MODULE 3:

I N FA N C Y, T H E N E W B O R N ,
A N D I N FA N T
DEVELOPMENT
MENDOZA, JNYMEL ROSE
DELA CRUZ, JANELLA
REBOGBOG,DIANNE
S AVA R I , DA N N Y R O S E
INFANCY
• Infancy, among humans, the period of life between birth and the
acquisition of language approximately one to two years later.

• A great amount of growth and development happens during infancy.

• The word infancy comes from the Latin “ifantia,” “early childhood,”
and literally, “inability to speak.”
THE NEWBORN
• A newborn is , in colloquial use to an infant who is only
hours, days, or up to one month old.
• The word newborn comes from the Latin word “neonate”
• Neonate refers to an infant in the first 28 days after birth.
INFANT DEVELOPMENT
• Infant development begins at birth. Most babies reach certain
milestones at similar ages, but infant development isn’t an exact
science.

• The relationship between the mother and the child is the

foundation of the child’s healthy development.
TOPIC 1: THE NEWBORN REFLEXES

• Reflexes are involuntary movements or actions. Some movements

are spontaneous and occur as part of the baby's normal activity.
Others are responses to certain actions. Healthcare providers
check reflexes to determine if the brain and nervous system are
working well. Some reflexes occur only in specific periods of
development.
THE FOLLOWING ARE SOME OF THE NORMAL REFLEXES SEEN IN
NEWBORN BABIES:

• Rooting reflex
-This reflex starts when the corner of the baby's mouth is
stroked or touched. The baby will turn his or her head and open
his or her mouth to follow and root in the direction of the
stroking. This helps the baby find the breast or bottle to

start feeding. This reflex lasts about 4 months.

• Suck reflex
-Rooting helps the baby get ready to suck. When the
roof of the baby's mouth is touched, the baby will start to
suck. This reflex doesn't start until about the 32nd week
of pregnancy and is not fully developed until about 36
weeks. Premature babies may have a weak or immature
sucking ability because of this. Because babies also have a
hand-to-mouth reflex that goes with rooting and sucking,
they may suck on their fingers or hands.
•Moro reflex
-The Moro reflex is often called a startle reflex. That’s because it usually occurs when a baby is
startled by a loud sound or movement. In response to the sound, the baby throws back his or
her head, extends out his or her arms and legs, cries, then pulls the arms and legs back in. A
baby's own cry can startle him or her and trigger this reflex. This reflex lasts until the baby is
about 2 months old.
• Tonic neck reflex
- When a baby's head is turned to one side, the arm on that side stretches out
and the opposite arm bends up at the elbow. This is often called the fencing
position. This reflex lasts until the baby is about 5 to 7 months old.
•Grasp reflex
-Stroking the palm of a baby's hand
causes the baby to close his or her
fingers in a grasp. The grasp reflex lasts
until the baby is about 5 to 6 months
old. A similar reflex in the toes lasts until
9 to 12 months.
•Stepping reflex
-This reflex is also called the walking or dance reflex
because a baby appears to take steps or dance when
held upright with his or her feet touching a solid
surface. This reflex lasts about 2 months.
TOPIC 2: SLEEP AND WAKE STATES
• The average newborn sleeps much of the day and night, waking only for feedings every few
hours.

• Generally, newborns sleep a total of about 8 to 9 hours in the daytime and a total of about 8
hours at night. But because they have a small stomach, they must wake every few hours to eat.
Most babies don’t start sleeping through the night (6 to 8 hours) until at least 3 months of age.
But this can vary a lot.
• Some babies don’t sleep through the night until closer to 1 year. In most cases, your baby
will wake up and be ready to eat at least every 3 hours. How often your baby will eat
depends on what he or she is being fed and his or her age.

• Characteristic behaviors seen in individual states include:

Body activity

Eye movements

Facial movements

Breathing pattern

Level of response to external and internal stimuli

SLEEP AND WAKE STATES
STATE DESCRIPTION ACTIONS
State 1 Deep sleep Lies quietly without moving
State 2 Light sleep Moves while sleeping; startles at
noises

State 3 Drowsiness Eyes start to close; may doze

State 4 Quiet alert Eyes open wide, face is bright;
body is quiet

State 5 Active alert Face and body move actively

State 6 Crying Cries, perhaps screams; body
moves in a very disorganized way
TOPIC 3: PATTERNS IN INFANT
PHYSICAL DEVELOPMENT

• although each baby is unique, they follow three general patterns of

physical development.
• Cephalocaudal development ( head to
foot)
- one example of this is the gradual change in head size
during human growth
- there is an axis of increased growth extending from the
head towards the feet.
• Proximodistal development
- growth starts at the centre of the body and moves towards of the
extremities
- An example is the early development of muscular control to the
trunk and arms relative to the hands and fingers

• Height and weight

- increase in body size a in size or organ. From birth to about age
1 to 2 years children grow rapidly. After this time, growth slows,
during school years growth in height and weight steady .
TOPIC 4: PIAGET’S SENSORIMOTOR STAGE OF COGNITIVE
DEVELOPMENT, INFANT TEMPERAMENT AND ATTACHMENT
THEORY

• Piaget identified four major stages: sensorimotor, preoperational, concrete operational and
formal operational. Piaget believed all children pass through these phases to advance to the
next level of cognitive development. In each stage, children demonstrate new intellectual
abilities and increasingly complex understanding of the world. Stages cannot be "skipped";
intellectual development always follows this sequence. The ages at which children progress
through the stages are averages they vary with the environment and background of individual
children. At any given time a child may exhibit behaviors characteristic of more than one stage.
SENSORIMOTOR STAGE
• The first stage, sensorimotor, begins at birth and lasts until 18 months-2 years of age. This stage
involves the use of motor activity without the use of symbols. Knowledge is limited in this
stage, because it is based on physical interactions and experiences. Infants cannot predict
reaction, and therefore must constantly experiment and learn through trial and error. Such
exploration might include shaking a rattle or putting objects in the mouth. As they become
more mobile, infants' ability to develop cognitively increases. Early language development begins
during this stage. Object permanence occurs at 7-9 months, demonstrating that memory is
developing. Infants realize that an object exists after it can no longer be seen.
INFANT TEMPERAMENT
• A child’s temperament describes the way in which she approaches and reacts to the world. It is
her personal“style.” Temperament influences a child’s behavior and the way she interacts with
others . While temperament does not clearly define or predict behavior, understanding a child’s
temperament can help providers and families better understand how young children react and
relate tothe world around them. Information about temperamentcan also guide parents and
caregivers to identifychildren’s strengths and the supports they need to succeed in their
relationships and environments.
• Researchers have described young children’s temperament by depicting several different
traits.
Based on these traits,researchers generally categorize children into three temperament
types:

-Easy or flexible children tend to be happy, regular in sleeping and eating habits, adaptable,
calm, and noteasily upset.
-Active or feisty children may be fussy, irregular in feeding and sleeping habits, fearful of new
peopleand situations, easily upset by noise and stimulation,and intense in their reactions.
-Slow to warm or cautious children may be lessactive or tend to be fussy, and may
withdraw or react negatively to new situations; but over time they maybecome more positive
with repeated exposure to anew person, object, or situation.
ATTACHMENT THEORY
• Attachment theory in psychology originates with the seminal work of John
Bowlby (1958). He worked as a psychiatrist in a Child Guidance Clinic in
London, where he treated many emotionally disturbed children.

• This experience led Bowlby to consider the importance of the child’s

relationship with their mother in terms of their social, emotional and cognitive
development. Specifically, it shaped his belief about the link between early
infant separations with the mother and later maladjustment, and led Bowlby to
formulate his attachment theory.
• Attachment theory explains how the parent-child relationship emerges and
influences subsequent development.

• Bowlby (1958) proposed that attachment can be understood within an

evolutionary context in that the caregiver provides safety and security for the
infant.Attachment is adaptive as it enhances the infant’s chance of survival.

• Attachment behavior in adults towards the child includes responding sensitively

and appropriately to the child’s needs.