INFANT PHYSICAL GROWTH AND BRAIN DEVELOPMENT Chapter 6.

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Presentation transcript:

INFANT PHYSICAL GROWTH AND BRAIN DEVELOPMENT Chapter 6

Infancy: birth to 2 years Toddlerhood: 18 months to 2 years Physical changes occur in a fixed sequence Wide variation in developmental time tables due to culture, genetics, parenting practices,values, etc.

NORMAL/ABNORMAL DEV As providers and parents it is important to know the difference between normal and abnormal dev because early intervention is crucial for remediation

CHILDPROOFING State laws define necessary precautions for child care centers and family care DSS/Community Care Licensing has this information Cultural differences in how families childproof their environments

EATING & TOILET TRAINING Cultural, class differences As providers, how much do we set our own agendas V cooperate with families that have different beliefs and goals

TASTE/SMELL/TOUCH Soothing touch are very important for secure, health emotional development

VISION/HEARING Long lookers V short lookers Scanning Tracking Soothing sounds

BRAIN ORGANIZATION & STRUCTURE Right/left hemispheres Regions are specialized Neurons: bodysynapse dendriteMyelin sheath axonneurotransmitters picture p 115

INFANT BRAINS Super-dense Synapses develop with environmental inputs Synapses are destroyed when emotional distress causes cortisol to flood the brain Synapses are destroyed when not used

MAXIMIZING BRAIN GROWTH Growth is an interaction between biology, culture, and experiences

PERCEPTUAL/MOTOR IMPAIRMENTS Early,multidisciplinary, family-based, intensive, culturally sensitive interventions can significantly improve motor skills among babies with disabilities

VISUAL PROBLEMS See p 117 for indicators Visual problems inhibit motor development, which in turn inhibits visual abilities Encourage movement through safe play areas and touch or sound stimulation effects on toys

HEARING PROBLEMS See page for indicators Language delays Use Total Communication Use Assistive Devices for hearing Use acoustical adaptations in classroom Use rich visual, tactile, taste, smell cues

COGNITIVE TEACHING APPROACH FOR SELF-HELP Help children understand the consequences of caring for themselves EXPLAIN VERBALLY TALK ABOUT CONSEQUENCES ASK QUESTIONS REDIRECT GIVE CHOICES

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