Child development.

1. Your Logo

2. In this chapter, an attempt will be made
to explain the major happenings during the
nine months before birth, to emphasize the
significance of the moment of
conception, and to show what environmental
and psychological factors affect the course of
development.

3. How Life Begins
 vagina, uterus, fallopian tube and ovaries
 testes, epididymis and vas deferens
 Union of sperm and egg

4. 1. Many sperm try to penetrate the egg.
2. The first sperm through succeeds.
3. The outside of the egg swells, casting away the othe sperm. The sperm„s
nucleus seeks the egg„s nucleus.
4. The 2 nuclei merge and chromosomes pair up.
5. The fertilized egg divides.
The fertilization process

5. Gestation Period
 260 days
- Trimester:
1. Germinal
2. Embryonic
3. Fetal

6. Germinal Stage (Fertilization-2 weeks)

7. Timetable of Prenatal Development
Period of the Zygote (fertilization to
end of second week)
 The size of the zygote- that of a
pinhead- remains unchanged
because it has no outside source of
nourishment.
 As it passes down the fallopian tube
to the uterus, it divides many times
and separates into an outer and
inner layer.
 An outer layer later develops into the
placenta, the umbilical cord, and the
amniotic sac, and the inner layer
develops into a new human being.
 About 10 days after fertilization, the
zygote becomes implanted in the
uterine wall.

8. Embryonic stage- age 2 weeks-2 months
 Develops into a miniature human
being.
 Major development occurs, in the
head region first and the extremities
last.
 All the essential features of the body
are established.
 The embryo begins to turn in the
uterus, and there is spontaneous
movement of the limbs.
 The placenta, the umbilical
chord, and the amniotic sac develop.
 At the end of the 2nd prenatal
month, the embryo weighs, on the
average, 1 ¼ ounces and measures
in length 1 ½ inches.

9. Fetal Stage- age 8 weeks-birth
 Changes occur in the actual size of the parts
already formed and in their functioning. No new
features appear in this time.
 Some internal organs are well enough
developed to begin to function. Heartbeat can be
detected by about the 15th week
 The different internal organs have assumed
positions.
 Nerve cells increase rapidly in number.
 Fetal movements appear- rolling and kicking and
short or quick.
 By the end of 7th lunar month, fetus is well
enough developed to survive.
 By the end of the 8th lunar month the fetal body
is completely formed.

10. Fetal Development (adapted from Jane Beltran)
 First Lunar Month
- Foundations formed for nervous system, genito-urinary system, skin, bones and
lungs.
- Buds of arms and legs begin to form.
- Rudiments of eyes, ears, and nose appear.

11.  Second Lunar Month
- Fetus markedly bent
- Head disproportionately large, owing to brain development
- Sex differentiation begins
- Centers of bone begin to ossify

12.  Third Lunar Month
- Fingers and toes are distinct
- Placenta is complete
- Fetal circulation is complete

13.  Fourth Lunar Month
- Sex is differentiated
- Rudimentary kidneys secrete urine
- Heart beat is present

14.  Fifth Lunar Month
- Lanugo (fine downy hair covering a human fetus) covers entire body
- Fetal movements are felt by mother
- Heart sound are perceptible with fetoscope

15.  Sixth Lunar Month
- Skin appears wrinkled
- Vernix caaseosa appears
- Eyebrows and fingernails develop

16.  Seventh Lunar Month
- Skin is red
- Papillary membrane disappears
- If born, infant cries, breathes, but usually expires

17.  Eight Lunar Month
- Fetus is viable
- Eyelids open
- Fingerprints are set
- Vigorous fetal movement occur

18.  Ninth Lunar Month
- Face and body have loose wrinkled appearance due to subcutaneous fat
deposit
- Lanugo disappears
- Amniotic fluid decreases somewhat

19. Kinds of Birth
Natural, or Spontaneous birth- headfirst position
Breech birth- buttocks appear first, followed by the legs, and finally, the
head
Transverse birth- the fetus is positioned crosswise in the mother‟s
uterus. Instruments must be used for delivery unless the position can be
changed before the birth process begins
Instrument birth- when the fetus is too large to emerge spontaneously or
when its position makes it normal birth impossible, instruments must be
used to aid in delivery.
Caesarean section- if x-rays taken during the part of pregnancy indicate
that complications may result if the infant emerges through the birth
canal, the baby is brought into the world through a slit made surgically in
the mother‟s abdominal wall.

20. Natural or Spontaneous Breech birth

21. Transverse birth Instrument birth

22. Caesarean Section

23. Your Logo

24. Infancy is the beginning or early period of existence as an
individual rather than a parasite in the mother‟s body.

25. Adjustments of Infancy
Temperature Changes- there is a constant temperature of 100ºF in the
uterine sac, while temperatures in the hospital or way home may vary
from 60-70ºF
Breathing- when the umbilical cord is cut, infants must begin to breathe
on their own.
Sucking and swallowing- the infant must now get nourishment by
sucking and swallowing, instead of receiving it through the umbilical
chord. These reflexes are imperfectly developed at birth, and the infant
often gets less nourishment than is needed and thus loses weight.
Elimination- the infant‟s organs of elimination begin to work soon after
birth; formerly, waste products were eliminated through the umbilical
chord

26. Indications of the difficulty of adjustment to postnatal life
Loss of weight- because of difficulties in adjusting to sucking and
swallowing
Disorganized behavior- such as irregularities in breathing rate, frequent
urinations and defecations.
Infant mortality- the rate of infant mortality during the first 2 days of
postnatal life is high.

27. Physical development
The head grows the fastest and matures the earliest, followed by
the rest of the body downward. In addition, those parts that are closest to
the center of the infant's body (e.g., the trunk) grow faster and mature
earlier than do parts that are farther from the center (e.g., the hands). The
physical structure of the brain develops rapidly as well.

28. Reflexes
The Moro reflex is a
normal reflex for an infant
when he or she is startled or
feels like they are falling.
The infant will have a
"startled" look and the arms
will fling out sideways with
the palms up and the
thumbs flexed. Absence of
the Moro reflex in newborn
infants is abnormal and may
indicate an injury or
disease.

29. Neck Righting reflex
Evokes rotation of the
body simultaneously with
the course of the movement
of the head.

30. Tonic Neck reflex
Consists of the
extension of the arm and
the leg on the direction to
which the face is turned
(fencing posture).
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31. Sucking reflex
Elicited by stroking the
lips, especially by the
nipple.
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32. Rooting reflex
Initiated by stimulating
the cheek or area outside
the lips and the infant
directs its mouth to suck the
stimulus.
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33. Vocalization of infants
2 categories:
1. Crying- infant cry is the very first piece of human behavior which has
social value.
2. Explosive sounds- newborn infant occasionally makes explosive
sounds similar to heavy breathing. They are uttered without meaning
and occur purely by chance whenever vocal muscles contract.

34. Cognitive Function
Jean Piaget believes that the development of intelligence begins
during the sensorimotor stage of the infant. Immediate experience is
derived through the senses, through the interaction of the senses and the
environment. Objects and events seen for the first time are vividly
remembered. Responses are defined by the object or event since the
infant is unable to classify his experience. Piaget theorized that to an
infant, an object or an event still exists even if it is no longer in sight. ion
He further theorized on two operations by which the infant acts upon the
environment; assimilation and accommodation.
Assimilation- from a regular succession of a previously learned behaviors
Accommodation- altering these behaviors
It is an instinct for infants to possess “curiosity” by being attracted to
new objects and by integrating perceived relationships with their past
experiences.
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35. Emotions of the newborn
Emotional reactions may be described as states of pleasantness
and unpleasantness. The outstanding characteristics of the infants
emotional makeup is the complete absence of shift of responses showing
different degrees of intensity. Whatever the stimulus, the resultant
emotion is intense and sudden.

36. Infants’ Social and Moral Development
They start to become aware of their environment. Their tasks
include listening, visual following and sucking. Their discovery of the
people may be supported by his crying, smiling and vocalizing. These
responses serve as signals which attract adults to be near the newborn.
Based on Lawrence Kohlberg‟s theory of moral development, the
infant is in the first stage, the Pre-conventional stage which is
characterized by obedience to being righteous on objects and events in
order to avoid the punishment of pain, anxiety, and prohibition of
independence.

37. Your Logo

38. Ages & Stages - Toddlers
When children learn to walk, they are called toddlers. Usually this
term is applied to one and two year old children. The toddler stage is very
important in a child's life. It is the time between infancy and childhood
when a child learns and grows in many ways. Everything that happens to
the toddler is meaningful. With each stage or skill the child masters, a new
stage begins. This growth is different for each child. Children have their
own timetable. During the toddler stage, most children learn to
walk, talk, solve problems, relate to others, and more. One major task for
the toddler is to learn to be independent. That is why toddlers want to do
things for themselves, have their own ideas about how things should
happen, and use "NO" many times each day.

39. Toddlers bursting with energy and ideas need to explore their
environment. You need to make sure that they can explore in an
environment that is safe for them. They want to be independent, and
yet, they are still very dependent.

40. Intellectual Development
Toddlers name familiar people and objects. Their attention span is
short. They are curious. They use "NO" frequently. They point to objects
that they want. They name body parts and familiar pictures. They imitate
animal sounds. They use pronouns me and mine. They can hold a pencil
and scribble. They combine two words to form a basic sentence. They
point to objects that they want. They use objects for their intended
purpose. They begin to include a second person in pretend play.

41. They express their feelings and wishes. They follow simple
directions. They still have a very limited attention span. They use three or
more words in combination. They can memorize short rhymes. They use
objects to represent other objects. They can join in simple songs. They
have trouble making choices, but they want to make choices. They begin
to think about doing something before doing it.

42. Social Development in Toddlers
 Desire for Independence
Toddlers want to be independent. They may refuse being fed by a
caregiver because they want to feed themselves. They may also try to get
away from caregivers so that they can do some independent explorations
of the world around them.

43.  Playing
During the toddler stage of social development, the child primarily
enjoys solitary or parallel play. Toddlers enjoying playing near other
children, but do not quite know how to interact with one another yet.
Toddlers often have difficulty sharing. Also, toddlers begin to start
pretending during play times.

44.  Anxiety
Toddlers often experience anxiety around unfamiliar people or
other toddlers. They may also start to have anxiety about situations they
believe to be unpleasant, such as going to the doctor's office. Toddlers
may form an attachment to some type of object used for comforting these
anxieties, such as a blanket or stuffed animal.

45.  Temper Tantrums
During this stage of social development, toddlers may display an
increased number of temper tantrums. Temper tantrums usually arise
from frustration about being unable to do what they want to do or from
their inability to communicate wants and needs verbally.
 Awareness of Others' Emotions
Toddlers may begin to recognize the emotions of others around
them. They may attempt to comfort a sad or crying child, for example.