Infant UnitChild Growth and Development

Infant Unit – Focus LessonReminder – 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.

Physical Development of the Infant

Skeletal Growth Skeletal System- made up of teeth and

bones

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

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.

Skeletal Growth

Age in Months

Length Weight

Birth 20 in. 7½ lbs.3 23¾ in. 12½ lbs.6 26 in. 16¾ lbs.9 28 in. 20 lbs.12 29½ in. 22¼ lbs.

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?

Infant Growth Chart

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

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.

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

Skeletal Growth Changes that occur in baby’s bone during

the first year 1. Length increases2. Ossification begins (minerals, calcium, and

phosphorus begin being deposited into bones)

3. Number of bones changes Bones in hands separate into many bones Skull becomes one large bone

Skeletal Growth Deciduous teeth appear

(nonpermanent) Timing varies greatly, but most babies

begin “teething” or “cutting teeth” between 6 and 12 months.

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

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

Head-to-Foot Development

- About 7 months- Between 6 and 8 months

- Between 12 and 14 months

Center-to-Extremities/Near to Far Development

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

Get your baby exercising! http://www.msnbc.msn.com/id/3588007

7/ns/health-childrens_health/t/babies-are-born-boogie-study-shows/

Intellectual Development of the Infant

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

Intellectual Development What types of things stimulate babies?

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

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

Brain Development Supports Learning Binocular vision is necessary for

recognizing how far away an object is

Brain Development Supports Learning

Thinking and memory centers infants make

sense of what is happening and then attempt to make something happen themselves

Brain Development Supports Learning

research suggests activity begins at six months

wiring continues for about 10 years need a rich environment for optimal

development

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?

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.

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

Cognition Cognition is the act or process of

knowing or understanding Piecing together perceptions Theoretical foundation

Jean Piaget Lev Vygotsky

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

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

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

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

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

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

Quality Child Care http://

www.bing.com/videos/watch/video/early-childhood-neglect-has-negative-impact-on-kids/6elgvrf?cpkey=6ace1a35-865a-48c6-82bd-6c189c1ff2e9%7C%7C%7C%7C

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”

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

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

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

Perceptual Concepts Depth perception is the ability to tell

how far away something is Requires the development of binocular

vision Needed for safety purposes

http://www.youtube.com/watch?v=tn_Lfbuq7Xw

Rather well developed by seven to nine months of age

YouTube clips http://

www.youtube.com/watch?v=gyVLD0hl0XY&feature=BFa&list=PL56E91B97E7F41CA5&lf=results_main

How Babies Communicate Dunstan Baby Language

http://www.youtube.com/watch?v=7WB0107rZXA&feature=related

Dunstan Baby Language Oprah -

http://www.youtube.com/watch?v=PgkZf6jVdVg Neh – hungry Owh – tired Eh – burp me Eairh - gas Heh – uncomfortable

Social-Emotional Development of the Infant

Social-Emotional Development of the Infant 3 main parts

Disposition Emotions Temperament

These things will shape and form a person’s personality.

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?

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.

Social-Emotional Development of the Infant Temperament – the tendency to react

in a certain way.

Social-Emotional Development of the Infant Types of temperament

Easy4 in 10

Slow to warm up1 in 10

Difficult1 in 10

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. Slow to warm up –

Take more time to adapt to new situations. *others are considered

mixed

Social-Emotional Development of the InfantExamples:

Easy

Slow to warm up

Difficult Difficult baby video clip -

http://www.youtube.com/watch?v=WnE4OzbNY3E http://www.youtube.com/watch?v=ffoIpVjH8jc&feature=related

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

Social-Emotional Development of the Infant Temperament

What do you think your temperament was?

Has it stayed the same or did it change?

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

The Infant’s Growing Social World Social refers to a relationship between

two or more people

The Infant’s Growing Social World 3 aspects of social development in the

first year: Interacting with others Learning to trust Showing attachment

Interacting with Others Babies are born with tools for social

development.

Can you think of any?

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

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?

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

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

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

Learning to TrustBasic 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)

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

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

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

Infants Express Emotion Babies begin to construct emotions by 2

months

What are emotions?

Infants Express Emotion During the first 3-4 months babies show

distress and excitement

Love Object concept must be present for a

baby to be able to love

What is object concept?

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

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)

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

Fear Babies fear the unknown and things

that they have learned to fear.

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

Anxiety Separation Anxiety (6-18 mo.) - http://www.youtube.com/watch?v=p3cX

y_Ir_nI&feature=related

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

Anxiety

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

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.

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

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?

Video Clips Newborn Development (Month 7) - http://

www.youtube.com/watch?v=1uNK35bAItM