Infancy Period PDF

Infancy Period THE BIRTH PROCESS Natural Childbirth Parturition  Method of childbirth that seeks to prevent pain by eliminating the  Act or process of...

Infancy Period THE BIRTH PROCESS Natural Childbirth Parturition  Method of childbirth that seeks to prevent pain by eliminating the  Act or process of giving birth. Typically mother’s fear through education about begins 2 weeks before delivery. Series the physiology of reproduction and of uterine, cervical, and other changes training in breathing and relaxation that causes labor during delivery. (during pregnancy) Braxtion-Hicks Contractions Prepared Childbirth  False contractions during the final  Method of childbirth that uses month or the 2nd trimester. The muscle instruction, breathing exercises, and of the uterus tighten up for 2mins, mild social support to induce controlled and irregular. physical responses to uterine Contractions contractions and reduce fear and pain. (during labor)  Begin typically 266 days after conception. More frequent, rythmic, Pudendal Block- Local (vaginal) anesthesia, and painful and increases in frequency usually during the 2nd stage of labor and intensity. Analgesic- A painkiller which reduces the THE BIRTH PROCESS: STAGES OF CHILDBIRTH perception of pain be depressing the activity of CNS 1. Dilation of the Cervix - 12-14hrs. (At first, contractions - 15- 20mins apart) (End of Stage 1, Epidural- regional anesthesia, which can be Contractions - 2 to 5 mins.) (10cm) injected into a space in the spinal cord between the vertebrae in the lumbar region 2. Descent and Emergence of the Baby - (1- 2hrs.) (Head move through the cervix into the INFANCY vaginal canal) (umbilical cord-cut and clamped)  Babyhood, is the period of life between 3. Expulsion of the Placenta - (10mins, to 1hr) birth and the acquisition of language (expelled) approximately one to two years later, newborn on the first month is called Vaginal Delivery NEONATE.  Usual method of childbirth “Normal” CHAPTER 4: PHYSICAL DEVELOPMENT Cesarean Delivery PHYSICAL GROWTH  Surgically remove the baby through an Fontanels- (Bone of the skull - not intact) incision in the mother’s abdomen. Pinkish Cast Performed when labor progresses too Lanugo- Tiny prenatal hair slowly. Severe complications and future Vernix Caseosa- oily protection against pregnancy problems. infection; dries within first few days BODY SYSTEMS 2. Postmaturity - (+1month) Long and thin  Operating on its own - transition occurs  Shoulder dystocia, Meconium during 4-6hrs after delivery aspiration, Brain Damage Heartbeat - fast and irregular 3. Stillbirth - Sudden death of a fetus at or after If the neonate does not begin breathing the 20th week. Diagnosed prenatally, during within about 5 minutes. labor or delivery. Anoxia and Hypoxia- Will lead to permanent brain damage SURVIVAL AND HEALTH OF THE NEWBORN Meconium - stingy, greenish-black waste 1. Infant Mortality matter formed in the fetal intestinal tract. 2. Sudden Infant Death Syndrome 3. Shaken Baby Syndrome Neonatal Jaundice - 3-4 days after birth (50%) - due to immaturity of the liver=yellowish IMMUNIZATION - Fortify the immune system appearance (if not treated = brain damage) against a variety of bacteria and viruses lowered infant mortality. Common immunization: MEDICAL AND BEHAVIORAL ASSESSMENT  Measles, Polio, Pertussis, Mumps, 1.) Apgar Scale - 1min. after the delivery, then Rubella, Hepa B, Chicken Pox 5mins again after birth. EARLY PHYSICAL DEVELOPMENT: PRINCIPLES 2.) Brazelton-Neonatal Behavioral Assessment OF DEVELOPMENT Scale Cephalocaudal  Neurological and behavioral test Measure neonate’s responsiveness to  Development starts from the head and physical and social environment Identify moves down to the feet. strengths and possible vulnerabilities in neurological functioning Proximodistal  Predict future development Suitable for  Development starts from the center of infants up to 2 months old Assesses: the body and moves outward. Motor Organization, Reflexes, State Changes, Attention and Interactive EARLY HUMAN REFLEXES Capacities, CNS Instability Moro Reflex/ Startle Reflex 3.) Neonatal Screening for Medical Conditions - Darwinian Reflex/ Grasping Reflex Aka. Newborn Screening Screening test Tonic Neck Reflex/ Fencing Position administered soon after birth. Can discover Babinski Reflex conditions such as PKU, congenital Rooting Reflex hypothyroidism and galactosemia. Walking Reflex COMPLICATIONS OF CHILDBIRTH MOTOR DEVELOPMENT 1. Low Birth Weight – Premature, Poor prenatal Gross Motor Skills - Involves large muscle nutrition, Socioeconomic factors, and groups: arms, legs, head, torso. Teratogens Early examples: lifting head/chest while lying on the stomach, rocking on hands and knees Fine Motor Skills - Involves precise hand and coordinating sensory experiences (such as finger movements. Newborns initially wave seeing and hearing with physical, motoric arms towards objects, progressing to reaching actions —hence the term “sensorimotor.” with both arms by 4 months. Grasping involves Substage 2: Primary Circular Reaction - (1 to 4 fingers and palm, excluding thumbs. months)  Pincer Grasp - The thumb and index Substage 3: Secondary Circular Reaction - (4 to finger meet at the tips to form a circle, 8 months) making it possible to pick up tiny objects. Substage 5: Tertiary Circular Reaction - (12 to 18 months) SENSORY PERCEPTION Circular Reactions - are processess by which an Visual Guidance (eyes to hands) infants learn to reproduce events originally Depth Perception (3D) discovered by chance. Haptic Perception (understand and recognize objects through touch) INFORMATION PROCESSING APPROACH ECOLOGICAL THEORY OF PERCEPTION by  Analyze complex tasks, identifying the Eleanor and Jones Gibson abilities needed for each part and when they develop.  Proposes that our perception of the world is linked to our interactions with Habituation (Dishabituation) the environment. They tested this on 6- month-old babies using a visual cliff,  Piaget’ s concept of Object finding that babies have depth Permanence = Violation-of perception and adjust their motor Expectations = Surprised functioning to fit the environment and Visual Preference (Visual Recognition) reach their goals. Perceptual Processes (Cross-Modal Transfer) DYNAMIC SYSTEMS THEORY by Esther Telen (Joint Attention) Predictor of Intelligence  Significance of the interaction and self- organization of different elements in  Attention, Processing Speed, Memory, producing developmental changes, Representational, and Competence particularly in motor development. COGNITIVE NEUROSCIENCE APPROACH Motor development is viewed as a dynamic system that involves the  Examines the central nervous system's interaction between an infant and the hardware to identify the brain interconnected environment, and it is structures involved in various areas of not solely determined by genetics or cognition. automatic processes. LONG-TERM MEMORY SYSTEMS CHAPTER 5: COGNITIVE DEVELOPMENT Implicit Memory - Unconscious recall generally PIAGETIAN APPROACH habits and skills Procedural Memory Sensorimotor Stage (0 to 2y/o) - Infants construct an understanding of the world by Explicit Memory - Declarative Memory gestures in much the same ways Use of Conscious of Intentional Recall Usually of facts, gestures seems to help babies learn to names, events, etc. talk. Working Memory - 2nd half of first year Short- 4. First Words term storage of information the brain is actively processing  Babies understand many words before they can use them. SOCIALCONTEXTUAL APPROACH - Studies how 13 months = understands a word cultural context affects early social interactions stands for a specific thing or event, and that may promote cognitive competence they quickly learn the meaning of a  Guided Participation - Inspired by new word. Vygotsky ’ s view of learning as a Use holophrase - an entire sentence collaborative process Often occurs in expressed one word shared play and ordinary, everyday More receptive vocabulary than activities expressive 16 to 24mos. = “naming explosion ” LANGUAGE DEVELOPMENT 5. First Sentences  Language is a system of communication using words and grammar. Children can  Between 18 and 24 months. First use words to represent objects and sentences typically deal with everyday actions, reflect on people, places, and events, things, people, or activities things, and communicate their needs, They typically use Telegraphic Speech - feelings, and ideas to gain more control Consisting of only few essential words over their lives. Between 20 and 30mos - uses prepositions, conjustions, plural, verb SEQUENCE OF EARLY LANGUAGE forms, Age 3 = speech is fluent , longer DEVELOPMENT and more complex. (3 or 4 words long) 1. Early Vocalization CHARACTERISTICS OF EARLY SPEECH  Crying - first means of communication Simplified Cooing - 6 wks to 3 mos., when happy, Understand grammatical relationship but squealing, gurgling, “ahh” cannot express yet Babbling - repeating consonant-vowel Overregularization - inappropriately apply strings 6 to 10 months, often mistaken syntactical rule “goed” as the first word initially nonsensical, Fast Mapping - Underextension and but becomes wordlike over time Overextension 2. Perceiving Language Sound and Structure VARIATIONS OF LANGUAGE DEVELOPMENT:  Exposure to native language = learning BILINGUAL OR MULTILINGUAL CHILDREN - native language (phoneme differences) Achieve similar milestones in each language on the same schedule as those who are unilingual 3. Gestures Often use elements of both languages,  Before babies can speak, they point sometimes in the same utterance Both hearing and deaf children use  Code Mixing and Code Scwitching LANGUAGE DEVELOPMENT... NATURE OR development intertwined with social NURTURE? relationships = psychosocial development NURTURE by B.F Skinner - Language learning is EMOTIONS - are subjective reactions to based on experience (praises) and learned- experience that are associated with associations (words to object) physiological and behavioral changes Classic Learning Theory  Crying  Smiling and Laughing  Children learn language through the process of operant conditioning - WHEN DO EMOTIONS APPEAR? rewards (smiles of parents, praises) Self-Awareness Social Learning Theory  they have recognizable identity,  Babies imitate sounds that they hear separate and different from the rest of adults make, and again, are reinforced the world for doing so. Self-Conscious NATURE by Noam Chomsky - Language Acquisition Device is inborn. A mechanism that  such as embarrassment, empathy, and enables children to infer linguistic rules from envy, arise only after children have the language they hear - helps in language developed self-awareness development. The LAD allows children to Self-Evaluation absorb the language spoken around them without formal teaching.  such as pride, shame and guilt, that depend on the self-awareness and Nativism knowledge of socially-accepted  Human brain has innate capacity for standards acquiring language. Nativism is the idea ALTRUISTIC HELPING AND EMPATHY that our ability to learn language is innate, meaning it's a natural part of Altruistic Behavior being human.  intended to help another person with INFLUENCES ON EARLY INFANT DEVELOPMENT no expectation of reward, comes naturally to infants before the 2nd year, Brain Development children are likely to help others, share Social Interaction belongings and food, and offer comfort Child-Directed Speech at the distress of others  Parentese, Motherese, Baby Talk TEMPERAMENT CHAPTER 5: PSYCHOSOCIAL DEVELOPMENT  Characteristic decision or style of FOUNDATIONS OF PSYCHOSOCIAL approaching and reacting to situations, DEVELOPMENT - Each baby shows distinct that is early appearing and is personality. Affects the say children respond to biologically-based. Relatively consistent others and adapt to their world. Personality and enduring From the core of the developing personality. New York Longitudinal Study (NYLS) “Interactional Synchrony” rhythmic and mutually coordinated interactions between a  “Easy” Children caregiver and an infant, involving patterns of  “Difficult” Children reciprocal actions and responses  “Slow-to-Warm-Up ” Children Social Referencing EARLY SOCIAL EXPERIENCE  Understanding ambiguos situations by Mother’s Role seeking emotional information to guide  Harry Harlow experimented with rhesus behavior monkeys - wire mother and cloth Emerging Sense of Self mother, he explained that attachment develops due to the mother providing Self-Concept “tactile comfort” suggesting that infants  image of ourselves, it describes what have an innate (biological) need to we know and feel about ourselves and touch and cling to something for guides our actions emotional comfort.” Self-Awareness Father’s Role  conscious knowledge of the self as  fathering role is a social construction distinct, identifiable being Its which is having different meaning in emergence builds on the dawning of different cultures, it means to be a perceptual distinction between self and father has changed dramatically and others continues to change a father’s frequent and positive involvement with his child, Development of Autonomy from infancy on Autonomy vs. Shame and doubt Developing Attachments Moral Development  Attachment - a reciprocal, enduring Socialization emotional tie between an infant and a caregiver, each whom contributes to  Internalization - the process by which the quality of the relationship children accept societal standards as  Strange Situation Experiment - Mary their own Ainsworth - Secure Attachment  Self-Regulation - a control of child’s Avoidant Attachment Ambivalent behavior to conform to a caregiver’s (Resistant) Attachment Disorganized- demands and expectation of her even Disoriented Attachment when the caregiver is NOT PRESENT. Mutual Regulation Conscience - Internal standards of behavior, which usually control one’s conduct and  ability of both infant and caregiver to produce emotional discomfort when violated communicate and respond appropriately to each other ’ s mental  Situational Compliance -Obedience and emotional states only in the presence of parental control   Committed Compliance - Obedience NOTES: even without parental control  Receptive Cooperation - willingness to cooperate harmoniously with a parent in daily interactions FACTORS IN THE SUCCESS OF SOCIALIZATION 1. Secure Attachment (warm, mutually responsive parent-child relationship) 2. Emotional Socialization 3. Maternal Sensitivity 4. Support the child’s autonomous behavior 5. Constructive conflicts over a child’s behavior can help a child develop moral understanding by enabling them to see another perspective 6. Discussion of emotion in conflict situations RELATIONSHIP WITH SIBLINGS  intense disputed over property rights or access to the mother  Disputes = learn to stand up for principles and negotiate disagreements.  Quality of relationship depends on the socio-emotional adjustment of the older child RELATIONSHIP WITH PEERS  Toddlers show more interest in people outside the house, particularly people their own size, learn by imitating one another  Sex Segregation - Preschoolers prefer playing with children of same age and same sex.