1. Child Growth and Development
Infant Unit
Child Growth and Development

2. 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.

3. Physical Development of the Infant

4. Skeletal Growth
Skeletal System- made up of teeth and bones

5. 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

6. 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.

7. Skeletal Growth Age in Months Length Weight Birth 20 in. 7½ lbs. 36
26 in.
16¾ lbs. 9
28 in.
20 lbs. 12
29½ in.
22¼ lbs.

8. 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?

9. Infant Growth Chart

10. 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

11. 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.

12. 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

13. 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

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

15. 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

16. 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

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

18. Center-to-Extremities/Near to Far Development

19. 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

20. Get your baby exercising!

21. Intellectual Development of the Infant

22. 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

23. Intellectual Development
What types of things stimulate babies?

24. 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

25. 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

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

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

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

29. 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?

30. 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.

31. 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

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

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. Quality Child Care

40. 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”

41. 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

42. 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

43. 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

44. Perceptual Concepts
Depth perception is the ability to tell how far away something is
Requires the development of binocular vision
Needed for safety purposes
Rather well developed by seven to nine months of age

45. YouTube clips

46. How Babies Communicate
Dunstan Baby Language

47. Dunstan Baby Language
Oprah -
Neh – hungry
Owh – tired
Eh – burp me
Eairh - gas
Heh – uncomfortable

48. Social-Emotional Development of the Infant

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

50. 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?

51. 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.

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

53. 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

54. Social-Emotional Development of the Infant
Examples:
Easy
Slow to warm up
Difficult
Difficult baby video clip -

55. 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

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

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

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

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

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

61. 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

62. 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?

63. 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

64. 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

65. 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

66. 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)

67. 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

68. 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

69. 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

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

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

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

73. 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

74. 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)

75. 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

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

77. 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

78. Anxiety Separation Anxiety (6-18 mo.) -

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

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

81. 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.

82. 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

83. 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?

84. Video Clips Newborn Development (Month 7) -