Position of the baby in the stomach by week of pregnancy

Feelings in the first week of pregnancy

In our pregnancy calendar, you, along with thousands of other expectant mothers, will go through an amazing and lifelong journey of forty obstetric weeks. This will be a happy and prosperous journey, starting from the first day of the last menstruation and ending with the long-awaited and most joyful birth of the baby.

Let’s immediately make a reservation that obstetric weeks are usually counted from the first day of the last menstruation, and the embryonic weeks of “interesting position” take their starting point from fertilization. In our calendar, in accordance with advanced medical science, we count obstetric weeks.

From our calendar you will learn what happens in your body in the 1st week of pregnancy and at each new stage, how the fetus develops and grows, you will receive useful recommendations, you will see encouraging videos, expectant mothers will share photos of their bellies, ultrasound images, their impressions and symptoms . There will be a ton of useful information, we guarantee.

The first obstetric week of pregnancy, as you already understand, precedes conception, so the woman should not have any unusual sensations.

There can be no signs of pregnancy at 1 week according to the obstetric counting method. They will appear 14 days later.

Stay up to date with all the changes every week of pregnancy

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Development of pregnancy by week

In obstetrics, waiting for the birth of a baby is usually divided into three conventional parts:

• I trimester – from the beginning of pregnancy until the 13th week;
• II trimester – from the 14th to the 26th week;
• III trimester - from the 27th to the 40th week.

These trimesters contain 10 obstetric months. Conditional division table:

Before a detailed study of the process of fetal development in the mother’s stomach, you need to familiarize yourself with the table of changes in the height and weight of the unborn fetus:

Now let’s move on to a description of the development of the baby in the womb at each week of a woman’s pregnancy:

1 Week

There is no talk of the fetus as such yet, since pregnancy has not yet actually occurred. The main sign that fertilization has occurred can be implantation bleeding. This phenomenon manifests itself as slightly spotting spotting approximately 6-7 days from the moment of conception.

2 week

From an obstetric point of view, this week is considered as possible for conception. The egg in the female body matures by the 14th day of the cycle and is theoretically ready for fertilization. If, according to your calculations, the moment of conception has already taken place, then the second week is marked by the attachment of the fertilized egg to the uterus. This point is important, since from the moment of attachment the fetus begins its full development.

3 week

The embryo looks like a microscopic berry in appearance; in the third week it is still just a collection of cells. The size of the embryo is negligible, the maximum diameter at this time is 0.2 mm. But it is precisely during this period that the formation of sexual characteristics begins at the cellular level. Having established itself in the uterus, the most important process of intrauterine development of the baby begins - the formation of the placenta. There is very little time left before the formation and development of the main body systems of the unborn child.

4 week

Obstetric 4th week - the period at which the expectant mother discovers two treasured stripes on the test. In the embryo, the functional distribution of cells is in full swing. Its size can be compared this week to a poppy seed. The weight is still quite insignificant and does not exceed 0.5 g, but the process of cell division occurs every minute and the unborn baby is growing very quickly.

5 week

The embryo has already passed several stages of its development - zygote, morula and blastocyst. The cells continue to divide rapidly, and by the end of the fifth week the baby will weigh at least 1 g, and the size will reach as much as 1.5 mm. On the fertilized egg you can already see the emerging sensory organs - eyes, ears and mouth. The blood type of the unborn child has formed just in time for the 5th week of intrauterine life. The formation of the thyroid gland begins, as well as the intestinal and urinary systems.

week 6

At this stage, the largest parts of the body – the torso and head – are clearly visible in the unborn child. Legs and arms with tiny fingers emerging on them are visible in the form of tiny processes. At the sixth week, the weight of the embryo is up to 2 g, and the average size is about 4 mm. Cartilaginous structures are actively developing, the thymus gland is being formed. The main organs continue to develop: heart, liver, lungs, stomach and pancreas. The baby's muscle tissue is developing and the external genitalia are emerging.

week 7

With the beginning of the seventh week, the embryonic period ends. The unborn baby is now called by another medical term - fetus. At this stage, the baby’s facial features are already slightly distinguishable. The rudiments of the nose and eyelids are formed, the ears and upper lip are visible. Externally, “unnecessary” organs are still present - gills and tail, which will disappear a little later. The hemispheres of the brain are formed, cartilage tissue is continuously developing. At week 7, the liver is already capable of producing blood cells.

8 week

At week 8, the weight of the fetus is 1 g and the length reaches 20 mm. If you look at an ultrasound examination, then the future baby will look like a grape. But every day the fruit looks more and more like a real person. The baby's face is already better defined, the nose has small nostrils, and the olfactory recipes are actively being formed. His heart becomes four-chambered; future girls develop ovaries, boys develop testicles; The arms and legs of the fetus at this stage can already bend/unbend.

Week 9

Many systems and organs are formed by the 9th week of pregnancy, but they are not yet fully functioning, but continue to develop. The palms are formed, the membranes between the tiny fingers disappear. Lymph nodes are laid. The first reflex begins to develop - swallowing. The baby's eyelids are formed and can open and close involuntarily. The size of the fruit already resembles a large cherry - weight 4 g, height about 30 mm.

10 week

At week 10, the baby is actively moving and pushing. But these movements are so weightless that the expectant mother simply does not feel them. The muscles of the face, neck and pharynx begin to develop. The face has already been formed, and in a few weeks the appearance of the unborn child can be examined on an ultrasound. The rudiments of baby teeth develop. The cerebellum “acquires” neural connections that are subsequently responsible for reflexes. A small heart makes at least 150 beats per minute. Now the fruit already weighs 5 g, has grown by about +12 mm and resembles a strawberry.

11 week

The baby’s organs and systems have already been formed by this time, some are working at full capacity, while others continue to mature. The bronchi, lungs, and trachea are actively developing; liver; intestinal tract; blood vessels; irises of the eyes. At 11 weeks, an ultrasound can show quite distinct outlines of the unborn baby.

12 week

The baby is already actively using some reflexes - imitating breathing and swallowing movements, involuntarily clenching and unclenching his palms into fists. The first contractions of the intestinal muscles (perilstatics) appear. The pancreas is formed and is already “learning” to produce bile. A unique pattern appears on the fingertips. The baby develops facial expressions, he can smile or wrinkle his face. Weight – up to 13 g, and height – up to 62 mm.

Week 13

A week of active growth spurt for the unborn baby. The brain is already capable of giving the first commands based on the reflex movements of the fetus. The sense of smell develops and vocal cords form. The body begins to grow faster, and the growth of the head, on the contrary, slows down. Digestive villi appear in the baby's intestines. The baby's skin is still very thin and riddled with blood vessels. The weight of the fetus increases to 20 g, and height – to 80 mm.

Week 14

At week 14, all organs and systems of the unborn baby are improved and continue to actively grow. The chest can rise and fall, as if breathing, - this is how the lungs are trained. The process of hematopoiesis is formed, sweat glands, and neck muscles become stronger every day. The baby’s weight at this stage is about 27 g, and his height is 110 mm. The mother’s lifestyle, nutrition and well-being are very important - if these indicators are in order, then the baby feels good and does not experience any discomfort.

Week 15

This week, the fetus has already developed vision and the necessary nerve endings to be able to see after birth. From the 15th week, ossification of the skeleton gradually occurs - a long-term process that requires a large amount of calcium. Baby boys begin to produce the male hormone – testosterone. The kidneys excrete the first amniotic fluid. The child's muscles are improved and strengthened. Fruit weight is 50 g, height is up to 104 mm.

Week 16

At week 16, the future baby is actively growing from the top of his head to his very heels. The weight is already about 80 g, and the height can reach 117 mm. The body's systems function to the best of their abilities, some of them already “work” quite harmoniously. When amniotic fluid is swallowed, it passes through the digestive tract and kidneys, and turns into urine. The skeleton becomes ossified, the child’s legs lengthen. The baby is actively moving in the uterus.

Week 17

The auditory formation of the unborn baby is smoothly completed by the 17th week. The weight approaches 100 g, and the height becomes about 12 cm. The system of blood vessels develops and branches. The most important components of the baby’s own immunity – interferon and immunoglobulin – appear in the baby’s blood. In female children, the uterus forms in utero. The strength of the child's kicks increases during this period, they become frequent and noticeable.

Week 18

Fetal development in this period of the second trimester is very intensive. The baby is growing so fast that he could already fit in the palm of your hand. The movements are noticeable, the baby moves very actively at 18 weeks. She often swallows amniotic fluid, which can lead to hiccups - this moment can be noticed by the expectant mother by a slight twitching of the abdomen. Gradually, a layer of subcutaneous fat forms in the fetus, muscles develop, and mineralization of the skeleton continues. Weight - about 150 g, height does not exceed 14 cm.

Week 19

The baby inside the uterus is actively growing, improving and gaining weight. By the way, by the 19th week the baby weighs about 200 g, and his height is about 14-15 cm. The body focuses on brain development and improvement of the five basic senses. The amount of subcutaneous fat increases. The respiratory system continues to develop and strengthen. The period of wakefulness alternates with a period of activity; the baby can sleep up to 16-18 hours a day.

Week 20

Outwardly, your baby has already become a real little person, and on an ultrasound you can already see the gender of the child, his facial features, and watch his facial expressions (which sometimes show the character traits of the future child). The weight of the baby at the “equator” of pregnancy is approximately 250-270 g, and the average height is 16 cm. The child is active, turns his head, sucks his fingers, opens and closes his mouth.

21 weeks

At this stage, you can already be sure that the child distinguishes sounds and hears what is happening outside the uterus. In terms of body proportions, the baby already practically resembles a newborn. The weight of the fetus is about 300 g, height is 19 cm. During this period, taste buds are actively formed and the composition of the blood is improved.

Week 22

The twenty-second week is the period when the unborn child prefers to spend most of his time sleeping. But, nevertheless, the baby actively turns over in his sleep; the size of the uterus still allows him to change position. The baby is spinning, pushing, pulling the umbilical cord. Weight at this stage is about 350 g, and height is 20-21 cm.

Week 23

The next week is greeted with the usual movements, although many babies prefer to “calm down” by 23-24 weeks and make their mothers worry about rare movements. The baby still has enough space in the uterus, so many of his kicks are simply not felt, so there is no need to worry. The weight is already moving towards 450 g, and the height is more than 22 cm, although it is worth remembering: all of the listed parameters are individual.

Week 24

Under the mother's heart, the future baby grows and gains weight - the figure for many future children at this stage is at least 550 g. This week, the development of the bronchi in the baby is completed, which is very important in general for the child's respiratory system.

Week 25

From the 25th week, the baby's hair begins to produce pigment in the womb, giving it the color that is determined by heredity. This is the color the mother will see in the baby at birth. Weight reaches 700 g, height – 23-25 ​​cm. Nerve connections and brain cells continue their formation. Training breathing movements can be observed in the fetus.

Week 26

The tremors at twenty-six weeks become strong, distinct, and many mothers may even complain about their intensity. The child’s weight is already at least 800-850 g, and his height is already more than 33 cm. Active strengthening of the skeletal bones continues, and the rudiments of baby teeth in the gums are mineralized. Nails and hairs begin to grow.

Week 27

The child’s height at this stage is about 34 cm, and the weight is approaching 1 kg. The baby feels a little cramped in the uterus, and his legs can no longer be stretched, so the baby takes the optimal position: he pulls his small crossed legs and arms to his chest. From the twenty-seventh week, the baby gradually assumes the correct position in the uterus, but if he lies transversely or “sits on his butt,” then there is still time to turn over.

Week 28

With the beginning of the 28th week of pregnancy, the weight of the fetus is up to 1300 grams, and the height is up to 37 cm. The child’s muscle tissue continues to develop intensively. New convolutions form in the cerebral cortex. A Rh conflict between mother and fetus is possible, and at this time the obstetrician-gynecologist must take special measures.

Week 29

The weight of the fetus is about 1500 kg, and the body length is at least 38 cm. It’s time for the expectant mother to master the technique of counting movements.

Week 30

The full height of the fetus reaches 36-38 cm, weight reaches 1.5 kg. An expectant mother may have several fears that are associated with future births.

31 weeks

At the 31st week of pregnancy, the weight of the fetus will be about 1.6 kg, the full height is about 39 cm. The baby develops pain sensitivity. A pregnant woman's night sleep may be disrupted due to active and strong fetal movements. It's time to study the issues of pain management during childbirth.

Week 32

The weight of the fetus is about 1.7 kg, the size from the crown to the heels is 40-42 cm. Sudden movements can cause dizziness and nausea in the pregnant woman. It's time to think about the possible presence of someone close to you at the birth.

Week 33

By the 33rd week, the weight of the fetus is approximately 2000 g, height is 42-43 cm. Mineralization of the fetal bones is almost complete. The expectant mother should count the fetal movements from time to time.

34 week

The average height of the fetus is 43-44 cm, weight is 2.2 kg. The baby becomes very cramped in the uterus, and motor activity decreases. It's time for mom to discuss with her doctor the method of delivery: natural birth or cesarean section.

Week 35

The height of the fetus is 45-46 cm, weight is 2300-2500 grams. The fetus is almost completely ready for birth, but the lungs are not yet ready to perform the respiratory function. It's time to pack your things for the maternity hospital. If the baby in the uterus has not yet taken the correct position, special exercises will help.

Week 36

The weight of the fetus is approximately 2.5-2.7 kg. Full height is about 45-47 cm. At this stage, the indicators of each baby may differ greatly from the average, to a lesser or greater extent. It's time for parents to make a list of things to plan and complete before the baby is born.

Week 37

The thirty-seventh obstetric week of pregnancy is the time when the mother should be mentally prepared for the birth of the child. This is especially true for multiple pregnancies and the birth of children, starting with the second child. The child's weight reaches 2.9 kg, and his height is within 50 cm.

Week 38

The thirty-eighth week may be the last week of your pregnancy. The child gradually becomes heavier. The baby weighs about 3 kg and is already 48-50 centimeters tall. Childbirth can begin at any time, so loved ones must be within reach at all times.

Week 39

At the 39th week, the mother is not only physically, but also mentally prepared for childbirth. The baby weighs about 3 kg, and his height is about 48-50 cm. In size, a child at this stage is similar to a miniature watermelon.

40 week

The expected date of birth of the baby may occur at the end of this week. The baby's weight is already approximately 3.5 kg, height is about 51-55 cm. The baby is completely ready for birth. All that remains is to wait for the moment when he makes his new parents happy with his birth.

Total.

This is how 40 weeks of pregnancy go. A happy start to a new life - watch the video of how the baby develops in the mother’s belly:

Embryo development

Many thousands, and even hundreds of thousands, of young girls, as soon as the test shows the coveted two stripes, rush to type in a global network search engine the query: “the first week of pregnancy - embryo development.” They can’t wait to read how the unborn child is doing under their hearts, as soon as they learned about their “interesting situation” and the prospect of carrying a little Miracle inside them for the next nine months. This is the eternal maternal instinct from Mother Nature.

However, as we said in the previous section, 1 week of pregnancy according to the obstetric counting method (not to be confused with 1 embryonic week of pregnancy, which will occur 14 days later) PRECEDES not only fertilization, therefore the birth of an embryo in the body of the expectant mother, but also ovulation, necessary for conception, for the sperm to reach the egg.

Life will begin under the heart of a young girl only between the second and third obstetric weeks of pregnancy.

If you really can’t wait to find out about the development of the fetus inside you and what it looks like, the correct way to write it in a search engine is the development of the embryo in the 1st embryonic week of pregnancy.

Mother's feelings in the first month

In the first month of pregnancy, a young mother may feel weak, frequent salivation, drowsiness, and develop an aversion to food and certain smells. But not all pregnant women may have such subjective sensations.

At first, the expectant mother does not feel that a new life has arisen in her, but by the third week her body and psyche begin to experience certain symptoms.

• Irritability, sometimes over small things, tearfulness.
• Drowsiness, even if sleep takes a sufficient amount of time.
• Fatigue in the absence of obvious exertion.
• Frequent trips to the toilet while maintaining the same drinking regime.
• Constantly elevated temperature - about 37-37.5 degrees in the morning.

All this is logical and understandable: a hormonal explosion occurs in the body, and it is actively preparing for a new state.

Signs and symptoms of pregnancy in the first week

According to the week counting system (obstetrical) chosen by our calendar, strange as it may sound, in the first week of pregnancy the pregnancy itself has not yet occurred, a cycle has simply emerged in the female body, favorable for preparation for conception and, as a consequence, pregnancy. But in order not to waste time, it’s time to give the expectant mother useful information about what pregnancy symptoms she should expect in the 1st week after conception.

So, the first week of pregnancy is characterized by the following signs and symptoms:

1. It is acceptable for the expectant mother to feel slightly unwell with symptoms similar to a cold, but without a high fever.
2. During the day, the mood can change dramatically several times with a high amplitude (from tears to laughter). Hormones in a woman’s body make her emotional mood extremely unstable in a short period of time.
3. Sleep may be disrupted. If a girl wakes up unreasonably early, she may feel the desire to sleep more all day long. The feeling of lack of sleep intensifies the ailments from the first point, adding to them weakness and fatigue.
4. There is a possibility that a pregnant girl will feel heaviness in her lower abdomen. This is due to the fact that now a larger volume of blood is supplied to the uterus than usual.
5. In addition, the likelihood of headaches of varying intensity and severity is acceptable.
6. Touching the mammary glands can be painful for a girl.
7. Many expectant mothers at this stage of pregnancy note an increased appetite.
8. It is possible that early toxicosis will already make itself felt, manifested by short-term attacks of nausea in the morning.
9. The urge to urinate may become more frequent.
10. There is a small chance that a girl will feel discomfort in the lower back at this stage.

It is not at all necessary that all ten of the listed early pregnancy companions immediately “attack” you after fertilization. Not at all. Each female body is individual.

Most likely, in the 1st week of pregnancy after conception, you will notice only pain when touching your breasts and active mood swings. And everything else will pass you by. You should hope for the best and prepare for the worst. Under no circumstances should you program yourself that all this wealth of symptoms and signs will “fall” on you in full. Stay positive!

Remember, at any stage of the “interesting situation” it is very important for the expectant mother to be in a comfortable psycho-emotional state. Do not think about bad things, do not get involved in conflicts, avoid stress and strong experiences. Everyone should “work” for the positive mood of a pregnant woman: spouse, parents, close relatives, friends, neighbors, colleagues, doctors and everyone.

How can the fetus be positioned before birth?

There are several options for positioning the baby before birth. Not all of them are considered physiological: some can cause dangerous complications. If the presentation is incorrect, you will have to resort to surgery to prevent dangerous consequences and complications during childbirth. The position of the baby in the womb remains almost unchanged after 32-33 weeks.

Longitudinal position

The correct position of the fetus assumes that its tailbone and the back of the head are extended in one line, parallel to the axis of the mother's uterus. It is better if the back is turned towards the mother’s stomach: this reduces the likelihood of complications. The norm is also a position where the baby’s back is located closer to the mother’s back, and the duration of labor may increase. The head should be at the bottom, the pelvis at the top.

Oblique position of the fetus

The baby in the womb may lie diagonally to the mother's birth canal. This option is not considered normal, it can be dangerous and pose a risk of complications during childbirth. In most cases, doctors prescribe a caesarean section.

Transverse position of the fetus

Transverse presentation of the fetus is an indication for obstetrics through surgery. The child is positioned perpendicularly.

Breech presentation

Before birth, the baby may be in a position resembling a sitting position. After 32-33 weeks, the doctor makes a diagnosis and prescribes a caesarean section for obstetrics.

Causes of breech presentation

Malpresentation of a child is observed in the presence of various pathologies that provoke increased activity. Often diagnosed with microcephaly, anencephaly, hypoxia. Often children are born premature. Possible leg or breech presentation with polyhydramnios.

Women's pathologies can also become a cause. The baby often lies incorrectly if the pregnant woman has been subjected to severe or constant stress, is overly tense, or suffers from neuroses. If you have a history of difficult childbirth, multiple abortions and curettages, cervicitis, endometritis, then the likelihood of breech presentation increases.

Why is breech presentation dangerous?

If the position is incorrect, the baby often gets injured during childbirth. Possible injuries to the spine, craniocerebral, hip dysplasia. Hypoxia often develops during childbirth.

Childbirth is also more difficult for a mother whose child is in an incorrect position: ruptures of the vagina, vulva, perineum, and cervix occur more often. The pelvic bones are damaged.

Determining the exact date

In the first obstetric week of pregnancy, as we have repeatedly said above, sexual intercourse between future parents with the aim of fertilizing the egg has not yet occurred. In fact, the pregnancy has not yet begun. The exact date will most likely be able to be skillfully and competently determined by your local gynecologist when you go to the antenatal clinic to register.

Now let's once again talk through the sequence of events and the corresponding weeks of pregnancy according to the obstetric reference system.

For this we will use a numbered diagram. The number will indicate the obstetric week of pregnancy.

1. The menstrual cycle of an expectant mother.
2. Ovulation in the female body.
3. Fertilization of an egg during sexual intercourse of future parents.
4. The fertilized egg moves down the fallopian tube, dividing from the zygote to the blastocyst, and is implanted in the endometrium of the uterus.
5. A simple pregnancy test based on hCG levels may show two lines.
6. Education and development of the embryo.

Ultrasound of the fetus at 1 week of pregnancy

An ultrasound of the fetus in the first obstetric week of pregnancy, as you yourself understood from the diagram above, is not done. This is completely meaningless until fertilization and sexual intercourse for the purpose of conception between future parents. However, ultrasound examination is permissible during the first embryonic week of pregnancy (corresponding to the third obstetric week) in order to confirm pregnancy.

Abdominal pain

Abdominal pain in early pregnancy is a common symptom. Of course, not during the first or second obstetric week, but somewhat later. The uterus will be supplied with blood more actively and week after week it will actively grow, putting pressure on the bladder and other internal organs. Nowadays, a woman can experience pain in the abdomen only if it is her usual pain during menstruation.

Nausea

In the first obstetric week of pregnancy, at the very beginning of your happy journey to motherhood, there can be no early toxicosis or nausea, because fertilization has not yet occurred. A woman’s body is only preparing for its “interesting situation.” If you are experiencing nausea during this period, this is not a sign of pregnancy, but most likely a consequence of some problem in the digestive system.

Mood changes

During the first obstetric week of pregnancy, corresponding to the start of the first trimester of the “interesting situation” and the very beginning of the first obstetric month of pregnancy, there should be no mood swings or changes. Unless this is individually characteristic of this particular girl at the beginning of the menstrual cycle.

Mood changes in the early stages of pregnancy are usually caused by hormonal changes in the body of the expectant mother.

Of course, it cannot begin before fertilization, that is, until pregnancy actually occurs.

Many women in the early stages of pregnancy are susceptible to this psychological problem - during the day the mood changes dramatically several times: from tears and negative experiences to incredible joy and laughter. New hormones in the body of the expectant mother, according to the laws of Nature, thus prepare the woman for a new status and strengthen her psychological immunity.

Decreased performance

In the early stages of pregnancy, expectant mothers may experience a decrease in performance. This can be facilitated by: sleep disturbance, a feeling of weakness, fatigue and lack of sleep, sudden changes in psycho-emotional mood, and sometimes the pursuit of all kinds of “pregnant” phobias and fears. This is absolutely normal.

Both physiologically and psychologically, a woman must rebuild and prepare for her new status as a mother - the most important person in the life of the unborn child, responsible for his health, well-being and happiness.

In order to prevent a decrease in performance from disturbing the usual daily routine, it is very important not to succumb to bad thoughts, fears and unnecessary experiences. Keep your spirit up for the best!

The physiological immaturity of an infant is characterized not only by a lag in the development of physiological functions that arose in him already in the prenatal period, but also by a later weakening of their intensity compared to a physiologically mature newborn.

During the first 7 years of life, a child goes through a gigantic developmental path, the determining factors of which are the environment and upbringing. Every educational process begins with respect for the child as an individual. It should be noted that human personality is not only formed in childhood, but already exists at this age. Many of the foundations of individuality are determined by the characteristics of the nervous system, congenital and inherited, age-related and acquired. It has been established that the properties of the nervous system play a huge role in the development of a child. The age-related evolution of a child’s brain is a complex and multifaceted process. L. S. Vygotsky wrote that the development of a child is a single, but not homogeneous, holistic, but not homogeneous process.

The totality of the child’s individual characteristics constitutes the “biological framework of the personality,” which not only acquires social skills in the process of upbringing, but also undergoes changes.

The development of a child and his nervous processes is greatly influenced by the development of motor functions. Their maturation is associated with the activity of the motor analyzer. Its development. It occurs on the basis of distant receptors - vision and hearing, as well as the tactile-muscular analyzer and plays a crucial role in the psychophysical development of the child.

At birth, humans have fewer “automatic” actions than animals, but they have the greatest ability to learn. The specificity of the human brain lies in the unlimited ability to assimilate new knowledge, the greatest susceptibility not to biological heredity, but to “social inheritance,” i.e. to the assimilation of various kinds of social traditions.

The development of the child’s central nervous system occurs on the basis of innate unconditioned reflexes. In physiologically mature newborns, evoked reflexes appear in response to irritation of various areas of the skin surface. First of all, this is the grasping reflex (for example, a newborn who grabs onto the fingers of an adult can be lifted, his grip is able to withstand body weight). The plantar reflex, which is caused by line irritation of the skin surface of the inner edge of the sole, is characterized by extension of the big toe and flexion of the rest. The heel reflex, known as the I.N. Arshavsky reflex, is caused by moderate pressure on the heel bone and is expressed in generalized motor activity, combined with a crying grimace and scream. A newborn baby also has walking and crawling reflexes. They gradually collapse and are re-formed under the influence of upbringing. The development of the nervous system occurs on the basis of other innate reflexes: food, orientation, defensive, protective.

From the first weeks of a child’s life, conditioned reflexes arise to a wide variety of stimuli (visual, auditory, etc.).

Long-term use of any external stimuli in a certain sequence contributes to the formation of an integral system of responses - a dynamic stereotype.

The formation of conditioned reflexes in a child occurs in the interrelation of the first and second signaling systems.

The central nervous system of a child contains traces of the long evolution of the animal world. Thus, the regulation of the functioning of the heart, kidneys and other internal organs, automatic reactions to pain and temperature stimuli are carried out by approximately the same nerve centers as in many animals. In the child’s nervous system, some groups of centers, evolutionarily more ancient, perform relatively primitive functions. Evolutionarily newer centers unite various body systems and perform multifaceted complex actions. Thus, the center of the spinal cord regulates the functioning of organs within individual sections of the body segments. The centers of the medulla oblongata control breathing and cardiac activity. The centers of the midbrain carry out a complex reaction of the entire organism in response to visual and auditory stimuli. In the area of ​​the diencephalon and in the subcortical nodes, all signals from the external and internal environment are integrated. As experiments show, an emotional state is formed here - a feeling of fear, tension, joy, aggressiveness. Physiologists have proven the presence in the subcortical centers of areas whose irritation causes various emotional states: anger, bliss, fear, indifference.

A complex system of deep centers is controlled by the cerebral cortex. On the one hand, it cannot function without these structures, and on the other, it compares the signals received from them with individual experience and controls the activation or inhibition of individual nerve centers.

Thus, the functions of the cerebral cortex are the ability to subtly analyze the situation, acquire and, if necessary, use individual experience. Some reactions are hard-coded in the nervous system and are launched as an automatic sequence of actions, while others are unstable and change during the process of their implementation.

Age-related development of the child. Early age

Characteristics of early age

Early childhood covers the period from 1 year to 3 years. During this period, the social situation of the child’s development changes. By the beginning of early childhood, the child, acquiring the desire for independence and independence from the adult, remains connected with the adult, because he needs his practical help, assessment and attention. This contradiction finds resolution in the new social situation of the child’s development, which represents cooperation or joint activity of the child and the adult.

The child’s leading activities also change. If the infant has not yet identified the method of action with an object and its purpose, then already in the second year of life the content of the child’s objective cooperation with an adult becomes the assimilation of socially developed ways of using objects. The adult not only gives the child an object, but together with the object “transmits” the way of acting with it.

In such cooperation, communication ceases to be the leading activity; it becomes a means of mastering social ways of using objects.

At an early age, intensive mental development occurs, the main components of which are:

• subject activity and business communication with adults;

• active speech;

• arbitrary behavior;

• developing the need to communicate with peers;

• the beginning of a symbolic game;

• self-awareness and independence

At an early age, a child has a very special attitude to reality; this feature is usually called situationalism. Situationalism is the dependence of the child’s behavior and psyche on the perceived situation. Perception and feeling are not yet separated from each other and represent an inextricable unity that causes direct action in the situation. Things have a special attractive force for a child. The child perceives a thing directly here and now, without bringing his own ideas and knowledge about other things into the situation.

Communication with peers

In infancy, the manifestation of interest of one child in another is dictated by the need for new impressions, interest in a living object.

At an early age, a peer acts as an interaction partner. The development of the need to communicate with peers goes through a number of stages:

• attention and interest in peers (second year of life);

• the desire to attract the attention of peers and demonstrate their successes (end of the second year of life);

• the emergence of sensitivity to the attitude of a peer and its influences (third year of life).

Children’s communication with each other at an early age takes the form of emotional and practical influence, the characteristic features of which are spontaneity, lack of substantive content, irregularity, mirror reflection of the actions and movements of the partner. Through a peer, the child distinguishes himself and realizes his individual characteristics. At the same time, adults play a decisive role in organizing interaction between children.

Crisis of three years

By the age of three, a child develops his own desires, which often do not coincide with the desires of an adult, and there is a growing tendency towards independence, a desire to act independently of adults and without them. Towards the end of early childhood, the famous formula “I myself” appears.

A sharply increased desire for autonomy and independence leads to significant changes in the relationship between a child and an adult. This period in psychology is called the crisis of three years. This age is critical because over the course of just a few months the child’s behavior and his relationships with other people change significantly.

Symptoms of the three-year crisis:

• negativism (disobedience, unwillingness to follow the instructions of an adult, the desire to do everything the other way around);

• stubbornness (the child insists on his own not because he really wants something, but because he demanded it); • obstinacy (the child’s protest is not directed against a specific adult, but against a way of life; it is a rebellion against everything he has dealt with before);

• self-will (the child wants to do everything himself and achieves independence where he knows little).

Not all children exhibit such drastic negative forms of behavior or quickly overcome them. At the same time, their personal development occurs normally. It is necessary to distinguish between an objective and a subjective crisis.

An objective crisis is an obligatory and natural stage in the development of a child’s personality, which is always accompanied by negative behavior.

The most important personal education is the child's discovery of himself. From now on, he begins to refer to himself not in the third person (“Masha wants to go home”), but consciously pronounces the pronoun “I.” The resulting “I system” marks the transition from self-knowledge to self-awareness. The emergence of the “I system” gives rise to a powerful need for independent activity. Along with this, the child moves from a world limited by objects to the world of people, where his “I” takes a new place.

Having separated from the adult, he enters into a new relationship with him. A peculiar complex of behavior is clearly manifested, which includes:

• desire to achieve results of one's activities;

• desire to demonstrate success to an adult, to gain approval;

• heightened sense of self-esteem, which manifests itself in increased sensitivity and sensitivity to recognition of achievements, emotional outbursts, and bragging.

This complex has been called "a pride of achievement." It simultaneously covers three main spheres of the child’s relationships - to the objective world, to other persons and to himself.

The essence of this new formation, which is a behavioral correlate of the three-year-old crisis, is that the child begins to see himself through the prism of his achievements, recognized and appreciated by other people.

Preschool Age

Characteristics of preschool childhood

Preschool childhood is a period of initial formation of personality, development of personal mechanisms of behavior. According to A. N. Leontyev, personal development at this age is associated, first of all, with the development of subordination or hierarchy of motives. The child’s activity, as a rule, is stimulated and directed not by separate motives, which alternate or come into conflict with each other, but by a certain subordination of motives. If the connection between the motives and the result of an action is clear to the child, then even before the action begins, he anticipates the meaning of the future product and is emotionally attuned to the process of its production. Notably, emotions can appear before an action is performed in the form of emotional anticipation.

The separation of a child from an adult at the end of early childhood leads to new relationships between them and to a new situation for the child’s development. Communication with an adult acquires an extra-situational character and is carried out in two different forms - extra-situational-cognitive and extra-situational-personal.

An image of an ideal adult appears in the child’s mind, who becomes an example for his behavior and mediates his actions. The contradiction in the social situation of a preschool child lies precisely in the gap between his desire to “be like an adult” and the impossibility of realizing this desire in practice. The only activity that allows you to resolve this contradiction is a role-playing game.

Communication of preschoolers with peers

At preschool age, other children begin to occupy an increasingly larger place in a child’s life. By about 4 years of age, a peer is a more preferred communication partner than an adult. Communication with adults has a number of specific features, including:

• richness and variety of communicative actions;

• extreme emotional intensity;

• non-standard and unregulated;

• predominance of proactive actions over reactive ones;

• little sensitivity to peer influences.

The development of communication with peers in preschool age goes through a number of stages. At the first stage (2-4 years), a peer is a partner in emotional and practical interaction, an “invisible mirror” in which the child mainly sees himself. At the second stage (4-6 years) there is a need for situational business cooperation with a peer; the content of communication becomes joint gaming activities; At the same time, the need for peer recognition and respect arises. At the third stage (6-7 years), communication with peers acquires non-situational features; stable electoral preferences emerge. By the age of 6, the child begins to perceive himself and others as a holistic personality, irreducible to individual qualities, thanks to which a personal attitude towards a peer becomes possible.

Six Year Crisis

The end of preschool age is marked by a crisis. By this time, dramatic changes occur at the physical level: rapid growth in length, changes in body proportions, loss of coordination of movements, and the appearance of the first permanent teeth. However, the main changes do not consist in changing the child’s appearance, but in changing his behavior.

External manifestations of this crisis are mannerisms, antics, and demonstrative forms of behavior. The child becomes difficult to educate and stops following the usual norms of behavior. Behind these symptoms is a loss of spontaneity. The pretentious, artificial, tense behavior of a 6-7 year old child, which is striking and seems very strange, is precisely one of the most obvious manifestations of a loss of spontaneity. The mechanism of this phenomenon is that an intellectual moment “wedges” between the experience and the action - the child wants to show something with his behavior, comes up with a new image, wants to portray something that does not actually exist.

Junior Schoolboy

Characteristics of a junior school student

From 7 to 10 years old, a child begins a new activity—learning. It is the fact that he becomes a student, a learning person, that leaves a completely new imprint on his psychological appearance and behavior. The child does not just master a certain range of knowledge. He is learning to learn. Under the influence of new educational activities, the nature of the child’s thinking, his attention and memory changes.

Now his position in society is that of a person who is engaged in important work that is valued by society. This entails changes in relationships with other people, in evaluating oneself and others.

The child learns new rules of behavior that are socially oriented in content. By following the rules, the student expresses his attitude towards the class and the teacher. It is no coincidence that first-graders, especially in the first days and weeks of school, are extremely diligent in following these rules.

At school, the child first encounters a new way of interacting with an adult. The teacher is not a temporary “parental substitute,” but a representative of society with a certain status, and the child has to master the system of business relations.

When entering school, it becomes necessary to comprehend not only the purpose of objects and phenomena, but also their essence. From his own idea of ​​an object, he moves on to a scientific idea of ​​it.

Features of communication with peers and adults

When a child begins to learn, his communication becomes more focused, since there is constant and active influence from the teacher, on the one hand, and classmates, on the other. A child’s attitude towards his friends is very often determined by the attitude of adults, first of all, the teacher. The teacher's assessment is accepted by students as the main characteristic of a classmate's personal qualities. The personality of the teacher is especially significant for establishing interpersonal relationships among first-graders, since children still do not know each other well and do not know how to determine the capabilities, advantages and disadvantages of both their own and their friends.

Interpersonal relationships are built on an emotional basis; boys and girls, as a rule, represent two independent substructures. By the end of initial training, direct emotional connections and relationships begin to be reinforced by the moral assessment of each of the children, and certain personality qualities are more deeply realized.

Communication of a primary school student with people around him outside of school also has its own characteristics, determined by his new social role. He strives to clearly define his rights and responsibilities and expects the trust of his elders in his new skills.

Teenager

Characteristics of adolescence

The topic of adolescence occupies a special place in developmental psychology. Its importance is determined, firstly, by its great practical significance (out of ten classes of secondary school, at least five are attended by teenagers); secondly, it is at this age that the problem of the relationship between the biological and the social in a person most clearly manifests itself; thirdly, the teenager obviously illustrates the versatility and complexity of the very concept of “age”.

When does a child become a teenager, a teenager become a young man, and a young man become an adult? At the “poles” the question is more or less clear: no one would call a 12-year-old boy or a 20-year-old a teenager. But in relation to 14-18 year olds, both of these terms are used, and this is not accidental. The boundaries of the transition from childhood to adulthood are quite arbitrary. Age categories always indicate not only and not so much the age and level of biological development, but rather the social position and social status of a person. Nowadays, adolescence is considered to be the age from I to 15-16 years. Transitional age includes two series of processes:

• natural – processes of biological maturation of the body, including puberty; • social - processes of communication, education, socialization in the broad sense of the word. These processes are always interconnected, but not synchronous:

• the pace of physical and mental development varies among different children (one boy at 14-15 years old looks like an adult, the other looks like a child); • there are internal disproportions in the maturation of individual biological systems and the psyche; • social maturation is not identical in time to physical maturation (physical maturation occurs much faster than social maturation - completion of education, acquisition of a profession, economic independence, civic self-determination, etc.).

Adolescence is a transitional age, primarily in a biological sense. The social status of a teenager is not much different from that of a child. Teenagers are still schoolchildren and are dependent on their parents and the state. Their main activity is study. Biological factors include puberty, as well as the rapid development and restructuring of all organs, tissues and systems of the body. The behavioral characteristics of children at this age should not be explained solely on the basis of the changes occurring in the adolescent’s body. Puberty, as the most important biological factor, influences behavior not directly, but indirectly.

The main psychological “mechanism” of a sharp change in behavior during adolescence can be schematically represented as follows. The onset of puberty, associated with the appearance of new hormones in the blood and their effect on the central nervous system, as well as rapid physical development, increases the activity, physical and mental capabilities of children and creates favorable conditions for them to develop a sense of adulthood and independence.

Adolescence crisis

The teenage crisis has always been of particular interest to scientists. This crisis is characterized by mood swings without sufficient reasons, increased sensitivity to outsiders’ assessment of appearance, abilities, and skills. At the same time, outwardly, teenagers look self-confident and categorical in their judgments. Sentimentality sometimes coexists with callousness, and painful shyness with swagger, ostentatious independence, rejection of authorities and generally accepted rules, and adoration of random idols.

The theoretical development of this problem began at the turn of the 20th century. At this time, the prevailing idea was that the source of the crisis and specific characteristics of a teenager were biological factors, genetically predetermined changes. The emergence of new psychological characteristics was considered an inevitable and universal phenomenon, that is, inherent in all adolescents. The conclusion followed from this: difficulties must be endured, intervention in order to change something is inappropriate and useless.

However, gradually facts accumulated in science indicating that the characteristics of adolescence are determined by the specific social circumstances of the life and development of a teenager, his social position in the world of adults. The transition period for a teenager is especially turbulent if in childhood he learned things that will not be useful to him as an adult and does not learn what is necessary for the future. In this case, he finds himself unprepared for the future upon reaching “formal” maturity.

The German psychologist K. Lewin stated that in modern society there are two independent groups - adults and children. Each has privileges that the other does not. The specificity of the teenager’s situation is that he is between these two groups: he no longer wants to belong to the group of children and strives to move to the group of adults, but they do not yet accept him. In this state of restlessness, K. Levin saw the source of the teenager’s specific characteristics. He believed that the greater the gap between the two groups and, accordingly, the longer the period of restlessness of a teenager, the more difficult the teenage period proceeds.

L. S. Vygotsky believed that the crisis of adolescence is associated with two factors: the emergence of a new formation in the mind of a teenager and the restructuring of the relationship between the child and the environment: this restructuring constitutes the main content of the crisis.

According to L.I. Bozhovich, the teenage crisis is associated with the emergence of a new level of self-awareness, a characteristic feature of which is the emergence in adolescents of the ability and need to know themselves as a person possessing only their inherent qualities. This gives rise to a teenager’s desire for self-affirmation, self-expression and self-education.

Many authors connect the concept of crisis development with the problem of “character accentuations.” During adolescence, most characterological types are formed; their features have not yet been smoothed out and not compensated for by subsequent life experiences, as is often the case in adults. It is in adolescence that various typological variants of the norm appear most clearly as “accentuations of character.” In a teenager, a lot depends on the type of character accentuation: the very passage of the pubertal crisis, the manifestation of acute affective reactions, neuroses, the general background of behavior.

A. E. Lichko identifies the following types of accentuations in adolescents: hyperthymic, cycloid, labile, asthenoneurotic, sensitive, psychasthenic, epileptoid, hysteroid, unstable, conformal.

Knowledge of character accentuations is necessary for establishing relationships with a teenager in the family, class, and extracurricular groups.

High school student

Characteristics of early adolescence

The age of early adolescence - 15-17 years - was not always recognized as a special stage in personality development. It is no coincidence that some scientists consider youth to be a rather late acquisition of humanity.

With the development of society, production, and culture, the role of adolescence increases, because social life becomes more complex, the length of education increases, and the age at which people are allowed to participate in active social life increases. However, it would be a mistake to view adolescence only as a period of preparation for adulthood. Each age is important in itself, regardless of its connection with subsequent age periods.

When using the concept of “early adolescence” it is necessary to distinguish:

• chronological age - the number of years a person has lived;

• physiological age - the degree of physical development of a person;

• psychological age—the degree of personal development;

• social age - degree of civic maturity.

These ages may not coincide for the same person: there is a law of uneven maturation and development. This unevenness is both intrapersonal (heterochronic development of the same individual) and interpersonal (chronological peers may actually be at different stages of their individual development). Therefore, when meeting with a high school student, the question often arises: who are we actually dealing with - a teenager, a young man or an adult? As a rule, it is decided in relation to a specific field of activity.

In addition to heterochrony and uneven development, it is necessary to take into account the existence of fundamentally different types of development:

• stormy and crisis, characterized by serious behavioral and emotional difficulties, conflict;

• calm and smooth, but to some extent passive with pronounced problems in developing independence;

• type of fast, abrupt changes that do not cause sudden emotional outbursts.

Speaking about adolescence, it is necessary to keep in mind not just age, but gender and age characteristics, because gender differences are very significant and are manifested in the specifics of emotional reactions, in the structure of communication, in the criteria of self-esteem, in psychosexual development, in the ratio of stages and age characteristics of professional and labor and marital and family self-determination.

And finally, when characterizing early adolescence, it is necessary to take into account that each generation of young men has characteristics that are inherent in principle to youth itself, but the proportion of these characteristics in different generations may not coincide. In addition, there are characteristics that are characteristic only of this or that generation of youth and are determined by external development factors.

Personal development of senior schoolchildren

The main psychological acquisition of early youth is the discovery of one’s inner world.

For a child, the only conscious reality is the external world onto which he projects his fantasy. On the contrary, for a young man, the external, physical world is only one of the possibilities of subjective experience, the focus of which is himself. The “discovery” of one’s inner world is an important, joyful and exciting event, but it causes many anxious, dramatic experiences. The inner “I” may not coincide with external behavior, actualizing the problem of self-control. It is no coincidence that complaints about weakness of will are the most common form of youthful self-criticism.

For adolescence, the processes of development of self-awareness and the dynamics of independent regulation of “I” images are especially important. Based on available data, all adolescents begin with a period of relatively diffuse, vague self. They then go through a stage of “role moratorium,” which may vary from person to person and across different activities. Social, psychological and personal self-determination is completed outside of school age, on average between 18 and 21 years.

The level of development of the “I” is closely related to the development of other personal characteristics. Senior school age is the time to develop views and beliefs, form a worldview, and mature its cognitive, emotional and personal prerequisites. During this period, there is not just an increase in the volume of knowledge, but also a significant expansion of the horizons of the high school student. He has a need to reduce the variety of facts to a few principles. The specific level of knowledge and theoretical abilities, as well as the breadth of interests, is very different among the guys, but certain changes in this direction are observed in everyone - they give impetus to youthful “philosophizing.” Hence the persistent need to search for the meaning of life, to determine the prospects for one’s existence and the development of all humanity.

A characteristic feature of early adolescence is the formation of life plans. A life plan arises, on the one hand, as a result of a generalization of the goals that a person sets for himself, and on the other hand, it is the result of a specification of goals and motives. A life plan in the precise sense of the word arises when the subject of reflection becomes not only the end result, but also the ways to achieve it.

Unlike a dream, which can be either active or contemplative, a life plan is a plan of activity. Professional plans of high school students are often not specific enough. Quite realistically assessing the sequence of their future life achievements (promotion at work, salary growth, purchase of an apartment, car, etc.), high school students are overly optimistic in determining the possible timing of their implementation. Vocational guidance is a complex psychological problem, also associated with socio-economic problems.

It is pleasant to note that today professional counseling is actively carried out for schoolchildren and their parents on the problems of choosing a profession. Solving the problems of self-affirmation and self-determination in adolescence largely depends on the need for achievement. The need for achievement is understood by a number of researchers as the inherent desire in people to succeed in activities, in competition, with a focus on a certain standard of high quality performance. In early adolescence, there is an increased development of the need for achievement. It is implemented in different ways: for some in the field of cognitive activity, for others - in various kinds of hobbies, for others - in sports, etc. There is reason to believe that those high school students who have a particularly developed need for achievement have a less pronounced need for communication. At the same time, it is in youth that the need for achievement can be aimed at achieving success specifically in the sphere of communication.

Need for communication

Senior school age is the age of formation of one’s own views and relationships, the search for self-determination. It is in this that the independence of young men is now expressed. If teenagers see the manifestation of their independence in deeds and actions, then older schoolchildren consider their own views, assessments, and opinions to be the most important area for the manifestation of independence.

One of the peaks in the development of a person’s need for communication is early adolescence. Several reasons can be cited to explain the growing interest in expanding the scope of contacts.

The most obvious of them is the constant physical and mental development of the student and, associated with this, the deepening of his interests. An important circumstance is the need for activity. It largely finds its expression in communication. In youth, the need, on the one hand, for new experience, and on the other, for recognition, security and empathy, especially increases. This determines the growth of the need for communication and contributes to solving problems of self-awareness, self-determination, and self-affirmation. With age (from 15 to 17 years), the need for understanding increases noticeably, and in girls it is stronger than in boys.

When studying the features of communication among high school students, researchers pay special attention to the diversity of its functions. Firstly, high school student communication is a very important “channel of information.” Secondly, this is a type of activity that has a significant impact on personal development. And thirdly, this is a type of emotional contact that contributes to the development of the emotional sphere and the formation of self-esteem, which is so important at this age. In this regard, the need for understanding does not imply special rationality: understanding should be in the nature of emotional sympathy and empathy. Naturally, such a person is primarily thought of as a peer who is tormented by the same problems and the same experiences.

Boys and girls are in constant anticipation of communication - every new person is important to them. Communication in youth is characterized by special confidentiality and confessionality, which leaves an imprint of intimacy and passion on the relationships that connect high school students with loved ones. Because of this, failures in communication are experienced so quickly in early adolescence. At this age, compared to adolescence, there is also a need to communicate with Adults, especially in situations of uncertainty, the difficulty of making independent decisions, that is, in some kind of problem situation. And trust is largely associated not with the intimacy or secrecy of the information transmitted, but with the significance of the problem itself with which a high school student turns to an adult. It is very important how the young man evaluates the adult.

A case in point is relationships with teachers. The features of these relationships are determined primarily by the individual qualities of teachers. The most stringent assessments by high school students are such qualities as fairness, ability to understand, emotional response, as well as the level of teacher knowledge and quality of teaching. Along with the need for communication in adolescence, the need for isolation is clearly manifested. This may be the isolation of spheres of communication, or it may be a desire for solitude.

The need for solitude performs various functions in the development of a high school student. It can be considered both as a reflection of a certain stage of personality development, and as one of the conditions for such development. Cognizing beauty, understanding oneself and others can only be effective in solitude. Fantasies and dreams, in which roles and situations are played out, make it possible to compensate for certain difficulties in real communication. The basic principle of communication and mental life in general in adolescence is a pronounced search for ways to peace through finding a way to oneself.

Possible problems

As we said, in the first week of pregnancy, according to the obstetric counting method that we chose in our calendar, pregnancy did not actually occur. The menstrual cycle is still going on. After this, the egg matures, and only then (after 12-16 days) fertilization. Therefore, there is no point in talking about possible problems in the first two weeks. It is better to prepare the expectant mother for possible problems in early pregnancy.

The key word here is “possible”. It is absolutely not necessary that all of the above, or even part of it, will affect you. Each organism is individual.

There is a high probability that the following ailments will not bother a pregnant girl.

Hypothetical problems in early pregnancy include:

1. Thrush during pregnancy, accompanied by itching and curdled discharge.
2. Early toxicosis, accompanied by morning nausea, low appetite and poor health.
3. Frozen pregnancy, the likelihood of which is extremely low if you follow all the recommendations of specialists.
4. Frequent urination due to the growing uterus putting pressure on the bladder.
5. Constipation.
6. Spontaneous abortion, or miscarriage, which also happens extremely rarely if all the rules are followed at the stage of pregnancy planning and the actual bearing of the child.
7. Swings and sudden changes in mood.
8. Sleep disturbances, feeling of lack of sleep, weakness and fatigue.

Set yourself up for a positive wave. We have listed what is most likely to occur in pregnant women in the early stages. Aware means armed. The birth of a healthy child largely depends on the positive attitude and optimism of the expectant mother!

What happens if the baby is not positioned correctly in the womb before birth?

The main complications of fetal malposition can be considered:

• premature birth;
• rapid labor;
• premature rupture of amniotic fluid;
• loss of fetal parts;
• addition of infectious complications;
• fetal hypoxia;
• fetal asphyxia;
• bleeding;
• umbilical cord prolapse;
• sepsis;
• uterine rupture;
• fetal death.

Incorrect positioning of the fetus can cause dangerous complications. Therefore, it is necessary to properly manage the pregnancy and monitor the position of the baby in the stomach during the weeks of pregnancy. To do this you need to use

Ultrasound according to the timing of pregnancy, and pay special attention to the position of the child after 34 weeks of pregnancy. If the rules and diagnostic measures are followed, the frequency of complications is significantly reduced.

Useful tips and recommendations for the expectant mother

The birth of a new life is coming inside a woman, and measures taken to preserve her health during this period are more important than ever. Therefore, at this time it is important to find out what is not allowed in the first week of pregnancy. If you haven't done this before, start right now, and this will definitely have a beneficial effect on your baby's development in the future.

1. Probably the most important warning is to avoid all possible ingestion of poison into a woman’s body. That is, smoking and alcohol in the first weeks of pregnancy should be completely avoided.
2. All medications that a woman is forced to use for one reason or another must be approved by a doctor. Everyone knows that many medications can cause irreversible processes in a woman’s body. Therefore, it is unacceptable to take medications without a doctor's permission.
3. Try to avoid X-ray exposure of the abdominal organs. Such research is carried out only when absolutely necessary!
4. Stressful situations negatively affect the health of the expectant mother, so it is advisable to solve all problems that arise peacefully. Don't quarrel with your loved ones, don't conflict with your employees! It would be much better to create a cozy romantic atmosphere at home with your husband, because sex in the first weeks of pregnancy will not only allow you to relax, but will also strengthen your relationship with your spouse in the intimate sphere.
5. Avoid contact with sick people as much as possible. It is important to dress warmly during the cold season and protect yourself from colds and various diseases that can cause an increase in temperature, which is extremely undesirable in the first weeks of pregnancy. The notorious garlic and onions come to the rescue here - the best means of preventing colds in the first weeks of pregnancy.
6. To strengthen the immune system and enrich the body with missing microelements, it is recommended to take vitamins already in the first weeks of pregnancy. But don’t forget about proper nutrition, which is so important. The diet must include vegetables, fruits, grains and dairy products. It is especially important to pay attention to the folic acid content in foods, which will help prevent birth defects and promote normal fetal development.

General concepts of correct and incorrect position of the fetus in the abdomen during pregnancy

The position of the baby in the abdomen by week in the uterine cavity represents the direction in which the baby's face is facing. There are posterior and anterior positions of the fetus. When the baby's face is turned towards the mother's back, this is considered an anterior position. And when the face is up, that is, towards the anterior abdominal wall, one should speak of posterior presentation.

It happens:

• longitudinal;
• transverse;
• oblique

The term “presentation” refers to the location of certain parts of the baby’s body in relation to the mother’s pelvis.

It comes in the following types:

• head;
• frontal;
• facial;
• pelvic (can be leg or gluteal);
• transverse (shoulder).

The correct location is considered to be the front head. In these cases, the child's head is turned towards the entrance to the pelvis, and the face is turned posteriorly. Childbirth in this position occurs naturally along the physiological birth canal and, as a rule, proceeds safely.

Malposition of the fetus is divided into the following types:

• posterior view of cephalic presentation (face facing the anterior abdominal wall);
• pelvic (when the child’s body is turned towards the entrance to the small pelvis with the buttocks and legs);
• transverse presentation (the child lies with his shoulder to the entrance).

In addition, frontal and facial presentation occur, but medical statistics rarely mention them.

Nutrition for the expectant mother

The future mother's diet throughout pregnancy, in general, and in the early stages, in particular, should be varied, balanced and healthy. You will have to give up smoked, spicy, fried foods. Preference should be given to steamed, stewed and boiled dishes. More fresh vegetables and fruits, herbs and berries. It is advisable to abstain from carbonated drinks (lemonade, Pepsi and cola). Do not overuse coffee, chocolate, citrus fruits and honey (foods with a high risk of allergic reactions). To avoid toxicosis, it is better to eat meals in fractions – often and in small portions. Five to six times a day. Lean on dairy products - a source of calcium, and boiled meat and seafood - a source of protein.

Feelings in the chest in the first month

The belief that breasts hurt in the first days after conception is not true for everyone. Each girl prepares her mammary glands for future lactation individually. For some, the breasts swell and increase in size, for others this happens only on the eve of childbirth. The quality and quantity of milk does not depend on exactly how the breasts behave during pregnancy.

Feelings in the chest in the first month