Child Growth and Development Infant Unit Child Growth and Development

Infant Unit – Focus Lesson Reminder – You don’t have to do anything during the focus lesson. Sit, Listen actively, FOCUS. 1. Skill – Identifying how infants grow. 2. Purpose – If you know how infants grow, you can assist in fostering their development. Plus, you will know what’s “normal” or “not normal” amongst infant development. 3. When to use – You will use information when working with infants in your career or home life. 4. Prior knowledge – Basic knowledge of newborn infants from the previous chapter. Basic knowledge of how humans grow and develop. 5. How it will be completed – We will go through how infants physically develop as a class, through powerpoint and videos. You will work individually and with partners to answer questions and complete activities reinforcing information on how infant development. You will continue work on your baby book to showcase your knowledge of infant development through your own “baby.” 6. Avoid – Be careful not to listen believe everything people tell you about infants and how they develop. This information, though not perfect, comes from facts. Regardless, you will never be able to predict everything that can and will happen with newborns. This is unit will give you a good knowledge base. 7. After completion - You will be able to identify and explain how infants develop. These skills can be used in fostering real infants development.

Physical Development of the Infant

Skeletal Growth Skeletal System- made up of teeth and bones

Skeletal Growth Length Increase in length during the first year 1.5 times their birth length (if they are 20 in when they are born, they will be around 30 in by 1 year) Boys are usually ¾ inch longer than girls by age 1

Skeletal Growth Weight Fat tissue increases around 9 months Babies appear “chubby” Boys vs. Girls Boys are around 1½lbs heavier by age one Why? Boys naturally have more muscle. Girls naturally have more fat. Muscle weighs more than fat.

Skeletal Growth Age in Months Length Weight Birth 20 in. 7½ lbs. 3 6 26 in. 16¾ lbs. 9 28 in. 20 lbs. 12 29½ in. 22¼ lbs.

Skeletal Growth Think – Pair – Share How does growth in the first three months of life compare to the last three months of the first year? How does growth in the first year compare to growth later in life? What can be done to foster growth?

Infant Growth Chart

Skeletal Growth Failure to thrive- a condition in which a child fails to grow at a healthy rate Why? Diseases preventing nutrient absorption Lack of food Infrequent/short feedings Abused or neglected

Skeletal Growth Body proportions Head is ¼ of total length Head larger than chest Large head causes center of gravity to be high on a baby’s body. This is why babies can’t hold their head up or walk at first.

Skeletal Growth Infant skeleton is mainly made up of cartilage Cartilage is bendable so baby’s bones won’t break Cartilage is not sturdy – impossible to sit or stand until cartilage strengthens into bones Bones can become misshapen if baby is left in one position for long periods of time Do “tummy time” to encourage baby to begin rolling over, reaching, and crawling

Skeletal Growth Changes that occur in baby’s bone during the first year Length increases Ossification begins (minerals, calcium, and phosphorus begin being deposited into bones) Number of bones changes Bones in hands separate into many bones Skull becomes one large bone

Skeletal Growth Deciduous teeth appear (nonpermanent) Timing varies greatly, but most babies begin “teething” or “cutting teeth” between 6 and 12 months.

Motor Development Motor development is the use and control of muscles that direct body movements Gross-motor skills use large muscles trunk, arms, legs Fine-motor skills use small muscles hands, fingers

Motor Development Patterns of motor development Slow movements because babies must think about moving to move Reactions develop from general to specific Development occurs from: Head-to-foot Center-to-extremities

Head-to-Foot Development - About 7 months - Between 6 and 8 months - Between 12 and 14 months

Center-to-Extremities/Near to Far Development

Center-to-Extremities Control of arms, hands, fingers develop in stages Birth - Palmar reflex 2 months - begin to swipe at objects in an attempt to grasp them 4 months- grasping reflex is replaced by voluntary grasping well developed between five to six months 8-9 months - pincer grasp is developed

Get your baby exercising! http://www.msnbc.msn.com/id/35880077/ns/health-childrens_health/t/babies-are-born-boogie-study-shows/

Intellectual Development of the Infant

Intellectual Development What is it? How people learn, what they learn, and how they express what they know through language. Stimuli – changes in the environment that affect sensory organs causing a person to react

Intellectual Development What types of things stimulate babies?

Brain Development Supports Learning Motor center wiring begins at about two months development is a multi-year process learning of voluntary gross-motor movements begins wiring for fine-motor movements begins at two or three months

Brain Development Supports Learning Vision center very active in early infancy see objects at many distances very clearly by two or three months binocular vision - type of vision that involves fusing an image so it appears as one image using both eyes. approximately three months window of opportunity is brief activity in vision center peaks at eight months

Brain Development Supports Learning Binocular vision is necessary for recognizing how far away an object is

Brain Development Supports Learning Thinking and memory centers infants make sense of what is happening and then attempt to make something happen themselves

Brain Development Supports Learning research suggests activity begins at six months wiring continues for about 10 years need a rich environment for optimal development

What do you think? Brain development research has provided information suggesting a rich environment is needed to stimulate thinking and memory centers of babies’ brains. What are some examples of a rich environment for babies?

Create Your Own Ideal Environment Create an environment for babies, including toys that would stimulate all of their senses, that would be most likely to enrich them intellectually. This can be produced by creating a picture or a 300 word response.

Perception Perception involves organizing information that comes through the senses how things are alike and different in size, color, shape, texture speed of organization reaction to different sensory experiences Perceptual learning is the process of developing mental images

Cognition Cognition is the act or process of knowing or understanding Piecing together perceptions Theoretical foundation Jean Piaget Lev Vygotsky

Piaget’s Stages of Cognitive Development Who is Piaget? A psychologist from Switzerland who created a theory of how children learn 4 Stages of Cognitive Development Stage 1 - Sensorimotor stage begins at birth, most children complete it in two years work through four substages in first year substages 1 and 2 involve baby’s own body substages 3 and 4 involve people and objects Basis for future mental development

Piaget’s Stages of Cognitive Development Substage 1 (birth to 1 month) Practicing Reflexes Substage 2 (1 to 4 months) Primary Circular Reactions Substage 3 (4 to 8 months) Secondary Circular Reactions Substage 4 (8 to 12 months) Coordination of Secondary Circular Reactions

Substages of Sensorimotor Stage Substage 1: Practicing Reflexes (Birth to 1 month) Find stimulation through inborn reflexes, such as sucking or looking. Practice these reflexes making them strong and more efficient. Substage 2: Primary circular reactions (1-4 months) Use voluntary actions that came from reflexes, such as sucking at will. Adapt these basic actions, such as sucking with more force for nourishment and with less force for pleasure (pacifier or hand) Reflexes Video Clip

Substages of Sensorimotor Stage Substage 3: Secondary circular reactions (3-8 months) notice responses to actions practice action/response sequences begin imitating actions of others – Play baby YouTube videos Substage 4: Coordination of secondary circular reactions (8-12 months) Begin to have goals, such as wanting a toy. Problem-solve by combining two or more actions, such as crawling toward a toy and then grasping it. Use a few tools to attain goals, such as using an object’s string to pull it within reach. **There are 2 more substages of the Sensorimotor Stage (Substage 5 and 6), but they are in the toddler stage

Vygotsky’s Basic Theory Child’s culture and his or her social environment determine how a child will think Children learn by imitating and/or working on projects with an adult or more accomplished peer scaffolding

Vygotsky’s Basic Theory Adults must work in a child’s zone of proximal development (ZPD) shows respect for what the child is learning and for child’s interests following the child’s lead Adults must find the child’s ZPD children can be challenged, without feeling overwhelmed finding the match

Quality Child Care http://www.bing.com/videos/watch/video/early-childhood-neglect-has-negative-impact-on-kids/6elgvrf?cpkey=6ace1a35-865a-48c6-82bd-6c189c1ff2e9%7C%7C%7C%7C

What Infants Learn Concepts change from simple to complex Ex: Knowing the word chair – Knowing there are different types of chairs concrete to abstract Ex: Understanding messages from books – Being able to apply them in other places (Green Eggs and Ham) incorrect to correct All men are “Daddy” – I only have one “Daddy”

What Infants Learn Concepts are different for each person During the first year, infants form many concepts Concepts help infants make sense of their lives

Perceptual Concepts Object constancy – knowing that objects remain the same even if they appear different begins during the first year not fully developed until the second or third year

Perceptual Concepts Object concept- the understanding that objects, people and events are separate from one’s interactions with them Object concept has 2 parts: Object identity- knowing that objects stay the same from one time to the next Object permanence- knowing the people, objects, and places still exist even when they are no longer seen, felt, or heard begins to develop as early as a month or two of age

Perceptual Concepts Depth perception is the ability to tell how far away something is Requires the development of binocular vision Needed for safety purposes http://www.youtube.com/watch?v=tn_Lfbuq7Xw Rather well developed by seven to nine months of age

YouTube clips http://www.youtube.com/watch?v=gyVLD0hl0XY&feature=BFa&list=PL56E91B97E7F41CA5&lf=results_main

How Babies Communicate Dunstan Baby Language http://www.youtube.com/watch?v=7WB0107rZXA&feature=related

Dunstan Baby Language Oprah - http://www.youtube.com/watch?v=PgkZf6jVdVg Neh – hungry Owh – tired Eh – burp me Eairh - gas Heh – uncomfortable

Social-Emotional Development of the Infant

Social-Emotional Development of the Infant 3 main parts Disposition Emotions Temperament These things will shape and form a person’s personality.

Social-Emotional Development of the Infant Disposition – general mood of a person 3 parts of disposition Mood – Are you cheerful or moody? Interactions – How do you interact with others? How you show feelings through emotions – How do you show someone that you love them? How do you show anger?

Social-Emotional Development of the Infant Emotions – thoughts that lead to feelings and cause changes in the body Example – If you are upset at someone (a thought), you may become angry (a feeling), and your anger may increase your heart rate (a change in your body). Think of your own example.

Social-Emotional Development of the Infant Temperament – the tendency to react in a certain way.

Social-Emotional Development of the Infant Types of temperament Easy – Have regular habits, like eating and sleeping. They respond quickly to a new situation. They are cheerful. Difficult – Are irregular in their habits. They often withdraw or protest – even scream – when facing new situations. Easy 4 in 10 Difficult 1 in 10 Slow to warm up 1 in 10 Slow to warm up – Take more time to adapt to new situations. *others are considered mixed

Social-Emotional Development of the Infant Examples: Easy Slow to warm up Difficult Difficult baby video clip - http://www.youtube.com/watch?v=WnE4OzbNY3E http://www.youtube.com/watch?v=ffoIpVjH8jc&feature=related

Social-Emotional Development of the Infant Temperament Where does it come from? Inherited Prenatal conditions and ease of birth Environmental conditions Often shows by 2 or 3 months Usually stays the same for years

Social-Emotional Development of the Infant Temperament What do you think your temperament was? Has it stayed the same or did it change?

The Infant’s Growing Social World What is being social?

The Infant’s Growing Social World Social refers to a relationship between two or more people

The Infant’s Growing Social World 3 aspects of social development in the first year: Interacting with others Learning to trust Showing attachment

Interacting with Others Babies are born with tools for social development. Can you think of any?

Interacting with Others Babies are born with tools for social development. turn in direction of human voice move bodies in rhythm of human speech look at people’s faces understand social messages begin as early as two weeks after birth by three to six months, distinguish between those who care for them and strangers

Interacting with Others As mobility increases, babies can initiate social interaction Follow mom or dad around the house Lift up arms when they want to be held What does the word initiate mean?

Interacting with Adults The more loving adults (grandparents, friends, babysitters, etc.) that are around a baby, the more their social environment expands Infants learn to understand and trust others

Interacting with Other Children Babies enjoy being around other children They watch and follow them They play with their toys They learn from them Older children also benefit from playing with infants They learn lessons in loving and caring for others

Learning to Trust Erikson’s Stages of Personality Development each stage presents a specific developmental change during each stage, person faces an important task that must be met task can have positive or negative outcome

Learning to Trust Basic Trust versus Basic Mistrust (First Year of Life) Autonomy versus Shame and Doubt (Second Year of Life) Initiative versus Guilt (Preschool Years) Industry versus Inferiority (Middle Childhood)

Learning to Trust Infants learn to trust by having consistent environment includes sameness in routines, caregivers, surroundings basic needs met promptly each time includes food, clothing, warmth, sleep, cleanliness, cuddling, playing, communication Create your own trusting environment

Learning to Trust If a baby doesn’t have a consistent environment and/or their basic needs are not met promptly each time, the baby will develop mistrust Mistrust is the most serious of Erikson’s stages for it includes a lack of trust and feelings of suspicion

Showing Attachment Attachment is closeness between people that remains over time Development of attachment behaviors one month, recognize voices two weeks to two months, smiles three months, joyful sounds and movements, may laugh four to five months, still with shallow breathing when unknown people are close seven to eight months, cries when a stranger is near or when left alone

Infants Express Emotion Babies begin to construct emotions by 2 months What are emotions?

Infants Express Emotion During the first 3-4 months babies show distress and excitement

Love Object concept must be present for a baby to be able to love What is object concept?

Love Object concept- the understanding that objects, people and events are separate from one’s interactions with them Object concept has 2 parts: Object identity- knowing that objects stay the same from one time to the next Object permanence- knowing that people, objects, and places still exist even when they are no longer seen, felt, or heard

Love When attachment forms: When the baby is made to feel full, clean, and comforted by a person Attachment may also occur with an object (pacifier, stuffed toy, blanket)

Fear Startle reflex is not a fear response By four or five months, some babies fear adult strangers (but not young children) Fear as an emotion occurs at around six months Adult response to a situation impacts babies’ fear

Fear Babies fear the unknown and things that they have learned to fear.

Anxiety Anxiety is fear of a possible future event Separation anxiety is the first anxiety of an infant fear that a loved one will leave them and not return related to mental activity know that loved one exists when not seen can anticipate future events

Anxiety Separation Anxiety (6-18 mo.) - http://www.youtube.com/watch?v=p3cXy_Ir_nI&feature=related

Anxiety If an infant knows their parent exists even when they aren’t there, what have they developed?

Anxiety Separation anxiety is first seen around eight months and peaks around 10–18 months

Anger When babies are distressed, infant rage occurs. Infant rage is not anger because infants have not developed thought yet Infants may become distressed if they are cold, tired, hungry.

Anger By eight to ten months, babies begin to develop true anger Anger is directed toward a certain person or object Babies often show anger when they are held against their will toys are taken from them they are being distracted when they want their needs met

What would you do? You are providing care to a ten-month-old baby. She has recently started crying when her father leaves her in your care. Her father tells you that he is going to sneak out of the room without saying “good-bye” to the baby in order to keep her from crying. How would you respond to the father?

Video Clips Newborn Development (Month 7) - http://www.youtube.com/watch?v=1uNK35bAItM