost five years now. After I decided to try IVF, I actually managed to get pregnant, but after a few weeks the baby stopped growing. It took doctors two and a half weeks to confirm this. It took another two weeks before I had a miscarriage that lasted 19days. I could not imagine that it could be so painful, for so long and with such heavy bleeding.

Susan’s story

Stillbirths occur later in pregnancy, namely after 28 gestational weeks, as defined by the WHO. About 98% of stillbirths occur in low- and middle-income countries. Lack of proper care and supervision during labor results in one in two stillbirths occurring during delivery, many of which could have been prevented with quality care and proper supervision of the woman in labour.

Better care during pregnancy and childbirth could prevent more than half a million stillbirths globally. Even in high-income countries, non-compliance with standards of care is an important cause of stillbirths.

There are clear ways to reduce the number of children who die during pregnancy, namely: improving access to antenatal care (in some parts of the world, women do not see a health worker until they are several months pregnant), introducing models of continuous care, provided by midwives, as well as community care where possible. Integrating infection management during pregnancy, fetal heart rate monitoring and birth monitoring into a comprehensive care package could save 1.3 million lives of otherwise stillborn babies.

Emilia, 36, shopkeeper, Colombia

“When my baby was stillborn at 32 weeks, we already gave him a name. The doctor referred me for an ultrasound examination, during which he told me that the child was not showing signs of life. I knew right away that my baby was dead. I know this could have been avoided. If from the very beginning I had been told everything about my condition in more detail, if the doctors had treated me more attentively during the critical periods of my pregnancy, my child could have been saved.

Emilia’s story

The attitude towards women during pregnancy is related to the extent to which their sexual and reproductive rights are generally realized; many women around the world do not have the ability to make autonomous decisions in this area.

In many parts of the world, the pressure of public opinion is forcing women to become pregnant when they are not yet physically or mentally ready for it. Even in 2019, 200 million women who want to avoid pregnancy do not have access to modern methods of contraception. And when pregnancy does occur, 30 million women are forced to give birth outside of health facilities, and 45 million women do not receive adequate antenatal care or no antenatal care at all, greatly increasing the risk of complications and death for both the mother and the mother. child.

Cultural practices, such as ritual female genital mutilation and child marriage, cause great harm to girls’ sexual and reproductive health and the health of their children. Having children at a young age can be dangerous for both mother and child. Adolescent girls (aged 10–19 years) are significantly more likely to have eclampsia or intrauterine infections than women aged 20–24 years, increasing the risk of stillbirth in this age group. In addition, babies born to women younger than 20 are more likely to have low birth weight, prematurity, or severe health problems in the first month of life, which also increases the risk of stillbirth.

Female genital mutilation increases a woman’s risk of prolonged or difficult labour, bleeding, severe tears and increases the frequency of instrumental use in childbirth. At the same time, children of such mothers are much more likely to need resuscitation during childbirth and increase the risk of death during childbirth or after birth.

Putting women at the center of care is critical to creating a positive pregnancy experience—the biomedical and physiological aspects of health services need to be complemented by social, cultural, emotional and psychological support.

However, many women, even those living in developed countries with access to the best health care systems, do not receive adequate care after the loss of a child. Even the language used by medical professionals in relation to miscarriage and stillbirth can be traumatic in itself: the use of terms such as “cervical failure” or “dead gestational sac” can be painful.

Andrea, 28, stylist and singer, Colombia

“When I was 12 weeks pregnant, I went to a scheduled appointment with the doctor, where I had an ultrasound. The doctor told me that I was not doing well, but did not specify what exactly was wrong. The next day, when I woke up, I noticed blood stains on the sheets. I didn’t get any information about why I had a miscarriage. My doctor was very kind to me, but he didn’t explain anything to me. But the nurses were completely indifferent and unfriendly and behaved as if I had undergone an ordinary medical procedure, and nothing more. No one gave me any support.”

Depending on the rules of the particular medical facility, stillborn bodies may be treated as clinical waste and may be incinerated. It happens that when a woman learns that her child has died, she is forced to continue to carry the dead baby for several weeks before she can give birth. Even if this delay may be clinically justified, this situation is excruciating for both the woman and her partner. Even in developed countries, women may be forced to give birth to their dead babies in maternity wards, surrounded by women who have healthy children, which is very difficult from a psychological point of view and reminds the woman of her loss.

Not all inpatient or outpatient facilities can adopt a new care strategy or provide more services.