 REFLEXES- UNLEARNED RESPONSES that are triggered by a specific set of responses  Apgar score, 10 point scale, measures five functions a. Heart Rate b.Respiration c.Muscle Tone d.Reflex e.*Color  Babinski response, it is a reaction to touch through out our lives  Palmar response (grasping, let go of my hair, PLEASE )  Moro response (hugging )  rooting response AROUSAL STATES: a.Alert activity VS inactivity b.Waking activity c.Crying, basic/mad/pain, Intensity ( mad) and onset ( pain). d.Sleeping (16-18 hours/daily)/(1/2) REM (twitching, sucking)/ naps e.SIDS – sudden infant death syndrome  TEMPERAMENT: a. Combination of both nature and nurture b. Stable over time, Bad parent, good babies, or just learning theory? c.1.Emotionality 2.Activity 3.Sociability (#1***)

 Growth is based off averages,  we use them to identify:  failure to thrive  Malnutrition <50 calories/lbs. Chances of intelligence (long term)  The brain needs oxygen and glucose to develop and sustain itself  malnourishment sets off a social feedback loop   The specialized cell of the brain is called a neuron. It is an all or nothing system. a. It is both electrical and chemical in it’s transmission of information. b. The axon and it’s myelin sheath (insulation) are responsible for the electrical c. The chemicals are called neurotransmitters SKIP brain structures, Pg

1. nucleus 4.Terminal buttons #2

 Gross motor skills=ballistic movement=locomotion  dynamic systems Theory = distinct skills organized and reorganized over time to meet the demands of the task  Posture and balancing (averages) a.Sit (7 mo.) b. Stand with help/creep/crawl (9 mo.) c. climb stairs (13 mo.) d. stand alone (14 mo.) toddler e. walk (15 mo.)  Coordinating skills a. differentiation = each skill must be mastered b. Integrated = the mastered skills are combined c. experience increases the rate of mastery

 Separate, Uncoordinated movement = What will I hit on the way to my mouth and HOW can I let go of mom’s hair because she doesn’t seem happy  Reaching/grasping, I’m ambidextrous but I can’t hold a ball yet – 4 months  COOL, finger foods! – 6 months  12 months - Where is my bottle and this spoon thing isn’t a fair trade   Age 2 -90% are right handed but by kindergarten preference is a “done deal”  PERCEPTION – the process by which the brain receives, selects, modifies, and organizes incoming stimuli so it makes sense  Newborn smell, taste, and touch is very acute 1.Where IS that breast, I KNOW it’s close, and I LIKE it!  Helps them recognize their mothers 2. What was THAT? Sweet, salty, sour, or bitter?

 Hearing –starts at months after conception, neonatal hears within the range of human speech. They use it to identify objects and at 4 ½ mo. they can identify their name  6 months they hear as well as adults  Seeing – Visual acuity -the smallest pattern that can be distinguished dependably A. At a year they can see as well as adults B. Cones – specialized neurons located along the back of the retina C. Sensitive to short and medium wave lengths, blue/gray and red/green but not yellows infants cannot see the full range of colors until 3-4 months D. Depth perception – three dimensional, height/width/depth occurs at 7 months E. Visual cliff – research method F. Retinal disparity - the retinal image varies between the right and left eye. (necessary for depth perception) G. Intersensory redundancy =sensory systems presented developed simultaneously are all perceived and integrated you pay attention to all stimuli coming in at the same time  Self awareness – occurs at 18 month, self definition through possessions, age of 3