NEWBORN-CHILD-AND-INFANCY.pdf

DEVELOPMENT OF OCCUPATION 1 1st – SEMESTER NEWBORN CHILD AND INFANCY REFLEXES | INFANCY - Simple, unlearned, stereotypical responses - Birth to 12 mon...

DEVELOPMENT OF OCCUPATION 1 1st – SEMESTER NEWBORN CHILD AND INFANCY REFLEXES | INFANCY - Simple, unlearned, stereotypical responses - Birth to 12 months (1-year-old) that are elicited by certain types of - Rapid physical growth and rapid stimulation development maturation - They are not learned behaviour rather they - They experience cognitive and social appear naturally (innate) - Both biological maturation and - Each reflex is triggered by a specific environmental factors sensory input - End of infancy: Environmental mastery - Near total gravity dependency  ability to | ROOTING REFLEX move from place to place & manipulate - Infants turn their mouths and heads in the objects in environment direction of striking of the cheek or corner - Limited communication skills  of the mouth purposeful use of language as communication skills | MORO REFLEX - Clear social participation role with - Infants arch their back, fling out their arms characteristic temperament and a style of and legs, and draw them back toward the interaction with both family and others chest in the response to a sudden change in - They learn to engage in formal matters and position others, develop bonds and sense of self within these interaction | GRASPING / PALMAR REFLEX - Infants grasp objects that cause pressure CHARACTERISTICS OF NEONATES against their palms ASSESSMENT OF HEALTH - This reflex is said to become stronger | APGAR when they are startled - Appearance  Color of skin | STEPPING REFLEX  normal = entirely pink - Infants take steps when held under the - Pulse arms by leaning forward so that their feet  heart rate press against the ground  normal = 100 – 400 bpm - Grimace | BABINSKI REFLEX  normal = crying, coughing, sneezing - Infants fan their toes when the undersides - Activity of their feet are stroked  level – muscle tone - This is a pathological response: negative & not good, must be that the response is a  normal = flexed arms and legs plant reflex - Respiratory  Effort – breathing | TONIC – NECK REFLEX  Normal = regular breathing, lusty - Infants turn their head to one side, extend crying the arm and leg on that side, and flex the - Their overall level of health is evaluated limbs on the opposite side using this APGAR scale - Fencing “en garde” SOURCE: PPT AND MARTHA’S LECTURE ENRIQUEZ | 1 DEVELOPMENT OF OCCUPATION 1 1st – SEMESTER SENSES OF NEONATES - Sour fluids elicit pursing of the lips, nose | VISION wrinkling, and eye blinking - Can see but no sharpness of vision (visual - Bitter solutions stimulate spitting, gagging, acuity) and sticking out the tongue  Since their visual systems development is still incomplete | TOUCH AND PAIN - Little or no visual accommodation - Many reflexes – including the rooting, - Neonates do not have the muscular control sucking, Babinski, and grasping reflexes – to converge their eyes on an object that is are activated by pressure against the skin close to them - Infants younger than 1 month of age do LEARNING OF NEONATES not show the ability to discriminate stimuli | CLASSICAL CONDITIONING that differ in color - Involuntary responses are conditioned to new stimuli | HEARING - One neonate may learn that a light - Normal neonates hear well, unless their switched on overhead precedes a meal middle ears are clogged with amniotic - Another may learn that feeding is preceded fluid by the rustling of a carpet of thatched - Turn their heads towards unusual sounds, leaves such as the shaking of a rattle - High – pitched sounds > low – pitched | OPERANT CONDITIONING sounds - The younger the child, the more important - Low – pitched voice = soothing effect it is that reinforcers he administered (singing lullabies) rapidly  Mothers’ voices can be distinguished - Among neonates, it seems that reinforcers among women, but the infant cannot must be administered within 1 second after differentiate the father’s voice from the desired behavior is performed if other males learning is to occur | SMELL | SLEEP AND WAKING PATTERNS - They can discriminate distinct odors; such - 6 sleep – wake cycles; awake for 1 hour as those of onions - Longest nap: 4 ½ hours - Rapid breathing patterns and increased - 6 months: infants sleep bodily movement in response to powerful  They learn about day – night cycles odors (from 6 months onwards) - Turn away from unpleasant odors - Breastfed 15-day-old infants also prefer PHYSICAL AND MOTOR DEVELOPMENT their mother’s axillary (underarm) odor | CEPHALOCAUDAL DEVELOPMENT - Cephalo (head); caudal (tail) | TASTE - Head to lower parts of the body - Sensitive to different tastes - Sweet solutions are met with smiles, licking, and eager sucking SOURCE: PPT AND MARTHA’S LECTURE ENRIQUEZ | 2 DEVELOPMENT OF OCCUPATION 1 1st – SEMESTER | PROXIMODISTAL DEVELOPMENT DEVELOPMENT OF BRAIN AND - Proximo / Proximal (trunk; middle of the NERVOUS SYSTEM body)  distal (lateral part of the body; GROWTH SPURT OF THE BRAIN away from the midline) - Brain makes gains in size and weight in - Growth and development also proceed different ways: from the trunk outward 1. Formation of neurons: birth - Brain  spinal cord  nerves  arms and 2. Growth spurt legs  1st growth spurt: 4th – 5th month prenatal DIFFERENTIATION  2nd growth spurt: 25th week (prenatal) - Behavior become less loose and diffuse to 2 years old and more specific and distinct, a tendency  Due to proliferation of axons and called differentiation dendrites  Neonate: withdraws finger, thrash about wildly, cry BRAIN DEVELOPMENT IN INFANCY  Toddler: withdraws fingers, cry | MYELINATION  Older Child: withdraw finger - Axons become coated with myelin: not - As they mature, they become more complete at birth specific in terms of reactions to stimulus - MYELINE SHEATHS: insulation around - There is no specific event that causes the the nerves shift or differentiation, rather the age becomes the factor | BIRTH - Brain controls heartbeat, respiration, PHYSICAL DEVELOPMENT sleeping, arousal, reflex activity, vision, PATTERNS OF GROWTH hearing, skin senses | WEIGHT - Birth weight x 2 = 5 months weight | 2 YEARS OLD - Birth weight x 3 = 1 year old - Myelination of the nerves to muscles is - Additional 4 – 7 pounds = 2 years old largely developed compared to at birth - In this progression, we use pounds because - Interconnections between the various areas it is used like a formula of the cortex thicken, children become increasingly capable of complex and | HEIGHT integrated sensorimotor activities - Same size (2 – 63 days)  sudden 0.5 cm increases (24 hours) MOTOR DEVELOPMENT - Birth height + 50% (half) of birth height = - Involves the activity of muscles, leading to 1st year height changes in posture, movement, and - 4 to 6 inches (2nd year) coordination of movement with the - Boys: half their adult height (2 years old) infant’s developing sensory apparatus - Girls: half their adult height (18 months) GROSS MOTOR SKILLS - Abilities that let us do tasks that involve large muscles in our torso, legs, and arms - They involve whole – body movements SOURCE: PPT AND MARTHA’S LECTURE ENRIQUEZ | 3 DEVELOPMENT OF OCCUPATION 1 1st – SEMESTER | NEWBORN | 12 MONTHS / 1 YEAR OLD - Lifts head in prone - Walks independently | 2 MONTHS | 24 MONTHS / 2 YEARS OLD - Lifts chest in prone - Bow – legged walking | 2 TO 3 MONTHS | 1 TO 2 YEARS OLD - Lifts head in 90 degrees - Climb steps one at a time, placing both feet on each step | 4 TO 6 MONTHS - Rolls prone to supine to prone *Mnemonic: Two hands, one hand, Stand alone, and Climb the stairs* | 5 MONTHS - Lifts head and helps in pull – to – sit FINE MOTOR SKILLS - Coordination between your child’s small *Mnemonic: Heads up, Chest up, Roll around, muscles, like those in their hands, wrists, and Pull up* and fingers in coordination with their eyes | 5 TO 6 MONTHS | NEWBORN - Sits propped - Hands closed most of the time with spontaneous opening | 7 TO 8 MONTHS - Sits erect independently | 1 MONTH - Commando drawls - Inserts hand in mouth and sucks | 8 TO 9 MONTHS | 0 TO 3 MONTHS - Assumes sitting - Grasps object placed briefly *Mnemonic: Sit up, Crawl, and Find a seat* | 4 MONTHS - Hands to midline in play | 9 MONTHS - Quadruped may begin *Mnemonic: Close hands, Suck and drag, and Hands together* | 10 TO 11 MONTHS - Creeps on hands and knees | 5 TO 6 MONTHS - Pull to stand - Reaches - Cruises at furniture | 7 MONTHS *Mnemonic: Crawl, Climb, and Stand tall* - Radial palmar grasp | 10 TO 12 MONTHS | 10 TO 11 MONTHS - Walks with two hands held, then one hand - Inferior pincer held  Immature  Can grasp yet not perfect SOURCE: PPT AND MARTHA’S LECTURE ENRIQUEZ | 4 DEVELOPMENT OF OCCUPATION 1 1st – SEMESTER | 11 TO 12 MONTHS | 7 TO 9 MONTHS - Pincer pad – to – pad - Early solids, uses munching pattern  Fat pads of the fingers are used to have a perfect grasp | 10 TO 12 MONTHS - Eats solids with tongue lateralization | 12 MONTHS - Appearance of diagonal and rotary jaw - Superior pincer tip – to – tip grasp movement | 15 MONTHS SENSORY AND PERCEPTUAL - Stacking 2 blocks DEVELOPMENT | SENSATION | 18 MONTHS - Stimulation of sensory organs such as the - Stacking 3 blocks eyes, ears, and skin, and the transmission of sensory information to the brain | 24 MONTHS / 2 YEARS OLD - Transmit sensory information towards the - Stacking 5 blocks brain, as if receiving a signal - Copy horizontal and vertical lines | PERCEPTION ORAL MOTOR SKILLS - Mental process of organizing sensations - Movements of the muscles in the mouth, into a mental map / picture or jaw, tongue, lips, and cheeks understanding of the world - Makes sense of the signals from the | 0 TO 3 MONTHS sensation. It interprets what these signals - Sucking pattern may mean / interpret - Coordinates suckling and respiration  Suckling: adding pressure to get milk VISION (as if blowing) EARLY INFANCY  Sucking: actual sucking | 4 DAYS - Discriminate face or mother from others | 4 MONTHS - First spoon feeding | 8 TO 12 WEEKS  Upper lip, not active - Curved lines over straight lines - Voluntary suck  Increased negative pressure in oral | 0 TO 3 MONTHS cavity - Look at striped longer than blobs | 4 TO 6 MONTHS | 1 MONTH - Tongue thrust reflex (4 months)  - Direct attention to edges of objects diminishes (6 months) | 2 MONTHS | 7 MONTHS - Inspect eyes, mouth, and nose - Eats well from spoon SOURCE: PPT AND MARTHA’S LECTURE ENRIQUEZ | 5 DEVELOPMENT OF OCCUPATION 1 1st – SEMESTER MIDDLE INFANCY COGNITIVE AND LANGUAGE | 4 TO 5 MONTHS DEVELOPMENT - Broad grasp of shape constancy COGNITIVE DEVELOPMENT  Perceive objects as being the same SENSORIMOTOR even in different angles | SUBSTAGE 1: SIMPLE REFLEX - 1 Month LATE INFANCY - Assimilation of new objects into reflexive | 6 TO 8 MONTHS responses - Depth perception - Automatic and not a purposeful search  Can distance the object from themselves | SUBSTAGE 2: PRIMARY CIRCULAR REACTIONS HEARING - 1 to 4 Months | NEWBORN - Infants tend to repeat stimulating actions - Orient heads in the direction of a sound that first occurred by chance and sensitivity to sound - They repeat their reactions if they are positively stimulated by it | 1 MONTH - Perceive differences between speech and | SUBSTAGE 3: SECONDARY CIRCULAR similar sounds REACTIONS - 4 to 8 Months | 3 AND ½ MONTHS - Infant begin to understand the patterns of - Discriminate parent’s voices activity because of their effect on the environment | 6 MONTHS - They are more interested in the object - Screen out meaningless sounds involved; pulling a string, shaking a rattle | 18 MONTHS | SUBSTAGE 4: COORDINATION OF - Accurate sound localization ability SECONDARY SCHEMES - 8 to 12 Months | 24 MONTHS / 2 YEARS OLD - Coordinates schemes to attain specific - Ability to detect differences in the pitch goals and loudness of sounds improves  Lift a piece of cloth to reach a toy  Lifting a blanket to find a toy hidden COORDINATION OF SENSES underneath. And can imitate actions, EARLY INFANCY and they become goal oriented | 1 MONTH - Orient head towards sound and pleasant | SUBSTAGE 5: TERTIARY CIRCULAR odors REACTION - 12 to 18 Months MIDDLE INFANCY - Purposeful adaptations of established | 5 MONTHS schemes - Can look or turn towards the source of - They begin to experiment and try different stimulation things to see how they happen, they think SOURCE: PPT AND MARTHA’S LECTURE ENRIQUEZ | 6 DEVELOPMENT OF OCCUPATION 1 1st – SEMESTER about it first before they attempt to work - Like having set of rules on procedures that on it instinctually structure our cognitive  Set of rules that shape how we think | SUBSTAGE 6: INVENTION OF NEW and behave MEANS THROUGH MENTAL COMBINATION PLAY SCHEME - 18 to 24 Months - Patterns of repeated actions during play - Infants engage in defend imitation and symbolic play | JEAN PIAGET - They think and picture, the can plan out - Introduce the concept of play schemas actions - There is memory retention on how an | CHRIST ATHEY action is done - Expanded on Piaget’s theories - They use objects and pretend they are something else; symbolic play | FROEBEL PROJECT - Contributed additional insights into play OBJECT PERMANENCE schemas - Objects exists even when out of sight - Develops over the first year of life TYPES OF SCHEMAS - Imagine a baby playing with a toy, if you | TRAJECTORY hide it under a blanket, they would search - Interest in planes of movement and how for it. While for those without object objects move or land permanence, they would not search for the - Example: tog once it is out of their sight  Throwing a ball  Knocking over towers | 2 MONTHS  swinging - Infants may show some surprise if an object is missing but not realize it is absent | ROTATION - interest in how things turn or twist | 6 MONTHS  spinning wheels on a car - Object permanence develops  twirling  Infant at this age will tend to look for  scarves an object that suggests some form of  spinning in circles object permanence | ENCLOSING - Placing object and selves in specific spaces | 12 MONTHS / 1 YEAR  Fencing in animals - Object permanence more secure or onset  Sorting or organizing by placing items into boxes or containers SCHEME - Cognitive structures | ENVELOPING  Organized patterns of actions or - Covering or hiding objects or selves thoughts that people construct to  Dressing up interpret their experience  Covering hands with glue SOURCE: PPT AND MARTHA’S LECTURE ENRIQUEZ | 7 DEVELOPMENT OF OCCUPATION 1 1st – SEMESTER  Filling bags with items | 4 MONTHS - Responds to human sounds by turning | TRANSPORT head, searching for the speaker - Moving items or selves from one location - Chuckles occasionally to another  Pushing a truck across a room | 5 MONTHS  Walking around a space - Babbling begins - Cooing becomes interspersed with | CONNECT DISCONNECT consonant – like sounds - Joining items together and taking items - Vocalizations differ from the sounds of apart mature language - How they are sequenced, related  Opening and closing doors | 6 MONTHS  Attaching train cars together - Cooing changes to single – syllable  Taping pieces of paper together babbling - Neither vowels nor consonants have a | POSITIONING fixed pattern of recurrence - Placing or ordering items in a specific - Common utterances sound somewhat like location or space  Ma - Often in patterns or rows  Mu  Organizing toys by color or shape  Da  Landing airplanes in a line  Di | ORIENTATION | 8 MONTHS - Looking at things from a different point of - Patterns of intonation become distinct view or angle - Utterances can signal emphasis and  Swinging upside down emotion  Laying down to play  crawl | 10 MONTHS - 1st true word - Vocalizations mixed with sound play – | TRANSFORMING gurgling, bubble blowing - Exploring the idea of changing substances - Makes an effort to imitate sounds made by  Mixing paint colors together older people, with mixed success  Cooking  Creating with clay | 12 MONTHS / 1 YEAR OLD - Words emerge LANGUAGE DEVELOPMENT  Mamma | 0 MONTHS  Dada - Cries - Many words and requests understood  “show me your eyes” | 3 MONTHS - Smiles when talked and nodded at - Sustains cooing for 15 to 20 seconds SOURCE: PPT AND MARTHA’S LECTURE ENRIQUEZ | 8 DEVELOPMENT OF OCCUPATION 1 1st – SEMESTER | 18 MONTHS / 1 ½ YEARS OLD - Disorganized / Disoriented Attachment - 3 to 50 words Style - Little effort to communicate information  An inconsistent way of coping with the - Join words into two – words stress of the strange situation  Sit chair  My shoe THEORIES OF ATTACHMENT  Mommy go | COGNITIVE THEORY - Understands nearly everything spoken - Proponent:  Alan Sroufe | 24 MONTHS / 2 YEARS OLD - Emotional development is connected with - Vocabulary more than 50 words, naming and relies on cognitive development everything in the environment - Infant must develop object permanence - Spontaneous creation of two – word before attachment to a specific other sentences becomes possible - Clear efforts to communicate - Infant must be able to discriminate familiar people from strangers to develop fear or SOCIAL AND EMOTIONAL strangers DEVELOPMENT SOCIAL DEVELOPMENT | BEHAVIORISM ATTACHMENT BONDS - Proponent | ATTACHMENT  John B. Watson - Is what most people refer to as affection or - Caregiver is a conditioned reinforcer; love attachment behaviors are learned through conditioning | SEPARATION ANXIETY - Caregivers meet infants’ physiological - Sepanx needs; thus, infants associate caregivers - Fear of being separated from a target of with gratification attachment, usually a primary caregiver - Feelings of gratification associated with meeting needs generalize into feelings of | SECURE ATTACHMENT security when the caregiver is present - Explores freely while the caregiver is present and may engage with the stranger | PSYCHOANALYTIC THEORY - Proponents | INSECURE ATTACHMENT  Sigmund Freud - Ambivalent / Resistant Attachment  Erik Erikson  Wary about situations, especially  Margaret Mahler strangers, and stays close or clings to - Caregiver is a love object who forms basis the caregiver rather than exploring the for future attachments toys - Infant becomes attached to the mother - Avoidant Attachment Style during infancy because she primarily  Avoid or ignore the mother, showing satisfies the infant’s need for food and little emotion when the mother departs sucking (Freud) or returns SOURCE: PPT AND MARTHA’S LECTURE ENRIQUEZ | 9 DEVELOPMENT OF OCCUPATION 1 1st – SEMESTER - 1st year is critical in developing a sense of - Preference for familiar figures trust in the mother, which, in turn, fosters feelings of attachment (Erikson) | CLEAR – CUT ATTACHMENT PHASE - 6 or 7 months | CONTACT COMFORT - Intensified dependence on the primary - Proponents caregiver  Harry Harlow  Margaret Harlow PERSONALITY DEVELOPMENT - Caregiver is a source of contact comfort | PERSONALITY - Experiments with rhesus monkeys suggest - Distinctive ways of responding to people that the contact comfort is more crucial to attachment than feeding is | TEMPERAMENT - Attachment is an inborn fixed action - Stable individual differences in styles of pattern (FAP) that occurs in the presence reaction that are present early in life of a species – specific releasing stimulus - Easy during a critical period of development  Regular sleep & feeding schedules, (Lorenz) approaches new situations with enthusiasm | ETHOLOGICAL THEORY - Difficult - Proponents  Slow to accept new people and  Konrad Lorenz situations, takes a long time to adjust  Mary Ainsworth to new routines  John Bowlby - Slow to warm up - Caregiving in humans is elicited by  Somewhere between, initially respond infants’ cries of distress (Bowlby) negatively to new experiences and - The human face is a releasing stimulus that adapt slowly, only after repeated elicits a baby’s smile (Bowlby) exposure - Attachment in humans is a complex process that continues for months or years EARLY INFANCY (Ainsworth) - 0 to 3 months - The quality of attachment is related to the quality of the caregiver – infant | BEHAVIOR relationship (Ainsworth) - Cries to communicate - Calms to human face and voice STAGES OF ATTACHMENT - Attachment in humans occurs in stages or | GENDER phases (Ainsworth) - Boys  More active and irritable | INITIAL PRE – ATTACHMENT PHASE - Both - Birth to about 3 months  Similar responses to sights, sounds, - Indiscriminate attachment tastes, smells, and touch  Equally likely to smile at people’s | ATTACHMENT IN – THE MAKING PHASE faces - 3 or 4 months SOURCE: PPT AND MARTHA’S LECTURE ENRIQUEZ | 10 DEVELOPMENT OF OCCUPATION 1 1st – SEMESTER MIDDLE INFANCY EMOTIONAL DEVELOPMENT - 4 to 6 months | EMOTION - State of feeling that has physiological, | BEHAVIOR situational, and cognitive components - Early play - Fear of strangers may begin (5 to 7) | DIFFERENTIAL EMOTIONS THEORY - Proposes that infants are born with discrete LATE INFANCY emotional states - 7 to 9 months - Differences in emotional development could first be related to attachment at the | BEHAVIOR age of 14 months - Will protest if caregiver leaves - Resistant / Ambivalent Children - Demonstrates early signs of caregiver  Fearful and least joyful attachment - Avoidant Children  Fearful TRANSITIONAL INFANCY - Securely Attached - 10 to 12 months  Less likely to show fear and anger, even when they were exposed to | BEHAVIOR situations - Shows an attachment style - Stranger anxiety peak (9 to 12) | EMOTIONAL REGULATION - Young children control their own emotions TODDLER - Infants use emotional signals from an adult - 12 to 24 months / 1 to 2 years old to help them cope with uncertainty | BEHAVIOR EARLY INFANCY - Require consoling when they fall | 0 TO 3 MONTHS - Stranger anxiety declines or reach a 2nd - A positive attraction to pleasant peak (18 to 24) stimulation, such as the caregiver’s voice or being held, and withdrawal from | GENDER aversive stimulation, such as a sudden loud - Girls noise  Prefer to play with dolls, doll furniture, dishes, and toy animals (12 to 18) | 1 MONTH - Boys - Discrete emotions  Prefer transportation toys (trucks, cars, airplanes, etc) tools, and sports | 2 MONTHS equipment (9 to 18) - Anger and sadness - Both  Aware of gender – consistent and | 2 TO 3 MONTHS gender – inconsistent behaviors - Social smiling has replaced reflexive smiling SOURCE: PPT AND MARTHA’S LECTURE ENRIQUEZ | 11 DEVELOPMENT OF OCCUPATION 1 1st – SEMESTER MIDDLE INFANCY - Laugh at active stimuli, such as repetitively | 3 TO 5 MONTHS - Touching their bellies or playing “ah, boop!” | NUTRITION - Every day, 95 children in the Philippines | 4 MONTHS die from malnutrition - Expressions of surprise - 27 out of 1,000 Filipino children do not get past their 5th Birthday LATE INFANCY - A third of Filipino children are stunted or | 7 MONTHS short for their age. Stunting after 2 years of - Expressions of fear age can be permanent, irreversible and even fatal | 7 TO 9 MONTHS - Becomes an “emotional being” COGNITIVE DEVELOPMENT | POVERTY CONTEXTUAL FACTORS AFFECTING - School achievement INFANCY DEVELOPMENT - Language development in low PHYSICAL DEVELOPMENT socioeconomic status are different to those | MOTOR DEVELOPMENT in higher socioeconomic status - A wide range of caregiving practice can be - Environmental enrichment can help tolerated without negative effect on the children overcome biological and motor developmental outcome environmental challenges - Relatively small changes in cultural and caregiving practices can produce small SOCIAL DEVELOPMENT variations in the timing and sequence of | EMOTIONAL ENVIRONMENT milestone acquisition - Securely attached infants  Learned to regulate emotional arousal | SLEEP POSITIONING and how to depend on others - Sleeping in supine with one head facing - Poor caregiver – child interaction the side  asymmetrically tight  Reactive attachment disorder sternocleidomastoid  positional - Mothers also terminate feeding more plagiocephaly and torticollis arbitrarily  Plagiocephaly  Children less attached to their mothers  Flattening on one side of the skull  Torticollis FAMILY AND DISABILITY ISSUES  Congenital damage to the THROUGHOUT INFANCY sternocleidomastoid muscle in the | HIGH RISK INFANT neck - Infants that have significant health problems or prone to developmental problems are considered SOURCE: PPT AND MARTHA’S LECTURE ENRIQUEZ | 12 DEVELOPMENT OF OCCUPATION 1 1st – SEMESTER | CHRONIC SORROW | TRANSIENT DEVELOPMENTAL DELAY - Normal grief response that continues over - Fails to acquire early milestones but time for having a child with disability catches up later in the 1st year | CHILD – CAREGIVER ATTACHMENT | FAMILIES, CULTURE, AND COPING - Parent’s attachment to the infant may be WITH INFANT ILLNESSES affected d / t fear of harming them - Earliest knowledge on diagnosis  Infant’s emotions  Better coping | SIBLINGS OF MEDICALLY FRAGILE | TRANSITION TO LIVING WITH A INFANTS DIAGNOSIS - High risk infant - Prediagnostic stage  distress   Affect the mental health of siblings diagnosis  relief from uncertainty  distress: for terminal or irreversible  | FRAGMENTATION OF HEALTH CARE living with the condition SERVICES - Misunderstanding on how to best take care | CULTURE, BELIEFS, AND CHRONIC of infant CONDITIONS - Cultures, infant’s gender, religious & | SUDDENT INFANT DEATH SYNDROME spiritual beliefs - “crib death” - Is a disorder of infancy that apparently OCCUPATIONS IN INFANCY strikes while the baby is sleeping | ACTIVITY OF DAILY LIVING (ADLs) - Baby goes to sleep, apparently in perfect - Feeding health, and is found dead the next morning - Eating - Functional mobility | DEVELOPMENTAL DELAY - A child is slow in acquiring milestones | REST AND SLEEP - How many normative milestones the infant - Rest has acquired - Example | SOCIAL PARTICIPATION  Down syndrome - Family participation | ABNORMAL DEVELOPMENT | PLAY - Sequence of behaviour that differs from - Play exploration the typical patterns - Play participation - Example:  Attachment behaviors - Cerebral palsy  Both have developmental delay and abnormal development SOURCE: PPT AND MARTHA’S LECTURE ENRIQUEZ | 13