Chapter 4.
Infancy & Toddlerhood: Physical, Cognitive & Language Development
I. Neonates
o What is a “neonate”?
o How do neonates communicate their needs?
§ Cry
§ yawn
o Level of Awareness: Don’t know much; yet in 2 years are thinking, talking, expressing thoughts & feelings
o Language actually shapes cognitive development & thought processes. It adds structure or a frame of reference for what they are learning and understanding about the world
o What’s happening during the first month?
§ recovery from birth process
§ adjustment of vital functions
§ developing balance between over & under stimulation
§ getting used to the world outside the womb
NEONATE CAPABILITIES
o William James (1842 – 1910) :
o does not use higher brain centers for almost a year; can see only light and shadows, can’t make out objects or patterns
o pretty much accepted until the 1960’s
o Newer research: based on accurate, effective & structured observations:
o Organized & predictable responses
o Complex cognitive activity
o Definite preferences
o Amazing ability to learn
o Make their needs known
STATES OF AROUSAL – a regular, predictable daily cycle - page 160
o Waking activity
o Crying
o Alert activity
o Drowsiness
o Regular sleep
o Irregular sleep
REFLEXES - page 161
o Survival - especially important during first few weeks, before higher brain centers are functioning more fully
o Some are permanent; some disappear or become voluntary
Primitive – function not clear do not seem to have survival or motor development function. May be evolutionary holdover
NEONATAL ASSESSMENT
o What is BNBAS ? – Brazelton’s Neonatal Behavioral Assessment Scale
o Habituation – What is it ?
o Orientation
o Motor tone & activity
o Range of state
o Autonomic stability
o Reflexes
Research methods with neonates & infants
o Habituation Method
o High-amplitude sucking procedure
II. Physical & Motor Development
o Maturation vis-a-vis Socio-cultural environmental influences
o How much is physical & motor development determined by biological growth patterns & how much by environment & learning?
o Gesell’s studies: behaviors followed a predictable, orderly sequence. Conclusion: behavioral milestones are the function of an “internal biological timetable”- maturation.
> Shortcoming of his research: all children in the study came from the same socio-economic class & from the same community & culture
o Newer studies and conclusions - page 165
> West Indians in Jamaca & London
> Guatamala
> Conclusion: physical & motor development not result of maturation alone, but dynamic interaction of maturation and environmental influences.
GROWTH RATES for Height. & Weight. - page 166
GROWTH PERIODS: page 165 –171
1- 4 MONTHS – double weight; first tooth, “baby skin & hair” gone, switch from new-born instincts to higher brain center control, high incidence of SIDS, self-discovery [checking themselves out!]
SUDDEN INFANT DEATH SYNDROME: SIDS or crib death
o Child dies without warning while sleeping – 28% of all infant deaths in 1998, was even higher in the 80’s
o Not one single cause – most likely a cluster of related or even separate causes
o Research does show that infants put to sleep on their stomachs [prone position] are at much greater risk of SIDS
5 –8 MONTHS – gradual weight gain, no major change in general appearance, legs straighten out so soles of feet aren’t facing one another;
visually-guided reach, refinement of gross motor skills, sits up & maybe walks with support, THEY ARE MOBILE: crawling, creeping, scooting, bear walking, CHILD-PROOFING NECESSARY!, Why child-proof rather than “teach not to touch”? begins playing social games.
9 –12 MONTHS – 12 mo. about 3X birth weight, about ½ standing alone & taking first steps [remember; highly cultural], starting to see the world from a standing position. PINCER GRASP, playing social games, feeding self, drinking from a cup, beginning independent self-care.
13 –18 MONTHS – 18 mo. old is 4X his/her weight at birth, but the rate of increase has slowed. Most all are walking, may have difficulty with stairs. Tough time peddling a trike or kicking a ball, they can stack blocks, scribble with crayons, feed themselves, maybe undress themselves. IMATATION IS BIG ! (sweeping, using phone [Caden}, reading, etc.)
19 – 24 MONTHS – weight gain continues to taper off, pedal, jump, balance on one foot, manipulate things , dress & undress with a little help, fascinated with drawing , matches shapes, symmetry very complex ,
dynamic process.
IMPORTANCE OF NUTRITION pages 171 &172
o Some statistics
§ 20% -24% of U. S. low-income families in study had infants suffering from iron-deficiency anemia
§ UNICF estimates that 30% of children under age 5 in developing countries have moderate to severe stunting from malnutrition
§ Serious deficiencies during first 30 months result in negative effects that are generally irreversible
> delays in maturation & learning
> permanently stunted
> deficits in brain size, attention & information processing
o Two types of Malnutrition
1.) inadequate amount of total food - marasmus
2.) inadequate amount essential vitamins and minerals –kwashiorkor
BREAST vs. BOTTLE
o How long should a mother nurse her infant?
o Weaning & solid food
III. Sensory & Perceptual Development [page 175]
How developed are a neonate’s senses? What can they see? What can hear? Feel?
All the senses are developed & working at birth. They experience “Sensations”
Sensations:
Perceptions:
Cognitive Development
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