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How many Bones does a 1 1 year old have?
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How many Bones does a 1 1 year old have?
Number of Bones in a 1-Year-Old
At birth, a human baby has approximately 270 bones, but this number changes as they grow. By the time a child reaches the age of 1, the number of bones has decreased to around 206. This change is due to the process of bone fusion.
Bone Fusion Process
- The human skeleton is made up of various bones that can fuse together as a child grows.
- Some of the bones in an infant's body, particularly in the skull and spine, consist of multiple smaller bones that gradually merge into a single bone.
Key Areas of Bone Fusion
- Skull: The skull has fontanelles (soft spots) that allow for growth and flexibility during birth. As the child grows, these bones fuse to protect the brain.
- Spine: The vertebrae in the spine also consist of multiple segments that can fuse, contributing to the overall decrease in bone count.
- Long Bones: The long bones, such as the femur and tibia, grow in length and strength, but the number of bones remains constant as they are already single entities.
Conclusion
By the age of 1, a child's skeletal system is developing rapidly, with the total number of bones settling at around 206 due to the natural process of bone fusion. This foundational structure supports growth and mobility as the child continues to develop.
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Studies of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual roles of phonological skills in young children’s progress. Children, who have good phonological skills, or good “phonological awareness” become good reader and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old. Phonological skill in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refer to a deficit in recognising smaller units of sound within spoken words. Development work has shown that this deficit can be at level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognising that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognising that theodd word out in the set of words fan, cat, hat, mat is fan. This task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonant in the syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyme in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In the longer words, rime and rhyme may differ. The onsets in val:en:tine are/v/and/t, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.A 6-years-old might have difficulty in recognising that plea and pray begin with the same initial sound. This is phonemic judgement. Although the initial phoneme/P/is shared between two words, in plea its part of the onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the rim e), such phonemic judgements are difficult for them to make. In fact, a recent survey of different development studies has shown that the different development studies have shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appear to emerge at around the age of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 and 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to developas reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).Q.A phonological deficit in which of the following is likely to be classified as dyslexia?

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Read the information given below carefully and answer the following question.Studies of the factors governing reading development in young children have achieved remarkable degree of consensus over the past two decades. This consensus concerns the casual roles of phonological skills in young children’s progress. Children, who have good phonological skills, or good “phonological awareness” become good reader and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old. Phonological skill in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refer to a deficit in recognising smaller units of sound within spoken words. Development work has shown that this deficit can be at level of syllables, of onsets and rimes, or of phonemes. For example, a 4-year old child might have difficulty in recognising that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A 5-year old might have difficulty in recognising that theodd word out in the set of words fan, cat, hat, mat is fan. This task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonant in the syllable, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyme in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In the longer words, rime and rhyme may differ. The onsets in val:en:tine are/v/and/t, and the rimes correspond to the spelling patterns ‘al’, ‘en’, and ‘ine’.A 6-years-old might have difficulty in recognising that plea and pray begin with the same initial sound. This is phonemic judgement. Although the initial phoneme/P/is shared between two words, in plea its part of the onset ‘pl’, and in pray it is part of the onset ‘pr’. Until children can segment the onset (or the rim e), such phonemic judgements are difficult for them to make. In fact, a recent survey of different development studies has shown that the different development studies have shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appear to emerge at around the age of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 and 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be precursor of reading, whereas an awareness of phonemes at every serial position in a word, only appears to developas reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).Q.From the following statement, pick out the true statement according to the passage

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How many Bones does a 1 1 year old have?
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