1. C.H.I.L.D Foundation www.childhealthlearn.org1 0-3 DEVELOPMENT By Drina Madden DrinaMadden@hotmail.com

2. C.H.I.L.D Foundation www.childhealthlearn.org2 PHYSICAL Body Growth Changes in height and weight are rapid in the first two years of life. Development moves from head to tail

3. C.H.I.L.D Foundation www.childhealthlearn.org3 PHYSICAL Brain Development Brain grows faster than any organ in the body

4. C.H.I.L.D Foundation www.childhealthlearn.org4 PHYSICAL Brain is the only organ that can learn

5. C.H.I.L.D Foundation www.childhealthlearn.org5 PHYSICAL Brain Development During infancy, neurons form synapses (networks) very rapidly Stimulation determines which neurons will survive or die

6. C.H.I.L.D Foundation www.childhealthlearn.org6 PHYSICAL Brain Development Electrical activity increases as brain weight and skull size increase Cortex begins to specialize as experiences increase

7. C.H.I.L.D Foundation www.childhealthlearn.org7 PHYSICAL Brain Development The two hemispheres begin to specialize – left is more language and right is more visual/spatial storage Brain is highly plastic or able to be changed during these early years

8. C.H.I.L.D Foundation www.childhealthlearn.org8 PHYSICAL Changing states of arousal Infant is awake for short periods of time Eventually, wakefulness increases and a day an night schedule become apparent Patterns are due to brain development

9. C.H.I.L.D Foundation www.childhealthlearn.org9 PHYSICAL Motor Development Follows head to tail pattern New skills are due to combining simple skills into more complex actions Central nervous system maturation/reflex inhibition Movement possibilities Environmental support Child’s motivation

10. C.H.I.L.D Foundation www.childhealthlearn.org10 PHYSICAL Motor Development Experience has profound influence Cultural definition can form environment

11. C.H.I.L.D Foundation www.childhealthlearn.org11 PHYSICAL Motor Development Reaching and grasping are perfected in first year Pre reaching toPalmar to Pincer

12. C.H.I.L.D Foundation www.childhealthlearn.org12 PHYSICAL Learning Capacities Infants become aware of and adapt to their surroundings Sights, sounds and food can be reinforcers for learning

13. C.H.I.L.D Foundation www.childhealthlearn.org13 PHYSICAL At birth are attracted to novelty

14. C.H.I.L.D Foundation www.childhealthlearn.org14 PHYSICAL Newborns imitate the human face

15. C.H.I.L.D Foundation www.childhealthlearn.org15 PHYSICAL Perceptual Development Over first year Organize sounds into more complex patterns Become more sensitive to speech sounds Notice units and phrases of their own language

16. C.H.I.L.D Foundation www.childhealthlearn.org16 PHYSICAL Perceptual Development Eye development and visual brain centers in the first half year lead to: Focusing Color discrimination Visual acuity Visual tracking

17. C.H.I.L.D Foundation www.childhealthlearn.org17 PHYSICAL Perceptual Development Depth perception Responsiveness to motion then Sensitivity to binocular then Sensitivity to picture cues

18. C.H.I.L.D Foundation www.childhealthlearn.org18 PHYSICAL Perceptual Development Contrast sensitivity accounts for visual preferences Look at border and single feature then Explore internal features then Detect pattern organization then Discriminate complex and meaningful patterns

19. C.H.I.L.D Foundation www.childhealthlearn.org19 PHYSICAL Perceptual Development Birth - Size and shape constancy build understanding of the world of objects Infants - Rely on motion and spatial arrangements to identify objects 6 months – Rely on shape, color and texture

20. C.H.I.L.D Foundation www.childhealthlearn.org20 COGNITION Piaget’s Theory Sensorimotor Circular reaction – Reflexes gradually transformed into more flexible reaction patterns

21. C.H.I.L.D Foundation www.childhealthlearn.org21 COGNITION Piaget’s Theory Intentional goal-directed movements

22. C.H.I.L.D Foundation www.childhealthlearn.org22 COGNITION Piaget’s Theory Physical causality and object permanence

23. C.H.I.L.D Foundation www.childhealthlearn.org23 COGNITION Piaget’s Theory Functional Play Experimentation

24. C.H.I.L.D Foundation www.childhealthlearn.org24 COGNITION Piaget’s Theory Mental representation Make-believe play

25. C.H.I.L.D Foundation www.childhealthlearn.org25 COGNITION Piaget – Now We Know Underestimated capacities of young infants Newborns have more built-in equipment to make sense of their world than Piaget assumed

26. C.H.I.L.D Foundation www.childhealthlearn.org26 COGNITION Information Processing – not stages Sensory register Working or short term memory Long term memory

27. C.H.I.L.D Foundation www.childhealthlearn.org27 COGNITION Information processing – cont. Information flows Mental strategies operate on it to increase the efficiency of thinking

28. C.H.I.L.D Foundation www.childhealthlearn.org28 COGNITION Information processing – cont. Young Infants Attend to increasingly more aspects of their environment Take information more quickly Shift attention from one stimulus to another Capable of recognition memory Memory is sequential

29. C.H.I.L.D Foundation www.childhealthlearn.org29 COGNITION Information processing – cont. 7 months Can recall stimuli that are not present 2 years Attention to novelty subsides and sustained attention improves Can categorize memories and spontaneously sort objects

30. C.H.I.L.D Foundation www.childhealthlearn.org30 COGNITION Information processing – cont. End of toddler hood Excellent recall for people, places and things Biology and social experience contribute to autobiographical memory

31. C.H.I.L.D Foundation www.childhealthlearn.org31 COGNITION Social context – Vygotsky By engaging in joint activities with more skilled partners just ahead of their development ( ZONE OF PROXYMAL DEVELOPMENT) Cognitive competence increases

32. C.H.I.L.D Foundation www.childhealthlearn.org32 COGNITION Language development Humans have evolved specialized areas in the brain that support language development

33. C.H.I.L.D Foundation www.childhealthlearn.org33 COGNITION Language development As children acquire language, the brain becomes more specialized for language processing Complete mastery of some grammatical forms are not achieved until well into middle childhood

34. C.H.I.L.D Foundation www.childhealthlearn.org34 COGNITION Language development is assisted through interaction

35. C.H.I.L.D Foundation www.childhealthlearn.org35 Peek-a-boo teaches turn taking COGNITION

36. C.H.I.L.D Foundation www.childhealthlearn.org36 COGNITION Reflexes will be modified as they are applied to the environment

37. C.H.I.L.D Foundation www.childhealthlearn.org37 COGNITION Inhibition/disinhibition

38. C.H.I.L.D Foundation www.childhealthlearn.org38 COGNITION Imitation of adult facial expressions and gestures

39. C.H.I.L.D Foundation www.childhealthlearn.org39 COGNITION 1-4 months Exploration includes Kicking Reaching Grasping Little anticipation of events

40. C.H.I.L.D Foundation www.childhealthlearn.org40 COGNITION 1-4 months Awareness of object permanence Awareness of object solidity Some awareness of gravity and object collision Deferred imitation of adult facial expression – holds in memory

41. C.H.I.L.D Foundation www.childhealthlearn.org41 COGNITION 4-8 months Exploration includes Improved reaching and grasping Swiping Banging Throwing

42. C.H.I.L.D Foundation www.childhealthlearn.org42 COGNITION 4-8 months Improved understanding of gravity and object collision Use of shape, texture and color to identify objects as separate units Imitation of adults’ actions on objects – only after much practice and repetition

43. C.H.I.L.D Foundation www.childhealthlearn.org43 COGNITION 8-12 months Goal directed behavior Improved anticipation of events Can retrieve an object from first hidden location More complex behaviors are imitated

44. C.H.I.L.D Foundation www.childhealthlearn.org44 COGNITION 12-18 months Explore objects by acting on them in new ways Trial and error solutions to sensorimotor problems Can search in several locations for a hidden object Can imitate behaviors seen 1 week earlier and in different settings

45. C.H.I.L.D Foundation www.childhealthlearn.org45 COGNITION 18-24 months Impulsive solutions to sensorimotor problems due to internal representation Can find an object that has been moved while out of sight Imitation of entire social roles in make- believe play

46. C.H.I.L.D Foundation www.childhealthlearn.org46 EMOTIONAL AND SOCIAL THEORIES Erickson Warm, responsive care giving necessary Basic Trust versus Mistrust Guidance and reasonable choices Autonomy versus shame and doubt

47. C.H.I.L.D Foundation www.childhealthlearn.org47 EMOTIONAL AND SOCIAL Theories Mahler Sensitive, loving care fosters bonding

48. C.H.I.L.D Foundation www.childhealthlearn.org48 EMOTIONAL AND SOCIAL Provides foundation for separation- individuation Representation and language help create a positive, inner image of mother Can be relied on in her absence

49. C.H.I.L.D Foundation www.childhealthlearn.org49 EMOTIONAL AND SOCIAL Emotional Development Signs of all basic emotions present in infancy 6-10 weeks = social smile Laughter = 3-4 months

50. C.H.I.L.D Foundation www.childhealthlearn.org50 EMOTIONAL AND SOCIAL Happiness strengthens the parent-child bond Happiness supports physical and cognitive mastery

51. C.H.I.L.D Foundation www.childhealthlearn.org51 EMOTIONAL AND SOCIAL Emotional Development 2 nd ½ of first year – anger and fear surface as stranger anxiety Survival value Motor improvement

52. C.H.I.L.D Foundation www.childhealthlearn.org52 EMOTIONAL AND SOCIAL Emotional Development 8-10 months Social referencing – ability to understand the feelings of others as perception of facial expressions are organized Middle of year 2 Realize that emotional response of others may differ from their own

53. C.H.I.L.D Foundation www.childhealthlearn.org53 EMOTIONAL AND SOCIAL Emotional Development Toddler hood Self-conscious emotions Shame Embarrassment Pride

54. C.H.I.L.D Foundation www.childhealthlearn.org54 EMOTIONAL AND SOCIAL Caregivers help by Relieving distress Engaging in stimulating play Discouraging negative emotion

55. C.H.I.L.D Foundation www.childhealthlearn.org55 EMOTIONAL AND SOCIAL Temperament Easy child – (largest group) quickly establishes routines, is cheerful and adapts easily Difficult child – (10%) Irregular in daily routines,slow to accept new experiences and tends to react negatively and intensely Slow to warm up child – (15%) inactive, mild, low- key reactions, negative mood and adjusts slowly to new experiences

56. C.H.I.L.D Foundation www.childhealthlearn.org56 EMOTIONAL AND SOCIAL Biological roots but child rearing can effect change over time Ethnic and sex differences are due to combined influence of biology and child rearing

57. C.H.I.L.D Foundation www.childhealthlearn.org57 EMOTIONAL AND SOCIAL Development of Attachment Attachment supports survival Babies actively contribute to bonding Built-in encourage the parent to remain close to the infant

58. C.H.I.L.D Foundation www.childhealthlearn.org58 EMOTIONAL AND SOCIAL Development of Attachment 6-8 months Separation anxiety Use of parent as secure base Indicate true attachment bond has been formed

59. C.H.I.L.D Foundation www.childhealthlearn.org59 EMOTIONAL AND SOCIAL Development of Attachment Toddlers use language rather than following and clinging Requests Persuasion Develop an internal working model for all future close relationships

60. C.H.I.L.D Foundation www.childhealthlearn.org60 EMOTIONAL AND SOCIAL Deprivation of affectional ties Lasting social and emotional problems Caregivers need to adapt to temperament and physical needs of infant

61. C.H.I.L.D Foundation www.childhealthlearn.org61 EMOTIONAL AND SOCIAL Early in first year develop rich emotional relationships with fathers and siblings Peer sociability begins in infancy with socially isolated acts

62. C.H.I.L.D Foundation www.childhealthlearn.org62 EMOTIONAL AND SOCIAL Become reciprocal exchanges in the second year

63. C.H.I.L.D Foundation www.childhealthlearn.org63 EMOTIONAL AND SOCIAL Self-development I-SELF Begins as infant recognizes that his own actions cause objects and people to react in predictable ways ME-SELF Toddler can see himself as an object of knowledge and evaluation

64. C.H.I.L.D Foundation www.childhealthlearn.org64 EMOTIONAL AND SOCIAL Self-development Toddlers compare themselves to others Age Sex Physical characteristics Goodness and badness Foundation for: Empathy Compliance Self-control