The document summarizes key physical, cognitive, and language development milestones that occur in infants during the first two years of life. It discusses rapid brain and body growth, the emergence of motor skills and senses, cognitive developments described by Piaget and information processing theory, early memory capabilities, and language acquisition milestones like babbling, first words, and grammar. The development of infants depends on adequate nutrition, safety practices, and social interaction with caregivers.
Children's bodies and minds develop rapidly in early childhood. Their bodies grow taller and gain weight each year from ages 2 to 6. Their brains reach 90% of adult weight by age 6 due to extensive myelination which speeds neural signaling. Children develop motor skills through play and practice. Piaget's theory of preoperational thought describes young children's egocentric, animistic thinking. Vygotsky emphasized social learning and scaffolding within the zone of proximal development. Language skills like vocabulary and grammar expand greatly. Early education programs vary in their emphasis on child-centered learning through play versus teacher-directed academic instruction.
Physical development of Infants and Toddlers part 2Marjorie Rice
This document discusses the physical development of infants and toddlers, including motor development, reflexes, gross and fine motor skills, and sensory and perceptual development. It describes several infant reflexes such as the sucking, rooting, gripping, curling, startle, and tonic neck reflexes. It also outlines milestones in gross motor development and characteristics of vision, hearing, touch, taste, smell, and intermodal perception in infants.
- The fetal period from 9 weeks of gestation until birth is the most eventful for growth and development. The fetus is not just a passive recipient of genes but actively responds to environmental cues.
- The germinal, embryonic, and fetal periods each involve major developmental milestones as organs form and the fetus grows. The brain and senses develop throughout pregnancy, allowing the fetus to learn, respond to stimuli, and be influenced by the intrauterine environment.
- Research increasingly shows the importance of the prenatal environment and suggests experiences in the womb can impact later health, behavior, learning, and disease risk through effects on neurological and physiological development. Both nature and nurture shape fetal and child development.
This document summarizes key aspects of physical and cognitive development in infancy. It discusses how the brain develops rapidly after birth, with neural connections proliferating. It outlines developmental milestones in infants' motor skills, language, senses, and cognition. Piaget's theory of cognitive development through sensorimotor stages is described. The document also notes declining rates of Sudden Infant Death Syndrome as more parents follow safe sleep practices.
This chapter discusses physical, motor, and brain development in infants. It covers principles of growth, development of the nervous system and brain, environmental influences on development, sleep patterns, motor skills development, nutrition, and more. Key topics include rapid physical growth in the first two years, cephalocaudal and other growth principles, synaptic pruning, development of reflexes and motor skills, and the importance of nutrition for development.
This document discusses stages of childbirth, methods of childbirth, and characteristics of newborn babies. It describes the three stages of childbirth as effacement and dilation, crowning and delivery, and placental delivery. Methods of childbirth discussed include midwife-assisted, anesthesia-assisted, natural, prepared, doula-assisted, and cesarean section. The document also outlines characteristics and capabilities of newborns such as reflexes, sensory abilities including vision, hearing, smell, taste and touch, sleep patterns, and crying behaviors.
This document summarizes the physical development of infants and toddlers. It discusses the major areas of development from birth to age 2 including:
- Cephalocaudal and proximodistal motor development which describes how infants develop control of their upper body before lower body.
- Important milestones in gross and fine motor skills like grasping, rolling over, sitting, crawling, walking and hand-eye coordination.
- Rapid brain development and myelination which increases neural connections and speed of information processing.
- Emergence of reflexes in newborns and their purpose in survival before voluntary control.
The document outlines physical, sensory, language and cognitive skills infants and toddlers typically acquire at
Children's bodies and minds develop rapidly in early childhood. Their bodies grow taller and gain weight each year from ages 2 to 6. Their brains reach 90% of adult weight by age 6 due to extensive myelination which speeds neural signaling. Children develop motor skills through play and practice. Piaget's theory of preoperational thought describes young children's egocentric, animistic thinking. Vygotsky emphasized social learning and scaffolding within the zone of proximal development. Language skills like vocabulary and grammar expand greatly. Early education programs vary in their emphasis on child-centered learning through play versus teacher-directed academic instruction.
Physical development of Infants and Toddlers part 2Marjorie Rice
This document discusses the physical development of infants and toddlers, including motor development, reflexes, gross and fine motor skills, and sensory and perceptual development. It describes several infant reflexes such as the sucking, rooting, gripping, curling, startle, and tonic neck reflexes. It also outlines milestones in gross motor development and characteristics of vision, hearing, touch, taste, smell, and intermodal perception in infants.
- The fetal period from 9 weeks of gestation until birth is the most eventful for growth and development. The fetus is not just a passive recipient of genes but actively responds to environmental cues.
- The germinal, embryonic, and fetal periods each involve major developmental milestones as organs form and the fetus grows. The brain and senses develop throughout pregnancy, allowing the fetus to learn, respond to stimuli, and be influenced by the intrauterine environment.
- Research increasingly shows the importance of the prenatal environment and suggests experiences in the womb can impact later health, behavior, learning, and disease risk through effects on neurological and physiological development. Both nature and nurture shape fetal and child development.
This document summarizes key aspects of physical and cognitive development in infancy. It discusses how the brain develops rapidly after birth, with neural connections proliferating. It outlines developmental milestones in infants' motor skills, language, senses, and cognition. Piaget's theory of cognitive development through sensorimotor stages is described. The document also notes declining rates of Sudden Infant Death Syndrome as more parents follow safe sleep practices.
This chapter discusses physical, motor, and brain development in infants. It covers principles of growth, development of the nervous system and brain, environmental influences on development, sleep patterns, motor skills development, nutrition, and more. Key topics include rapid physical growth in the first two years, cephalocaudal and other growth principles, synaptic pruning, development of reflexes and motor skills, and the importance of nutrition for development.
This document discusses stages of childbirth, methods of childbirth, and characteristics of newborn babies. It describes the three stages of childbirth as effacement and dilation, crowning and delivery, and placental delivery. Methods of childbirth discussed include midwife-assisted, anesthesia-assisted, natural, prepared, doula-assisted, and cesarean section. The document also outlines characteristics and capabilities of newborns such as reflexes, sensory abilities including vision, hearing, smell, taste and touch, sleep patterns, and crying behaviors.
This document summarizes the physical development of infants and toddlers. It discusses the major areas of development from birth to age 2 including:
- Cephalocaudal and proximodistal motor development which describes how infants develop control of their upper body before lower body.
- Important milestones in gross and fine motor skills like grasping, rolling over, sitting, crawling, walking and hand-eye coordination.
- Rapid brain development and myelination which increases neural connections and speed of information processing.
- Emergence of reflexes in newborns and their purpose in survival before voluntary control.
The document outlines physical, sensory, language and cognitive skills infants and toddlers typically acquire at
This document provides an overview of key concepts from Chapter Nine of a developmental psychology textbook. It discusses several topics related to lifespan development, including genetic contributions, prenatal development, infant development, childhood cognitive development theories, adolescence, and more. Key concepts are defined, such as genes and DNA. Developmental milestones and theories from researchers like Piaget and Vygotsky are summarized.
The document discusses prenatal development from conception through birth. It describes the stages of development from zygote to embryo to fetus. It outlines physical changes that occur each month and discusses fetal circulation, movement, and viability. The document also discusses adjustments during infancy, including temperature regulation, breathing, sucking/swallowing, and elimination. Cognitive functions like reflexes and Piaget's sensorimotor stage are covered. Emotions and social/moral development in newborns are also summarized.
Newborn babies rely on reflexes in their first months as their primary means of interacting with the world. Key reflexes include sucking when their mouth is touched, turning their head towards touch on their cheek, extending and bending their arms in response to head turns, and throwing out their limbs when startled. These reflexes help with feeding and eventually fade as purposeful movements emerge. Newborns also respond to voices and sounds while spending much of their day sleeping. Crying is their main form of communication at this stage.
This document provides a summary of key information about brain development in young children. It discusses the importance of meeting children's basic needs for safety, love, and modeling in order to support healthy development of the brain. Specific recommendations are provided to support development in four key areas: nutrition, movement/senses, seeing/remembering/imagining, and listening/talking. Meeting children's needs and providing stimulating experiences is essential for building strong brain connections early in life.
The document discusses neonatal reflexes in newborns. It defines reflexes as involuntary responses to stimuli that do not require conscious thought. It describes 17 different reflexes that are present in newborns, including rooting, sucking, Moro/startle, tonic neck, palmer grasp, stepping/dance, cough, withdrawal, parachute, tendon, and blink reflexes. The reflexes are categorized as either temporary reflexes that disappear during the first year or permanent reflexes that remain throughout life. The document provides details on the stimulus and response for each reflex and their implications for development.
Physical, cognitive, and sensory development progresses rapidly in infants. Physically, infants gain weight and motor skills like head control and grasping. Cognitively, infants develop object permanence and can recognize faces by 6 months. Sensory abilities also mature; infants can track moving objects visually by 3 months and prefer their mother's voice at birth. Standard tests evaluate hearing, vision, and developmental milestones. Piaget's stages describe cognitive growth from reflexive newborns to toddlers who can problem-solve.
Chapters 4 and 5 life span development.pptxwindleh
1. The document discusses physical, cognitive, and language development in infancy based on Piaget's stages of development. It covers topics like motor milestones, brain growth, perception, and caregiver influences.
2. Key aspects of cognitive development include object permanence emerging around 8 months and symbolic thought by 2 years of age according to Piaget's sensorimotor stage theory.
3. Language development begins prenatally and progresses from babbling to first words by age 1.
Physical development of infants and toddlerhoodNaomi Gimena
The document discusses physical development in infants and toddlers. It covers topics like cephalocaudal and proximodistal growth, height and weight changes, brain development including myelination, motor development from reflexes to gross and fine motor skills, and sensory and perceptual development in the five senses. Key points are that an infant's brain grows rapidly in the first two years and connections are pruned based on experiences, gross motor skills progress from lifting heads to walking, and fine motor skills allow precise hand and finger coordination.
The document summarizes various topics related to child development between the ages of 1-6 years old, including body changes, brain development, injuries, abuse, and maltreatment. During this period, children experience significant growth and skill development. Their bodies become leaner and more proportional. Their brains continue developing structures that allow for improved thinking and motor skills. Risks include accidental injuries, which are a leading cause of death, as well as various forms of maltreatment that can negatively impact long-term health and development.
Kathleen Stassen Berger's chapter discusses the physical, cognitive, and social development that occurs during the play years from ages 1-6.
Key points include: 1) Children's bodies change significantly as they grow taller, thinner, and more coordinated. Their brains also develop rapidly through pruning and myelination. 2) Important cognitive milestones include improved attention, planning, motor skills and emotional regulation as brain regions like the prefrontal cortex mature. 3) Injuries pose risks to young children who are still learning impulse control, so injury prevention strategies are important to implement. Child abuse and neglect can seriously harm development if not addressed.
Rethinking about fetal and Neonatal PsychologySamir Mounir
The document discusses several topics related to fetal and child psychology and development, including:
1. It describes how the fetus can sense, learn, and experience emotions in the womb through the development of senses like touch, taste, hearing, and vision from a very early stage.
2. Prenatal factors like maternal stress, nutrition, and exposure to substances can impact the fetal brain and predispose the child to later behavioral and mental health issues.
3. Newborns demonstrate preferences for their mothers and an ability to learn from experiences in-utero, showing they actively perceive and process information from a young age.
4. Early life experiences like maternal attachment, breastfeeding, and care
The document discusses growth and development in newborns from birth to 28 days. It defines the newborn period and describes how newborns adapt after birth. Key physical milestones are outlined such as weight gain, length, head circumference, and chest size. Physiological signs like heart rate, respiration, and blood pressure are provided. Maturation of organ systems including cardiovascular, respiratory, neurological and more are explained. Primitive reflexes in newborns and their purpose are defined. Sensory, motor, emotional and cognitive development in this stage are also summarized.
This document discusses brain plasticity and development. It begins with a review of concepts from the previous class, including that neural stem cells can give rise to both neurons and glial cells. It then discusses mechanisms of cortical development from the inside out via neuronal migration. The document reviews findings from longitudinal MRI studies showing cortical thinning from childhood to adolescence reflects pruning of synapses and myelination. It also summarizes studies finding brain differences at 6 months in infants who later develop autism versus those who do not. Finally, it discusses forms of learning in newborns including classical and operant conditioning, and how sleep facilitates memory and brain development in infants.
The document discusses physical, cognitive, and motor development in infants and toddlers over the first two years of life. It covers rapid growth and changes in body size, brain development including neuron and synapse formation, sleep patterns, sensory and motor development including reflexes and motor skills, and the role of nutrition and public health measures in child development.
1) The document discusses the typical growth and development milestones in infants from 1 month to 9 months of age. These include physical growth measures as well as motor, sensory, language, and social/emotional development.
2) Key motor developments include progressing from head lifting to sitting, crawling, and pulling to stand. Fine motor skills advance from grasping to transferring objects between hands.
3) Sensory abilities increase from following objects visually to localizing sounds. Language skills grow from cooing and babbling to understanding words and imitating sounds.
The document summarizes brain development from conception through adulthood. It notes that brain development begins at conception and continues throughout life, and may be affected by sensory experiences. Early childhood sees rapid changes in brain size and structure as the brain prepares to learn. Neglect and abuse can impact the development of areas like the frontal lobe. During adolescence, the brain undergoes pruning and continued myelination, while the amygdala develops emotional processing before the frontal lobe. Both genetics and the environment influence how genes express themselves in the developing brain.
Human Development-Chapter 7-Physical Development of Infantsbartlettfcs
This document provides an overview of physical development in infants during the first year. It discusses growth in areas such as weight, length, motor skills, senses, and health. The development follows basic patterns from head to toe, near to far, and simple to complex movements. Caregivers can support healthy development by meeting nutritional needs, ensuring safety, responding to cries, and attending regular checkups.
This document discusses typical child development milestones from birth through age 6. It outlines the expected progression in several domains, including gross motor, fine motor, cognitive, social, and language skills. Key points covered include:
- Typical developmental milestones and ages they usually emerge (e.g. sitting at 6 months, walking at 12 months)
- Stages of child development and the age ranges (e.g. infant 1-12 months, toddler 1-4 years)
- Common developmental screening tools used to assess children's progress.
The document provides a comprehensive overview of the expected sequence and timing of developmental skills in young children.
The document discusses perceptual and motor development in infants and toddlers. It covers how sensory development and motor skills progress from birth to age 3 as children gain increasing control over their large and small muscles. Fine motor skills like grasping and coarse motor abilities like crawling and walking emerge according to general developmental milestones. Caregivers are encouraged to provide opportunities for active physical play and exploration to support all areas of development.
1) The study of child development emerged as an academic discipline in the late 19th/early 20th century led by pioneers like Hall, Binet, Freud, and Erikson.
2) Major theories of development include psychodynamic, behavioral, cognitive, and sociocultural approaches.
3) Researchers study development through naturalistic observation, experiments, longitudinal and cross-sectional methods while ensuring ethical treatment of participants.
This document discusses genetic development from conception through the prenatal period in 3 main sections:
1. It describes the basic components of DNA, chromosomes, genes and how genetic material is inherited from parents during conception.
2. It explains genetic variations that occur naturally between individuals as well as commonalities, including an overview of twin types.
3. It outlines the 3 main periods of prenatal development from the zygote stage through implantation and the establishment of basic body structures in the embryonic period.
The chapter discusses psychosocial development in infants' first two years. It covers emotional development from smiling and laughing in early infancy to developing self-awareness around 15 months. Parents' responsiveness and synchrony with infants aids development. Attachment forms through caregiver interactions, measured by reactions in the Strange Situation. Theories explain development, like Freud's oral/anal stages or Erikson's trust/autonomy. Temperament influences development, though parenting can alter its effects. Fathers provide social interaction benefits similar to mothers. Day care impacts depend on quality and mother-child relationship.
This document provides an overview of key concepts from Chapter Nine of a developmental psychology textbook. It discusses several topics related to lifespan development, including genetic contributions, prenatal development, infant development, childhood cognitive development theories, adolescence, and more. Key concepts are defined, such as genes and DNA. Developmental milestones and theories from researchers like Piaget and Vygotsky are summarized.
The document discusses prenatal development from conception through birth. It describes the stages of development from zygote to embryo to fetus. It outlines physical changes that occur each month and discusses fetal circulation, movement, and viability. The document also discusses adjustments during infancy, including temperature regulation, breathing, sucking/swallowing, and elimination. Cognitive functions like reflexes and Piaget's sensorimotor stage are covered. Emotions and social/moral development in newborns are also summarized.
Newborn babies rely on reflexes in their first months as their primary means of interacting with the world. Key reflexes include sucking when their mouth is touched, turning their head towards touch on their cheek, extending and bending their arms in response to head turns, and throwing out their limbs when startled. These reflexes help with feeding and eventually fade as purposeful movements emerge. Newborns also respond to voices and sounds while spending much of their day sleeping. Crying is their main form of communication at this stage.
This document provides a summary of key information about brain development in young children. It discusses the importance of meeting children's basic needs for safety, love, and modeling in order to support healthy development of the brain. Specific recommendations are provided to support development in four key areas: nutrition, movement/senses, seeing/remembering/imagining, and listening/talking. Meeting children's needs and providing stimulating experiences is essential for building strong brain connections early in life.
The document discusses neonatal reflexes in newborns. It defines reflexes as involuntary responses to stimuli that do not require conscious thought. It describes 17 different reflexes that are present in newborns, including rooting, sucking, Moro/startle, tonic neck, palmer grasp, stepping/dance, cough, withdrawal, parachute, tendon, and blink reflexes. The reflexes are categorized as either temporary reflexes that disappear during the first year or permanent reflexes that remain throughout life. The document provides details on the stimulus and response for each reflex and their implications for development.
Physical, cognitive, and sensory development progresses rapidly in infants. Physically, infants gain weight and motor skills like head control and grasping. Cognitively, infants develop object permanence and can recognize faces by 6 months. Sensory abilities also mature; infants can track moving objects visually by 3 months and prefer their mother's voice at birth. Standard tests evaluate hearing, vision, and developmental milestones. Piaget's stages describe cognitive growth from reflexive newborns to toddlers who can problem-solve.
Chapters 4 and 5 life span development.pptxwindleh
1. The document discusses physical, cognitive, and language development in infancy based on Piaget's stages of development. It covers topics like motor milestones, brain growth, perception, and caregiver influences.
2. Key aspects of cognitive development include object permanence emerging around 8 months and symbolic thought by 2 years of age according to Piaget's sensorimotor stage theory.
3. Language development begins prenatally and progresses from babbling to first words by age 1.
Physical development of infants and toddlerhoodNaomi Gimena
The document discusses physical development in infants and toddlers. It covers topics like cephalocaudal and proximodistal growth, height and weight changes, brain development including myelination, motor development from reflexes to gross and fine motor skills, and sensory and perceptual development in the five senses. Key points are that an infant's brain grows rapidly in the first two years and connections are pruned based on experiences, gross motor skills progress from lifting heads to walking, and fine motor skills allow precise hand and finger coordination.
The document summarizes various topics related to child development between the ages of 1-6 years old, including body changes, brain development, injuries, abuse, and maltreatment. During this period, children experience significant growth and skill development. Their bodies become leaner and more proportional. Their brains continue developing structures that allow for improved thinking and motor skills. Risks include accidental injuries, which are a leading cause of death, as well as various forms of maltreatment that can negatively impact long-term health and development.
Kathleen Stassen Berger's chapter discusses the physical, cognitive, and social development that occurs during the play years from ages 1-6.
Key points include: 1) Children's bodies change significantly as they grow taller, thinner, and more coordinated. Their brains also develop rapidly through pruning and myelination. 2) Important cognitive milestones include improved attention, planning, motor skills and emotional regulation as brain regions like the prefrontal cortex mature. 3) Injuries pose risks to young children who are still learning impulse control, so injury prevention strategies are important to implement. Child abuse and neglect can seriously harm development if not addressed.
Rethinking about fetal and Neonatal PsychologySamir Mounir
The document discusses several topics related to fetal and child psychology and development, including:
1. It describes how the fetus can sense, learn, and experience emotions in the womb through the development of senses like touch, taste, hearing, and vision from a very early stage.
2. Prenatal factors like maternal stress, nutrition, and exposure to substances can impact the fetal brain and predispose the child to later behavioral and mental health issues.
3. Newborns demonstrate preferences for their mothers and an ability to learn from experiences in-utero, showing they actively perceive and process information from a young age.
4. Early life experiences like maternal attachment, breastfeeding, and care
The document discusses growth and development in newborns from birth to 28 days. It defines the newborn period and describes how newborns adapt after birth. Key physical milestones are outlined such as weight gain, length, head circumference, and chest size. Physiological signs like heart rate, respiration, and blood pressure are provided. Maturation of organ systems including cardiovascular, respiratory, neurological and more are explained. Primitive reflexes in newborns and their purpose are defined. Sensory, motor, emotional and cognitive development in this stage are also summarized.
This document discusses brain plasticity and development. It begins with a review of concepts from the previous class, including that neural stem cells can give rise to both neurons and glial cells. It then discusses mechanisms of cortical development from the inside out via neuronal migration. The document reviews findings from longitudinal MRI studies showing cortical thinning from childhood to adolescence reflects pruning of synapses and myelination. It also summarizes studies finding brain differences at 6 months in infants who later develop autism versus those who do not. Finally, it discusses forms of learning in newborns including classical and operant conditioning, and how sleep facilitates memory and brain development in infants.
The document discusses physical, cognitive, and motor development in infants and toddlers over the first two years of life. It covers rapid growth and changes in body size, brain development including neuron and synapse formation, sleep patterns, sensory and motor development including reflexes and motor skills, and the role of nutrition and public health measures in child development.
1) The document discusses the typical growth and development milestones in infants from 1 month to 9 months of age. These include physical growth measures as well as motor, sensory, language, and social/emotional development.
2) Key motor developments include progressing from head lifting to sitting, crawling, and pulling to stand. Fine motor skills advance from grasping to transferring objects between hands.
3) Sensory abilities increase from following objects visually to localizing sounds. Language skills grow from cooing and babbling to understanding words and imitating sounds.
The document summarizes brain development from conception through adulthood. It notes that brain development begins at conception and continues throughout life, and may be affected by sensory experiences. Early childhood sees rapid changes in brain size and structure as the brain prepares to learn. Neglect and abuse can impact the development of areas like the frontal lobe. During adolescence, the brain undergoes pruning and continued myelination, while the amygdala develops emotional processing before the frontal lobe. Both genetics and the environment influence how genes express themselves in the developing brain.
Human Development-Chapter 7-Physical Development of Infantsbartlettfcs
This document provides an overview of physical development in infants during the first year. It discusses growth in areas such as weight, length, motor skills, senses, and health. The development follows basic patterns from head to toe, near to far, and simple to complex movements. Caregivers can support healthy development by meeting nutritional needs, ensuring safety, responding to cries, and attending regular checkups.
This document discusses typical child development milestones from birth through age 6. It outlines the expected progression in several domains, including gross motor, fine motor, cognitive, social, and language skills. Key points covered include:
- Typical developmental milestones and ages they usually emerge (e.g. sitting at 6 months, walking at 12 months)
- Stages of child development and the age ranges (e.g. infant 1-12 months, toddler 1-4 years)
- Common developmental screening tools used to assess children's progress.
The document provides a comprehensive overview of the expected sequence and timing of developmental skills in young children.
The document discusses perceptual and motor development in infants and toddlers. It covers how sensory development and motor skills progress from birth to age 3 as children gain increasing control over their large and small muscles. Fine motor skills like grasping and coarse motor abilities like crawling and walking emerge according to general developmental milestones. Caregivers are encouraged to provide opportunities for active physical play and exploration to support all areas of development.
1) The study of child development emerged as an academic discipline in the late 19th/early 20th century led by pioneers like Hall, Binet, Freud, and Erikson.
2) Major theories of development include psychodynamic, behavioral, cognitive, and sociocultural approaches.
3) Researchers study development through naturalistic observation, experiments, longitudinal and cross-sectional methods while ensuring ethical treatment of participants.
This document discusses genetic development from conception through the prenatal period in 3 main sections:
1. It describes the basic components of DNA, chromosomes, genes and how genetic material is inherited from parents during conception.
2. It explains genetic variations that occur naturally between individuals as well as commonalities, including an overview of twin types.
3. It outlines the 3 main periods of prenatal development from the zygote stage through implantation and the establishment of basic body structures in the embryonic period.
The chapter discusses psychosocial development in infants' first two years. It covers emotional development from smiling and laughing in early infancy to developing self-awareness around 15 months. Parents' responsiveness and synchrony with infants aids development. Attachment forms through caregiver interactions, measured by reactions in the Strange Situation. Theories explain development, like Freud's oral/anal stages or Erikson's trust/autonomy. Temperament influences development, though parenting can alter its effects. Fathers provide social interaction benefits similar to mothers. Day care impacts depend on quality and mother-child relationship.
This document provides an overview of the key concepts and approaches used in the scientific study of human development across the lifespan. It discusses the nature vs nurture debate, critical and sensitive periods of development, lifespan perspectives including multidirectionality and multicontextuality, and major theories of development including psychoanalytic, behaviorist, cognitive, and systems theories. It also outlines the scientific method and approaches used in development research such as observation, experimentation, surveys, cross-sectional and longitudinal designs, and cautions regarding correlation vs causation. Research ethics around informed consent and protecting participants are also briefly discussed.
This document discusses death and dying across the lifespan from childhood to old age. It covers topics like thanatology, causes of death at different stages of life, religious views of death, the dying process, end of life care options, definitions of death, and the grieving process. Key points include how views of and anxiety about death change with age, options for prolonging or hastening death, and the normal and complicated ways people grieve and find meaning after a death.
This document discusses the pharmacology and physiology of drugs. It covers topics such as how drugs affect the nervous system, different neurotransmitters and their functions, chemical pathways in the brain, the lifecycle of neurotransmitters, how drugs act on the brain by altering neurotransmitter availability, classifications of drugs, drug effects, dose-response relationships, routes of drug administration, distribution and metabolism of drugs in the body, and concepts of tolerance.
The document discusses key aspects of life span psychology including:
1) It studies changes in people from conception to death using scientific methods across diverse groups.
2) Development is influenced by both nature (genes) and nurture (environment).
3) Researchers use various methods like observation, experimentation, surveys and longitudinal studies to understand development over time.
4) Several theories aim to explain human development including psychoanalytic, cognitive, and ecological systems approaches.
This document outlines the physical development of infants and toddlers from birth to age 2. It discusses major aspects of development including brain growth, motor skills, sensory perception, and growth in height and weight. Key points covered are:
- An infant's brain triples in weight during the first year and reaches 75% of adult size by age 2. Enriched environments positively impact brain development.
- Reflexes emerge at birth and gradually disappear as gross and fine motor skills develop and infants learn to roll, sit, stand, and walk.
- Vision matures to adult levels by age 1. Newborns can distinguish patterns and prefer faces. They also demonstrate early sensory abilities like hearing, smell, taste, touch,
This document discusses the stages of cognitive development in infants and toddlers according to Piaget's theory. It outlines 6 sub-stages from birth to 24 months: 1) simple reflexes from birth to 6 weeks, 2) first habits and primary circular reactions from 6 weeks to 4 months, 3) secondary circular phase from 4 to 8 months, 4) coordination of reactions stage from 8 to 12 months, 5) tertiary circular reactions, novelty, and curiosity from 12 to 18 months, and 6) internalization of schemes from 18 to 24 months. At each stage, infants develop new cognitive abilities as their coordination, understanding of means-ends, curiosity, and ability to use symbols increases.
This document summarizes a presentation on child development and the impact of retained primitive reflexes on learning. It discusses the progression of typical reflex development and integration from birth through age 3. Challenges can arise when reflexes are not properly integrated, including problems with motor skills, sensory processing, and academic tasks. The presentation aims to help practitioners identify children with retained reflexes and provide activities to support integration.
Newborns have reflexes that help them interact with the world. Their health is assessed using the Apgar score and Neonatal Behavioral Assessment Scale. They experience states of alertness, waking activity, crying and sleeping. Crying communicates needs. Temperament reflects consistent patterns of behavior and has hereditary and environmental influences. Rapid physical growth in infancy requires good nutrition, ideally from breastfeeding. The brain develops dramatically in early life, with neurons forming connections influenced by experience and environment.
Piaget's stages of cognitive development include the sensorimotor stage from birth to age 2 where infants learn about the world through senses and motor skills. During this stage infants develop object permanence. Piaget's stages have been confirmed but also criticized for underestimating infant competence and not accounting for social influences. Infant intelligence shows individual differences and instability in the first year but can predict later development. Language develops through stages from prelinguistic sounds to telegraphic speech to combining words. Theories propose both innate and learned aspects of language guided by an inborn language acquisition device interacting with the environment during a sensitive period in early childhood.
The document summarizes research on child development during the play years (ages 1-6). It covers body changes as children grow taller and stronger. It also discusses rapid brain development, including growth of connections between hemispheres. Motor skills and artistic expression improve with practice. The document notes risks of injury and abuse to young children and outlines warning signs of maltreatment.
This document summarizes physical, motor, and sensory development in infancy. It discusses patterns of physical growth from head to toe. Motor skills progress from reflexes to rolling, sitting, crawling, and walking. Visual acuity increases while peripheral vision expands. Infants develop depth perception and constancy. Hearing matures to adult levels by 18 months. Coordination of senses allows recognition of objects across modalities. Both nature and nurture influence development as the brain and nervous system myelinate and the environment provides stimulation.
1. Life Span Development One to Fifteen Months
2. Learning Objectives
3. The growth and development of a child during the first year of life is dramatic.
4. Growth During the First Year
5. Average Lengths and Weights0-12 months
Developmental psychology studies physical, cognitive, and social changes across the lifespan from infancy to old age. There are three major issues in developmental psychology: the influence of nature and nurture on development, whether development is gradual or stage-like, and the stability or change of personality over time. Prenatal development proceeds from zygote to embryo to fetus. After birth, infants develop motor skills, cognition through stages, and social attachment to caregivers. Adolescence marks the transition from childhood to adulthood.
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.
This document discusses theories of child psychology, including Jean Piaget's theory of cognitive development. It outlines Piaget's four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. For each stage, it provides examples of characteristics and how a dentist could communicate with a child in that stage in a developmentally appropriate way."
The document discusses brain development in infants and toddlers. It explains that the brain grows rapidly in the first two years, nearly doubling in size, as neurons and connections proliferate. Experience shapes this development, with certain basic experiences being necessary for normal growth and variable experiences accounting for individual differences in brain structure.
The document summarizes key aspects of infant and toddler development from 2 weeks to 2 years old. It covers rapid physical and psychological growth, emerging abilities like recognizing people and communicating needs, decreasing dependency and the emergence of independence, individual differences in appearance and behavior, the beginning of creativity and socialization, and both physical and psychological hazards during this period.
Infants develop reflexes and skills in their first months that aid survival. Reflexes like sucking and rooting support feeding, while the moro reflex protects from threats. By 3-4 months, these reflexes are replaced by voluntary actions. Infants also progress from reflexive sleep cycles to more adult-like patterns with less REM sleep. Their senses develop rapidly and they can perceive depth, color, and social cues like attractiveness by their first birthday. Piaget believed infants' cognition progresses through sensorimotor stages as they learn to coordinate actions and perceptions.
- The fetal period from 9 weeks of gestation until birth is the most eventful for growth and development. The fetus is not just a passive recipient of genes but actively responds to environmental cues.
- The germinal, embryonic, and fetal periods each involve major developmental milestones as organs form and the fetus grows. The brain and senses develop throughout pregnancy, allowing the fetus to learn, respond to stimuli, and be influenced by the intrauterine environment.
- Research increasingly shows the importance of the prenatal environment and suggests experiences in the womb can impact later health, behavior, learning, and potentially the intergenerational transmission of traits. Both nature and nurture play a role in fetal development.
The document discusses brain development in infants and toddlers. It notes that the brain grows rapidly in the first two years, reaching 75% of the adult size by age 2. During this time there is significant growth of neurons and connections between areas of the brain. Experience shapes this development, with certain basic experiences being necessary for normal growth and additional experiences allowing for variability between individuals. Caregivers play an important role by providing nurturing experiences that foster healthy brain development.
This document discusses growth and development from prenatal stages through adolescence. It defines growth as a quantitative increase in size, while development refers to qualitative improvements in skills and functions. The prenatal period involves rapid somatic and neurological development, with organs forming and body proportions changing. After birth, newborns experience weight loss followed by weight gain, and their senses and motor skills develop over the first month. During infancy from 1 month to 1 year, growth is rapid as weight doubles or triples and length increases steadily. Key milestones in motor, cognitive, social, and emotional development also occur.
This document provides an overview of infant development from birth to 2 years old. It discusses the major aspects of development during infancy including perceptual, motor, cognitive, social/emotional, and psychosocial development. Key topics covered include Piaget's sensorimotor stages of cognitive development, Erikson's stage of trust vs. mistrust, and Freud's oral psychosexual stage. Growth milestones are also outlined for 4 months, 9 months, and 12 months.
1. Invitation to the Life Span
by Kathleen Stassen Berger
Chapter 3- The First Two Years
Body and Brain
PowerPoint Slides developed by
Martin Wolfger and Michael James
Ivy Tech Community College-Bloomington
2. Body Changes
Height and Weight
• Average weight at birth: 7.5 pounds
• Average length: 20 inches
• These numbers are norms, an average
measurement.
3. Body Changes
Well-baby checkup
• Doctor or nurse measures baby’s growth:
height, weight, and head circumference.
• Abnormal growth may indicate physical or
psychological problems.
• Headsparing- A biological mechanism that
protects the brain when malnutrition disrupts
body growth. The brain is the last part of the
body to be damaged by malnutrition.
5. Body Changes
Brain Development
• Neuron- nerve cell. Billions in the central
nervous system.
• Cortex- the outer layers of the brain.
• Axon- a fiber that extends from a
neuron and transmits
electrochemical impulses from
that neuron to the dendrites of
other neurons.
6. Body Changes
• Dendrite- a fiber that extends from a neuron
and receives electrochemical impulses
transmitted from other neurons via their
axons.
• Synapse- the intersection between the axon
of one neuron and the dendrites of other
neurons.
• Neurotransmitter- a brain chemical that
carries information from the axon of a
sending neuron to the dendrites of a
receiving neuron.
8. Body Changes
• Neurons and synapses proliferate (increase rapidly in
number) before birth. This increase continues at a
fast pace after birth, but soon an opposite
phenomenon occurs: the elimination, or pruning, of
unnecessary connections.
• The last part of the brain to mature is the prefrontal
cortex, the area for anticipation, planning, and
impulse control.
• Shaken baby syndrome- a life-threatening injury that
occurs when an infant is forcefully shaken back and
forth, a motion that ruptures blood vessels in the brain
and breaks neural connections.
9. Body Changes
• Newborns sleep about 17 hours a day, in one- to
three-hour segments.
• Newborns’ sleep is primarily active sleep: often
dozing, able to awaken if someone rouses them,
but also able to go back to sleep quickly if they
wake up, cry, and are comforted.
• Quiet sleep: slow brain waves and slow breathing
• Newborns have a high proportion of REM (rapid
eye movement) sleep, with flickering eyes and
rapid brain waves.
10. Moving and Perceiving
Motor Skills
• The first movements are not skills but
reflexes, involuntary responses to a
particular stimulus.
11. Moving and Perceiving
Some reflexes help insure survival: breathing, thrashing,
shivering, sucking, rooting, swallowing, spitting up.
Other reflexes are signs of normal functioning:
• Babinski reflex. When infants’ feet are stroked, their toes fan
upward.
• Stepping reflex. When infants are held upright with their feet
touching a flat surface, they move their legs as if to walk.
• Swimming reflex. When they are laid horizontally on their
stomachs, infants stretch out their arms and legs.
• Palmar grasping reflex. When something touches infants’ palms,
they grip it tightly.
• Moro reflex. When someone startles them, perhaps by banging on
the table they are lying on, infants fling their arms outward and then
bring them together on their chests, as if to hold on to something,
while crying with wide-open eyes.
12. Moving and Perceiving
• Gross motor skills- Physical abilities
involving large body movements, such as
walking and jumping.
• Fine motor skills- Physical abilities
involving small body movements,
especially of the hands and fingers, such
as drawing and picking up a coin.
14. Moving and Perceiving
Sensation and Perception
• Sensation- The response of a sensory
system (eyes, ears, skin, tongue, nose)
when it detects a stimulus.
• Perception- The mental processing of
sensory information when the brain
interprets a sensation.
• Sensory development- typically
precedes intellectual and motor
development.
15. Moving and Perceiving
The sense of hearing develops during the
last trimester of pregnancy and is already
quite acute at birth; it is the most advanced of
the newborn’s senses.
Vision is the least mature sense at birth.
– Newborns focus only on objects between 4 and
30 inches away.
– Binocular vision, the ability to coordinate the two
eyes to see one image, appears at 3 months.
– Sensation is essential for the visual cortex to
develop normally.
17. Surviving in Good Health
Preventing Sudden Infant Death Syndrome
• In 1990, about 5,000 babies died of sudden
infant death syndrome (SIDS) in the United
States.
• The actual cause of SIDS is still unknown: low
birthweight, heavy clothing, soft bedding,
teenage parenthood, and, particularly, maternal
smoking are risk factors.
• Putting infants to sleep on their backs reduces
the risk but does not eliminate it.
18. Surviving in Good Health
Adequate Nutrition
• For every infant disease (including SIDS),
breast-feeding reduces risk and malnutrition
increases it, stunting growth of body and
brain.
• Breastfed babies are less likely to develop
allergies, asthma, obesity, and heart disease.
• As the infant gets older, the composition of
breast milk adjusts to the baby’s changing
nutritional needs.
19. Infant Cognition
Piaget
• sensorimotor intelligence
– Piaget’s term for the way infants think—by using their senses
and motor skills—during the first period of cognitive
development.
• assimilation
– Piaget’s term for a type of adaptation in which new experiences
are interpreted to fit into, or assimilate with, old ideas.
• accommodation
– Piaget’s term for a type of adaptation in which old ideas are
restructured to include, or accommodate, new experiences.
• object permanence
– The realization that objects (including people) still exist when
they can no longer be seen, touched, or hear.
21. Infant Cognition
Information-processing Theory
• A perspective modeled on computer
functioning.
• Information-processing theorists believe that
a step-by-step description of the mechanisms
of thought adds insight to our understanding
of cognition at every age.
• Information-processing research has
overturned some of Piaget’s conclusions—
including the concept of object permanence.
22. Infant Cognition
• The visual cliff was designed to provide
the illusion of a sudden dropoff between
one horizontal surface and another.
• Mothers were able to urge their 6-month-
olds to wiggle forward over the supposed
edge of the cliff, but 10-month-olds
fearfully refused to budge.
23. Infant Cognition
Early Memory
• According to classic developmental theory,
infants store no memories in their first year.
• Developmentalists now agree that very young
infants can remember if the following
conditions are met:
– Experimental conditions are similar to real life.
– Motivation is high.
– Special measures aid memory retrieval.
24. Language Learning
Early Communication
• Child-directed speech- The high-pitched,
simplified, and repetitive way adults speak to
infants. (Also called baby talk or
motherese.)
• Babbling- The extended repetition of certain
syllables, such as ba-ba-ba, that begins when
babies are between 6 and 9 months old.
• Naming explosion- A sudden increase in an
infant’s vocabulary, especially in the number
of nouns, that begins at about 18 months of
age.
25. Language Learning
First Words
• At about 1 year, babies speak a few
words.
• Spoken vocabulary increases gradually
(about one or two new words a week).
• Once spoken vocabulary reaches about
50 words, it builds quickly, at a rate of 50
to 100 words per month.
26. Language Learning
Cultural Differences in Language Use
• Holophrase- A single word that is used to
express a complete, meaningful thought.
– All new talkers say names and utter
holophrases.
• Infants differ in their use of various parts of
speech, depending on the language they
are learning, e.g. more nouns and fewer
verbs.
27. Language Learning
Acquiring Grammar
• Grammar includes all the devices by
which words communicate meaning:
sequence, prefixes, suffixes, intonation,
loudness, verb forms, pronouns,
negations, prepositions, and articles.
• Worldwide, people who are not yet 2 years
old already use language well.
28. Language Learning
Hypotheses About Language Development
Learning Approach
• Infants need to be taught
• B. F. Skinner (1957) noticed that spontaneous
babbling is usually reinforced.
• Parents are expert teachers, and other caregivers
help them teach children to speak.
• Frequent repetition of words is instructive,
especially when the words are linked to the
pleasures of daily life.
• Well-taught infants become well-spoken children.
29. Language Learning
Language Learning is Innate
• Language acquisition device (LAD)-
Chomsky’s term for a hypothesized
mental structure that enables humans to
learn language, including the basic
aspects of grammar, vocabulary, and
intonation.
30. Language Learning
Social Impulse Toward Communication
• Infants communicate in every way they
can because humans are social beings,
dependent on one another for survival,
well-being, and joy.