Human Development :Early physical development
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Powerpoint made for our Human dev report.. -includes early reflex -role of experience -early sensory capacities
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Period of babyhood
Babyhood spans from 2 weeks to 2 years of age. During this period, rapid physical and intellectual development occurs. Babies experience increased independence, begin socializing with family members, and start developing sex-typical behaviors. Their motor skills, vision, teeth, bones, and language abilities develop greatly. Babies progress from reflexive behaviors and self-exploration to goal-directed behaviors and basic problem-solving by their second year according to Piaget's stages of cognitive development.
PLAY AND CHILD DEVELOPMENT
Play is crucial for children's development across physical, intellectual, social, and emotional domains. The document outlines several types of play and their roles in child development, including unoccupied play, solitary play, parallel play, and cooperative play. It also discusses factors that influence children's play, the responsibilities of teachers to ensure a safe play environment, and how play contributes to development in areas like physical skills, emotions, cognition, social skills, and morality. Overall, the document emphasizes that play is a fundamental right of childhood that has wide-ranging benefits.
Early childhood (Cognitive Development)
Early childhood from ages 2-6 is a period of rapid cognitive development. Children progress through Piaget's pre-operational stage, developing the ability for representational thought and pretend play. However, at this stage children have limitations in logical thinking and reasoning. They do not understand the concept of conservation or how to make logical inferences. Memory skills also develop during this stage, with recognition abilities stronger than recall. Vygotsky's sociocultural theory emphasizes that cognitive development occurs through social interactions and guided learning from adults and more capable peers.
Piaget Theory of Cognitive Development Part-I
Jean Piaget developed a theory of cognitive development in children based on his observations of his own children. He proposed that children progress through four stages of cognitive development as a result of biological maturation and interactions with the environment. At the core of Piaget's theory are the concepts of schemas, assimilation, accommodation, and equilibration. Schemas are a child's mental representations or categories of knowledge that help them understand the world. Through assimilation, children incorporate new experiences into existing schemas, while accommodation is the process of changing schemas based on new information. Equilibration refers to the balance children aim to achieve between assimilation and accommodation as their understanding becomes more advanced and progresses to the next stage of development.
Cognitive development
Jean Piaget was a Swiss psychologist who spent decades studying children's cognitive development and is best known for his theory of cognitive development. Some key points of his theory include:
- He identified 4 main stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational.
- He believed that knowledge is constructed by learners through hands-on experiences and interactions with the environment.
- Important concepts in his theory include schemas, assimilation, accommodation, equilibrium, and disequilibrium which describe how children incorporate new information and experiences into their existing understanding of the world.
- His work has had a large influence on constructivist approaches in education which aim to actively engage students in
Erik Erikson-Stages of Development
Erik Erikson proposed eight stages of psychosocial development across the lifespan. The stages involve resolving crises of trust vs mistrust in infancy, autonomy vs shame and doubt in early childhood, initiative vs guilt in preschool years, industry vs inferiority in school-age children, identity vs role confusion in adolescence, intimacy vs isolation in early adulthood, generativity vs stagnation in middle adulthood, and integrity vs despair in late adulthood. Successfully resolving each crisis leads to stronger ego development and a healthy personality.
Child Development (Infancy to Childhood)
1. Infancy is the stage when personality, social attachments, thinking and language first take shape.
2. Childhood refers to the time or state of being a child, the early stage in development.
3. Development refers to the biological, psychological and emotional changes that occur between birth and the end of adolescence.
Cognitive development Piaget
This document provides an overview of Jean Piaget's theory of cognitive development. It discusses Piaget's key concepts including schemas, assimilation, accommodation, equilibration, and his four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. The sensorimotor stage involves developing object permanence through sensory experiences and motor skills. In the preoperational stage, children use symbols and language but cannot yet use logic. During the concrete operational stage, children develop logical thought processes.
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Period of babyhood
Babyhood spans from 2 weeks to 2 years of age. During this period, rapid physical and intellectual development occurs. Babies experience increased independence, begin socializing with family members, and start developing sex-typical behaviors. Their motor skills, vision, teeth, bones, and language abilities develop greatly. Babies progress from reflexive behaviors and self-exploration to goal-directed behaviors and basic problem-solving by their second year according to Piaget's stages of cognitive development.
PLAY AND CHILD DEVELOPMENT
Play is crucial for children's development across physical, intellectual, social, and emotional domains. The document outlines several types of play and their roles in child development, including unoccupied play, solitary play, parallel play, and cooperative play. It also discusses factors that influence children's play, the responsibilities of teachers to ensure a safe play environment, and how play contributes to development in areas like physical skills, emotions, cognition, social skills, and morality. Overall, the document emphasizes that play is a fundamental right of childhood that has wide-ranging benefits.
Early childhood (Cognitive Development)
Early childhood from ages 2-6 is a period of rapid cognitive development. Children progress through Piaget's pre-operational stage, developing the ability for representational thought and pretend play. However, at this stage children have limitations in logical thinking and reasoning. They do not understand the concept of conservation or how to make logical inferences. Memory skills also develop during this stage, with recognition abilities stronger than recall. Vygotsky's sociocultural theory emphasizes that cognitive development occurs through social interactions and guided learning from adults and more capable peers.
Piaget Theory of Cognitive Development Part-I
Jean Piaget developed a theory of cognitive development in children based on his observations of his own children. He proposed that children progress through four stages of cognitive development as a result of biological maturation and interactions with the environment. At the core of Piaget's theory are the concepts of schemas, assimilation, accommodation, and equilibration. Schemas are a child's mental representations or categories of knowledge that help them understand the world. Through assimilation, children incorporate new experiences into existing schemas, while accommodation is the process of changing schemas based on new information. Equilibration refers to the balance children aim to achieve between assimilation and accommodation as their understanding becomes more advanced and progresses to the next stage of development.
Cognitive development
Jean Piaget was a Swiss psychologist who spent decades studying children's cognitive development and is best known for his theory of cognitive development. Some key points of his theory include:
- He identified 4 main stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational.
- He believed that knowledge is constructed by learners through hands-on experiences and interactions with the environment.
- Important concepts in his theory include schemas, assimilation, accommodation, equilibrium, and disequilibrium which describe how children incorporate new information and experiences into their existing understanding of the world.
- His work has had a large influence on constructivist approaches in education which aim to actively engage students in
Erik Erikson-Stages of Development
Erik Erikson proposed eight stages of psychosocial development across the lifespan. The stages involve resolving crises of trust vs mistrust in infancy, autonomy vs shame and doubt in early childhood, initiative vs guilt in preschool years, industry vs inferiority in school-age children, identity vs role confusion in adolescence, intimacy vs isolation in early adulthood, generativity vs stagnation in middle adulthood, and integrity vs despair in late adulthood. Successfully resolving each crisis leads to stronger ego development and a healthy personality.
Child Development (Infancy to Childhood)
1. Infancy is the stage when personality, social attachments, thinking and language first take shape.
2. Childhood refers to the time or state of being a child, the early stage in development.
3. Development refers to the biological, psychological and emotional changes that occur between birth and the end of adolescence.
Cognitive development Piaget
This document provides an overview of Jean Piaget's theory of cognitive development. It discusses Piaget's key concepts including schemas, assimilation, accommodation, equilibration, and his four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. The sensorimotor stage involves developing object permanence through sensory experiences and motor skills. In the preoperational stage, children use symbols and language but cannot yet use logic. During the concrete operational stage, children develop logical thought processes.
Cognitive development
Jean Piaget was a developmental psychologist who studied how children's cognitive abilities develop. He identified 4 stages of cognitive development: sensory-motor, pre-operational, concrete operational, and formal operational. Piaget believed that children actively construct knowledge through interactions with their environment using processes like assimilation, accommodation, and equilibration. His theory emphasizes that cognitive development progresses in a fixed order and is dependent on children's experiences at each stage of development. Piaget's theory has significantly influenced modern education by informing how curricula are structured based on children's cognitive abilities at different ages.
Infancy Cognitive Development (Jean Piaget)
This document summarizes Jean Piaget's theory of cognitive development in infancy. It describes the four stages of cognitive development from birth to age 2, focusing on sensory motor skills and the development of object permanence. Key milestones in language development are also outlined in intervals from birth to age 2, starting with crying and cooing and progressing to first words and two-word sentences. Piaget's concepts of assimilation, accommodation and schemes are introduced as important components of how infants perceive and mentally represent the world.
Piaget Theory- Cognitive Development
Jean Piaget was a Swiss psychologist known for his work on child development. He placed great importance on children's education. According to Piaget's theory of cognitive development, the sensorimotor stage occurs from birth to age 2, where infants learn about the world through senses and interactions. During this stage, object permanence develops as children understand that objects still exist even when they can't be seen.
Session Two Presentation: Attachment Theory
Attachment theory proposes that secure attachment to caregivers is essential to child development. John Bowlby's research found that infants develop internal working models of relationships based on interactions with primary caregivers. These models influence how children view themselves, relationships, and regulate emotions. Secure attachment arises from caregivers being consistently sensitive and responsive to children's needs and signals. This allows children to develop self-esteem, empathy, emotional regulation, and view caregivers as a secure base for exploration.
Theories of play
The document discusses several theories of play from both classical and modern perspectives. Early classical theories viewed play as a way to release surplus energy (Spencer, 1875), relax from fatigue (Lazarus, 1883), or practice skills needed for survival (Groos, 1898). Modern theories see play as a way for children to work through drives or resolve conflicts (Freud, 1908), integrate new experiences (Piaget, 1962), or progress through stages from solitary to cooperative play (Parten, 1932). The document provides an overview of the developmental perspectives on the importance and purpose of play.
bowlbys theory of attachment
Edward Bowlby was a British psychiatrist who developed attachment theory. He was raised primarily by a nanny and experienced the early loss of his mother figure. This fueled his later interest in attachment between caregivers and children. Bowlby believed that the bonds formed in early childhood have a lasting impact. His research found that children develop secure, avoidant, or anxious attachments depending on the responsiveness of their caregiver. Attachment styles influence relationships throughout life.
Cognitive Development of Adolescents
The document discusses the cognitive development of adolescents. It notes that adolescence is a period of growing abstract thought and intellectual interests. Cognitive abilities progress from a focus on the present during early adolescence to a greater capacity for goal-setting and consideration of morality and the future in middle and late adolescence. Jean Piaget's theory of cognitive development identifies the adolescent period as the formal operational stage, characterized by logic, abstract thought, and problem-solving skills. The prefrontal cortex continues developing during this time. While cognitive growth is normal, adolescents may engage in risky experimentation as they navigate this challenging developmental period.
Socio emotional development of infants and toddlers
This document discusses socio-emotional development in young children. It refers to a child's ability to form relationships, regulate emotions, and learn about their environment in a culturally appropriate context. The first three years of life are particularly important for development as attachments form and temperament emerges. Key aspects of socio-emotional development include attachment to caregivers, temperament, and the development of moral understanding. Attachment provides emotional security for infants through responsive caregiving. A child's temperament, or inborn personality traits, also influence their socio-emotional development. Around ages 2 to 3, children begin to self-evaluate and develop a sense of right and wrong.
Piaget’S Cognitive Development Theory
Piaget's theory of cognitive development consists of four stages:
1) Sensorimotor stage (birth to age 2) where children learn through senses and physical interaction.
2) Preoperational stage (ages 2-7) where children develop language and imagination but lack logical reasoning.
3) Concrete operational stage (ages 7-11) where children develop logical thinking skills and understand conservation.
4) Formal operational stage (ages 11 and up) where children develop abstract reasoning and can think hypothetically.
Piaget developed this theory by observing his own children and it focuses on how children construct an understanding of the world through experiences over time.
Attachment Theory
Presentation on Child and Adult Attachment Theory. Also includes result of a small survey done with my friends. Part of the 'Personality and Development' course at IIT Delhi
Social Learning Theory
The social learning theory proposes that people learn from one another via observation, imitation, and modeling. Proposed by Albert Bandura, it argues that observational learning, or modeling, is an important way people acquire behaviors in a social context. For effective modeling to occur, four conditions must be present: attention, retention, reproduction of behaviors, and motivation to imitate. Teachers can promote social learning by modeling appropriate behaviors for students to observe and applying techniques that expose students to diverse models and build self-efficacy.
Early childhood development
Early childhood spans from birth to age 5 and involves remarkable physical, cognitive, socio-emotional, and language development. Key physical milestones include walking, running, and fine motor skills like scribbling and cutting. Cognitively, children progress from sensorimotor thinking to representational thought, such as pretend play and understanding of symbols. Socio-emotionally, children develop self-awareness and understanding of emotions while learning social skills through family and peer interactions. This period lays the groundwork for further development across multiple domains.
Piaget cognitive development theory
- Jean Piaget was a Swiss psychologist who developed a theory of cognitive development. He believed that children construct an understanding of the world through experiences interacting with objects and people.
- Piaget identified four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. In the preoperational stage from ages 2-7, children begin to use language and think symbolically but still struggle with logical reasoning and conservation.
- Key concepts in Piaget's theory include schemas, assimilation, accommodation, and equilibration as children adjust their mental models to maintain equilibrium with new information from their environments.
Piaget's Cognitive Development Theory
Jean Piaget was a Swiss psychologist who studied childhood development and proposed four stages of cognitive development. He studied his own children's intellectual development from infancy and developed theories on how children learn. The four stages are: 1) Sensorimotor stage (birth to age 2) where children learn through senses and motor skills without using symbols; 2) Preoperational stage (ages 2 to 7) where children think intuitively but cannot mentally manipulate information; 3) Concrete operational stage (ages 7 to 11) where logical and systematic manipulation of symbols related to concrete objects occurs; and 4) Formal operational stage (age 11 and up) where abstract reasoning and logical types of thought become possible.
Late+adulthood
This document summarizes physical, cognitive, social, and personality development in late adulthood as well as processes of death and dying. Key points include: physical and cognitive changes that occur with aging, such as declines in brain, heart, and immune system function; memory loss being more common, though not universal; Erikson's theory of integrity versus despair applying to this stage; and reactions to death varying depending on factors like age and beliefs. The document also discusses leading causes of death in older adults and considerations for counseling clients as they age.
Albert bandura and social learning theory
This document provides an overview of Albert Bandura and his social learning theory. Some key points:
- Bandura emphasized the importance of observational learning and modeling behaviors, attitudes, and reactions of others.
- He identified four processes involved in observational learning: attention, retention, motor reproduction, and motivation.
- Bandura's famous Bobo doll experiment demonstrated that children's aggressive behaviors could be learned through observation.
- There are three core concepts of social learning theory: learning through observation, the role of internal mental states, and that learning does not always lead to behavioral changes.
Physical development of infants and toddlerhood
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.
Cognitive development
Cognitive development is the process of acquiring knowledge and learning to solve problems through growth in thinking, reasoning, memory, language, and other mental processes. It occurs in stages from infancy through adolescence. The first stage from birth to 2 years is the sensory motor period where infants learn through reflexes and senses. The next stage from 2 to 7 years is the preoperational period when children use language and symbols but think egocentrically. The third concrete operations stage from 7 to 12 years involves logical and organized thought and concrete problem solving. Formal operations in adolescence involve abstract thinking and scientific reasoning. Cognitive development is influenced by both biological maturation and social/environmental factors.
Chapter 7 Thinking, intelligenc, and Language
This document provides an overview of cognition, intelligence, and language. It discusses key topics like cognition, thinking, concepts, reasoning, intelligence testing, theories of intelligence, and more. The main takeaways are that cognition involves how information is processed and manipulated in the brain, intelligence testing aims to reliably and validly measure intelligence, and there are various theories about the nature of intelligence, such as Sternberg's triarchic theory and Gardner's theory of multiple intelligences.
Erik erikson stages of development
Erik Erikson developed eight stages of psychosocial development that occur throughout the lifespan. Each stage is characterized by a psychosocial crisis that must be resolved. If unresolved, it can negatively impact future development. The stages include: trust vs. mistrust (infancy), autonomy vs. shame and doubt (early childhood), initiative vs. guilt (preschool), industry vs. inferiority (middle childhood), identity vs. role confusion (adolescence), intimacy vs. isolation (young adulthood), generativity vs. stagnation (middle adulthood), and integrity vs. despair (late adulthood). Erikson's theory emphasizes the importance of social relationships at each stage of development.
Physical development, sensory, perception, cognitive
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.
Reflexes present in infants
The document discusses various reflexes seen in infants and their significance. It begins by defining a reflex and describing the basic reflex arc involving receptors, afferent nerves, centers, efferent nerves and effectors. Reflexes are then classified based on whether they are inborn or acquired, their neurological pathway, purpose and clinical presentation. Several important reflexes seen in newborns like the moro, rooting and babinski reflexes are explained in detail. The document emphasizes that assessment of infant reflexes helps identify normal development and potential abnormalities.
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Cognitive development
Jean Piaget was a developmental psychologist who studied how children's cognitive abilities develop. He identified 4 stages of cognitive development: sensory-motor, pre-operational, concrete operational, and formal operational. Piaget believed that children actively construct knowledge through interactions with their environment using processes like assimilation, accommodation, and equilibration. His theory emphasizes that cognitive development progresses in a fixed order and is dependent on children's experiences at each stage of development. Piaget's theory has significantly influenced modern education by informing how curricula are structured based on children's cognitive abilities at different ages.
Infancy Cognitive Development (Jean Piaget)
This document summarizes Jean Piaget's theory of cognitive development in infancy. It describes the four stages of cognitive development from birth to age 2, focusing on sensory motor skills and the development of object permanence. Key milestones in language development are also outlined in intervals from birth to age 2, starting with crying and cooing and progressing to first words and two-word sentences. Piaget's concepts of assimilation, accommodation and schemes are introduced as important components of how infants perceive and mentally represent the world.
Piaget Theory- Cognitive Development
Jean Piaget was a Swiss psychologist known for his work on child development. He placed great importance on children's education. According to Piaget's theory of cognitive development, the sensorimotor stage occurs from birth to age 2, where infants learn about the world through senses and interactions. During this stage, object permanence develops as children understand that objects still exist even when they can't be seen.
Session Two Presentation: Attachment Theory
Attachment theory proposes that secure attachment to caregivers is essential to child development. John Bowlby's research found that infants develop internal working models of relationships based on interactions with primary caregivers. These models influence how children view themselves, relationships, and regulate emotions. Secure attachment arises from caregivers being consistently sensitive and responsive to children's needs and signals. This allows children to develop self-esteem, empathy, emotional regulation, and view caregivers as a secure base for exploration.
Theories of play
The document discusses several theories of play from both classical and modern perspectives. Early classical theories viewed play as a way to release surplus energy (Spencer, 1875), relax from fatigue (Lazarus, 1883), or practice skills needed for survival (Groos, 1898). Modern theories see play as a way for children to work through drives or resolve conflicts (Freud, 1908), integrate new experiences (Piaget, 1962), or progress through stages from solitary to cooperative play (Parten, 1932). The document provides an overview of the developmental perspectives on the importance and purpose of play.
bowlbys theory of attachment
Edward Bowlby was a British psychiatrist who developed attachment theory. He was raised primarily by a nanny and experienced the early loss of his mother figure. This fueled his later interest in attachment between caregivers and children. Bowlby believed that the bonds formed in early childhood have a lasting impact. His research found that children develop secure, avoidant, or anxious attachments depending on the responsiveness of their caregiver. Attachment styles influence relationships throughout life.
Cognitive Development of Adolescents
The document discusses the cognitive development of adolescents. It notes that adolescence is a period of growing abstract thought and intellectual interests. Cognitive abilities progress from a focus on the present during early adolescence to a greater capacity for goal-setting and consideration of morality and the future in middle and late adolescence. Jean Piaget's theory of cognitive development identifies the adolescent period as the formal operational stage, characterized by logic, abstract thought, and problem-solving skills. The prefrontal cortex continues developing during this time. While cognitive growth is normal, adolescents may engage in risky experimentation as they navigate this challenging developmental period.
Socio emotional development of infants and toddlers
This document discusses socio-emotional development in young children. It refers to a child's ability to form relationships, regulate emotions, and learn about their environment in a culturally appropriate context. The first three years of life are particularly important for development as attachments form and temperament emerges. Key aspects of socio-emotional development include attachment to caregivers, temperament, and the development of moral understanding. Attachment provides emotional security for infants through responsive caregiving. A child's temperament, or inborn personality traits, also influence their socio-emotional development. Around ages 2 to 3, children begin to self-evaluate and develop a sense of right and wrong.
Piaget’S Cognitive Development Theory
Piaget's theory of cognitive development consists of four stages:
1) Sensorimotor stage (birth to age 2) where children learn through senses and physical interaction.
2) Preoperational stage (ages 2-7) where children develop language and imagination but lack logical reasoning.
3) Concrete operational stage (ages 7-11) where children develop logical thinking skills and understand conservation.
4) Formal operational stage (ages 11 and up) where children develop abstract reasoning and can think hypothetically.
Piaget developed this theory by observing his own children and it focuses on how children construct an understanding of the world through experiences over time.
Attachment Theory
Presentation on Child and Adult Attachment Theory. Also includes result of a small survey done with my friends. Part of the 'Personality and Development' course at IIT Delhi
Social Learning Theory
The social learning theory proposes that people learn from one another via observation, imitation, and modeling. Proposed by Albert Bandura, it argues that observational learning, or modeling, is an important way people acquire behaviors in a social context. For effective modeling to occur, four conditions must be present: attention, retention, reproduction of behaviors, and motivation to imitate. Teachers can promote social learning by modeling appropriate behaviors for students to observe and applying techniques that expose students to diverse models and build self-efficacy.
Early childhood development
Early childhood spans from birth to age 5 and involves remarkable physical, cognitive, socio-emotional, and language development. Key physical milestones include walking, running, and fine motor skills like scribbling and cutting. Cognitively, children progress from sensorimotor thinking to representational thought, such as pretend play and understanding of symbols. Socio-emotionally, children develop self-awareness and understanding of emotions while learning social skills through family and peer interactions. This period lays the groundwork for further development across multiple domains.
Piaget cognitive development theory
- Jean Piaget was a Swiss psychologist who developed a theory of cognitive development. He believed that children construct an understanding of the world through experiences interacting with objects and people.
- Piaget identified four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. In the preoperational stage from ages 2-7, children begin to use language and think symbolically but still struggle with logical reasoning and conservation.
- Key concepts in Piaget's theory include schemas, assimilation, accommodation, and equilibration as children adjust their mental models to maintain equilibrium with new information from their environments.
Piaget's Cognitive Development Theory
Jean Piaget was a Swiss psychologist who studied childhood development and proposed four stages of cognitive development. He studied his own children's intellectual development from infancy and developed theories on how children learn. The four stages are: 1) Sensorimotor stage (birth to age 2) where children learn through senses and motor skills without using symbols; 2) Preoperational stage (ages 2 to 7) where children think intuitively but cannot mentally manipulate information; 3) Concrete operational stage (ages 7 to 11) where logical and systematic manipulation of symbols related to concrete objects occurs; and 4) Formal operational stage (age 11 and up) where abstract reasoning and logical types of thought become possible.
Late+adulthood
This document summarizes physical, cognitive, social, and personality development in late adulthood as well as processes of death and dying. Key points include: physical and cognitive changes that occur with aging, such as declines in brain, heart, and immune system function; memory loss being more common, though not universal; Erikson's theory of integrity versus despair applying to this stage; and reactions to death varying depending on factors like age and beliefs. The document also discusses leading causes of death in older adults and considerations for counseling clients as they age.
Albert bandura and social learning theory
This document provides an overview of Albert Bandura and his social learning theory. Some key points:
- Bandura emphasized the importance of observational learning and modeling behaviors, attitudes, and reactions of others.
- He identified four processes involved in observational learning: attention, retention, motor reproduction, and motivation.
- Bandura's famous Bobo doll experiment demonstrated that children's aggressive behaviors could be learned through observation.
- There are three core concepts of social learning theory: learning through observation, the role of internal mental states, and that learning does not always lead to behavioral changes.
Physical development of infants and toddlerhood
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.
Cognitive development
Cognitive development is the process of acquiring knowledge and learning to solve problems through growth in thinking, reasoning, memory, language, and other mental processes. It occurs in stages from infancy through adolescence. The first stage from birth to 2 years is the sensory motor period where infants learn through reflexes and senses. The next stage from 2 to 7 years is the preoperational period when children use language and symbols but think egocentrically. The third concrete operations stage from 7 to 12 years involves logical and organized thought and concrete problem solving. Formal operations in adolescence involve abstract thinking and scientific reasoning. Cognitive development is influenced by both biological maturation and social/environmental factors.
Chapter 7 Thinking, intelligenc, and Language
This document provides an overview of cognition, intelligence, and language. It discusses key topics like cognition, thinking, concepts, reasoning, intelligence testing, theories of intelligence, and more. The main takeaways are that cognition involves how information is processed and manipulated in the brain, intelligence testing aims to reliably and validly measure intelligence, and there are various theories about the nature of intelligence, such as Sternberg's triarchic theory and Gardner's theory of multiple intelligences.
Erik erikson stages of development
Erik Erikson developed eight stages of psychosocial development that occur throughout the lifespan. Each stage is characterized by a psychosocial crisis that must be resolved. If unresolved, it can negatively impact future development. The stages include: trust vs. mistrust (infancy), autonomy vs. shame and doubt (early childhood), initiative vs. guilt (preschool), industry vs. inferiority (middle childhood), identity vs. role confusion (adolescence), intimacy vs. isolation (young adulthood), generativity vs. stagnation (middle adulthood), and integrity vs. despair (late adulthood). Erikson's theory emphasizes the importance of social relationships at each stage of development.
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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.
Reflexes present in infants
The document discusses various reflexes seen in infants and their significance. It begins by defining a reflex and describing the basic reflex arc involving receptors, afferent nerves, centers, efferent nerves and effectors. Reflexes are then classified based on whether they are inborn or acquired, their neurological pathway, purpose and clinical presentation. Several important reflexes seen in newborns like the moro, rooting and babinski reflexes are explained in detail. The document emphasizes that assessment of infant reflexes helps identify normal development and potential abnormalities.
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The document discusses physical development from infancy through early adolescence. It describes how infants develop motor skills through activities like tummy time and playing. It outlines physical changes in early childhood like losing baby fat and growing 2-3 inches per year. The document then details the significant physical changes that occur during early adolescence for both boys and girls, such as growth spurts, puberty, and developing secondary sex characteristics.
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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.
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Second International Conference on Language, Literature and Community 2015 (LLC 2015) 21-22 February,2015, IndiaThe Cognitive Science of perception
This document discusses the senses and perception. It covers:
1) How perception involves interpreting sensory information to create meaningful experiences.
2) The different sensory modalities like vision, hearing, touch, taste and smell.
3) How vision works through light entering the eye and being processed.
4) Theories on vision from the past.
5) How different cues like size, perspective and motion are used for depth perception.
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Immediate care lamiaa slide share
1) The first 24 hours of life require immediate care of the newborn to establish respiratory function, provide warmth, and ensure safety from injury and infection.
2) Key aspects of immediate newborn care include clearing the airway, maintaining temperature, assessing with the APGAR score, and providing identification.
3) Procedures like drying, positioning, suctioning, cord clamping and eye care help support the newborn's transition to extrauterine life. Vital signs, reflexes and growth are also assessed.
Human Development-Chapter 7-Physical Development of Infants
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.
Respiratory System Ppt
The document summarizes the human respiratory system and process of respiration. It describes:
1) The upper and lower respiratory tract, including their components and functions like warming, filtering and transporting air.
2) The four processes of respiration: breathing, external respiration, internal respiration and cellular respiration.
3) How breathing works through changes in pressure and the roles of diaphragm and intercostal muscles.
4) Gas exchange in the lungs and transport of oxygen and carbon dioxide in blood.
5) Regulation of breathing through neural and chemical controls in the medulla and respiratory centers.
6) Measurement of lung volumes and capacity, and disorders that can affect the respiratory system.
Apgar score
This document scores newborn infants on signs related to appearance, pulse, response to stimuli, activity and muscle tone, and respiration. A score of 0 indicates blue or pale skin color, no pulse or movement, and no respiration. A score of 1 is slightly better with pink skin, a pulse under 100, some movement, and slow irregular breathing. A score of 2 is best with pink skin all over, a pulse over 100, active movement, crying, and good respiration.
Reflexes
This document describes several reflexes that newborn infants possess. It lists the sucking reflex, swallowing reflex, rooting reflex, extrusion reflex, Moro reflex, asymmetric tonic neck reflex, palmar grasp reflex, plantar grasp reflex, Babinski reflex, stepping or dance reflex, doll's eye reflex, Landau reflex, labyrinthine reflex, neck righting reflex, body righting reflex, parachute reflex, and otolith righting reflex. Each reflex is briefly defined by its eliciting stimulus and the infant's physical response. The reflexes demonstrate innate behaviors and help newborns interact with their environment.
Physiology of respiration
The document discusses the physiology of respiration, specifically gas exchange and diffusion through the respiratory membrane. It covers:
1) The steps in respiratory gas exchange - alveolar ventilation, gas exchange in pulmonary capillaries, and delivery of oxygen to tissues and removal of carbon dioxide.
2) Factors that affect the rate of gas diffusion through the respiratory membrane - thickness, surface area, gas diffusion coefficient, and partial pressure difference across the membrane.
3) The concept of partial pressure gradients driving gas exchange between alveolar air and blood, and between systemic blood and tissues. The partial pressures of oxygen and carbon dioxide determine diffusion rates.
Negotiation: Perception, Cognition & Emotion
Siena Heights University graduate class on Negotiation as Process based on text (2011) from Lewicki, Saunders and Barry (McGraw-Hill).
HBO Handout Chapter 4 (Perception, Attribution and Emotions)
BA-MM 201 that's our handout in Human Behavior in Organization subject (from Sir Joey Espiritu). Just download it. thanks!
Respiratory System.ppt
The document discusses the respiratory system and its functions. It describes how the respiratory system performs external respiration through the exchange of gases between the atmosphere and blood. It also details internal respiration, which is the exchange of gases between the blood and cells. The main job of the respiratory system is to get oxygen into the body and remove waste gases. Respiration occurs at the cellular and organism levels. The document outlines the pathways of air through the nose, bronchi and into the alveoli where gas exchange occurs between the air and blood.
Johny's A&P physiology of respiration
The document discusses the process of respiration in four parts:
1. Pulmonary ventilation involves breathing air in and out of the lungs through inhalation and exhalation.
2. External respiration is the exchange of oxygen and carbon dioxide between the alveoli in the lungs and blood in the pulmonary capillaries.
3. Internal respiration is the exchange of gases between blood in the systemic capillaries and tissue cells throughout the body.
4. Respiration is regulated through various pulmonary volumes including tidal volume, vital capacity, functional residual capacity, and total lung capacity.
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Physical development, sensory, perception, cognitive
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COGNITIVE FEATURES OF PERCEPTION VERBS (VIETNAMESE AND ENGLISH)
COGNITIVE FEATURES OF PERCEPTION VERBS (VIETNAMESE AND ENGLISH)
Human Development-Chapter 7-Physical Development of Infants
Human Development-Chapter 7-Physical Development of Infants
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Similar to Human Development :Early physical development
1- What do you see as the most important things that parents can
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 ...
Life span development
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 Weights 0-12 months
Infancy Physical Development Chapter 4 and 5Infan.docx
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.
PerceptualDevelopment.pptx
Newborn babies have functioning senses but they are not as developed as in adults. Their vision is poor, hearing is best developed, and they can distinguish between basic tastes. Infants' senses mature over time - by 6 months vision improves and they can see colors, and by 1 year vision is at adult levels. Motor skills also develop gradually - babies progress from head control to crawling, cruising, and walking between 9-18 months. Perceptual abilities like depth perception emerge between 3-5 months as infants' brains learn to integrate sensory information.
Infancy.ppt. .
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.
Infancy
During infancy, babies undergo significant physical, sensory, and cognitive development. Their brains and bodies rapidly develop and change. Reflexes help with survival as motor skills and senses like vision, hearing and touch improve. Babies learn through classical and operant conditioning as well as observing others. They begin to categorize information and remember events. Language development starts with crying and cooing before advancing to babbling and understanding words. Temperament, attachment styles, and self-concept also emerge during this period of life. Non-parental care can impact development, though its effects are complex.
prof-ed-1.pptx
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.
prenatal, infancy and toddlerhood
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.
Stages of development: Infancy
Infancy spans the period from birth to 1-2 years of age. This stage is characterized by rapid growth and development as infants make numerous adjustments to life outside the womb. Key needs during infancy include love, nutrition, immunizations, and establishing comfortable feeding practices. Potential problems include difficult births leading to brain damage, prematurity, and parental depression. Caregivers must be attentive to needs while addressing issues like jaundice that commonly arise during this sensitive period of development.
Mikmikman
At birth, infants are dependent on adults to meet their needs. Their movements are mainly reflexive, though they can copy gestures. They communicate needs through crying. Physically, a newborn's body is rounded, averaging 3.4 kg and 45-50 cm long, with a large head. Reflexes like Moro and rooting are present at birth and disappear by 6-8 weeks. Sight, hearing, smell, taste and touch are all developing in the first weeks. Intellectually, babies learn through sucking and interacting with faces. They can express pleasure, displeasure, eagerness and anger vocally. Language develops through crying to communicate needs and responding to voices. Socially and emotionally
developmental psychology
Ainsworth in the 1960s. According to this
theory, crying serves an important
communicative function for infants. Crying
signals the caregiver that something is wrong
and elicits a caregiving response. The three
main infant cries are:
This document summarizes the stages of development from zygote to birth. It discusses the key developments that occur each week of gestation such as the heart beginning to beat in week 3 and all major organs being formed by week 8. It also covers the size and appearance of newborns, their sleep cycles, reflexes, and the different types of cries. The document provides a comprehensive overview of the major developmental milestones in utero and for
Rethinking about fetal and Neonatal Psychology
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
Pediatric versus adult assessment
The document provides information about administering assessments to evaluate a child's development and intellectual abilities. It discusses assessments such as the Stanford-Binet Intelligence Scales, Wechsler Intelligence Scales for Children, Goodenough-Harris Drawing Test, and specific subtests in each to measure domains like verbal reasoning, visual-spatial skills, memory, processing speed and IQ. Scoring, reliability, validity and classifications of results are also outlined.
Assignment DetailsOpen DateApr 2, 2018 1205 AM.docx
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 ...
Bee & Boyd, Lifespan Development, Chapter 4
This document discusses physical, sensory, and perceptual development in infancy. It covers several topics:
- Rapid brain development occurs in the first two years, with the cortex being the least developed at birth.
- Reflexes help with survival and indicate neurological development; primitive reflexes should disappear by 6-8 months.
- The five states of sleep and wakefulness stabilize with age, and crying patterns change as infants grow.
- Physical growth is substantial in the first year as infants triple their birth weight and grow 10-12 inches.
- Sensory skills like vision, hearing, and touch develop rapidly in the first months of life.
- Perceptual skills like depth perception, visual scanning of faces
Boyd ppt ch4_f
This document discusses physical, sensory, and perceptual development in infancy. It covers several topics:
- Rapid brain development occurs in the first two years, with the cortex being the least developed at birth.
- Reflexes help with survival and indicate neurological development; primitive reflexes should disappear by 6-8 months.
- The five states of sleep and wakefulness stabilize with age, and crying patterns change as infants grow.
- Physical growth is substantial in the first year as infants triple their birth weight and grow 10-12 inches.
- Sensory skills like vision, hearing, and touch develop rapidly in the first months of life.
- Perceptual skills like depth perception, visual scanning of faces
Chapter 03
1. Infants develop cognitively and physically according to several principles, including from head to tail and from the center of the body outward. Their senses and motor skills emerge according to predictable patterns in the first years.
2. Brain development proceeds rapidly through synaptogenesis, myelination, and synaptic pruning. The brain exhibits plasticity and is shaped by experiences in sensitive periods.
3. Infants progress from reflexes to purposeful motor skills to locomotion and fine motor coordination according to their neurological, physical, and environmental development. Cognition emerges from sensorimotor skills to symbolic thought and language comprehension.
Reflex
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.
Neurodevelopment pota conference attendee handout
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.
Aging mk 2-20-12
The document discusses how the aging process affects humans from infancy to elderly. It describes how vision, hearing, touch, movement, sleep, and brain plasticity develop in infants and change with aging. Key areas of development in infants include rapid brain growth and neural connectivity, while key changes for the elderly are loss of senses, mobility, sleep quality, and neural pruning. However, the brain maintains plasticity throughout life by adapting to changes.
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Infancy Physical Development Chapter 4 and 5Infan.docx
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Human Development :Early physical development
- 1. EARLY PHYSICAL DEVELOPMENT Early Reflexes Molding the Brain : Role of Experiences Early Sensory Capacities
- 3. WHAT IS A REFLEX? Involuntary reaction or respone of our body to a stimulus REFLEX BEHAVIOR
- 4. REFLEX BEHAVIOR - automatic innate response to stimulation. - Control by the lower brain centers that govern involuntary processes sung as breathing and heart rate.
- 5. REFLEXES OBSERVED IN HUMAN INFANTS Primitive reflex - early reflexes, present at birth or soon after. -Related to instinctive needs for survival and protection or may support early connection to the caregiver. Human infants have an estimated 27 major reflexes.
- 6. PRIMITIVE REFLEX These reflexes disappear or are inhibited by the frontal lobes as a child moves through normal child development. Most early reflexes disappear during the first 6 -12 months. Reflexes that continue to serve protection remains. ( blinking, yawning, coughing, sneezing)
- 7. EARLY HUMAN REFLEXES Moro reflex/ startle reflex Stimulation : Baby is dropped or hears loud noise. Baby’s Behavior : Extend arms, legs and fingers, arches back, draw back head. Typical age of appearance : 7th month of gestation Age of Disappearance : 3 months
- 8. EARLY HUMAN REFLEXES Darwinian / grasping reflex Stimulation : Palm of baby’s hand is stroked. Baby’s behavior : Makes strong fist; can be raised to standing position if both hands are closed to a stick. Typical age of appearance : 7th month of gestation Age of Disappearance : 4 months
- 9. EARLY HUMAN REFLEXES Tonic neck reflex Stimulation : Baby is laid down on back. Baby’s Behavior : Turns head on one side, assumes fencer position, extends arm and leg on preferred side, flexes opposite limbs Typical age of appearance : 7th month of gestation Age of Disappearance : 5 months
- 10. EARLY HUMAN REFLEX Babkin Reflex Stimulation : Both of baby’s palms are stroked at once Baby’s Behavior : Mouth opens , eyes close, neck flexes, head tilts forward. Typical age of appearance : birth Age of Disappearance : 3 months
- 11. EARLY HUMAN REFLEX Babinski Reflex Stimulation : Sole of baby’s foot is stroked Baby’s Behavior : Toes fans out; foot twist in Typical age of appearance : Birth Age of Disappearance : 4 months
- 12. EARLY HUMAN REFLEX Rooting Reflex Stimulation : Baby’s cheek or lower lip is stroked with finger or nipple. Baby’s Behavior : Head turns; mouth opens; sucking movement begins Typical age of appearance : birth Age of Disappearance : 9 months
- 13. EARLY HUMAN REFLEX Walking Reflex Stimulation : Baby is held under arms, with barefoot touching the floor. Baby’s Behavior : Makes step like motions that looks like well- coordinated walking Typical age of appearance : 1 month Age of Disappearance : 4 month
- 14. EARLY HUMAN REFLEX Swimming Reflex Stimulation : Baby is put into water face down Baby’s Behavior : Makes well – coordinated swimming movements. Typical age of appearance : 1 month Age of Disappearance : 4 months
- 15. MOLDING THE BRAIN The Role of Experiences
- 16. Up until the 1960s, researchers believed that changes in the brain could only take place during infancy and childhood. By early adulthood, it was believed that the brain's physical structure was permanent. Modern research has demonstrated that the brain continues to create new neural pathways and alter existing ones in order to adapt to new experiences, learn new information and create new memories.
- 17. Brain is continually modified, both positively and negatively by environmental experiences. Plasticity – Modifiability , or molding of the brain through experience. -May be an evolutionary mechanism to enable adaptation to environmental change. -Enables learning. Brain Plasticity / Neuroplasticity
- 18. NEUROPLASTICITY / BRAIN PLASTICITY Neuroplasticity occurs in the brain: 1– At the beginning of life: when the immature brain organizes itself. 2– In case of brain injury: to compensate for lost functions or maximize remaining functions. 3– Through adulthood: whenever something new is learned and memorized
- 19. Early experiences can have lasting effects on the capacity of the CNS to learn and store informations. During formative periods, the brain is especially vulnerable.
- 20. FACTORS THAT CAN THREATEN THE DEVELOPING BRAIN. Exposure to hazardous drugs, environmental toxins Maternal stress Malnutrition Early abuse / sensory impoverishment
- 22. TOUCH AND PAIN Touch is the first sense to develop. Pain perception may emerge by the 3rd trimester of pregnancy. Prolonged or severe pain can do long-term harm to newborns. Pain relief during surgery is essential.
- 23. SMELL AND TASTE o Begin to develop in the womb. o Preference for pleasant odors, seems to be learned in uterus and during first few days of birth. o Odor transmitted from the mother’s breast milk may further contribute to learning.
- 24. Certain taste preference seem to be largely innate. Newborns prefer sweet taste. It helps baby to adapt to life outside the womb. Newborn’s rejection of bitter taste is another survival mechanism, as many bitter substances are toxic.
- 25. HEARING Functional before birth Early recognition of voices and language heard in the womb may lay foundation for the relationship with the mother. Auditory discrimination develops rapidly after birth.
- 26. At 1 month, babies can distinguish sounds as close as ba and pa. Hearing is a key to language development Hearing loss occurs in 1-3 of 1000 live births.
- 27. SIGHT Vision is the least developed sense at birth. Visual perception and the ability to use visual information become more important as infants become more alert and active.
- 28. Eyes of newborn : -retinal structures are incomplete. - optic nerve is underdeveloped. Neonate’s eyes focus from about 1 foot away Their field of peripheral vision is very narrow. - well developed at 3 months
- 29. Ability to follow a moving target also develops rapidly in the 1st months, as does color perception. Visual acuity at birth is approximately 20/400 Reaching 20/20 level by about 8 months.
- 30. Binocular vision usually does not develop until 4-5 months.
- 31. FINISH…. Prepared by: Hazel Panabe BSPT -3