Chapter 4: Prenatal Development and Birth

Learning Goals
Learning Goal 1: A. B. C. D. E. F. G. H. I. J. K. L. Describe prenatal development.

Define and describe the germinal period of prenatal development. Define and describe the embryonic period of prenatal development. Define and describe the fetal period of prenatal development. Define and describe the term teratogen and how teratogens affect the developing organism. Discuss the effects of prescription and nonprescription drugs on the developing organism. Discuss the effects of incompatible blood types between mother and fetus. Discuss maternal factors and prenatal development. Discuss paternal factors and prenatal development. Discuss environmental hazards to prenatal development. Discuss the impact prenatal care has on prenatal development. Compare and contrast prenatal care in the United States with other countries around the world. Discuss cultural beliefs about pregnancy. Discuss the birth process.

Learning Goal 2: A. B. C. D. E. F.

Describe the three stages of birth. Describe the childbirth options available to expectant parents. Define the four methods of delivery. Discuss the transition from fetus to newborn. Discuss two measures of assessing the newborn. Compare and contrast low-birthweight infants, preterm infants, and small-for-date infants. G. Discuss some of the consequences of low birthweight. H. Describe kangaroo care and massage therapy for infants. Learning Goal 3: period. !plain the changes that ta"e place in the postpartum

A. Define the postpartum period. B. Discuss the physical adjustments a womans body makes during the postpartum period. C. Discuss the emotional and psychological adjustments a woman may experience during the postpartum period. D. Discuss bonding in the parentchild relationship.

Overview of Resources

Chapter #utline Prenatal Development The Course of Prenatal Development Hazards to Prenatal Development Prenatal Care

$esources %ou Can &se Learning Goal 1: Describe prenatal development. Lecture Suggestion 1: Technology and Images of Prenatal Development Lecture Suggestion : Principles of Teratogenic !ffects Lecture Suggestion ": Dangers of Drug #se during Pregnancy Lecture Suggestion $: %others& !'periences of Pregnancy ~Classroom (ctivity 1: )illing %e Softly: *anning Smo+ing in Homes ,ith Pregnant -omen and Children ~Classroom (ctivity : The Court&s Treatment of Su.stance/(.using Pregnant -omen ~Classroom (ctivity ": 0etal (lcohol Syndrome 1uiz Personal (pplication 1: In a 0amily -ay Personal (pplication : The Pitter Patter of Little 0eet Personal (pplication ": Test 2our 0etal 3ro,th )no,ledge 4nline L5esearch Pro6ect 1: -hy Do Some Pregnant -omen Drin+7 Smo+e7 or #se Drugs8 Learning Goal 2: Discuss the birth process. Lecture Suggestion :: Increase in Cesarean *irths: Is It ( 3ood Thing8 Personal (pplication $: 4h7 the Pain;

Birth The *irth Process (ssessing the 9e,.orn Lo, *irth -eight and Preterm Infants 'he Postpartum Period Physical (d6ustments !motional and Psychological (d6ustments *onding $evie(

Learning Goal 3: !plain the changes that ta"e place in the postpartum period. ~Classroom (ctivity $: Postpartum Depression L5esearch Pro6ect : 0atherhood Video: Transition to Parenting: Heterosexual Married Couple ~Classroom (ctivity :: Critical/Thin+ing %ultiple/ Choice 1uestions and (ns,ers ~Classroom (ctivity <: Critical/Thin+ing !ssay 1uestions and Suggestions for Helping Students (ns,er the !ssays

Resources

 Lecture )uggestions
Lecture )uggestion 1: 'echnolog* and +mages o, Prenatal Development Learning Goal 1: Describe prenatal development. ( compelling ,ay to .ring home the value of o.servation as a research techni=ue and7 at the same time7 stress the importance of prenatal development as a pivotal period in human development7 is to present and discuss images of prenatal development> (mazing images of prenatal development are availa.le at ?The @isi.le !m.ryoA -e. site Bhttp://www.visembryo.com/C> The spiral represents the " stages occurring in the first trimester of pregnancy and every t,o ,ee+s of the second and third trimesters> #se the spiral to navigate through the $D ,ee+s of pregnancy and previe, the uni=ue changes in each stage of human development> Images are provided for the first trimester ,ith in/depth descriptions for all $D ,ee+s of pregnancy> Lecture )uggestion 2: Principles o, 'eratogenic ,,ects Learning Goal 1: Describe prenatal development. The concept of an interaction ,as introduced in chapter " and can .e further ela.orated ,ith a lecture a.out the principles that govern the effects of teratogens on the developing em.ryo> These effects vary depending upon the genotype of the mother and the .a.y7 as ,ell as the amount and timing of e'posure to the teratogen> Some of the principles of teratogenic effect are the fact that: The effects of a teratogen vary ,ith the developmental stage of the em.ryo> Systems or organs in the process of development BorganogenesisC are generally affected more than are completed organs and systems> Since the various organ systems .egin and end their prenatal development at different times7 their sensitivity to agents varies over time> The most vulnera.le time for the .rain is from 1: to : days postconception7 for the eye from $ to $D days postconception7 and the heart from D to $D days postconception> Individual teratogens influence specific developing tissue ,hich leads to particular patterns of developmental deviations> 3erman measles affects mainly the heart7 eyes7 and .rain> Thalidomide7 the antinausea drug from the 1E<Ds7 results in malformation of the lim.s> *oth maternal and fetal genotypes can affect the developing organism&s response to teratogenic agents and may play an important role in the appearance of a.normalities in offspring> 9ot all pregnant ,omen ,ho used thalidomide or had 3erman measles during early pregnancy produced infants ,ith a.normalities> The physiological or pathological status of the mother ,ill influence the action of a teratogen> 9ot only ,ill nutritional deficiencies themselves directly affect prenatal development7 they may intensify the adverse effects on the fetus of certain drugs ingested .y the mother> 4ther maternal factors such as o.esity7 high .lood pressure7 and liver dysfunction may increase the impact of damage .y teratogens> The level of teratogenic agent that ,ill produce malformations in the offspring may sho, only mild detrimental effects on the mother7 or none at all> 5adiation from F/rays7 drugs Balcohol7 thalidomide7 etc>C7 and dietary deficiencies may have no impact on the mother7 .ut cause gross deviations in the infant>

(s you present each principle7 relate it to the concept of interaction as ,ell as other relevant developmental concepts> 0or e'ample7 the first principle is an e'ample of an interaction in ,hich developmental level mediates the influence of a specific e'perience> This idea is related to the concepts of criticalGsensitive period7 fi'ation7 and developmental readiness> The third principle provides a complicated e'ample of heredityGenvironment interaction7 and an e'ample of dyadic interaction Bphysiological levelC>
Sources: Hogge7 (> B1EEDC> Teratology> In I> 5> %er+atz H I> !> Thompson B!ds>C7 New perspectives on prenatal care> 9e, 2or+: !lsevier> %oore7 )>7 H Persaud7 T> B1EE"C> The developing human: Clinically oriented embryology B:th ed>C> Philadelphia: Saunders>

Lecture )uggestion 3: Dangers o, Drug &se during Pregnanc* Learning Goal 1: Describe prenatal development. Information a.out the teratogenic effects of ?everyday drug useA is very important to students ,ho may .ecome parents in the future> 2ou may ,ish to underscore this ,ith a lecture that e'plores this issue in greater depth than is possi.le in the te't> Place special emphasis on the potential dangers of even normal everyday drug use7 in particular the use of caffeine BcoffeeC7 nicotine BcigarettesC7 and alcohol> Some important points to address include the follo,ing: These teratogens have graded effects ,hich ma+e it ris+y to tal+ a.out ?safeA levels of e'posure> 0or e'ample7 having 6ust one serving of alcohol a day increases ris+s for developmental disorders> 0etal alcohol syndrome can have mild7 moderate7 or severe effects on the developing fetus> !ffects of drug e'posure may .e direct or indirect> (lcohol use may lead to organic a.normalitiesJ nicotine use may lead to temperamental difficulties in .a.ies ,hich can reduce the =uality of their interactions ,ith their caregivers> 5is+s can .e vitiated .y discontinuing use of the drugJ it is not reasona.le to continue using a drug on the grounds that harm has already .een done and cannot .e reversed> 5is+s may .e dependent on the timing of prenatal e'posure Bsee Lecture Suggestion 1: Technology and Images of Prenatal DevelopmentC> The drug/use ha.its of .oth parents can affect the fetus7 either directly or indirectly> Second/hand smo+e has .een found to adversely affect fetuses> %aternal e'posure to environmental to.acco smo+e for one hour or more per day is associated ,ith spontaneous a.ortion B-indham H others7 1EE C> The =uality of care and support a hus.and can provide to his pregnant ,ife could influence the outcome of the pregnancy> Caffeine e'posure is common in pregnancy> (ccording to -is.org H others B DD"C7 pregnant ,omen ,ho dran+ eight or more cups of coffee per day during pregnancy had an increased ris+ of still.irth compared ,ith ,omen ,ho did not drin+ coffee> (n important addition to your lecture could .e an e'amination of ho, mothers Band fathersC can deal ,ith drug use ha.its that may endanger their un.orn .a.y> Classroom (ctivity : The Court&s Treatment of Su.stance (.using Pregnant -omen addresses issues related to drug use during pregnancy and the social ramifications for the mother7 father7 and child>

Sources:

%ills7 I>7 et al> B1EE"C> %oderate caffeine use and the ris+ of spontaneous a.ortion and intrauterine gro,th retardation> ournal o! the "merican #edical "ssociation$ %&'7 :E"K:EL> -indham7 3> C>7 S,an7 S> H>7 H 0enster7 L> B1EE C> Parental cigarette smo+ing and the ris+ of spontaneous a.ortion> "merican ournal o! (pidemiology$ 1)*$ 1"E$K1$D"> -is.org7 )>7 )esmodel7 #>7 *ech7 *>7 Hedegaard7 %>7 H Henri+sen7 T> B DD"C> %aternal consumption of coffee during pregnancy and still.irth and infant death in first year of life: prospective study> +# $ )%&BL"M<C:$ D> http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=149440

Lecture )uggestion 4: -others. !periences o, Pregnanc* Learning Goal 1: Describe prenatal development. %ost life/span te't.oo+s focus on prenatal development from the perspective of the developing .a.y as opposed to from the mother&s perspective> Pregnant ,omen have a variety of e'periences ranging from changes in their .ody to changes in their emotions> If ,omen do not see+ support during that time7 these changes may .e confusing7 une'pected7 and even scary> There are hundreds of conditions or symptoms that can occur for ,omen during pregnancy> Some of them include: 0atigue 9ausea from a little increased tiredness to e'treme fatigue> often called ?morning sic+nessA7 some ,omen e'perience nausea andGor vomiting in the morning or all day long> This symptom can last from a fe, ,ee+s to the entire pregnancy> 0re=uent urination the urge to urinate more often *reast tenderness increasing levels of hormones cause tender .reasts Headaches or dizziness circulatory changes in pregnancy can cause these symptoms -eight gain ,omen gain an average of : to "D pounds during pregnancy *ac+ pain the 6oints .et,een a ,oman&s pelvic .ones soften and loosen to prepare for the .a.y passing through7 and the center of gravity changes as the uterus enlargesJ thus7 the .ody compensates ,ith resulting .ac+ pain or strain Lo,er a.dominal pain stretching ligaments can .e painful 4ther symptoms leg cramps7 s+in changes Bdar+ening around the nipples and navelC Despite the many symptoms that may occur for some ,omen7 there are many e'citing sensations and e'periences that occur ,ith pregnancy as ,ell7 including feeling the .a.y move7 e'periencing special food cravings7 .eing pampered .y those around you7 learning a.out your .ody7 learning a.out your developing .a.y7 preparing for parenthood7 etc> If you are in a classroom ,ith the necessary technology7 call up the follo,ing -e. sites or refer your students to them: Pictures of real ,omen&s .ellies at various ,ee+s of pregnancy can .e found at http://pregnancy.about.com/cs/pregnancyphotos/l/blbellyindex.htm Pregnancy/related sites can .e found on ivillage>com at http://www.ivillage.com/pregnancy/topics/0,,4rpv,00.html
Source: Iohnson7 5> @> B1EE$C> #ayo clinic complete boo, o! pregnancy and baby-s !irst year> 9e, 2or+: %ayo 0oundation for %edical !ducation and 5esearch>

Lecture )uggestion /: +ncrease in Cesarean Births: +s +t 0 Good 'hing1 Learning Goal %: Discuss the birth process. Discuss the increasing use of cesarean .irths and generate a discussion on the pros and cons> Here are some ideas and =uestions to get you started: #ntil the past 1D years or so7 cesarean delivery7 ,hen the .a.y is removed from the mother&s uterus through an incision made in her a.domen7 ,ere used only in cases ,hen the .a.y ,as in a .reech position B,ith the .a.y&s .uttoc+s rather than its& head7 .eing the first part to emerge from the vaginaC> *ut today7 more cesarean sections are performed in the #nited States than in any other country in the ,orld> The cesarean delivery rate 6umped L>: percent from DD to N$ in the #nited State to E>1 percent of all .irths> (.ility to identify .a.ies in distress earlier in the process may .e one e'planation7 as ,ell as utilizing cesarean procedures on the increasing num.er of o.sese and seriously over,eight pregnant ,omen in this country> *ut other reasons include doctor&s ,ishing to avoid even the slim chance of a malpractice claim if something goes ,rong in the normal .irth process and7 even more controversial7 doctors and mothers ,anting to schedule the .a.y&s .irth to the hour> (s+ students ho, many ,omen they +no, have delivered through this method> I .et most students& mothers did not deliver them that ,ay7 and that&s ,orth as+ing> (s+ the ,omen if they ,ould prefer cesarean .irth to normal .irth> -hy8 Higher medical costs are associated ,ith cesarean delivery> Should insurance companies pay for ?electiveA cesarean section8 Is it ethical to e'pose the mother and child to the ris+s of ma6or surgery ,ithout there .eing a medical need8 Here is a resource to provide further .ac+ground information for you and your students: Child.irth Connection http://www.childbirthconnection.org/article.asp?ClickedLink=274&ck=10168&area=27

~Classroom 0ctivities
Classroom 0ctivit* 1: 2illing -e )o,tl*: Banning )mo"ing in 3omes (ith Pregnant 4omen and Children
0rom Iarvis and Creasey7 ?(ctivities for Lifespan Developmental Psychology CoursesA

Learning Goal 1: Describe prenatal development. In %arch of DD 7 a child custody 6udge in #tica7 9e, 2or+7 ruled that a mother must =uit smo+ing or lose visitation rights for her child> The 6udge said the mother could not smo+e in her home or car ,hether the child ,as present or not> The ruling revolved around medical reports

a.out the harm of passive or residual smo+e to health> The ruling ,as intended to guarantee a smo+e/free environment for the child> Ho,ever7 there is controversy over the ruling as it raises a civil li.erties issue a.out the rights of the mother in her private home> This activity as+s students to consider the pros and cons of the ruling and provides a real application of course material to the developing child> Discussion should e'tend to the role of passive smo+e in the homes of pregnant ,omen Bincluding the effects of teratogensC and in restaurants and pu.lic .uildings> Demonstration: Instructors ,ill introduce the topic of teratogens and present the .asic case7 as given a.ove7 to the class> Then7 instructors ,ill as+ students to discuss pros and cons for each side of this argument> Then the class should discuss their reasoning for their opinions and integrate course material on teratogens into the discussion> Time: (ppro'imately 1D to D minutes> #aterials: Paper and pencil> .rocedures: %aterial on teratogens and .iological hazards to developing infants and children should .e covered .efore conducting this activity> The 9ational Center on *irth Defects and Developmental Disa.ilities Bhttp://www.cdc.gov/ncbddd/C has a useful -e. site to visit prior to conducting this activity> It should .e emphasized that cigarette smo+ing during pregnancy can result in lo,/ .irth,eight .a.ies> It has .een associated ,ith infertility7 miscarriages7 tu.al pregnancies7 infant mortality7 and childhood mor.idity> (dditionally7 cigarette smo+ing may cause long/term learning disa.ilities> Secondary smo+e may also harm a mother and her developing .a.y> It is .est7 ,hile pregnant and after the .a.y is .orn7 to avoid people ,ho are smo+ing according to leading scientists at the 9ational Center on *irth Defects and Developmental Disa.ilities> Instructors should present the .asic case against passive smo+e as stated a.ove> Students should .e as+ed to list t,o reasons for supporting the court ruling descri.ed a.ove7 .ased on class material7 and t,o reasons ,hy they thin+ the 6udge&s ruling may .e overturned on appeal> Then the class should discuss their reasoning for their opinions> Integrate course material on teratogens into the discussion> Classroom 0ctivit* 2: 'he Court.s 'reatment o, )ubstance50busing Pregnant 4omen Learning Goal 1: Describe prenatal development. In (ugust 1EME7 "/year/old Iennifer Iohnson ,as found guilty of delivering a controlled su.stance to a minorJ the minor ,as her .a.y ,ho ,as .orn a cocaine addict> She could have received a "D/year sentence7 .ut she ,as sentenced to a year of house arrest in a drug reha.ilitation center and 1$ years of pro.ation> In your discussion7 inform students of typical effects of cocaine on offspring B.a.ies ,hose mothers used cocaine during pregnancy had significantly lo,er cardiac output7 lo,er stro+e volume7 and higher mean arterial .lood pressure ,ith a higher heart rateC> Divide students into groups and have them discuss the =uestions listed in 3andout 1> Logistics: %aterials: Handout 1 BThe Court&s Treatment of Su.stance/(.using Pregnant -omen (ctivityC>

3roup size: Small groups> (ppro'imate time: Small groups B"D minutesC>

Sources: 5oeleveld7 97 @ingerhoets7 !>7 Oielhuis7 3> (>7 H 3a.reels7 0> B1EE C> %ental retardation associated ,ith parental smo+ing and alcohol consumption .efore7 during7 and after pregnancy> .reventive #edicine$ %1$ 11DK11E> @an *el7 0>7 @an de *or7 %>7 Sti6nen7 T>7 *aan7 I>7 H 5uy7 I> B1EEDC> Decreased cardiac output in infants of mothers ,ho a.used cocaine> .ediatrics$ /*$ "DK" > @an Pelt7 D> B1EEDaC> Smo+ers& offspring more prone to asthma> 0nsight$ 12> @an Pelt7 D> B1EED.C> Sperm a.normalities among cocaine users> 0nsight$ *3> -indham7 3> C>7 S,an7 S> H>7 H 0enster7 L> B1EE C> Parental cigarette smo+ing and the ris+ of spontaneous a.ortion> "merican ournal o! (pidemiology$ 1)*$ 1"E$K1$D">

Classroom 0ctivit* 3: 6etal 0lcohol )*ndrome 760)8 9ui: Learning Goal 1: Describe prenatal development. The purpose of this activity is to increase students& understanding of fetal alcohol syndrome B0(SC> Have students get into groups of t,o or three and complete the ?0etal (lcohol Syndrome 1uizA in 3andout 2> (fter they have discussed the =uestions and indicated the ans,ers they .elieve to .e correct7 discuss the correct ans,ers as a class> The ans,ers are given in 3andout 3 Be'planations for some of the ans,ers can .e found in the -e. sites http://comeover.to/multiplechoice/testexplain.htm7 http://www.well.com/user/woa/fsfas.htm7 and http://www.nofas.org/faqs.aspxC> Logistics: %aterials: Handout B0(S 1uizC and Handout " B(ns,ersC> 3roup size: Small/group discussion and full/class discussion> (ppro'imate time: Small groups B1D minutesC and full class B1D to 1: minutesC>
Sources: Kellerman, T. (2006). Fetal Alcohol Syndrome Quiz. http://come-over.to/multiplechoice/fasquiz1.htm http://www.well.com/user/woa/fsfas.htm; http://www.nofas.org/faqs.aspx

Classroom 0ctivit* 4: Postpartum Depression Learning Goal ): (4plain the changes that ta,e place in the postpartum period. The purpose of this activity is to increase students& understanding of psychiatric disorders that can accompany pregnancy> Pose the =uestion: Is it possi.le that a mother&s mental health during the postpartum period can cause her to harm herself andGor her child8 Have students get into groups of t,o or three to discuss the ,ell/+no,n case of (ndrea 2ates as reported on the C99>com -e. site and discussion in the article ,ritten .y attorney and psychology professor !laine Cassel Bsee lin+ .elo,C> > (fter they have discussed the case7 lead a full/class discussion providing information on postpartum depression7 including symptoms and ho, to help a person suffering from this disorder> Logistics: 3roup size: Small/group discussion and full/class discussion> (ppro'imate time: Small groups B1D minutesC and full/class B1D to 1: minutesC>

Sources: Cassel7 !> B DD C> The "ndrea 5ates 6erdict and Sentence: Did the ury Do the 7ight Thing8 B%s> Cassel is an attorney7 professor of psychology7 and contri.uted to the ancillaries for this course7 including this Instructor&s %anualC> http://writ.news.findlaw.com/cassel/20020318.html -illiams7 D> B DD C> .ostpartum psychosis: " di!!icult de!ense> http://www.healthyplace.com/communities/depression/postpartum_depression.asp

Classroom 0ctivit* /: Critical5'hin"ing -ultiple5Choice 9uestions and 0ns(ers Learning Goal 1: Describe prenatal development. Learning Goal %: Discuss the birth process. Learning Goal ): (4plain the changes that ta,e place in the postpartum period. Discuss the ans,ers to the critical/thin+ing multiple/choice =uestions that are presented as 3andout 4> The ans,ers are provided in 3andout /. 1uestion 1 continues the theme of applying the issues from chapter 1> 5evie, these as necessaryJ again7 you may ,ant to ,or+ ,ith a fe, e'amples from topics in chapter $> 1uestion stresses the limitations of research involving teratogens> Some of the issues presented ,ere not addressed in the te't.oo+J ho,ever7 these are important issues to consider> This =uestion re=uires students to thin+ a.out ho, the research is conducted and the conclusions that can .e dra,n from the various methodologies employed> 1uestion " continues to provide practice in identifying inferences7 assumptions7 and o.servations> ( good discussion prior to this e'ercise ,ould involve as+ing students ,hether they are .eginning to develop their o,n criteria or procedures for discriminating these different sorts of propositions> They may find the material for this =uestion difficult .ecause it is largely descriptiveJ in fact7 three of the alternatives in this =uestion are o.servations> 2ou may ,ant to alert your students to the fact that the pattern of t,o inferences7 t,o o.servations7 and one assumption esta.lished in previous e'ercises has changed in this e'ercise> Logistics: %aterials: Handout $ BCritical/Thin+ing %ultiple/Choice 1uestionsC and Handout : B(ns,ersC 3roup size: Small groups B to $C to discuss the =uestions7 then a full/class discussion> (ppro'imate time: Small groups B1: to D minutesC7 then : minutes for full/class discussion> Classroom 0ctivit* ;: Critical5'hin"ing ssa* 9uestions and )uggestions ,or 3elping )tudents 0ns(er the ssa*s Learning Goal 1: Describe prenatal development. Learning Goal %: Discuss the birth process. Learning Goal ): (4plain the changes that ta,e place in the postpartum period. Discuss students& ans,ers to the critical/thin+ing essay =uestions presented in 3andout ;> The purpose of this e'ercise is threefold> 0irst7 ans,ering the essay =uestions further facilitates students& understanding of concepts in chapter $> Second7 this type of essay =uestion affords the students an opportunity to apply the concepts to their o,n lives ,hich ,ill facilitate their

retention of the material> Third7 the essay format also gives students practice e'pressing themselves in ,ritten form> Ideas to help students ans,er the critical/thin+ing essay =uestions are provided in 3andout <> Logistics: %aterials: Handout < B!ssay 1uestionsC and Handout L BIdeas to Help (ns,erC> 3roup size: Individual7 then full class> (ppro'imate time: Individual B<D minutesC7 full/class discussion of any =uestions B"D minutesC>

Personal 0pplications
Personal 0pplication 1: +n a 6amil* 4a* Learning Goal 1: Describe prenatal development. The purpose of this e'ercise is to demonstrate the significance of pregnancy from a cultural standpoint> !ach culture ta+es its o,n particular vie, of the ma6or stages of life: .irth7 childhood7 pu.erty7 parenthood7 ,or+7 old age7 and death> It is interesting and important to .e a,are of the different cross/cultural perspectives7 especially in our multicultural society> 0nstructions !or Students: Descri.e your cultural vie,s of pregnancy> Ho, are pregnant ,omen vie,ed and treated .y society8 -hat .eliefs are held a.out the .iological processes occurring ,ith regard to her .ody8 -hat is the perception of the developing fetus8 -hat preparations are made for the upcoming la.or7 delivery7 and .irth8 Ho, is impending parenthood anticipated8 9se in the Classroom: If you are fortunate and have an ethnically diverse group of students7 ma+e a grid on the .oard comparing and contrasting .eliefs for each of the a.ove categories> If you have a homogeneous class7 put students in groups and assign them particular cultures to research ,ith regard to the various aspects of pregnancy and child.irth> !ach group ,ill then present their findings to the class> Personal 0pplication 2: 'he Pitter Patter o, Little 6eet Learning Goal 1: Describe prenatal development. Learning Goal %: Discuss the birth process. Learning Goal ): (4plain the changes that ta,e place in the postpartum period. The purpose of this e'ercise is to prompt students to thin+ a.out all that is involved in preparing to .ecome parents> It is not 6ust .ecoming a parent that is demanding and has numerous implicationsJ planning7 conceiving7 and sustaining a healthy pregnancy also re=uire a great deal of preparation as ,ellNfrom .oth the mother and the father; The more ,e understand a.out each person&s role in this delicate process7 the more ,e can ensure a successful outcome> 0nstructions !or Students: If you are not yet a parent7 thin+ and ,rite a.out the follo,ing> -omen: 2our physical condition prior to .ecoming pregnantNho, ,ill you ta+e care of and prepare your .ody for conception8 (ddress nutrition7 physical shape7 drugs7 alcohol7 smo+ing7 and other environmental stressors> -hat might .e your health/care plans Bphysician7 mid,ife7 etc>C8 -hat +ind of la.or and delivery e'perience do you ,ant Bhospital

versus home deliveryC8 -ho ,ill you ,ant ,ith you during this time8 -hat postpartum situation do you anticipate8 Ho, might you prepare yourself to .e an e'ceptional mother8 %en: 2our physical condition prior to conceptionNaddress nutrition7 physical shape7 drugs7 alcohol7 smo+ing7 and other environmental stressors> Ho, do you plan to support the mother during pregnancy8 La.or and delivery8 Postpartum8 -ere you surprised to read of the important role fathers play in this e'tensive process8 Ho, might you prepare yourself to .e an e'ceptional father8

9se in the Classroom: Put together several different profiles of couples7 or single ,omen7 ,ho ,ant to conceive or are already e'periencing pregnancy> Present the profiles to students to read7 then have a class discussion on the implications of the various circumstances surrounding each pregnancy and impending .irth> !mphasize the dangers of poor choices7 the ris+s of particular .ehaviors7 and the .enefits of planning7 preparation7 and healthy living> Personal 0pplication 3: 'est %our 6etal Gro(th 2no(ledge #nline
From Jarvis and Creasey, Activities for Lifespan Developmental Psychology Courses

Learning Goal 1: Describe prenatal development. (s students may thin+ they have prenatal development and pregnancy +no,ledge mastered .y the end of this chapter7 ,e offer an opportunity to test their +no,ledge in class using an online =uiz> This activity is useful at the end of material on fetal gro,th> Demonstration: Instructors ,ill access an online 0etal 3ro,th )no,ledge 1uiz at the i@illage -e. site in class and have students complete it> Discussion of the correct ans,ers should follo, the =uiz> Time: (ppro'imately : to 1D minutes> #aterials: Instructors ,ill need access to the Internet to find the online 1D/item 0etal 3ro,th 1uiz> .rocedures: 1C 0etal gro,th and development should .e covered .efore conducting this activity> C Instructors ,ill access an online =uiz on fetal gro,th from follo,ing -e. site: http:GG=uiz>ivillage>comGlamazeGtestsGfetalgro,th>htm -hile the a.ove -e. site address ,or+ed for us7 instructors may also simply use their favorite search engine B,e use 3oogle>comC to go to ivillage>com and then go to Lamaze>com =uizzes and clic+ on ?Is It *igger than a *read *o': The 0etal 3ro,th 1uizA to vie, the =uiz for this activity> "C The =uiz has 1D items and as+s a.out the size of the fetus at various points in development7 the purpose of the notochord in the si'th ,ee+7 ,hen fingers and toes are visi.le7 changes in the mother&s .ody to accommodate the developing fetus7 the function of verni'7 responses .y the .a.y to e'ternal stimuli7 ,hen the .a.y&s head moves into the mother&s pelvis7 and ho, the .a.y .reathes ,ithin the mother> It is designed for prospective parents .ut is interesting to students studying development and nicely summarizes some of the main points covered in the course on prenatal development> $C Students ,ill ta+e the online =uiz in class7 and instructors should discuss correct ans,ers after the =uiz is ta+en ,ith the students> To o.tain the correct ans,ers7 the instructor should ans,er the =uestions online ,ith the help of the class7 after students have had a chance to ans,er on their o,n> -hen the =uiz is ans,ered completely7 a score sheet is offered ,ith the

correct ans,ers> Those students ,ho missed more than one or t,o =uestions should .e instructed to revie, material on fetal gro,th more thoroughly and re/ta+e the =uiz on their o,n if they ,ould li+e to do so> :C This -e. site offers lin+s to other resources a.out pregnancy that instructors and students may find helpful>

Personal 0pplication 4: #h= the Pain> Learning Goal %: Discuss the birth process. The purpose of this e'ercise is for students to recognize the various ,ays the human .ody carries out and e'periences the same .iological processes> %ammals giving .irth is one of nature&s most fundamental e'periences> It involves a series of physiological stages that all mem.ers of the same species are programmed to go through> Ho,ever7 rarely are they e'perienced in the same ,ay and to the same degree .y different mothers> (s ,e have .een studying the influences of .oth .iology and environmental factors on human .ehavior7 it is important to recognize the varying contri.utions of .oth to such a fundamental life process> 0nstructions !or Students: (s+ your mother if she can recall her e'perience giving .irth to you and your si.lings> If you are a parent7 recall the e'perience of the .irth of your childGchildren> -hat is different a.out each situation8 -hat is similar8 -hat might account for the differences8 -hat factors might contri.ute to the variety of .irthing e'periences ,omen have8 9se in the Classroom: Comparing la.or and delivery stories can .e very interesting and informative> If you feel comforta.le7 share your o,n stories of the .irth of your children7 and .ring in contrasting stories from friends and family> Have students share their stories7 and follo, these up ,ith a discussion of ,hat might contri.ute to each mother&s particular e'periences> Have students then try to conclude ,hich of those factors result from nature and ,hich may .e due to environmental circumstances> -ere there any aspects of la.or and delivery that the mother may have .een a.le to change someho,8 -ere there any mothers ,ho had drastically different .irthing e'periences ,ith their different children8 -hy might this have .een8

L$esearch Pro?ect +deas

$esearch Pro?ect 1: 4h* Do )ome Pregnant 4omen Drin"= )mo"e= or &se Drugs1 Learning Goal 1: Describe prenatal development. The dangers of drin+ing alcohol7 smo+ing7 and other drug use on fetal development are no, ,ell +no,n and ,idely pu.licized> Despite this fact7 many ,omen continue to use these su.stances ,hile they are pregnant> This research activity attempts to find out ,hy B 3andout @C> Have students as+ a num.er of female friends ,ho smo+e or drin+ to tal+ to them a.out ,hether they ,ill do these things ,hen they are pregnant> Then have them as+ their friends ,hether they +no, that smo+ing and drin+ing endanger prenatal development and a.out ,hat they +no, in detail> Have them tal+ a.out the dangers7 and then as+ again ,hether their friends ,ill drin+ and smo+e> 2ou may ,ant to suggest that students prepare an intervie, schedule of =uestions to as+> *e sure to instruct the students to avoid 6udgmental statements and to intervie, the ,omen individually so their ans,ers ,ill .e confidential>

Discuss the findings in class> Do different people give different reasons8 4r are there common reasons among many8 Discuss ,hether the ,omen suggested ,ays that the message a.out the dangers of drin+ing and smo+ing for prenatal development can .e made more convincing to prospective parents>
Source: Sal+ind7 9> B1EEDC> Child development> 0ort -orth: Holt7 5inehart7 H -inston>

$esearch Pro?ect 2: 6atherhood Learning Goal ): (4plain the changes that ta,e place in the postpartum period. Ho, actively are fathers participating in the .irths of their children8 Have students find out .y carrying out the intervie, pro6ect descri.ed in 3andout A> They should identify t,o first/time7 e'pectant fathers and t,o fathers of children under the age of 7 and then intervie, these men using the =uestions provided: Instruct students to ,rite a .rief report summarizing their findings> They should descri.e their sample and ho, they intervie,ed the fathers and soon/to/.e fathers7 and then summarize similarities and differences .et,een the t,o pairs of men> 0inally7 they should relate ,hat they learned to material on fathers& participation in child.irth from the te't> Have students form groups of three or four to discuss and compare their findings> Have each group report to the class to identify any trends and generalizations that seem ,arranted .y their findings>
Source: Sal+ind7 9> B1EEDC> Child development> 0ort -orth: Holt7 5inehart7 H -inston>

Bideo 7,ound on the Li,e-ap student CD accompan*ing the te!tboo"8

B0D segment C3DD3: 'ransition to ParentingE3eterose!ual -arried Couple The ,ee+s immediately after child.irth present a num.er of challenges for ne, parents and their offspring> It is a time ,hen the ,oman ad6usts7 .oth physically and psychologically7 to the process of child.earing> It lasts for a.out si' ,ee+s or until the .ody has completed its ad6ustment and has returned to a nearly prepregnant state> The .a.y has to .e cared forJ the mother has to recover from child.irthJ the mother has to learn ho, to ta+e care of the .a.yJ the mother needs to learn to feel good a.out herself as a motherJ and those close to the motherNsuch as her hus.and7 a partner7 grandparents7 si.lings7 or friendsNneed to provide help and support> P%ost of the video segments specifically integrated ,ith Santroc+Qs Li!e:Span Development$ 11th edition7 are found on one of the follo,ing %c3ra,/Hill video products for instructors> -cGra(53ill.s Bisual 0sset Database 7B0D8 ,or Li,espan Development Fasna Fovanovic= &niversit* o, +llinois G &rbana5Champaign

%c3ra,/Hill&s @isual (sset Data.ase is a pass,ord/protected online data.ase of hundreds of multimedia resources for use in classroom presentations7 including original video clips7 audio clips7 photographs7 and illustrationsNall designed to .ring to life concepts in developmental psychology> In addition to offering ready/made multimedia presentations for every stage of the lifespan7 the @(D search engine and uni=ue ?%y %odulesA program allo,s instructors to select from the data.ase resources to create customized presentations7 or ?modules>A Instructors can save these customized presentations in specially mar+ed ?moduleA folders on the %c3ra,/Hill site7 and then run presentations directly from @(D to the Internet/e=uipped classroom> Contact your %c3ra,/Hill representative for a pass,ord to this valua.le resource> -ultimedia Course(are ,or Child Development Charlotte F. Patterson= &niversit* o, Birginia This video/.ased t,o/CD/54% set BIS*9 D/DL/ :$:MD/1C covers classic and contemporary e'periments in child development> 5espected researcher Charlotte I> Patterson selected the video and ,rote modules that can .e assigned to students> The modules also include suggestions for additional pro6ects as ,ell as a testing component> %ultimedia Course,are can .e pac+aged ,ith the te't at a discount> -edia $esources ,or 'eaching Ps*cholog* %c3ra,/Hill and The Discovery Channel R have formed an e'clusive partnership to .ring you video segments and interactivities for use in your psychology> They are availa.le either as a D@D S CD/54% set BIS*9 D/DL/ E"MM:/$C or as a set of t,o @HS videocassettes S CD/54% BIS*9 D/DL/ E"MM$/<C> %c3ra,/Hill also offers other video and multimedia materialsJ as+ your local representative a.out the .est products to meet your teaching needs>

6eature 6ilm
In this section of the InstructorQs %anual7 ,e suggest films that are ,idely availa.le from local video rental outlets> Mask 71A@/8 Starring !ric Stoltz7 Cher7 Sam !lliott7 Laura Dern Directed .y Peter *ogdanovich ( .oy ,ith a massive facial s+ull deformity attempts to live a normal life> He is e'tremely intelligent7 has a ,onderful personality7 and is an emotionally ,arm child> His mother lives a ,ild lifestyle .ut is determined that her son .e given the same chances and happiness that everyone else ta+es for granted>

4eb site )uggestions

(t the time of pu.lication7 all sites ,ere current and activeJ ho,ever7 please .e advised that you may occasionally encounter a dead lin+>

(pgar Scoring http://www.childbirth.org/articles/apgar.html ( Primer on Preemies http://kidshealth.org/parent/growth/growing/preemies.html Child.irth http://www.childbirth.org/ Postpartum Depression http://www.psycom.net/depression.central.post-partum.html Pregnant *ellies .y -ee+ of Pregnancy http://pregnancy.about.com/cs/pregnanyphotos/l/blbellyindex.htm Teratology Society: *irth Defects 5esearch T !ducation T Prevention http://www.teratology.org/ The @isi.le !m.ryo http://www.visembryo.com/

Handout 1 BC( C 'he Court.s 'reatment o, )ubstance50busing Pregnant 4omen 0ctivit* 1> Do you thin+ that mothers ,ho use drugs during pregnancy should face criminal prosecution8

> %ight this policy +eep some pregnant ,omen from getting prenatal care and having a hospital delivery8

"> Ho, far should the prosecution go8

$> -hat alternative solutions can you suggest8

:> Is fetal a.use e=uivalent to child a.use8

<> Should fathers ,ho use drugs during their partner&s pregnancy face criminal prosecution8 U(ccording to -indham H others B1EE C7 maternal e'posure to environmental to.acco smo+e for one hour or more per day is associated ,ith spontaneous a.ortion> (ccording to 5oeleveld H others B1EE C7 paternal smo+ing is related to mental retardation in offspring>V

L> Do you thin+ a ,ife should .e a.le to sue her hus.and for infertility pro.lems caused .y use of cocaine8 BCocaine usage lo,ers sperm count7 increases a.normally shaped sperm7 and decreases sperm mo.ility> Infertility pro.lems may last more than t,o years after a man =uits using cocaine>C

M> 5esearch suggests that mothers ,ho smo+e to.acco during pregnancy and up to the time their children are : years old increase the ris+ of their offspring getting asthma> Should smo+ing mothers .e prosecuted8

Handout

BC( "C 6etal 0lcohol )*ndrome 760)8 9ui:

1> -hich set of definitions .est matches these terms: fetal alcohol syndrome B0(SC7 fetal alcohol effect B0(!C7 fetal alcohol spectrum disorders B0(SDC8 aC 0(S is an um.rella term for all of the effects from alcohol consumption in pregnancyJ 0(! refers to a diagnosis given .y doctors for the com.ination of mental retardation7 stunted gro,th7 and facial a.normalities in an infant7 caused .y alcohol consumption .y the mother in pregnancyJ 0(SD refers to those effects of alcohol consumption in pregnancy that are not part of the classic set of effects in a diagnosis of 0(!> .C 0(S refers to a diagnosis given .y doctors for the com.ination of mental retardation7 stunted gro,th7 and facial a.normalities in an infant7 caused .y alcohol consumption .y the mother in pregnancyJ 0(! is an um.rella term for all of the effects from alcohol consumption in pregnancyJ 0(SD refers to those effects of alcohol consumption in pregnancy that are not part of the classic set of effects in a diagnosis of 0(S> cC 0(S refers to a diagnosis given .y doctors for the com.ination of mental retardation7 stunted gro,th7 and facial a.normalities in an infant7 caused .y alcohol consumption .y the mother in pregnancyJ 0(! refers to those effects of alcohol consumption in pregnancy that are not part of the classic set of effects in a diagnosis of 0(SJ 0(SD is an um.rella term for all of the effects from alcohol consumption in pregnancy> > -hat is the leading +no,n cause of mental retardation in -estern civilization today8 aC .C cC dC eC Do,n syndrome prenatal e'posure to alcohol prenatal e'posure to illicit drugs folic acid deficiency prematurity

"> (ppro'imately ,hat percentage of ,omen of child/.earing age drin+ alcohol Bmany .efore they realize they are pregnantC8 aC .C cC dC eC 1DW :W ":W ::W L:W

$> -hat is the cause of fetal alcohol syndrome8 aC (lcohol in the pregnant ,oman&s .loodstream contracts her .lood vessels and prevents her from providing the fetus ,ith ade=uate nutrition

.C

(lcohol in the pregnant ,oman&s .loodstream crosses the placenta into the un.orn fetus&s system and disrupts its a.ility to get enough o'ygen for normal gro,th and development cC (lcohol in the pregnant ,oman&s .loodstream ma+es her rec+less and more li+ely to fall or other,ise cause in6ury to the fetus dC (lcohol in the pregnant ,oman&s .loodstream ma+es her irrita.le and irrational7 and her .ad temper affects the fetus&s development eC (lcohol in the pregnant ,oman&s .loodstream upsets her hormonal .alances and prevents her from delivering the right amounts of testosterone to a male fetus or estrogen to a female fetus :> -hat is the incidence rate of 0(S in the #nited States8 !stimates vary .ut most are in the range of: aC .C cC dC eC <> D to D per 17DDD live .irths 1D to 1: per 17DDD live .irths " to L>: per 17DDD live .irths D>"" to 1>D per 17DDD live .irths D> to D>: per 17DDD live .irths

Ho, much does it cost each year to treat infants7 children7 and adults ,ith full 0(S in the #nited States8 aC .C cC dC eC X :D7DDD each year X17EDD7DDD each year X 7MDD7DDD each year X:7$DD7DDD7DDD each year almost nothing7 as e'penses are incurred .y private insurance

L> -hich of the follo,ing groups of ,omen are at high ris+ for drin+ing during pregnancy8 aC .C cC dC eC ,omen ,ith a college education unmarried ,omen female students ,omen in households ,ith greater than X:D7DDD annual income all of the a.ove

M> In ,hich of the follo,ing ,ays does alcohol affect a man&s a.ility to father healthy children8 aC .C cC dC eC lo,ered levels of testosterone that interfere ,ith se'ual performance reduced mo.ility of healthy sperm at time of conception increased ris+ of inherited tendency to,ard alcoholism possi.le adverse effects on D9( in sperm .efore conception all of the a.ove

Sources: 1uestions 17 7 <7 L7 and 1D from http:GGcome/over>toGmultiplechoiceGfas=uiz1>htm http://www.nofas.org/faqs.aspx

http://www.well.com/user/woa/fsfas.htm

Handout " BC( "C 0ns(ers to the 6etal 0lcohol )*ndrome 760)8 9ui: 1> cC 0(S refers to a diagnosis given .y doctors for the com.ination of mental retardation7 stunted gro,th7 and facial a.normalities in an infant7 caused .y alcohol consumption .y the mother in pregnancyJ 0(! refers to those effects of alcohol consumption in pregnancy that are not part of the classic set of effects in a diagnosis of 0(SJ 0(SD is an um.rella term for all of the effects from alcohol consumption in pregnancy> .C prenatal e'posure to alcohol dC ::W Bthe actual figure is :$>EWC .C (lcohol in the pregnant ,oman&s .loodstream crosses the placenta into the un.orn fetus&s system and disrupts its a.ility to get enough o'ygen for normal gro,th and development dC D>"" to 1>D per 17DDD live .irths dC X:7$DD7DDD7DDD each year eC all of the a.ove eC all of the a.ove

> "> $>

:> <> L> M>

See the e'planation of these ans,ers on the follo,ing -e. sites: (ns,ers 17 7 <7 L7 and 1D: http://come-over.to/multiplechoice/testexplain.htm

http://www.nofas.org/faqs.aspx http://www.well.com/user/woa/fsfas.htm

Handout $ BC( :C Critical5'hin"ing -ultiple5Choice 9uestions 1> Chapter $ illustrates a num.er of the issues discussed in the 9ature of Development .o' presented in chapter 1> -hich of the follo,ing topics ta+en from chapter $ correctly illustrates the chapter 1 topic paired ,ith it8 Circle the letter of the .est ans,er7 and e'plain ,hy it is the .est ans,er and ,hy each other ans,er is not as good> aC .C cC dC eC germinal7 em.ryonic7 and fetal periods: sta.ility em.ryonic development: maturation teratology: .iological determinants and influences miscarriageGa.ortion: discontinuity ,hat to e'pect ,hen you are e'pecting: cognitive processes

> Teratology is the field that investigates the causes of .irth defects> 5esearch has found that certain agents influence the development of .irth defects> -hich of the follo,ing is not a concern regarding the research methodology involved in teratology8 Circle the letter of the .est ans,er7 and e'plain ,hy it is the .est ans,er and ,hy each other ans,er is not as good> aC .C cC dC eC e'posure to many teratogens long/term effects animal research correlational research potential effects

"> During the past t,o decades7 parents7 researchers7 and physicians have reacted against the so/ called standard child.irth7 once very ,idely practiced in (merican hospitals> %ost have .egun to favor a variety of prepared or natural forms of child.irth> -hich of the follo,ing statements represents a .asic assumption of standard child.irth practice that critics have re6ected8 Circle the letter of the .est ans,er7 and e'plain ,hy it is the .est ans,er and ,hy each other ans,er is not as good> aC .C .irth> cC dC eC 3iving .irth ,as li+e a disease> *a.ies ,ere slapped or span+ed> *a.ies ,ere scared .y the .right lights> Important individuals ,ere e'cluded from the .irth process> The mother ,as separated from her infant in the first minutes and hours after

Handout : BC( :C 0ns(ers ,or Critical5'hin"ing -ultiple5Choice 9uestions 1> Chapter $ illustrates a num.er of the issues discussed in the 9ature of Development .o' presented in chapter 1> -hich of the follo,ing topics ta+en from chapter $ correctly illustrates the chapter 1 topic paired ,ith it8 Circle the letter of the .est ans,er and e'plain ,hy it is the .est ans,er and ,hy each other ans,er is not as good> aC .C cC dC 3erminal7 em.ryonic7 and fetal periods do not illustrate the concept of sta.ility> Prenatal development involves rapid and radical change7 not sta.ility> These phases .etter illustrate periods of development> !m.ryonic development illustrates the concept of maturation> !m.ryonic development illustrates a clear7 orderly se=uence of changes that most li+ely are dictated .y a genetic .lueprint> Teratology does not illustrate the concept of .iological determinants and influences> Teratogens do influence .iological development7 rather they are environmental influences> %iscarriageGa.ortion do not illustrate the concept of discontinuity> The concept of discontinuity is that development produces =ualitatively ne, and different features7 often in ,hat appears to .e a progression of stages> These events represent an end to development> -hat to e'pect ,hen you are e'pecting does not illustrate the concept of cognitive processes> Cultural .eliefs live in the minds of people7 .ut their practical influence on the developing fetus is socialNshaping the parental practices that dictate the fetus&s environment and the parents& relationships ,ith the un.orn child>

eC

> Teratology is the field that investigates the causes of .irth defects> 5esearch has found that certain agents influence the development of .irth defects> -hich of the follo,ing is not a concern regarding the research methodology involved in teratology8 Circle the letter of the .est ans,er7 and e'plain ,hy it is the .est ans,er and ,hy each other ans,er is not as good> aC !'posure to many teratogens is not the .est ans,er> 3iven that every fetus is e'posed to teratogens7 it is difficult to determine ,hich one influenced the .irth defect7 thus e'posure to many teratogens is a methodological issue> .C Long/term effects is not the .est ans,er> 3iven that some of the effects of teratogens are not evident until later in development Ba.out half are evident at .irthC7 long/term effects are a methodological concern> cC (nimal research is not the .est ans,er> %uch of teratology research is conducted on animals7 and there are =uestions as to the generaliza.ility to human prenatal development of the animal research findings>

dC

Correlational research is not the .est ans,er> 3iven that e'periments involving e'posure to teratogens cannot ethically .e conducted on humans7 cause/and/ effect statements should not .e made> eC Potential effects is the .est ans,er> 3iven the correlational nature of teratogen studies7 one avoids methodological issues if potential effects are discussed rather than stating cause/and/effect relationships> "> During the past t,o decades7 parents7 researchers7 and physicians have reacted against the so/ called standard child.irth7 once very ,idely practiced in (merican hospitals> %ost have .egun to favor a variety of prepared or natural forms of child.irth> -hich of the follo,ing statements represents a .asic assumption of standard child.irth practice that critics have re6ected8 Circle the letter of the .est ans,er7 and e'plain ,hy it is the .est ans,er and ,hy each other ans,er is not as good> aC .C cC dC eC Important individuals ,ere e'cluded from the .irth process is an o.servation> It is a straightfor,ard statement a.out ,ho ,as allo,ed to .e present at a .irth> The mother ,as separated from her infant in the first minutes and hours after .irth is an o.servation> 3iving .irth ,as li+e a disease is an assumption and thus the .est ans,er> The statement does not descri.e any specific practice7 .ut rather e'presses the guiding analogy that directed medical procedures for assisting a .irth> *a.ies ,ere slapped or span+ed is an o.servation> It is a practice that Lamaze vehemently re6ected> *a.ies ,ere scared .y the .right lights is an inference> It states the presumed B.ut not directly +no,nC effect of .right lights on ne,.orn infants>

Handout < BC( <C Critical5'hin"ing ssa* 9uestions 2our ans,ers to these +inds of =uestions demonstrate an a.ility to comprehend and apply ideas discussed in this chapter> 1> Descri.e development during the germinal7 em.ryological7 and fetal periods> (lso7 e'plain ,hat factors might contri.ute to complications at specific times during gestation> > -hat is organogenesis7 and ,hy is this concept important to the process of development8 "> Discuss medical7 ethical7 psychological7 and personal issues pertinent to the decision to have an a.ortion> $> Define teratogen and give at least t,o e'amples of teratogens and their specific effects> :> Compare and contrast the ris+s to e'pectant mothers ,ho are either teenagers7 t,enty/ somethings7 or thirty/somethings> <> Descri.e the stages of .irth7 and also e'plain three .irth complications> L> Imagine that you are a.out to give .irth> -hat =uestions a.out cesarean sections and the use of drugs during delivery ,ould .e important to you8 -hat reasons ,ould lead you to accept or re6ect a cesarean section and drugs such as tran=uilizers7 sedatives7 and analgesics during delivery8 M> Imagine that you are an e'pectant parent> -hat ,ould you do and learn in a parent education class on pregnancy7 prenatal development7 and child.irth strategies8 E> -hy and ho, have fathers .ecome more involved in child.irth8 Discuss the pros and cons of this involvement> 1D> Ho, do preterm and lo,/.irth,eight infants differ8 11> -hat ,ould you learn a.out your ne,.orn from the (pgar and *razelton 9eonatal *ehavioral (ssessment Scales8 1 > !'plain ,hy some claim that the postpartum period should .e termed the fourth trimester>

Handout L BC( <C +deas to 3elp %ou 0ns(er Critical5'hin"ing ssa* 9uestions 1. Create a timeline for the prenatal stages of development> 9ote developmental milestones along ,ith periods associated ,ith particular concerns a.out complications> > In descri.ing the nature of organogenesis7 you ,ill automatically address ,hy it is important to the process of development> 3. 0e, people can address this issue from an o.6ective standpoint7 yet that is your challenge here> %a+e a chart and include each of the four issues listed as pertinent to the consideration of an a.ortion> 5eferring to the te't7 list the relevant information in each category to compile a su.stantial presentation of information upon ,hich to .ase such a decision> (s you discuss ,hat you have considered for each category7 ,eigh the significance of your information .ased on its scientific merit7 o.6ectiveness7 and meaningfulness ,ith regard to the contri.ution to,ard a sound conclusion> 4. Do this in your o,n ,ords> 5ead the description in the te't7 then proceed to e'pand on it7 including a presentation and discussion a.out e'amples and their particular effects> 5. Create a chart ,ith all the possi.le ris+s7 .oth physiologically and environmentally .ased7 for the varying age groups of pregnant ,omen> Color code each maternal age group7 then indicate the particular groups associated ,ith each ris+> This ,ill provide a concrete illustration of maternal age and the associated ris+s of pregnancy shared .y7 and different for7 each group> 6. Imagine you are teaching a child.irth class7 and your 6o. is to inform e'pectant parents of the stages of .irth and to e'plain the three particular .irth complications> (nticipate their particular =uestions and concerns to create a more complete presentation of the information> 7. *egin .y rereading the relevant sections of the te't7 imagining that either you are pregnant or your ,ife is a.out to give .irth> (s you .ring this personal perspective to your consideration of the information7 you should easily .egin to develop =uestions as you ,ould if you ,ere actually facing these circumstances yourself> 8. If you are an e'pectant parent7 you ,ill approach pregnancy7 prenatal development7 and child.irth in very practical terms> 2ou are less interested in the information for the information itself7 .ut rather you ,ant to .e a.le to apply it> This is a primary reason for the e'istence of child.irth classesNto inform parents regarding ,hat they can do to successfully e'perience each of these stages .ased on the scientific information>

9. *egin .y thin+ing a.out your o,n father&s involvement> (s+ your mother or your father7 a.out the e'tent of his role during your mother&s pregnancy7 la.or and delivery7 and childrearing> Compare ,hat you find out to ,hat you no, +no, a.out the ne, and changing role of fathers> 10. Preterm infants al,ays e'perience lo,/.irth,eight7 .ut the opposite is not true> !'plain ,hy that is7 and ,hat leads to each> 11. Present this information as if you ,ere a pediatrician e'plaining these assessments to ne, parents> 5emem.er7 they are most li+ely to have no ,or+ing +no,ledge of developmental psychology> 1 > *egin .y descri.ing the ?firstA three trimesters to esta.lish the conte't for e'plaining the vie,s a.out the postpartum period> Then discuss ,hether or not it should .e considered the fourth trimester> Handout M B5P 1C 4h* Do )ome Pregnant 4omen Drin"= )mo"e= or &se Drugs1 The dangers of drin+ing alcohol7 smo+ing7 and other drug use on fetal development are no, ,ell +no,n and ,idely pu.licized> Despite this fact7 many ,omen continue to use these su.stances ,hile they are pregnant> This research activity attempts to find out ,hy> (s+ a num.er of female friends ,ho smo+e andGor drin+ to tal+ to you a.out ho, a future pregnancy may affect these .ehaviors> Determine ,hat your friends +no, a.out the effects of smo+ing and drin+ing on prenatal development> Then tal+ a.out the dangers7 and as+ again ,hether your friends ,ill smo+e andGor drin+ during pregnancy> 2ou may ,ant to prepare an intervie, schedule of =uestions to as+ .efore meeting ,ith your friends> 2ou ,ill ,ant to come up ,ith a list of a.out 1D =uestions to as+> *e sure to avoid 6udgmental statementsG=uestions> 2ou ,ill ,ant to intervie, the ,omen individually so their ans,ers ,ill .e confidential> Handout E B5P C 6atherhood Ho, actively are fathers participating in the .irths of their children these days8 0ind out .y carrying out an intervie, pro6ect> Identify t,o first/time7 e'pectant fathers and t,o fathers of children under the age of 7 and intervie, these men using the follo,ing sets of =uestions: !'pectant 0athers: -hat are your feelings a.out .ecoming a father8 Ho, have you .een involved in your partner&s pregnancy8 -hat part ,ill you play in your child&s .irth8 -hat part ,ould you li+e to play8 -hat do you thin+ .eing a ?good fatherA means8 Ho, ,ill having a child change your life8

0athers:

-hat part did you play in the .irthBsC of your child BchildrenC8 -hat ,ere your feelings a.out this e'perience8 -hat are the three .iggest challenges you face as a father8 -hat do you thin+ a ?good fatherA is8 Ho, has having a child changed your life8 -hat advice ,ould you give a ne, father8

-rite a .rief report indicating ,hat you ,ere trying to find out7 descri.e your sample and ho, you intervie,ed the fathers and soon/to/.e fathers7 and then summarize similarities and differences .et,een the t,o pairs of men> 5elate ,hat you learn to material on fathers& participation in child.irth from the te't>