Infancy

GROUP 1
 4.1 Physical Growth : The Rapid Advance Of
Infancy

Introduction

Human babies grow rapidly in height and weight, especially during the first two year
of life. Major principles that govern human growth include the cephalocaudal principle,
the proximodistal principle, the principle of hierarchical integration and
the principle of the independence of systems.
 States that growth follows a direction and
Cephalocaudal pattern that begins with the head and
upper body parts and then proceeds to
principle
Four the rest of the body.

Principles
States that development proceeds from
the center of the body outward. Also
Proximodistal
means that trunk of the body grows
principle before the extremities of the arms and

Of legs.

Growth Principle
of
States that simple skills typically develop
separately and independently but that
these simple skills are integrated into
hierarchical
more complex ones.
Integration

Principle Suggests that different body systems

grow at different rates. For example,
of the
patterns of growth for body size, the
independence nervous system and sexual maturation
are quite different
of systems
 Neurons Myelin
Synapse Synaptic pruning
- Basic cells of the -The gap at the connection -The elimination of neurons -A fatty substance
nervous systems between neurons -Neurons that do not that helps insulate
- Have a cell body -Neurons do not touch become interconnected neurons and speed the
contain a nucleus each other but using are unnecessary transmission of nerve
neurotransmitters that -As unnecessary neurons
and distinctive impulses
travel across synapses to are being reduced,
ability connections between -Coated with axons of
communicate.
-Can communicate remaining neurons are neurons to growth in
with other cells eliminated dendrites

4.2 The Nervous System and Brain :

The Foundations of Development
Cerebral Cortex
Plasticity
-The upper layer of the brain Sensitive period
-As the time passes, the cells in -The degree to which a
developing structure or -A specific, but limited, time,
cerebral cortex become more
developed and interconnected behavior is modifiable due to usually early in an organism's life
-For example, synapses and experience -During which the organism is
myelinization experience a growth -The brain's plasticity is particulary susceptible to
spurt at around three to four greatest during the first environmental influences
month in the area of the cortex several years of life
relating to some particular facet
involve auditory and visual skills of development
 4.3 Integrating the Bodily Systems: The Life Cycles of Infancy

1 Rhythms 2 State 3 Rapid Eye Movement

Repetitive, cyclical patterns
of behavior
The change from
wakefulness to sleep.
Breathing and sucking
patterns
(REM) sleep
The degree of awareness an
infant displays to both
internal and external
stimulation
Including various levels of
wakeful behaviours such as
alertness, fussing, and crying,
and different levels of sleep
as well
Different states produce
changes in electrical activity
in the brain
The period of sleep that is
found in older children and
adults and is associated with
dreaming
Provides a means for the
brain to stimulate itself with
a process called
"autostimulation"
Stimulation of the nervous
system would be particularly
important in infacts
especially in sleeping and
relatively little in alert states
4.4 SIDS: The Sudden Infant Death Syndrome ( SIDS )is

Unanticipated
the unexplained death of a seemingly
healthy baby

Killer A disorder in which seemingly healthy

infants die in their sleep
Include such problems as undiagnosed
sleep disorders, suffocation, nutritional
deficiencies, problems with reflexes and
undiagnosed illness
Babies sleep on their backs rather than on
their sides or stomachs called "back-to-
sleep" guideline
Brain defect that affects breathing may
produce SIDS too
 Help the baby to
Swimming reflex
Eye-blink reflex
Reflexes protect themselves

Rooting reflex unlearned and involuntary ROLES For newborns to

Startle reflex responses that occur survive
Gag reflex automatically in the
presence of certain stimuli Move them from

danger

REFLEXES:OUR
INBORN
Ethnic and cultural
PHYSICAL

differences and SKILLS

similarities in
reflexes
Reflex stimulate parts of

the brain responsible for

more complex
Moro reflex behaviour, helping them
develop
when infant’s arms thrusting outward

and then appearing to

seek to grasp onto something
 a measure designed to determine infant’s neurological
and behavior responses to their environment

Brazelton Neonatal
on how motor skills Behavioral Assessment A series of
develop and are Scale (NBAS)
milestones
coordinated

Dynamic Gross motor

Rolling over
‘Crawling program’ system theory skills
it requires the coordination MOTOR Grasping rattle
Crawling
of muscles,perception,
cognition and motivation
DEVELOPMENT IN Sitting without

it emphasis on child’s own INFANCY: support

Walking well
motivation LANDMARKS OF

PHYSICAL
the average performance ACHIEVEMENT able to coordinate
the movements of
of children of given age
Developmental Fine motor their limbs

norms skills

substantial Baby are born with

Milestone development
individual and rudimentary ability to reach
based on norms
cultural variations toward an object

differences in the affect the rate of

timing of attaining development of
various achievements motor skills
 NUTRITION
IN INFANCY BREAST OR
BOTTLE?
NUTRIENTS

ROLES: LEADS TO B O T T L E -
F E E D I N G
Parents could keep track of
Growth rates
Body composition Marasmus the amount of milk
Kwashiorkor Ensure child was taking
Metabolism
sufficient nutrient
Activity level Obesity
Can keep feeding to rigid

Affect physical schedule
aspects of growth

Affect IQ and school

B RE A S T F
E E D I N G
M A L N UT RI T I O N performance
a condition of having

nutritional
Immunological
an improper amount Emotional
and balance of Physical benefits for infants
nutrients Emotional benefits for mothers

Advantageous for mother’s

health

 PIAGET'S THEORY OF COGNITIVE DEVELOPMENT

proposed that humans progress through four developmental stages: the sensorimotor stage,
preoperational stage, concrete operational stage, and formal operational stage

The sensorimotor stage is an initial

Schemes
mental structures that could be
major stage of cognitive development
adapted and changed with consist of substages
development

1)Simple reflex
Two principles significant

in children's scheme 2)Circular reaction

Assimilation A process where repetition of chance motor events helps
Accommodation the infant build cognitive schemes
Object permanence: realization of infants that people and objects
exist even when they are unseen.

3)Beginning of thought
Infants have mental representation is an internal image
of a past event or object.
Having mental representation allow infant the ability
to pretend which could be referred to as a deferred imitation
 INFORMATION
PROCESSING
APPROACHES
Infant
Automation Memory intelligence
IS THE DEGREE TO WHICH AN MEMORY CAPABILITIES
ARE SIMILAR TO ADULTS BUT ARE SHORTER
THE MORE EFFICIENT THE INFANT
ACTIVITY REQUIRES PROCESS THE INFORMATION, THE
WHERE IT CAN LAST FROM A FEW DAYS UNTIL
ATTENTION 3 WEEKS HIGHER THE INTELLIGENCE

HELPS CHILDREN TO EXPLORE DURATION OF MEMORY DEVELOPMENTAL SCALES

THE WORLD AROUND THEM INFANTILE AMNESIA IS THE LACK OF MEMORY DISTINGUISH BETWEEN NORMALLY DEVELOPING
FOR EXPERIENCES THAT OCCURRED PRIOR TO AND ATYPICALLY DEVELOPING BABIES
WITH AN EASIER APPROACH THREE YEARS OF AGE

BY UNDERSTANDING

INFANTS APPEAR TO REMEMBER LESS DUE TO

DEVELOPMENT QUOTIENT
CONCEPTS, AND 4 DOMAINS : MOTOR SKILLS, LANGUAGE USE,
LIMITED USE OF VOCABULARY
CATEGORIZATION ADAPTIVE BEHAVIOR, PERSONAL-SOCIAL

BEHAVIOR

COGNITIVE NEUROSCINCE

INFANTS CAN LEARN BAYLEY SCALES OF INFANT

OF MEMORY
COMPLEX PATTERNS AND *EXPLICIT MEMORY IS A MEMORY THAT IS DEVELOPMENT
RELATIONSHIPS, ALLOWING CONSCIOUS AND CAN BE RECALLED 2 AREAS: MENTAL & MOTOR ABILITIES
INTENTIONALLY

THEM TO DO CALCULATIONS

VISUAL-RECOGNITION MEMORY
SUCH AS SIMPLE ADDITION *IMPLICIT MEMORY CONSISTS OF MEASUREMENT

SUBCONSCIOUS MEMORIES THAT AFFECT
THE FASTER INFANTS RETRIEVE A MEMORY, THE
PERFORMANCE AND BEHAVIOR

MORE EFFICIENT THEIR INFORMATION

PROCESSING

 Language
LANGUAGE HOW CHILDREN
DEVELOPMENT INFLUENCE ADULT’S
LANGUAGE
Babbling
PRELINGUISTIC
most obvious manifestation
COMMUNICATION
repeating same vowel, changing
Communication through pitch
Infant-directed speech
sound, facial expression, short, simple sentences
5 months later expand to consonant
gestures,imitation and others -pitch higher, range of
Deaf children also display gestural
nonlinguistic means
babbling frequencies increases,
intonation is more
First sentences First words varied
explosive increase in
vocabulary around 18 months Holophrases-- One-word Gender differences
linking individual words into utterances that stand for a whole adult language differs
sentences, convey single phrase depending on child’s
thought. one-word stage ends at 18 months sex
Telegraphic speech Mistake girl = warmer phrases
leave out words aren’t critical
Underextension Overextension referring inner
to the message think that a word a specific word is emotional state
happen at around 2 years old refers to a specific used to refers boy = firmer and
concept, not all board concepts clearer language
 MAJOR THEORIES OF
LANGUAGE
DEVELOPMENT

Learning theory Approaches The Interactionist Approaches

Nativist Approaches
Language as a learned language as an innate suggest that language
skil development is produced
skill
Assume that Language through a combination of
argues that there is
Acquisition follows the genetically determined
genetically
predisposition and
basic law of determined, innate
environmental circumstances
reinforcement, mechanism that

conditioning and directs development

social factors are the key of
shaping in language of language
growth of language skills
learning
 SOCIAL & PERSONALITY DEVELOPMENT IN INFANCY
Stranger Anxiety and
Separation Anxiety
ANXIETY
SOCIAL
REFERENCING
-Views someone else’s emotion and
be affected (showing the same
emotion) or simply uses it as a guide
for their own behaviour
-Non-verbal decoding = Infants
interpret facial and vocal expressions
of others that carry emotional
meaning
an intentional smile
given to selected people
SOCIAL SMILE
Imprinting ; behaviour during a
very critical period and involves
attachment to the first moving
ATTACHMENT object that is observed
EMPATHY
Learning deception in
games of “pretend” and in
order to fool others
SELF-AWARENESS/
SELF-RECOGNITION
- Knowledge of oneself
- Infants recognizing themselves in the
mirror due to knowing their own
physical characteristics

 UNDERSTANDING
ATTACHMENT
HARLOW'S EXPERIMENT
Using monkeys and observing their
behaviour towards two caregivers, the first AINSWORTH STRANGE
SITUATION
being a metal monkey that provides milk
and another not giving milk but made up of
fluffy material to cuddle
Concluded that CONTACT COMFORT is Secure attachment pattern
important Avoidant attachment pattern
Ambivalent attachment
pattern
BOWLBY'S THEORY Disorganised-disoriented
Attachment provides a type attachment pattern
of home base, as children Reactive attachment disorder
become more independent
they slowly roam further
from their secure base
 The model in which
Social and mutual regulation
infants and parents
learn to communicate
model ?
Personality The development of emotional states to one
relationship in another and to respond
Develepmont in Infancy
Interact through
appropriately

Infancy facial expressions

A process in which infants'

behavior invite further
responses from parents and
other caregivers,which in
Sequences of infant- Reciprocal
2 caregiver turn bring about further
Gender socialization responses from the infants
Interactions

Infant-Infant
Interaction
Gender Differences

-For earliest month of life,they

Gender Roles smile,laugh and vocalize while looking
theirs peer.
-Nine-to twelve-month-olds mutually present
and accept toys,particularly if they know
each others.
-A infants age,they begin to imitate one
another
 PERSONALITY DEVELOPMENT
The Characteristics That Make Infants Unique

1 2 3 4
ERIKSON'S THEORY OF TRUST-VERSUS-MISTRUST AUTONOMY-VERSUS-SHAME-AND-
PSYCHOSOCIAL STAGE: DOUBT STAGE
DEVELOPMENT: -ACCORDING TO -THE PERIOD DURING PERSONALITY:

ERIKSON,THE PERIOD WHICH,ACCORDING TO

-THE THEORY THAT DURING WHICH INFANTS ERIKSON,TODDLERS(AGED 18MONTH THE SUM TOTAL OF THE
CONSIDERS HOW DEVELOP A SENSE OF TO 3 YEARS)DEVELOP ENDURING
INDIVIDUALS COME TO TRUST OR INDEPENDENCE AND AUTONOMY IF CHARACTERISTICS THAT
UNDERSTAND MISTRUST,DEPENDING THEY ARE ALLOWED THE FREEDOM DIFFERENTIATE ONE
THEMSELVES AND THE LARGELY ON HOW WELL TO EXPLORE OR SHAME AND SELF- INDIVIDUAL FROM ANOTHER
MEANING OF OHTER-AND THEIR CAREGIVERS MEET DOUBT IF THEY RESTRICTED AND
THEIR OWN-BEHAVIOR THEIR NEEDS OVERPROTECTED
Temperament:Stabilities in Infant Behavior
Temperament is
Temperament reflected in Another
also refers to several dimensions important
how the of behavior dimension of
children temperament is
behave,as the nature and
opposed to what quality of an
they do or why infant's
they do it mood,in
Patterns of arousal and emotionalitty
particular a
that are consistent and enduring child's
characteristics of an individual irritability
CATEGORIZING TEMPERAMENT

1 EASY BABIES DIFFICULT BABIES 3 SLOW-TO-WARM BABIES

2

Bbaies who have negative Babies who are

Babies who have a positive moods and are slow to adapt inactive,showing relatively
disposition;their body to new situations;when calm reactions to their
functions operate regulary confronted with new environment;their moods are
situation,they tend to generally negative,and they
withdraw. withdraw from new
situations,adapting slowly

Showing curiosity about new

situations,positive,their
emotions moderate or low in
10 percent of infants
intensity
belong in this category
Approximately 15 percent of
infants are slow-to-warm

Goodness-of-Fit
The notion that development is dependent on the degree
of match between children's temperament and the nature
and demands of the environment in which they are being
raised.
 Almost two-thirds of all children between four
months and three years of age now spend time in
nonparental child care TWENTY-FIRST
Children who participate in program that serves at risk CENTURY
infants and toddlers in high quality child-care center can
solve problems better,pay greater attention to other, and
FAMILIES AND
use language more effectively than poor children who do THEIR
not participate in the program
CONSEQUENCES
Newest research which focus on preschoolers find that
children who spend 10 or more hours a week in group child FOR CHILDREN
care for a year or more are more likely to be disruptive in
class.