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Chapter 3 Review
Infancy is the earliest stage of life, spanning from birth to about two years old. During this time, infants rapidly develop their abilities to think, feel, and move. They learn how to interact with the people and things around them, and start to build a foundation for their future growth and development.
One of the most important things infants learn during this stage is how to communicate. They start by developing the ability to understand and respond to basic communication cues, such as facial expressions and gestures. This lays the groundwork for eventually being able to speak and understand language.
Infants also learn how to interact with others socially. They learn how to share and take turns, and how to respond to the emotions of others. This helps them to develop strong relationships with the people around them.
Infants also start to develop their cognitive skills during this stage. They learn how to think about the world around them, and how to solve problems. This helps them to learn
and develop rapidly during this stage
Slide 2
discussion
Slide 3
Infant Growth and Development
Infants are constantly growing and developing. They are born with some abilities, and they continue to learn and grow throughout their lives. Some of the things that infants can do when they are born include breathing, crying, and sucking. They also have reflexes that help them survive, such as the rooting reflex, which helps them find and suck on a nipple. As they grow, they learn to control their movements and to communicate with others
The average newborn weighs approximately 7.5 pounds, although a healthy birth weight
for a full-term baby is considered to be between 5 pounds, 8 ounces (2,500 grams) and 8 pounds, 13 ounces (4,000 grams).
[1]
The average length of a newborn is 19.5 inches, increasing to 29.5 inches by 12 months and 34.4 inches by 2 years old (WHO Multicentre Growth Reference Study Group, 2006).
For the first few days of life, infants typically lose about 5 percent of their body weight as
they eliminate waste and get used to feeding. This often goes unnoticed by most parents, but can be cause for concern for those who have a smaller infant. This weight loss is temporary, however, and is followed by a rapid period of growth. By the time an
infant is 4 months old, it usually doubles in weight, and by one year has tripled its birth weight. By age 2, the weight has quadrupled. The average length at 12 months (one year old) typically ranges from 28.5-30.5 inches. The average length at 24 months (two years old) is around 33.2-35.4 inches (CDC, 2010).
What are the Safety Measures To Consider During the Infancy Stage?
There are many safety measures to consider during the infancy stage. Some of the most important are:
Always placing your child in a safety approved crib or bassinet.
Making sure your child’s sleeping environment is free of hazards, including loose blankets and pillows.
Using a car seat every time your child travels in a car.
Ensuring your child is up-to-date on vaccinations and routine health screenings.
Teaching your child basic safety precautions, such as not to run into the street and to stay away from hot ovens.
Supervising your child at all times, even when they are playing in the backyard.
Slide 4
Milestones
Slide 5
Milestones Slide 6
Good nutrition in a supportive environment is vital for an infant’s healthy growth and development. Remember, from birth to 1 year, infants triple their weight and increase their height by half, and this growth requires good nutrition. For the first 6 months, babies are fed breast milk or formula. Starting good nutrition practices early can help children develop healthy dietary patterns.
Infants need to receive nutrients to fuel their rapid physical growth.
Malnutrition
during infancy can result in not only physical but also cognitive and social consequences. Without proper nutrition, infants cannot reach their physical potential.
What are the nutritional requirements for infants?
An infant needs about
40-50 calories per pound of body weight per day
. How often an infant wants to eat will also change over time due to growth spurts, which typically occur at about two weeks and six weeks of age, and again at about three months and six months of age.
What are the nutritional requirements for infants?
What is the role of nutrition in infant development?
For proper growth and development, an infant must obtain an adequate amount of essential nutrients by consuming appropriate quantities and types
of foods. During infancy, a period of rapid growth, nutrient requirements per pound of body weight are proportionally higher than at any other time in the life cycle.
Why is nutrition important in early childhood development?
Children need fruits and vegetables daily for healthy growth and brain development
. Early eating experiences can also affect how we eat as we get older. This is why it is so important to introduce young children to healthy foods, including a variety of fruits and vegetables.
Slide 7 Lecture Launcher 3.1: Sudden Infant Death Syndrome (SIDS)
A tragic killer of infants is sudden infant death syndrome (SIDS) and sudden unexpected infant death (SUID). Data compiled by the Centers for Disease Control and Prevention (CDC) indicate that, in 2016, 3600 infants less than 1 year old died from SUID. Within that figure, 1,500 deaths were attributable to SIDS, 1,200 were due to unknown causes, and 900 deaths were caused by accidental strangulation or suffocation in bed. Happily, the trend in SUID has been decreasing steadily since 1990, although that’s cold comfort for parents who experience this horrific occurrence.
Although much is unknown about the mechanisms behind SIDS, some data are available. For example, risk factors associated with SIDS include:
Sex.
Boys are slightly more likely than girls to die of SIDS.
Age.
Infants are most vulnerable between the second and fourth months of life.
Race.
Nonwhite infants are more likely to develop SIDS compared to other racial or ethnic groups.
Family history.
Babies who’ve had siblings or cousins die of SIDS are at higher risk of SIDS.
Secondhand smoke.
Babies who live with smokers have a higher risk of SIDS.
Being premature.
Both being born early and having a low birth weight increase a baby’s chances of
SIDS.
Slide 8 Physical factors associated with SIDS are:
Brain defects.
Some infants are born with problems that make them more likely to die of SIDS. In many of these babies, the portion of the brain that controls breathing and arousal from sleep hasn’t matured enough to work properly.
Low birth weight.
Premature birth or being part of a multiple birth increases the likelihood that a
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baby’s brain hasn’t matured completely, therefore she or he has less control over such processes as breathing and heart rate.
Respiratory infection.
Many infants who died of SIDS had recently had a cold, which might contribute to breathing problems.
Environmental factors also play a role, such as:
Sleeping on the stomach or side.
Babies placed in these positions to sleep might have more difficulty breathing than those placed on their backs.
Sleeping on a soft surface.
Lying face down on a fluffy comforter, a soft mattress, or a waterbed can block an infant’s airway.
Sharing a bed.
Although the risk of SIDS is lowered if an infant sleeps in the same room as her or his parents, the risk increases if the baby sleeps in the same bed with parents, siblings or pets.
Overheating.
Being too warm while sleeping can increase a baby’s risk of SIDS.
Some evidence assigns a role to maternal factors. These include being younger than 20 years old, smoking cigarettes, using drugs or alcohol, or receiving inadequate prenatal care.
For additional information, please explore:
https://www.cdc.gov and search for data on SIDS
Slide 9 Slide 10 Video and questions Slide 11
•
Jean Piaget developed the theory of cognitive development (a stage theory) as a comprehensive theory about the nature and development of human intelligence •
When faced with something new, a child may either fit it into an existing framework (schema) and match it with something known (assimilation) or expand the schema to accommodate the new situation (accommodation) by learning new words and concepts
•
We determine whether new information fits into our old way of thinking or whether we need to modify our thoughts
Slide 12
What is the sensorimotor intelligence theory of Piaget?
What is the sensorimotor learning theory?
Many of our behaviors are modified through sensorimotor learning. Here we broadly define sensorimotor learning as
an improvement in one's ability to
interact with the environment by interpreting the sensory world and responding to it with the motor system
.
in Piagetian theory, knowledge that is obtained from sensory perception and motor actions involving objects in the environment. This form of cognition characterizes children in the sensorimotor stage.
The child relies on seeing,touching, sucking, feeling, and using their senses to learn things aboutthemselves and the environment.
Piaget calls this the sensorimotor stagebecause
the early manifestations of intelligence appear from sensory perceptionsand motor activities
.
What is the main task during Piaget's sensorimotor intelligence?
During the sensorimotor stage, the main task is to:
use senses and motor skills to understand the world
.
What does Piaget say about intelligence?
When considering intelligence, Piaget
focuses on the mental processes thatoccur, rather than on the actual measure of the intellect
. He uses four areasto define intelligence. These areas are: a biological approach to looking at intelligence, the succession of the stages, knowledge, and intellectualcompetence.
What is an example of a sensorimotor intelligence?
This is what defines the sensorimotor stage. For example,
a baby might giggle or smile because he or she perceived something as funny or interesting
. Giggling or smiling is an example of a reaction induced by cognitive development, so it would fall under the sensorimotor stage.
Slide 13 What is assimilation and accommodation in Piaget theory?
According to Piaget, the learning process involves the following: Assimilation:
Attempting to interpret new information within the framework of existing knowledge
. Accommodation: Making small changes to that knowledge in order to cope with things that don't fit those existing frameworks.
What is assimilation and accommodation example?
However, one day she throws a rock at your car by accident. If you assimilate this information, you might add the incident to your knowledge of the girl without changing your essential opinion of her. However,
if you changed your opinion, that would be an example of accommodation.
What is the main difference between assimilation and accommodation?
Assimilation is understanding new objects or ideas with the existing capacity of understanding. Accommodation, on the other hand, is the tendency to adjust to a new object, that is to change one's understanding to fit in the new object.
What is an example of cognitive assimilation and cognitive accommodation?
Adaptation involves two sub‐processes: assimilation and accommodation. Assimilation is the application of previous concepts to new concepts. An example is
the child who refers to a whale as a “fish.”
Accommodation is the altering of previous concepts in the face of new information.
What is schema assimilation and accommodation according to Piaget?
Schema: A representation in the mind of a set of ideas or actions which go together. Assimilation: The process of taking in information into our previously existing schemas. Accommodation: Involves altering existing ideas or schemas as a result of new experiences.
What are assimilation and accommodation and what do they have to do with schemas?
While assimilation involves the incorporation of new data into one's existing schemas, accommodation requires a more active and transformative approach, in which learners must modify their current cognitive frameworks to accommodate previously unencountered insights.
A schema, or scheme, is
an abstract concept proposed by J.
Piaget to refer to our, well, abstract concepts
. Schemas (or schemata) are units of understanding that can be hierarchically categorized as well as webbed into complex relationships with one another.
What is a schema in cognitive theory of development?
Description. Jean Piaget's theory of cognitive development includes discussion of cognitive schemas, or
mental representations
. As infants, we are born with certain innate schemas, such as crying and sucking. As we encounter things in our environment, we develop additional schemas, such as babbling, crawling, etc.
What is an example of a schema Piaget?
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Even babies are born with a few schemata already developed. Another example of a schema is
learning that a structure that moves, is furry, and walks on four legs is a "dog"
. This may lead to an 18-month-old thinking all furry animals are dogs, such as cats and cows.
Slide 14
Watch video, answer questions and read print out on subject
Slide 15
Babies of 10 months or younger typically make the perseveration error, meaning they look under box "A" even though they saw the researcher move the toy under box "B", and box "B" is just as easy to reach. Piaget called this phenomenon A-not-B error.
How does Piaget explain the A-not-B error?
Piaget thought that the existence of the object under A is causally related to the search response itself. That is, independent of where the object was hidden, searching under A would result in the object being found at A.
Which of the following is an example of Piaget's A-not-B error?
When presented with two possible locations, the A-not-B error occurs when
infants search for a hidden toy at the incorrect location
(Piaget, 1954). The toy is repeatedly hidden at location A. After a short delay, infants are then allowed to reach for and retrieve the toy.
What is the A-not-B error in substage?
At
sub-stage 4
, infants make an odd mistake called the A-not-B error. After they find an object a few times in location A, they continue looking for it in that location even when they see it placed in a new location, B.
What is the A-not-B error in substage?
At
sub-stage 4
, infants make an odd mistake called the A-not-B error. After they find an object a few times in location A, they continue looking for it in that location even when they see it placed in a new location, B.
Slide 16 Slide 17
Infants often fail to search for a hidden object until approximately one year of age, which suggested to Piaget that the infant lacked the concept of object permanence. Flavell, Miller, and Miller, however,
noted that research suggests infants may have a greater understanding of object permanence earlier than Piaget assumed. The belief that object permanence does not stabilize until the end of the first year may have been the result of Piaget’s methodology. That is, his observations were based upon the child’s ability to perform certain motor behaviors that do not appear until later in development. John Flavell and his colleagues argued, however, that a failure to perform a search for the object does
not necessarily mean that the child lacks the concept of object permanence. Researchers have developed several techniques that visually present situations that are either possible or impossible given the rules of object permanence. Based upon observations of the reactions of infants to these presentations, the results indicated that infants as young as 3 to 4 months exhibited surprise reactions when situations were presented that were impossible given the rules of object permanence. Such findings suggest that the concept of object permanence may appear much earlier than originally proposed by Piaget.
Renée Baillargeon is a Canadian American research psychologist
What is the controversy about object permanence?
Controversy concerns
whether or not perception of object permanence can be achieved or measured without the motor acts that Piaget regarded as essential
. The nature of inferences that can be made from the A-not-B error has been challenged.
What did Baillargeon prove?
Infants spent longer times looking at events that defied physical laws applied
to obscured objects, implying that infants do, indeed, understand
object permanence
. A study by Baillargeon and colleague Julie DeVos confirmed the
concept of object permanence in infants as young as 3.5 months old.
What is the difference between Piaget's and Baillargeon's views of object permanence?
Piaget claims that children don't develop object permanence until around 8 months of age , whereas Baillargeon believes that children have this understanding much earlier.
What did Piaget say about object permanence?
Piaget concluded that eight months old was the age children had the mental ability to retain the object in their minds. He also believed that any child under the age of eight months could not remember the object.
Remembering
an object that is out of sight is called object permanence.
What is the difference between Piaget's and Baillargeon's views of object permanence?
Piaget claims that children don't develop object permanence until around 8 months of age , whereas Baillargeon believes that children have this understanding much earlier.
Why do people with ADHD not have object permanence?
The underlying process creating these object permanence problems in ADHD
likely has more to do with
poor working memory
than with any lack of understanding that objects and people keep existing even when we can't see
them. Research suggests that people with ADHD have poor working memory (also called short-term memory).
What does hidden ADHD look like?
These are the symptoms to look for: Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or with other activities. Often has trouble sustaining attention on tasks or play activities. Often does not seem to listen when spoken to directly.
Slide 18 Answer questions. 1.Why did Dr. Baillargeon conduct her object permanence studies?To prove that children can understand
objects exist when hidden evenyounger than what Jean Piaget suggested.
2.What did Dr. Baillargeon do in her studies?She had a car drive down a ramp and hid it with a screen, the screen waslifted to show a block on the track. The infant looked longer at this eventbeing that it was impossible.
3.What did she find?That infants as young as 3 and a half months of age understand thatobjects continue
to exist when hidden.
Slide 19
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Lecture Launcher 3.13: Should You Let a Baby Cry?
Many developmentalists believe that the discomfort caused by listening to a baby cry is an adaptive response that assures the helpless baby will get attention from an adult. However, even the experts disagree on how quickly caregivers should respond to a crying baby.
The first psychologist to advise new parents on whether to allow babies to cry or not was John B. Watson.
Watson argued that when parents respond each time their baby cries, they are rewarding
the crying and increasing
its happening. In other words, they are spoiling their children. By the 1940s, Benjamin Spock (in his classic Baby and Child Care
) was dispensing very similar advice: when babies are fussy and won’t sleep, let them cry it out until they fall asleep. Fifty years later, Richard Ferber, head of the Center for Pediatric Sleep Disorders at Children’s Hospital in Boston, wrote a best-
selling book called Solve Your Child’s Sleep Problems. After studying babies’ sleep habits for years, Ferber says that most healthy babies are sleeping through the night by age 3 months. Babies need to learn that if they cry at night parents will not (a) take them out of the crib, (b) feed them, or (c) play with them. Also, says Ferber, if a baby learns to fall asleep only while being held, rocked, or fed, she’ll insist on those conditions being met night after night. Although it’s normal for babies to wake during the night, Ferber continues, it is knowing how to go back to sleep that is the problem. Ferber suggests giving the baby a pat (not a cuddle) and leaving the room. If the crying continues, parents should return and calmly reassure the child. Ferber suggests increasing the intervals between returning to the child’s room by 5 minutes at first, then 10, then 15. Within a week, claims Ferber, the child will be trained to fall asleep on her own.
Many developmentalists disagree with the behaviorist view. John Bowlby argued that babies’ cries are preprogrammed distress signals that bring caregivers to the baby. The caregivers, too, are programmed to respond to babies’ cries. The adaptive significance of crying ensures that the infant’s basic needs will be met, a sense of trust in others will develop, and the infant will have sufficient contact with other human beings to form social and emotional attachments. Mary Ainsworth also believed that you cannot respond too much to an infant’s crying in the first year. She found that mothers who responded quickly to their infants when they cried at age 3 months had infants who cried less later in life.
Slide 20 Lecture Launcher 3.11: The Development of Attachment
What are attachment theories in developmental psychology?
attachment theory, in developmental psychology, the theory that humans are born with a need to form a close emotional bond with a caregiver and that such a bond will develop during the first six months of a child's life if the
caregiver is appropriately responsive.
What are attachment issues in developmental psychology?
According to attachment theory, different circumstances can lead to different
types of insecure attachment styles:
If a parent is sometimes responsive to
the child but unavailable at other times, the child might develop an ambivalent (or anxious-preoccupied) attachment style
Slide 21
Lecture Launcher 3.12: Ainsworth’s Strange Situation Test
Mary Ainsworth’s groundbreaking study of infant attachment grew out of the work of theorists in the fields of ethology, developmental psychology, and psychoanalysis. Sigmund Freud declared that infants become attached to their mothers because their mothers feed them and satisfy their oral needs. However, psychoanalyst Rene Spitz noticed that infants in foundling homes, even when fed adequately, died at an alarming rate. He hypothesized that they were dying from lack of loving attention and touch. Harry Harlow had read Spitz’s work and decided to test the theory of “contact comfort” against Freud’s oral needs theory, using infant rhesus monkeys. Harlow took monkeys right after birth and put them with “surrogate mothers.” Some “mothers” were made of wire mesh and had bottles attached for feeding. Other “mothers” were made of terry cloth and had no bottle. Although the young monkeys went to the wire mesh “mothers” when they were hungry, they spent the rest of their time clinging to the terry cloth “mothers.” And when Harlow frightened the monkeys, they ran for safety to the cloth “mothers.” Harlow also found that monkeys separated from their mothers and raised in isolation became antisocial and later became poor mothers themselves. Thus, it seemed, with monkeys at least, that “mother love” and touch were more important than food.
But what about the human mother-infant bond? In England, John Bowlby was studying the effects of early maternal deprivation (precipitated by World War II). He proposed that children go through three stages when separated from their mothers: protest, despair, and finally, detachment. Influenced by Konrad
Lorenz’s work on imprinting, Bowlby hypothesized that early maternal separation is harmful because it thwarts the infant’s instinctive need for a close bond with its mother. Bowlby maintained that infants inherit several behaviors that help them to maintain contact with significant others and to elicit caretaking. These behaviors include signaling; orienting; and contact behaviors such as crying, cooing, smiling, grasping, and babbling that adults find impossible to ignore. Thus, behaviors on the part of both the infant and caretaker ensure survival and promote attachment. Ainsworth worked with Bowlby in the early 1950s analyzing data on the effects of maternal separation on
children under 5. Later, in Uganda, Ainsworth observed infant-mother attachment and devised her categorization system. When she moved to Baltimore in the 1960s, Ainsworth decided to further test these categories under experimental conditions. She used a “strange situation” after reading Harlow’s research with monkeys. First Ainsworth and four assistants closely observed 26 infant/mother pairs for over 72 hours in the children’s homes, watching for these interactions: feeding, crying, cuddling, eye contact, and smiling. Then, when the babies were a year old, they were brought to Ainsworth’s lab and observed during what came to be called the “strange situation.” The experiment proceeded as follows. (You may wish to use Handout 6-1 to accompany this part of the lecture.)
1. Mother and baby are alone in an unfamiliar room with toys.
2. Mother sits down and baby is free to explore and play with the toys.
3. An unfamiliar adult enters the room.
4. Mother leaves the room; the baby stays with the unfamiliar adult.
5. Mother comes back into the room; the stranger leaves.
6. Mother leaves baby alone in the room.
7. Stranger comes back instead of mother.
8. Stranger leaves and mother comes back into the room.
Of particular concern to Ainsworth and her associates was the baby’s reaction to its mother during #5 and
#8. She found three patterns:
1. Securely attached
These infants explored the room, keeping an eye on their mothers. They cried when separated from their mothers, but when their mothers returned they were greeted with pleasure, often by the baby’s wanting to be held. These children were easy to console.
2. Insecurely attached—ambivalent
These infants were clingy even before the mother left and were afraid to explore the room. They were extremely anxious and agitated when their mother left the room and cried to be held when she returned. However, they arched away from her body and refused to be consoled.
3. Insecurely attached—avoidant
These children explored the room but did not turn around to keep an eye on their mothers. When the mother left, these infants did not get upset, and when she returned, they avoided her.
From the home and laboratory observations, Ainsworth was able to explain the mothering styles that produced each type of attachment. Mothers of securely attached infants responded to their infant’s feeding signals and crying promptly. In addition, they smiled a lot with their infants. Mothers of anxiously
attached infants responded in inconsistent, ignoring, or rejecting ways.
Not all developmentalists accept Ainsworth’s interpretations. Chief among her detractors is Jerome Kagan, who believes another way to interpret infants’ attachment styles is to look at parenting behaviors and infant temperament. Kagan asserts, for example, that “insecurely attached” infants may merely be temperamentally less able to cope with maternal separation and strangers. Kagan also claims that cross-
cultural research indicates that some forms of socialization teach infants to suppress their fears in unfamiliar places.
Slide 24
Video
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Slide 25
video
Video and questions Ainsworth's Strange Situation experiment is
a laboratory procedure designed to assess infant attachment to their caregiver
. It involves a series of staged interactions between a child and their caregiver in an unfamiliar environment.
What is the Strange Situation in attachment theory?
The strange situation is
a procedure devised by Mary Ainsworth in the 1970s to observe attachment in children, that is relationships between a caregiver and child
. It applies to children between the age of nine and 30 months
What is the anxious attachment style in the Strange Situation?
In the context of the Strange Situation, a child displaying anxious resistant attachment exhibits the following behaviors:
Conspicuous Contact- and Interaction-Resisting Behavior
: The baby displays noticeable resistance to contact and interaction, especially in specific episodes like Episode 8
What is an avoidant attachment as measured in the Strange Situation?
Children with an avoidant attachment style
don't explore much, and they don't show much emotion when their mothers leave
. They don't seem upset about being left alone with the stranger, and, when the mother returns, these children tend to ignore her or avoid eye contact with her
Slide 26
Slide 27 What is temperament in infancy?
Temperament refers to
biologically based individual differences in the way people emotionally and behaviorally respond to the world
. During infancy, temperament serves as the foundation of later personality.
There are three general types of temperaments:
easy-going, slow-to- warm, and active
. Easy-going children are generally
happy and active from birth and adjust easily to new situations and environments. Slow-to-warm children are generally observant and calm and may need extra time to adjust to new situations.
Slide 28 What is the temperament scale for infants?
The IBQ measures temperament using 6 scales:
Fear, Distress to Limitations,
Smiling, and Laughter, Soothability, Duration of Orienting, and Activity Level
.
What is the most common temperament of newborn babies?
Table 3.4 Types of Temperament
Type
Percentage
Easy
40%
Difficult
10%
Slow-to-warm
15%
How do babies show temperament?
A baby's temperament is displayed
by the way he consistently behaves in relation to what's happening to him and around him
(both inside his body and outside). Baby temperament is often classified into 3 broad groups... Easy-going - where little bothers him. Sensitive - where he definitely has his limits.
Which is an example of an infant temperament?
In general, a child will show certain behaviors for each trait. For example, one infant may be extremely active and have an intense need to continually move, while another infant may be happy to move slowly around the environment watching things.
What influences infant temperament?
Behavior and genetic studies identified that temperament can be heritable, but factors such as
SES, breastfeeding, marital satisfaction, and experiences
-
both before and after birth- affects full development of temperament (Shiner & Caspi, 2003)
Are babies born with a certain temperament?
A child's temperament determines how they react and adapt to various situations, express and regulate their emotions, and interact with others. In
short,
the way your baby behaves depends largely on the temperament they
were born with
. And since temperament is present from birth, it's partly genetic.
Slide 28
Video Slide 29 In a study at the University of Maryland, researchers measured the emotions of anger, joy, and fear in infants at nine months old to evaluate their temperament. EEG measurements revealed that babies with a more exuberant temperament have increased activity in the left frontal lobe, while a more subdued personality is associated with greater activity in the right frontal lobe. The study also examined if emotional temperament is persistent over time and poses the question of whether babies will sustain these temperament traits as they grow older. A later part of the study examined how temperamental extremes affect a child's reaction to stressful situations, and it demonstrated that early temperament could govern a person's behavior in the future.
In this section, researchers at the University of Maryland conduct a temperament study on infants at nine months old to measure their emotions of anger, joy, and fear. Jack is easily frustrated and frightened, while Emily appears more laid-back and enjoys interacting with puppets. An EEG cap reveals that Emily has more activity in her right frontal lobe, which is associated with a more subdued personality. Babies with exuberant temperaments show an exaggerated response on the other side of the brain in the left frontal lobe. The research sheds light on the
neurobiological basis of restraint and exuberance. Researchers also question if emotional temperament is constant over time and if babies will carry these temperament traits as they grow
Slide 30 Developmental milestones are markers of a child’s development from infancy on into childhood. They are used to help determine if a child is undergoing typical development versus if a child has delayed in a given area or over multiple areas in the process of aging development. Milestones are categorized into social/emotional, gross and fine motor, language, and cognitive. This activity highlights the role of the interprofessional team in assessing developmental milestones.
Which developmental milestone happens during infancy?
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.
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Looking for developmental milestones is
important to understanding each child's development and behavior
. Milestones can help explain a child's behavior. For example, if
a 1-year-old cries when her dad leaves the classroom in the morning, she is showing a typical 12-month milestone that signifies healthy development.
Why is infancy the most important phase of psychological development?
Infants make rapid advances in both recognition and recall memory, and this
in turn
increases their ability to understand and anticipate events in their environment
.
Why is it important to study infants and their development?
Early childhood experiences from birth to age 8 affect the development of the brain's architecture, which
provides the foundation for all future learning,
behavior and health
. A strong foundation helps children develop the skills they need to become well-functioning adults.
What happens when developmental milestones are not met?
Most developmental delays will resolve on their own over time
. With early intervention services, your child should be able to catch up to their peers and
reach their full potential. However, without early intervention support, there's a chance a developmental delay may progress into a more serious problem
SLIDE 31
Babies communicate using vocal sounds and gestures
. In the first year of life, babies go from babbling to playing with sounds, copying sounds and putting sounds together. First words might start at around 12 months. Babies start understanding and responding to words in the first year of life.
What is the normal order of language development in infancy?
What is the typical sequence in language development?
crying, cooing, babbling, gesturing and receptive language, first words, holophrases, naming
explosion, and telegraphic speech
.
Language development is an important part of child development.
It supports your child's ability to communicate
. It also supports your child's ability to: express and understand emotions.
Why is language development important in infants?
Speech, language, and communication are critical areas of development for children. They play a vital role throughout our lives, helping us to understand
what is going on around us, communicate our basic needs and feelings, hold conversations, think and learn, develop relationships, solve problems, and more.
SLIDE 32
SLIDE 33
Motor skills are broken up into two categories: gross motor skills and fine motor skills. Mastering both are important for children’s growth and independence. Watch to learn more about both, and how your child can strengthen their skills!
Why Are Motor Skills Important?
Motor skills are essential for baby's physical strength and movement
Motor skills are used everyday throughout our lives. They help us move and do everything from lifting heavy items to typing on a keyboard. Motor skills and motor control begin developing after birth, and will progress as children grow.
Having good motor control also helps children explore the world around them, which can help with many other areas of development.
Motor skills are broken up into two categories:
gross motor skills
and
fine motor skills.
Mastering both are important for children’s growth and independence.
Gross motor skills
are movements related to large muscles such as legs, arms, and trunk
Motor Skills: Know the Basics
Why does my child need motor skills?
To be able to move and complete tasks independently
To be able to explore the world around them, which promotes
cognitive
,
speech
, and
sensory
development
To give them confidence and independence, which promotes skills such as
executive function
To meet developmental milestones
To possibly help prevent early motor delays and conditions that can interrupt development
When should my baby start developing motor skills?
As a newborn! They will begin developing core motor skills as soon as they start moving.
Sign up for the Baby Games Calendar
or
visit our Baby Games page
to learn more about the physical activities that are age-appropriate for your little one, to help them make progress on their motor skills every week.
How often should my child work on their motor skills?
The short answer: every day!
As they get older, your little one will be working their motor skills every day just by going about their daily routine and getting more involved in activities! However, for infants and toddlers, they may need extra stimulation to work their motor skills. Make sure you are encouraging physical movement and development of these skills on a daily basis.
What are some important motor milestones?
All motor milestones are important! Which means it’s crucial to ensure your baby is meeting their milestones. You can find all motor milestones or learn more from the
Assure the Best brochure
.
The achievement of one milestone tends to lead to another. So for example, while babies typically do not crawl until 7-9 months, they achieve plenty of other
milestones before that
so they have the strength and confidence to crawl.
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Why Sleep Matters for Motor Skills
Changing baby's sleep direction can help strengthen baby's neck muscles and head control
Changing head direction can help prevent positional
plagiocephaly
(flat head)
and positional torticollis, by encouraging baby to move their head and strengthen both sides of their neck. When baby faces different directions as they lay, they also vary the direction they turn their head in response to a noise (such as a parent entering the room). This strengthens neck muscles more evenly on both sides, and changes the places where baby puts pressure on their head as they lay.
What Are Fine Motor Skills?
Fine motor skills are the ability to coordinate movements of those small muscles in the wrist, hand, fingers, and even toes. In contrast, gross motor skills
are the ability to coordinate the large muscle movements of the arms, legs, and feet, as well as the ability to coordinate and control the entire body as a whole.
You can encourage your child’s fine motor skills through activities and play that’s appropriate for her stage of development. All of it, whether it’s being able to move a toy
block or pick up a small piece of food off a plate, serve as building blocks for eventually
being able to handle more complex actions like writing or buttoning a shirt.
Remember that since each child develops at her own pace, the development of your child's fine and gross motor skills may happen earlier or later when compared to another child.
What is the best example of a baby's early fine motor skill?
Hand and finger skills you may see your baby master between 8 and 12 months of age include:
Uses the pincer grasp to pick up objects, shake them,
bang them, move them from one hand to the other, and let go voluntarily or throw them
.
Bangs together objects like toy blocks to make a sound
.
Why is fine motor skills important for infants?
These types of movements are important for young children to practice as they develop because they help a child lay the foundation to do such everyday tasks as buttoning a shirt, tying shoe laces, grasping a pencil, using utensils, typing on a keyboard and much more.
Jun 14, 2016
What is the importance of knowing the motor development of infants and toddlers?
Motor development is just one part of children's development. However, mastering both fine and gross motor skills are
important for children's growth and independence
. When children have good motor control it helps them be able to explore the world around them and also helps with their cognitive development.
Why are gross motor skills important for infants?
Gross motor skills are important
for overall physical development, posture, coordination and balance
. Learning these basic movements help children move from one position to another in a smooth and efficient manner. They are also important for sports and leisure activities.
SLIDE 34
Plenty of evidence shows how playing with toys is an essential aspect of children’s development. Children of all ages enjoy playing with toys and the different roles toys play in their make-believe games and fantasy worlds. But toys are much more than simple
playthings
. Many studies have shown that children learn through interaction and toys offer hands-on learning possibilities that can instill basic skills that can benefit children for the rest of their lives.
Why are toys so important in childhood development?
Toys are objects that children use for entertainment while simultaneously exploring
the wonderful world around them, constantly educating themselves, role-playing, and exploring how to best express their emotions.
Because toys can be used as symbols for other things, they have great potential for helping children understand bigger concepts.
Toys refine motor development
When children grasp toys and learn how to manipulate it, they are effectively practicing motor skills and becoming more adept at hand-eye coordination. This helps children advance through the different stages of physical development.
Toys encourage creativity and imagination
When children are given a set of toys such as building blocks or pretend dolls, they will use them to create narratives while playing. The toys become more than what they actually are. When children are doing this, they’re learning to make sense of the world and helps them see things more broadly.
Toys improve cognitive development
Toys nurture children’s’ cognitive development during the most important childhood years. Toys stimulate concentration levels and enhance attention span and memory. In turn, cognitive development during the childhood years improves children’s’ ability to approach language and math skills in a fun way.
Toys teach children about STEM
Children are always absorbing information from their surroundings. And toys offer children another way to explore science, technology, engineering, and mathematics. Whether toys are simple or complex, they have a lesson to teach children and stress the importance of toys in childhood development.
Toys help with emotional development
When children have favourite toys, they’re practising bonding in a very healthy way.
When parents play with their children, it in turn helps them bond with people. This is how toys provide a great tool for connection, building positive memories, and a way to interact with their feelings.
Read paper SLIDE 42
What is the meaning of social reference?
Social referencing refers to
the process wherein infants use
.
the affective displays of an adult to regulate their behaviors
.
toward environmental objects, persons, and situations
. Social referencing represents one of the major mecha- nisms by which infants come to understand the world.
What are the signs of child's social referencing?
By the age of 18 months, your child may be using your affective displays to form responses for all his actions. Babies may use social referencing for many things. For example, he sees a new shiny object on the floor and is obviously intrigued by it. He looks at you to see if it is okay for him to touch it.
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Social referencing refers to
the process wherein infants use the affective displays of an adult to regulate their behaviors toward environmental objects, persons, and situations
. Social referencing represents one of the major mechanisms by which infants come to understand the world around them.
What is social reference theory?
The Social Reference Theory postulates that all perceptions (understanding, interpretation, knowledge, information, judgment, evaluation, etc.) are based
on some reference and manipulating the reference an individual uses can change his or her perception.
Student Activity 3.4: Leaving the Classroom
Encourage your students to step outside the classroom and leave “book-learnin’” behind for a while. By observing newborns, infants, and toddlers “in the wild,” students will gain a better appreciation for the principles they’re reading about.
A Daycare Center with Infants
Students can observe the physical development of various infants (see Handout 3-1
).
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A Toy Store
Using Handout 3-2
, have students determine how toys for infants enhance sensory development.
If students have children or young brothers or sisters at home, they can bring in examples of toys that develop the senses.
Pediatric Care Unit
Ask students to visit a children’s ward of a hospital and report on what special skills are required of nurses working with infants.
Students might also share their observations of infants with developmental delays.
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