1. Unit 3: An Infant’s Physical and Motor Development Created by Verlinda Ruble Modified by Teresa L. Jones 1

2. Welcome to Unit 3 Seminar Hello Everyone! Feel free to chat with your classmates. We will begin at 7 P.M. Eastern. If you are experiencing any technical difficulties, please contact 866-522-7747. Thank you. 2

3. Nature versus Nurture (NATURE) Maturationist perspective: How does hereditary or genetic tendency influence the child’s development over a set time line? (NURTURE) Behaviorist perspective: How does an outside or environmental factor influence the child’s development? (Black & Puckett, 2005). 3

4. AGENDA Greetings Maturationist perspective/Behaviorist Perspective/Systems Perspective Theorists and Their Perspectives Motor Control Milestones/Order of Development Psychosocial Skills and Maslow’s Hierarchy Community Resources/Special Needs Family Relationships/Environments Piagets ECPs Unit 3 Project Unit 4 Project Questions

5. More Perspectives Developmental interactionist perspective: How does the child’s natural ability become enhanced with exposure to appropriate stimulation and cognitive approaches? Systems perspective: How does the child develop on different levels? The development is influenced by values, belief systems, ethnicity, culture, socioeconomics, etc. (Black & Puckett, 2005). 5

6. Theorists and their Perspectives 6 Nature or the Maturationist Perspective Nurture or the Behaviorist Perspective Cognitive or Developmental Interactionist Perspective Systems Perspective GissellSkinner, Watson, and Bandura Piaget Bronfenbrenne r

7. Summary of Motor Control Milestones Birth to 3 Months: gains more head control, follows objects with eyes, stepping and pushing movements with feet when held upright, etc. 3-6 Months: reaches and slaps with hands, turns over, rocking motions, etc. 6-9 Months: sits unassisted, stands with assistance, stands up, crawling, etc. 9-12 Months: walks with no assistance, stands, crawls on furniture, etc. (Black & Puckett, 2005) 7

8. Order of Development CEPHALOCAUDAL: describes growth from the head downwards. The newborn gains control of the shoulder, arm, wrist, fist, fingers in that order PROZIMODISTAL describes growth and development from the Central Axis of the body in an outwards direction. (Black & Puckett, 2005). 8

9. MASLOW’S HIERARCHY OF NEEDS Copyright© 2005-2009 abraham-maslow.com

10. Psychosocial Skills Gaining the attention of others: cooing, crying, reaching out, etc. Reactions to these communication efforts can be negative or positive. Positive reactions: instill self confidence in the infant. Misattributions: destroys the baby’s confidence by expecting the baby to perform beyond appropriate developmental levels. (Black & Puckett, 2005). 10

11. Maslow’s Hierarchy of Needs 11 Higher Level of Needs: Knowledge  Justice, truth, beauty, aesthetic, and goodness  Self actualization Lowest Level of Needs: Food and drink  safety, security and stability  acceptance and love  approval, recognition, and comptetence (Black & Puckett, 2005, p. 453).

12. Community Resources United States Special Supplemental Nutrition Program for Women, Infants, and Children (WIC). State Children’s Health Insurance Program (SCHIP) Community Share/Food Programs Early Intervention Programs (Black & Puckett, 2005). 12

13. Special Needs Described as infants with measurable delays as discovered through screenings and tests performed by various agencies or the state. The nature of the delay can be in the following areas: cognitive, physical, language, communication, social, emotional, adaptive, or self-help behaviors. Early interventions provide advantages for children with developmental delays. (p. 139, Black & Puckett, 2005). 13

14. Relationships with the Family Informed parents expect the Early Childhood Professional to be highly trained and qualified. The child should receive care as outlined by the National Association For the Education of Young Children, the American Public Health Association, and the American Academy of Pediatrics. The Early Childhood Professional supports and collaborates with the family. (Black & Puckett, 2005). 14

15. Environments Provide sensorimotor stimulation. Provide a safe and secure environment. Allow the infant to explore and move around in an organized and well designed environment. Have realistic expectations in alignment with the infant’s developmental levels. Support the infant’s cognitive development. (Black & Puckett, 2005). 15

16. Stage 1: Piaget’s Sensory- Motor Intelligence This is the first stage developed by Piaget. The level covers ages 0-2 years. The child makes constructs in this level. The child moves from involuntary reflexes to more controlled actions. Permanence is defined as the child’s understanding that things continue to exist even if they are not visible (Atherton, 2005). 16

17. Early Childhood Professionals Will help families locate resources within the community. Will advocate for the child in accordance with safety and child protection laws. Will form a collaborative and supportive relationships with each family. Will create loving and supportive learning environments. Will provide sensorimotor stimulation and developmentally appropriate activities. (Black & Puckett, 2005). 17

18. Unit 3: Project Analysis of the Learning Environment Your second project is to write a one- or two-page analysis of what constitutes an ideal learning environment. Use the PowerPoint presentation in the project directions to focus your attention on what should be included in the paper. Include information from our unit readings, describe various aspects of the learning environment. No points will be deducted for incorrect citation, but points will be deducted if no attempt at citation is made. Please use the APA template that I sent you for the projects in this class. Include an opening and closing statement. Check that your paper is free of spelling or grammar errors. Submit project by the deadline. 18

19. Unit 4 Project Developmental Stages Chart Using the charts on milestones of development found in our text (pp. 138, 208, 220, 228, 398), along with other unit material, create a chart of your own. Expected developmental milestones are based on the idea that children tend to follow similar developmental patterns. When doing this activity, keep in mind that current thinking about expected patterns of growth and development tells us that multiple biological and environmental influences affect both the sequence and timing of motor skills. To complete this project, download the template in the course directions for the unit 4 project. It will be a Developmental Stages Chart. Save the graph into a word document. You will then add the appropriate information into the correct areas (at least 6 milestones for each area) and save your changes. Submit by deadline for unit 4. 19

20. Important Names to Remember John Bowlby: researched the separation and attachments infants develop. Mary Ainsworth: her work was instrumental in defining different types of attachment behaviors. Freud: personality based theory concentrating on psychological needs. Erikson: personality development in 8 stages associated with a lifetime of psychological conflicts. (Black & Puckett, 2005). 20

21. References Atherton, J.S., (2005). Learning and Teaching: Piaget's developmental theory. Retrieved June 8, 2007 from from http://www.learningandteaching.info/lear ning/piaget.htm. Black, J.K. & Puckett, M.P., (2005). The young child: Development from prebirth through age eight. Fourth Edition. Upper Saddle River, NJ: Pearson Education, Inc. 21