This document provides an overview of infant and toddler development in the first two years. It discusses rapid physical growth and brain development during this period. The brain grows from 25% to 75% of adult size by age 2. Brain structures like neurons, axons, dendrites and synapses develop quickly through growth and pruning processes shaped by experiences. All senses are functional at birth and develop further as motor skills emerge, allowing infants to progressively interact with and learn from their environment. Caregivers play an important role in providing stimulation and experiences that support healthy development.
This presentation provides a brief overview of early brain development with links made to early years practice. Questions are included to help practitioners reflect on their role in helping to positively influence early brain development.
Pat Levitt: Neurodevelopmental Disorder Heterogeneity, Brain Development and ...Beitissie1
In his lecture, Prof. Pat Levitt describes the great heterogeneity of the brain, which makes people different from each other and is a significant challenge to treating people with disabilities.
This presentation provides a brief overview of early brain development with links made to early years practice. Questions are included to help practitioners reflect on their role in helping to positively influence early brain development.
Pat Levitt: Neurodevelopmental Disorder Heterogeneity, Brain Development and ...Beitissie1
In his lecture, Prof. Pat Levitt describes the great heterogeneity of the brain, which makes people different from each other and is a significant challenge to treating people with disabilities.
Infancy Physical Development Chapter 4 and 5Infan.docxjaggernaoma
Infancy: Physical Development
Chapter 4 and 5
Infant development progresses rapidly. Infants usually come into this world equipped to begin the journey of life!
1
Principles of Development
Cephalocaudal
Proximodistal
Cephalocaudal – refers to development as progressing from head to toe. Consider muscle development babies begin by being able to lift their head and then it progresses to ultimate control of muscles which would be walking.
Proximodistal refers to center out. Again consider the last area one gains control is the fingers.
2
Skeletal Growth
Skeletal Age
Epiphyses
Fontanels
The best estimate of a child’s physical maturity is skeletal age, which is a measure of development of the bones of the body.
Epiphyses are growth centers, that appear at the ends of the long end of the bones of the body. Cartilage cells continue to be produces at the growth plates of these epiphyses, which increase in number throughout childhood and then as growth continues, get thinner and disappear.
Skull growth is especially rapid between birth and 2 years of age due to large increases in brain size. At birth the bones of the skull are separated by gaps called fontanels. These gaps help during the birth process and also allow for brain development. There are 6 of these – the largest is the anterior gap. It will gradually shrink and fill in during the second year. The other fontanels are smaller and close more quickly. As the skull bones come in contact with one another, they form sutures or seams, these permit the skull to expand easily as the brain grows. The sutures will disappear when skull growth is complete, during the teen years.
3
Brain Development
Synaptic Pruning
Myelination
Cerebral Cortex
Prefrontal cortex
Hemispheres
Lateralization
Brain plasticity
At birth the brain is nearer to its adult size than any other physical structure.
Human brain has 100 to 200 billion neurons or nerve cells that store and transmit information. Between nuerons are tiny gaps or synapses, where fibers from different neurons come close together but do not touch. Neurons send messages to one another by releasing chemicals call neurotransmitters which cross the synapse. During infancy and toddlerhood, neural fibers and synapses increase dramatically. Because developing neurons require space for connective structures, as synapses form surrounding neurons will die. As neurons form connections, stimulation becomes vital for their survival. Neurons that are stimulated by input from the surrounding environment continue to establish new synapses, forming increasingly elaborate systems of communication that support more complex abilities. Neurons that are seldom stimulated soon lose their synapses, through synaptic pruning, which returns neurons not needed at the moment to an uncommitted state so they can support future development.
About half of the brain is made up of glial cells which are responsible for myelination, the coating of.
Assignment Details
Open Date
Apr 2, 2018 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
In a five paragraph essay (600 minimum words) using your favorite theorist, apply that theory to brain development as it was discussed in our readings. You may also include the impact of culture, early physical growth, and similar factors that impact the overall development of the child.
See attached rubric for grading details.
Supporting Materials
·
308 Assignment 3. Rubric.doc
(50 KB)
Bottom of Form
The Physical Development of the Young Child
Take a moment and think about a newborn infant--at birth, human infants are, essentially, completely vulnerable and helpless. Unlike many animals, they cannot walk, consume solid food, or manage even the most basic tasks for their own survival. This is the price we pay for our brains--we are born far less developed than many creatures. Over the course of a very short time, around two years, that helpless newborn learns to walk and talk, to manipulate objects, to engage and participate in the world around her.
This transition from a helpless newborn to a toddler or preschooler requires massive amounts of
learning
, fueled by rapid brain growth, sensorimotor development, and physical growth. The infant, from birth, uses his ability to perceive to learn and develop an understanding of the world around him.
TOPICS COVERED WILL INCLUDE:
Brain development during infancy and toddlerhood at the larger level of the cerebral cortex.
Learning through classical conditioning, operant conditioning, habituation and recovery, and imitation.
Dynamic Systems theory of motor development, highlighting cultural variations in motor development.
Gibsons’ Differentiation Theory of perceptual development.
The Development of the Brain
Brain development in the first two years of life is fascinating and awe-inspiring. Most of the physical growth of the brain occurs during the first two years of life. Neuroscience has shed light on the development of
neurons
and the
cerebral cortex
in particular. At birth, infants have approximately one hundred billion neurons. Relatively few neurons will be produced after birth. The newborn’s neurons are connected only tentatively. In the first years, essential connections between neurons form. Combined with understanding sensitive periods and the role of the environment, we have a much clearer picture of what is happening in the infant and toddler brain today than ever before.
Note the lobes of the brain
Development of Neurons
Neurons firing in the brain
Neurons are nerve cells in the brain that store and transmit information. In total, the human brain has between 100 to 200 billion of these neurons.
‹
1/4
›
· Neurons send messages from one to another through tiny gaps, called
synapses
. These messages travel on chemicals called neur ...
1- What do you see as the most important things that parents cansandibabcock
1- What do you see as the most important things that parents can do to help their children at this point in their lives?
2- Next, classify those things from question one into operant or classical conditioning, habituation and recovery, or
imitation. Then describe how those activities support the child’s development?
READING
The Physical Development of the Young Child
Take a moment and think about a newborn infant--at birth, human infants are, essentially, completely vulnerable and helpless. Unlike many animals, they cannot walk, consume solid food, or manage even the most basic tasks for their own survival. This is the price we pay for our brains--we are born far less developed than many creatures. Over the course of a very short time, around two years, that helpless newborn learns to walk and talk, to manipulate objects, to engage and participate in the world around her.
This transition from a helpless newborn to a toddler or preschooler requires massive amounts of
learning
, fueled by rapid brain growth, sensorimotor development, and physical growth. The infant, from birth, uses his ability to perceive to learn and develop an understanding of the world around him.
TOPICS COVERED WILL INCLUDE:
Brain development during infancy and toddlerhood at the larger level of the cerebral cortex.
Learning through classical conditioning, operant conditioning, habituation and recovery, and imitation.
Dynamic Systems theory of motor development, highlighting cultural variations in motor development.
Gibsons’ Differentiation Theory of perceptual development.
The Development of the Brain
Brain development in the first two years of life is fascinating and awe-inspiring. Most of the physical growth of the brain occurs during the first two years of life. Neuroscience has shed light on the development of
neurons
and the
cerebral cortex
in particular. At birth, infants have approximately one hundred billion neurons. Relatively few neurons will be produced after birth. The newborn’s neurons are connected only tentatively. In the first years, essential connections between neurons form. Combined with understanding sensitive periods and the role of the environment, we have a much clearer picture of what is happening in the infant and toddler brain today than ever before.
Development of Neurons
Neurons are nerve cells in the brain that store and transmit information. In total, the human brain has between 100 to 200 billion of these neurons.
‹
1/4
›
Neurons send messages from one to another through tiny gaps, called
synapses
. These messages travel on chemicals called neurotransmitters.
Development of the Cerebral Cortex
The cerebral cortex is the portion of the brain we think of when we hear the word brain. The other parts of the brain are the cerebellum and the brain stem. These parts of the brain are responsible for a number of physical functions, but not for though ...
Brain development quiballo annalyn-ppt (1)suntzu18
3 parts of the brain and their functions. It is about human development on how it affects the teaching and learning process. It also speaks of some theories on how the brain works.
Bright Futures_ Nurturing Healthy Sleep, Mental, and Physical Development in ...Saleem Qadri
Unlock the secrets to fostering optimal growth and well-being in your little ones with our comprehensive Sleep Guide. Addressing common concerns and providing expert advice, this guide is a valuable resource for parents navigating the intricate world of baby and child sleep.
Expert Answers: Receive answers from sleep specialists to common questions about baby and child sleep.
Developmental Insights: Understand how quality sleep contributes to physical and cognitive development.
Troubleshooting Sleep Issues: Learn effective strategies to tackle common sleep challenges in infants and children.
Sleep Hygiene Tips: Establish healthy sleep routines and practices to ensure restful nights for your little ones.
Age-Specific Guidance: Tailored advice for different age groups, from newborns to toddlers and beyond.
Creating a Sleep-Positive Environment: Discover tips for setting up an optimal sleep environment for your child.
Transitioning Sleep Phases: Navigate smoothly through sleep transitions such as moving from crib to bed.
Debunking Sleep Myths: Separate fact from fiction with evidence-based insights on sleep-related beliefs.
Promoting Healthy Sleep Habits: Instill lifelong habits for good sleep hygiene and overall well-being.
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To highlight the importance of Early Brain & Child Development (EBCD).
To recognize some valuable nutritive materials for the development of children’s brains.
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
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- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
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Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
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1. Prepared by Madeleine Lacefield Tattoon, M.A. 1 Part II Chapter Five The First Two Years: Infant and Toddlers Body Changes Brain Development Senses and Motor Skills Public Health Measures
2. 2 “Adults don’t change much in a year or two. Their hair might grow longer, grayer, or thinner; they might be a little fatter; or they might learn something new. But if you saw friends you hadn’t seem for two years, you’d recognize them immediately.”
3. 3 “By contrast, if you cared for newborn 24 hours a day for a month, went away for two years, and then came back,you might not recognized him or her, because the baby would have quadrupled in weight, grown taller by more than a foot, and sprouted a new head of hair. Behavior would have changed, too. Not much crying, but some laughter and fear—including of you.”
4. 4 “A year or two is not much compared with the 75 or so years of the average life span. However, in two years newborns reach half their adult height, talk in sentences, and express almost every emotion—not just joy and fear but also love, jealousy, and shame.”
6. 6 Body Changes In infancy growth is fast neglect can be severe gain needs to be monitored health check-up need to include height, weight and head circumference
7. 7 Body Size rapid growth infants typically double their birth weight by the 4th month and triple by the 1st birthday physical growth slows in the 2nd year by 24 months weight is about 30 lbs, height about 32”-36” these numbers are “norms”
8. 8 Body Size “norms” an average or standard for a particular population “particular population” a representative sample of North American infants “percentiles” a number that is midway between 0 and 100, with ½ the children above it and ½ below it
9. 9 Body Size Weight increase in the early months is fat, providing insulation for warmth and nourishment Nourishment keeps the brain growing, if teething or illness interfere with eating When nutrition is temporarily inadequate, the body stops growing but not the brain this is known as a phenomenon called “head-sparing”
10. 10 Sleep Infants sleep about 17 hours or more a day Regular and ample sleep correlates with normal brain maturation, learning, emotional regulation, and psychological adjustment in school and within the family
11. 11 Sleep Over the first month the amount of time spent in each type or stage of sleep changes Newborns dream a lot, or at least they have a high proportion of “REM sleep” REM sleep rapid eye movement sleep is a stage of sleep characterized by flickering eyes behind closed lids, dreaming, and rapid brain waves
12. 12 Sleep Sleep Patterns can be… affected by birth order first born typically receive more attention diet parents might respond to predawn cries with food, and/or play (babies learn to wake up night after night) child-rearing practices “Where should infants sleep?” co-sleeping or bed-sharing brain maturation
14. 14 Brain Development the newborn’s skull is disproportionately large large enough to hold the brain, which at birth is 25% of the adult brain the neonate’s body is typically 5% of the adult weight by age 2 the brain is almost 75% of the adult brain weight the child’s total body weight is only about 20% of its adult weight
15. 15 Connection in the Brain Head circumference provides a rough idea of how the brain is growing, and that is why medical checkups include measurement of the skull. Head typically increases about 35% within the 1st year
16. 16 Basic Brain Structures The brain’s communication system begins with nerve cells, called neurons. Neurons are one of the billions of nerve cells in the central nervous system, especially the brain. Infants have billions of neutrons Located in the brain or in the brain stem the region that controls automatic responses, I.e., heartbeat, breathing, temperature, and arousal 70% of the neurons are in the cortex
17. 17 Basic Brain Structures The cortex is crucial for humans… 80% of the human brain materials in the cortex in other mammals the cortex is proportionally smaller, and non-mammals have no cortex most thinking, feeling, and sensing take place in the cortex, although other parts of the brain join in.
18. 18 Basic Brain Structures Areas of the cortex specialize in particular functions: visual auditory an area dedicated to the sense of touch for each body part regional specialization within the cortex occurs not only for motor skills and senses but also for aspects of cognition
19. 19 Basic Brain Structures Between brain areas, neurons are connected to other neurons by intricate networks of nerve fibers called axons and dendrites a neuron has a single axon and numerous dendrites, which spread out like the branches of a tree axons and neurons meet the dendrites of other neurons at intersections called synapses which are critical communication links within the brain
21. 21 Basic Brain Structures Transient Exuberance and Pruning The fivefold increase in dendrites in the cortex occurs in the 24 months after birth, with about 100 trillion synapses being present at age 2 The expanded growth is followed by pruning in which unused neurons and misconnected dendrites atrophy and die Synapses, dendrites, and even neurons continue to form and die throughout life, though more rapidly in infancy than at any other time
22. 22 Basic Brain Structures Experience Shapes the Brain brain structure and growth depends on genes and experiences experiences produce “postnatal rise and fall” some dendrites wither away because they are underused; no experiences have caused them to send a message to the axons of other neurons. increasing cognitive complexity of childhood is related to a loss of synapses
23. 23 Basic Brain Structures Stress and the Brain example of the role of experience in brain development begins when the brain produces cortisol and other hormones in response to stress, which happen throughout life
24. 24 Basic Brain Structures Necessary and Possible Experiences Scientist William Greenough identified two experience-related aspects of brain development The development of experience-expectant referring to brain functions that require certain basic common experiences, which an infant can be expected to have in order to develop normally The development of experience-dependent referring to brain functions that depend on particular, variable experience and that therefore may or may not develop in a particular infant
25. 25 Basic Brain Structures Necessary and Possible Experiences Basic, common experiences must happen for normal brain maturation to occur, and they almost always do happen The brain is designed to expect them and use them for growth in contrast, dependent experiences might happen. Because of them, one brain differs from another experience varies; language babies hear or how their mothers reacts to frustration all people are similar, but each person is unique, because of early experiences
26. 26 Basic Brain Structures Necessary and Possible Experiences The last part of the brain to mature is the prefrontal cortex The area for anticipation, planning, and impulse control Virtually inactive in early infancy telling an infant to stop crying is pointless shaking a baby to stop crying, “shaken baby syndrome,” is useless Gradually becomes more efficient over the years of childhood and adolescence
27. 27 Basic Brain Structures Implications for Caregivers Early brain growth is rapid and reflects experience… caressing a newborn, talking to a preverbal infant showing affection toward a small person …are essential to develop that person’s full potential
28. 28 Basic Brain Structures Implications for Caregivers Each part of the brain has sequence of… growing connecting pruning Stimulations are meaningless before the brain is ready advisable to follow the baby’s lead infants respond most strongly and positively to their brain’s need Self-righting is the inborn drive to remedy a developmental deficit
29. 29 Basic Brain Structures Implications for Caregivers the human brain is designed to grow and adapt some plasticity is retained throughout life the brain protects itself from overstimulation ex., overstimulated babies cry or sleep babies adjust to understimulation by developing new connections lifelong
30. 30 Basic Brain Structures Implications for Caregivers Neuroscientist once thought that brains were influenced by Genes and prenatal influences By contrast, social scientist by Childhood environment was crucial… Cultures Societies Parents …credited or blamed for child’s emotions and/or actions
31. 31 Basic Brain Structures THINK LIKE A SCIENTIST Plasticity and Orphans
32. 32 Senses and Motor Skills Piaget called the first period of intelligence the Sensorimotor stage cognition develops from the senses and motor skills infant brain development depends on sensory experiences and early movement within hours of birth vital organs are functioning, assessing basic senses and motor responses (Brazelton Neonatal Assessment Scale; measures 26 items of newborn behavior)
33. 33 Sensation and Perception All the senses function at birth open eyes, sensitive ears, and responsive noses, tongues, and skin Very young babies attend to everything Infants don’t focus on anything in particular To about age one taste in the primary way humans learn about objects
34. 34 Sensation and Perception Sensation is the response of a sensory system… eyes, ears, skin, tongue, nose …when it detects a stimulus when the inner ear reverberates with sound The retina and pupil of the eye intercept light
35. 35 Sensation and Perception Perception is the mental processing of sensory information… the brain notices and processes a sensation… when the brain interprets a sensation… Infant’s brains are attuned to experiences that are repeated, striving to make sense of them
36. 36 Senses and Motor Skills Hearing Hearing is acute at birth Certain sounds trigger reflexes Sudden noises startle newborns Rhythmic sounds soothe them and put them to sleep The first days of life infants turn their heads towards sound They soon connect sight and sound with accuracy
37. 37 Senses and Motor Skills Seeing At birth vision is the least mature The infant eyes are sensitive to bright light even though the eyes open in mid-pregnancy Newborns are “legally blind” they can only see objects 4” – 30” away
38. 38 Senses and Motor Skills Seeing At two months infants look more intensely at faces and often smile At three months infants look more closely at the eyes and mouth The ability to focus the two eyes in a coordinated manner in order to see one image is known as binocular vision
39. 39 Senses and Motor Skills Tasting, Smelling and Touching
40. 40 Senses and Motor Skills Tasting, Smelling and Touching At birth the senses of taste, smell and touch function and rapidly adapt to the social world As infants learn their caregiver’s smell and touch (handling) they relax and cuddle Over time infants become responsive to whose touch it is and what it communicates
41. 41 Senses and Motor Skills Early sensation seems to have two goals: Social interaction To respond to familiar caregivers Comfort To be soothed amid the disturbances of infant life
42. 42 Senses and Motor Skills Motor Skill is the learned ability to move some part of the body, from a large leap to a flicker of the eyelid. (motor refers to movement of muscles; the abilities needed to move and control the body)
43. 43 Senses and Motor Skills Reflexes are a responsive movement that seems automatic because it almost always occurs in reaction to a particular stimulus. Newborns have many reflexes, some of which disappear with maturation (a reflex is an involuntary response to a particular stimulus
44. 44 Senses and Motor Skills Reflexes Infants have dozen of reflexes three sets are critical for survival that maintain oxygen supply that maintain constant body temperature that manage feeding
45. 45 Senses and Motor Skills Gross Motor Skills are physical abilities involving large body movements (gross meaning “big”) walking jumping Walking progress from reflexive, to hesitant to adult-supported stepping to a smooth coordinated gait
46. 46 Senses and Motor Skills Gross Motor Skills Three factors combine to allow toddlers to walk muscle strength brain maturation within the motor cortex practices
47. 47 Senses and Motor Skills Fine Motor Skills are physical abilities involving small body movements, especially of the hands and fingers (fine in this text means “small”) drawing picking up a coin
48. 48 Senses and Motor Skills Ethnic Variation healthy infants develop skills in the same sequence they vary in the age at which they acquire them (the table on the next slide show some “norms”) Walking, when grouped by ethnicity: Generally African American are ahead of Hispanic Americans Hispanic American are ahead of European American Internationally the earliest walkers are in Uganda The latest walkers are in France
50. 50 Senses and Motor Skills Genes are only a small part of most ethnic differences Cultural patterns of child rearing can affect sensation, perception, and motor skills
51. 51 Public Health Measures 8 billion children were born between 1950 – 2005 2 billion died before age 5 Deaths could be twice this if not for: Child care Preventive care – immunization Clean water Adequate nutrition Medial treatment, etc.
52. 52 Public Health Measures Immunization is a process that stimulates the body’s immune system to defend against attack by a particular contagious disease (immunization acquired either naturally, by having the disease or though vaccination) immunization successes Smallpox Polio Measles problem with immunization parents don’t notice if their children does not get seriously ill minor disease can kill parents are concern about side effects of vaccinations
53. 53 Public Health Measures Sudden Infant Death Syndrome (SIDS) die unexpectedly in their sleep No apparent cause of death 1990 in the U.S., 5000 babies died of SIDS, 1 in 800
55. 55 Nutrition has been discuss indirectly throughout the chapter Breast is Best Good nutrition starts with mother’s milk Colostrum, a thick, high-calorie fluid secreted by the woman’s breast at the birth of a child. About 3 days later the breast begins to produce milk Breast fed babies are less likely to get sick
56. 56 Nutrition Malnutrition protein-calorie malnutrition is a condition in which a person does not consume sufficient food of any kind the deprivation can result in several illnesses, severe weight loss, and sometimes death to measure a child’s nutritional status, compare weight and height with the "norms"