DevPsychUnit3 PTT

DEVELOPMENTAL PSYCHOLOGY
INFANCY: (0-2 YEARS)
UNIT # 3
This work is licensed under a Creative Commons Attribution-

1
NonCommercial-NoDerivatives 4.0 International License.
INTRODUCTION OF TEACHER
AND ROLE IN INSTITUTE
My name is Ms. Sahar Soomro, working as an Assistant

Professor at Dow Institute of Nursing & Midwifery.
This work is licensed under a Creative Commons Attribution- 2

OUTLINE:
At the end of this unit the learners will be acquainted with;

1. Growth and motor development.
2. Cognitive development(learning and memory)
3. Piaget’s sensorimotor stage.
4. Freud’s interpretation and parent – child relationships.
5. Erickson’s stage of Psycho Social Development trust and autonomy.

3
GROWTH AND MOTOR DEVELOPMENT:
Physical Development 0-2 Years:
 Infants (birth to age 1) and toddlers (ages 1 to 2) grow quickly; bodily changes are rapid and profound.
 Physical growth is especially rapid during the first 2 years.

4
CONT...
 An infant's birth weight generally doubles by 6 months and triples by the infant's first birthday.
 Similarly, a baby grows between 10 and 12 inches in length (or height), and the baby's proportions change during
the first 2 years.

5
CONT…
Fine Motor Skills: Birth to 2 years
 Generally thought of as the movement and use of hands and upper extremities, fine motor skills include reaching,
grasping and manipulating objects with your hands.
 This is a list of fine motor skills children should demonstrate between the ages of 0-2 years.

6
CONT…
3 months :
Holds small object in hand (without thumb tucked in hand)
5 months:
 Reaches for toy
 Briefly holds toy
6 months:
 Follows objects with eyes in all directions

7
CONT…
7 months:
Transfers objects from one hand to the other
8 months:
 Keeps hands open and relaxed most of the time
 Starting to have ability to pick up small foods, like Cheerios
10 months:
 Able to release an object voluntarily
 Gives toy to caregiver when asked

8
CONT...
14 months :
 Likes to explore, turn pages of cardboard books
15 months :
 Puts objects/toys in a container
16 months :
 Uses both hands to play
 Points at objects with index finger
 Can isolate index finger with other fingers closed

9
CONT...
 17 months:
Can build a block tower using 3-4 blocks

10
11
MEMORY:
 Central to early cognitive development is memory development.

 Memory is the ability to encode, retain, and recall information over time.
 Researchers generally refer to sensory (less than 1 second), short‐term (less than 30
seconds), and long‐term (indefinite) memory stores.
 Children are not able to habituate or learn if they are unable to encode objects, people, and
places and eventually recall them from long ‐term memory.

12
CONT…
 Evidence suggests that babies begin forming long ‐term memories during the first 6
months. Infants may recognize and remember primary caretakers, as well as familiar
surroundings

13
LANGUAGE:
 Language skills begin to emerge during the first 2 years.

 Psycholinguists specialists in the study of language, indicate that language is an outgrowth of
children's ability to use symbols.
 As the brains develop, preschoolers acquire the capacity for representational thinking, which lays
the foundation for language. In this way, cognitive development also determines the timing of
language development.

14
CONT...
 Psycholinguists are especially interested in three elements of language: content (what is meant), form (what is
actually said), and use (how and to whom it is said).
 Psycholinguists claim that all members of the human race use these three elements in some combination to
communicate with each other.

15
COGNITIVE DEVELOPMENT
is a field of study in neuroscience and psychology focusing on a child's development

in terms of information processing, conceptual resources, perceptual skill, language
learning, and other aspects of brain development and cognitive psychology compared
to an adult's point of view.

16
COGNITIVE DEVELOPMENT: AGE 0–2
 Much of modern cognitive developmental theory stems from the work of the Swiss
psychologist, Jean Piaget.
 In the 1920s, Piaget observed that children's reasoning and understanding capabilities
differed depending on their age.

17
PIAGET'S SENSORIMOTOR STAGE
 During Piaget's sensorimotor stage (birth to age 2), infants and toddlers learn by
doing: looking, hearing, touching, grasping, and sucking.
 The learning process appears to begin with coordinating movements of the body
with incoming sensory data.

18
CONT….
 Piaget divided the sensorimotor stage into six sub stages.

 In stage 1 (birth through month 1), infants exclusively use their reflexes, and their
cognitive capabilities are limited.
 In stage 2 (months 1 through 4), infants engage in behaviors that accidentally
produce specific effects.
 Infants then repeat the behavior to obtain the same effect. An example is the infant's
learning to suck on a pacifier following a series of trial ‐and ‐error attempts to use the
new object.

19
CONT...
 In stage 3 (months 4 through 8), infants begin to explore the impact of their behaviors on the environment.
 In stage 4 (months 8 through 12), infants purposefully carry out goal‐directed behaviors.
 Object permanence, or the knowledge that out‐of‐sight objects still exist, may begin to appear at about month 9
as infants search for objects that are hidden from view.

20
CONT…
 In stage 5 (months 12 through 18), toddlers explore cause‐and‐effect relationships

by intentionally manipulating causes to produce novel effects. For example, a
toddler may attempt to make her parents smile by waving her hands at them.
 In stage 6 (months 18 through 24), toddlers begin to exhibit representational
(symbolic) thought, demonstrating that they have started to internalize symbols as
objects, such as people, places, and things. The child at this stage, for instance, uses
words to refer to specific items, such as milk, dog, papa, or mama.

21
CONT...
Piaget's model introduces several other important concepts. Piaget termed the infant's
innate thinking processes as:
 Schemas
 Adaptation
 Assimilation
 Accommodation

22
SIGMUND FREUD
 Infants are typically egocentric, or self‐centered, and are primarily concerned with satisfying physical desires,
such as hunger.
 Sigmund Freud viewed this focus on physical gratification as a form of self ‐pleasuring.
 Because infants are particularly interested in activities involving the mouth (sucking and biting, for example),
Freud labeled the first year of life as the oral stage of psychosexual development.

23
CONT...
 According to Freud too little or too much stimulation of a particular erogenous zone (sensitive area of the body)
at a particular psychosexual stage of development leads to fixation (literally, being stuck) at that stage.
 Multiple fixations are possible at multiple stages.
 In the case of infants, fixation at the oral stage gives rise to adult personality traits centered on the mouth.

24
CONT...
 Adult oral‐focused habits may take the form of overeating, drinking, and smoking.
 Adults are especially prone to regressing to such childhood fixation behaviors
during times of stress and upset.

25
ERIK ERIKSON (TRUST VS. MISTRUST):
 Is the world a safe place or is it full of unpredictable events and accidents waiting to
happen? Erikson's first psychosocial crisis occurs during the first year or so of life.
 During this stage the infant is uncertain about the world in which they live. To
resolve these feelings of uncertainty the infant looks towards their primary
caregiver for stability and consistency of care.

26
CONT…
 If the care the infant receives is consistent, predictable and reliable, they will develop a sense of trust which will
carry with them to other relationships, and they will be able to feel secure even when threatened.
 Success in this stage will lead to the virtue of hope.

27
CONT...
 By developing a sense of trust, the infant can have hope that as new crises arise, there is a real possibility that
other people will be there are a source of support.
 Failing to acquire the virtue of hope will lead to the development of fear.

28
CONT...
 For example, if the care has been harsh or inconsistent, unpredictable and unreliable, then the
infant will develop a sense of mistrust and will not have confidence in the world around them or in
their abilities to influence events.
 Infant will carry the basic sense of mistrust with them to other relationships. It may result in
anxiety, heightened insecurities, and an over feeling of mistrust in the world around them.

29
REFERENCES:
 Crain, William (2011). Theories of Development: Concepts and Applications (6th ed.). Upper Saddle
River, NJ: Pearson Education, Inc.
 Demetriou, A. (1998). Cognitive development. In A. Demetriou, W. Doise, K. F. M. van Lieshout
(Eds.), Life-span developmental psychology (pp. 179–269). London: Wiley.
 Erickson, E. (1958). Young man Luther: A study in psychoanalysis and history. New York: Norton.

30
31
32
THANK YOU
Presenter name: Ms. Sahar Soomro

sahar.soomro@duhs.edu.pk
Phone No. only available for CR


DevPsychUnit3 PTT

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

DevPsychUnit3 PTT

Uploaded by

Copyright:

Available Formats

DEVELOPMENTAL PSYCHOLOGY

INFANCY: (0-2 YEARS)

This work is licensed under a Creative Commons Attribution-

My name is Ms. Sahar Soomro, working as an Assistant

This work is licensed under a Creative Commons Attribution- 2

At the end of this unit the learners will be acquainted with;

This work is licensed under a Creative Commons Attribution-

Physical Development 0-2 Years:

This work is licensed under a Creative Commons Attribution-

This work is licensed under a Creative Commons Attribution-

Fine Motor Skills: Birth to 2 years

This work is licensed under a Creative Commons Attribution-

This work is licensed under a Creative Commons Attribution-

This work is licensed under a Creative Commons Attribution-

This work is licensed under a Creative Commons Attribution-

Can build a block tower using 3-4 blocks

This work is licensed under a Creative Commons Attribution-

 Central to early cognitive development is memory development.

This work is licensed under a Creative Commons Attribution-

This work is licensed under a Creative Commons Attribution-

 Language skills begin to emerge during the first 2 years.

This work is licensed under a Creative Commons Attribution-

This work is licensed under a Creative Commons Attribution-

is a field of study in neuroscience and psychology focusing on a child's development

This work is licensed under a Creative Commons Attribution-

This work is licensed under a Creative Commons Attribution-

This work is licensed under a Creative Commons Attribution-

 Piaget divided the sensorimotor stage into six sub stages.

This work is licensed under a Creative Commons Attribution-

This work is licensed under a Creative Commons Attribution-

 In stage 5 (months 12 through 18), toddlers explore cause‐and‐effect relationships

This work is licensed under a Creative Commons Attribution-

This work is licensed under a Creative Commons Attribution-

This work is licensed under a Creative Commons Attribution-

This work is licensed under a Creative Commons Attribution-

This work is licensed under a Creative Commons Attribution-

This work is licensed under a Creative Commons Attribution-

This work is licensed under a Creative Commons Attribution-

This work is licensed under a Creative Commons Attribution-

This work is licensed under a Creative Commons Attribution-

This work is licensed under a Creative Commons Attribution-

Presenter name: Ms. Sahar Soomro

This work is licensed under a Creative Commons Attribution-

You might also like