INFANCY

(1 Month —1years)
By
Shahla Arshad
 OBJECTIVES
At the end of this lecture the students will be able
to:
 Discuss Growth and motor development.

 Describe Cognitive development.

 Explain Piaget’s sensorimotor stage.

 Discuss Erickson’s stage of Psychosocial Development trust &

autonomy.
 Explain Freud’s interpretation and parent – child relationships.
NEONATE(Birth----28days)
A newborn or neonate, is a child under 28 days
of age
INFANCY(1month---1years)
The state or period of early childhood or babyhood
GROWTH
The process of increasing in physical size of an
object or a living being
DEVELOPMENT
Development is taken to mean an improvement in the
level of functioning. Development mean a kind of
improvement in the condition of health.
 Growth and Motor Development

Infants need to learn how to move and to use their

bodies to perform various tasks, is known as motor
development. Initially, babies' movements are
simply uncontrolled, reflexive movements they are
born with. Over time, they learn to move their body
parts voluntarily to perform both gross (large) and
fine (small) motor skills.
 REFLEXES

• Superficial reflexes

• Deep reflexes

• Survival Reflexes

• Primitive Reflexes
 Survival Reflexes

• Breathing

• Rooting

• Sucking

• Papillary

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 Primitive Reflexes
Primitive reflexes disappear as the neurologic system matures
• Moro (startle)
• Palmar
• Plantar
• Babinski
• Stepping
• Grasp reflex
• Snout reflex
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Startle (Moro)

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Stepping Palmar

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Babinski and plantar Reflex
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 Cognitive Development
Babies are not only growing physically during the first 2
years of life, but also cognitively (mentally). Every day
while they interact with and learn about their environment
they are creating new connections and pathways between
nerve cells both within their brains, and between their
brains and bodies. While physical growth and change is
easily observed and measured in precise terms such as in
inches and pounds, cognitive change and development is a
little harder to determine as clearly.
Mental and cognitive development is based on the careful
observation of developmental theorists and their theories,
such as Piaget's theory of cognitive development and
Erickson's psychosocial stages.
Milestones of Cognitive Development
From Birth to 3 Months
 See objects more clearly within a distance of 13
inches
 Focus on moving objects, including the faces of
caregivers
 Tell between sweet, salty, bitter, and sour tastes
 Detect differences in pitch and volume
 See all colors in the human visual spectrum
 Respond to their environment with facial expressions
 Demonstrate anticipatory behaviors like rooting and
sucking at the site of a nipple or bottle
From 3 to 6 Months
 Infants begin to develop a stronger sense of perception.
 Recognize familiar faces.
 Respond to the facial expressions of other people
 Recognize and react to familiar sounds
 Begin to imitate facial expressions
From 6 to 9 Months
 Understand the differences between animate and
inanimate objects
 Gaze longer at "impossible" things such as an object
suspended in midair
From 9 to 12 Months
 Understand the concept of object permanence,
the idea that an object continues to exist even
though it cannot be seen.
 Respond with gestures and sounds.
 Like looking at picture books.
 Manipulate objects by turning them over, trying
to put one object into another, etc.
 Infants’ Memory
• Infantile Amnesia
The lack of memory for experiences that
occurred prior to three years of age
Although memories are stored from early
infancy, they cannot be easily retrieved.
Early memories are susceptible to interference
from later events.
Memories are sensitive to environmental
context.
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 Infants’ Intelligence
1- Development Quotient
(Arnold Gesell)

2- Bayley Scales of Infant Development

(Nancy Bayley)

Are useful in identifying infants who are significantly behind

their peers.

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 Development Quotient
Arnold Gesell
• An overall developmental score that relates to
performance in 4 areas:
1- Motor Skills (balance and sitting)
2- Language Use
3- Adaptive Behavior (alertness & exploration)
4- Personal-Social (feeding and dressing)

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Jean Piaget

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Piaget’s Cognitive Stages

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 Sensory-motor Stage
Infant cognitive development occurs in the
Sensorimotor stage which starts at birth and
extends until the infant is about 2 years of age. The
sensor motor stage is made up of six sub-stages.
Birth – 2 years old
 Infant uses senses and motor abilities to explore.
 First explorations are innate reflexes.
 Goal-directed behaviors.
 Object permanence.
 Stage Age

Stage 1 – Reflexes Birth to 6 weeks

Stage 2 – Primary Circular Reactions 6 weeks to 4 months

Stage 3 – Secondary Circular Reactions 4 months to 8 months

Stage 4 – Coordination of Secondary Circular

8 months to 12 months
Reactions

Stage 5 – Tertiary Circular Reactions 12 months to 18 months

Stage 6 – Mental Representation 18 months to 24 months

1. Reflexes (Birth---6Weeks)
During this sub stage, the child understands the environment
purely through inborn reflexes such as sucking and looking.
2. Primary Circular Reactions (1-4 months)
This sub stage involves coordinating sensation and
new schemas. For example, a child may suck his or her
thumb by accident and then later intentionally repeat the
action. These actions are repeated because the infant
finds them pleasurable.
3. Secondary Circular Reactions (4-8 months)
During this sub stage, the child becomes more focused on
the world and begins to intentionally repeat an action in
order to trigger a response in the environment. For
example, a child will purposefully pick up a toy in order to
put it in his or her mouth.
4. Coordination of Reactions (8-12 months):
During this sub stage, the child starts to show clearly
intentional actions . Children begin exploring the
environment around them and will often imitate the
observed behavior of others. The understanding of objects
also begins during this time and children begin to recognize
certain objects as having specific qualities.
5. Tertiary Circular Reactions (12-18 months)
Children begin a period of trial-and-error experimentation
during the fifth sub stage. For example, a child may try out
different sounds or actions as a way of getting attention
from a caregiver.
6. Mental Representation(18-24 months)
Children begin to develop symbols to represent events or
objects in the world in the final sensorimotor sub stage.
 Erik Erikson

Trust vs. Mistrust

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Stage1: Trust vs. Mistrust

 Birth to 1 year.
 Infants develop trust that their wants/needs will be
satisfied by their parents
 If parents are not attentive to child wants/needs, infant will
learn to mistrust
Birth to 4 Months
Doubled in weight
Eyes have begin to focus
The 1st tooth is about to erupt
Most reflexes have disappeared
From 5 to 8 Months
Increasing competence in fine and
Gross motor skills
Playing games
Crawling, bear walking

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From 9 to 12 Months
About three times heavier than they
Were at birth
May be walking
Can manipulate the environment
started grasp

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 Sigmund Freud(1856-1939)

Freud based his theory of childhood development

on the believe that sexual energy, termed Libido,
was the driving force of human behavior. He
proposed that children progress through five stages
of psychosexual development. Freud's open
discussion of sexual impulses particularly in
children was considered for his time shocking.
 STAGES OF DEVELOPMENT
Stage 1: Oral

 Birth to 18 months
 Main site of pleasure/gratification is the mouth
 Sucking, chewing, biting
when does weaning diet start to infant
and what disease are resulted in
nutritional deficiency ?