Process of Birth Kinds of Birth Infancy Babyhood Toddler Parental Styles

2. Objectives:
At the end of the lesson the students shall be able to:
Overview the Kinds of birth
Identify the difference between the Infancy, Babyhood and
Toddlerhood.
Practice the understanding through writing a timeline from
Infancy, Babyhood to Toddlerhood.
Elaborate what you have learned through writing a Reflection
paper.

4. Signs of Labor
Rupture of membranes: Your water breaks! Only 1 in
10 woman experience a dramatic gush of amniotic fluid.
This event usually happens at home, often when you are
in bed.
Bloody show: Loss of mucus plug. During pregnancy, a
thick plug of mucus protects the cervical opening from
bacteria entering the uterus. When your cervix begins to
thin and relax, this plug is expelled. Some women think
the plug will look solid like a cork, but it is actually stringy
mucus or discharge.

5. Lightening: You can breathe again! This is an
indication that the baby has dropped, settling deeper into
your pelvis and relieving some of the pressure on your
diaphragm helping you to not be so short of breath. You
may feel increased pressure on your bladder, meaning
more trips to the bathroom.
Nesting: Spurt of energy. For most of your pregnancy
you have probably been fighting the urge to take a nap, so
you should easily recognize this symptom. A day will
come when you will wake up feeling full of energy! You
will be motivated to make lists of things to do, things to
clean, things to buy, etc., and you will feel a sense of
urgency about everything you’ve put off doing.

7. Kinds of BirthKinds of Birth
A.Normal Birth
B. Breech Birth
C. Caesarean Section

8. A. Normal Birth
The process of labor and birth is divided into three
stages:
First stage
Begins when you start having contractions that
cause progressive changes in your cervix and ends
when your cervix is fully dilated. This stage is
divided into two phases:

9. Early labor:Early labor: Your cervix gradually effaces (thins
out) and dilates (opens).
Active labor:Active labor: Your cervix begins to dilate more
rapidly, and contractions are longer, stronger, and
closer together. People often refer to the last part
of active labor as transition.

10. Second stage of labor begins when you're fully
dilated and ends with the birth of your baby. This
is sometimes referred to as the "pushing" stage.
The third stage begins right after the birth of
your baby and ends with the delivery of the
placenta.

13. B. Breech Birth
• the birth of a baby from a breech presentation,
in which the baby exits the pelvis with the
buttocks or feet first as opposed to the normal
head-first presentation.

14. Factors of Breech Birth
• Amount of amniotic fluid –
Particularly if there is not enough amniotic fluid, there is not
enough space for the baby to turn head down.
• Placenta
The position of the placenta may get in the way of a head down
position.
• Big baby / small baby
The bigger the baby, the less room there is for the baby to turn.
Smaller than average babies which usually occur in multiple
births, may also present in a breech position since there is less
room for him/her to move around.

15. C. Caesarean Section
• A caesarean section is the delivery of a baby through a
cut (incision) in the mother's belly and uterus. It is
often called a C-section. In most cases, a woman can
be awake during the birth and be with her newborn
soon afterward.
• If you are pregnant, chances are good that you will be
able to deliver your baby through the birth canal. But
there are cases when a C-section is needed for the
safety of the mother or baby. So even if you plan on a
vaginal birth, it's a good idea to learn about C-section,
in case the unexpected happens.

16. When is a C-section needed?
A C-section may be planned or unplanned. In most cases,
doctors do cesarean sections because of problems that
arise during labor. Reasons you might need an unplanned
C-section include:
•Labor is slow and hard or stops completely.
•The baby shows signs of distress, such as a very fast or
slow heart rate.
•A problem with the placenta or umbilical cord puts the
baby at risk.
•The baby is too big to be delivered vaginally.

17. Another reasons
• The baby is not in a head-down position close to your due date.
• You have a problem such as heart disease that could be made
worse by the stress of labor.
• You have an infection that you could pass to the baby during a
vaginal birth.
• You are carrying more than one baby.
• You had a C-section before, and you have the same problems
this time or your doctor thinks labor might cause your scar to
tear.

20. InFANCY
BABYHOOD
TODDLERhood

21. Infancy
(0-2 Weeks))

22. Infancy
• The shortest of all developmental periods.
• The time of radical adjustments.
• Hazardous period.
• Plateau in development

23. Environment of Adjustment
When the umbilical cord is cut off,
•the child gets nourishment by the reflexes of
sucking and swallowing instead of receiving it
from the mother through umbilical cord.
•the infant must begin to breathe on its own.

24. According to your experience what have you
observe to an infant?

25. PHYSICAL DEVELOPMENT
Babies develop very rapidly during the first three
years of life. They are born with a number of
physical reflexes.
A reflex is an uncontrolled response to a
physical change.

26. ROOTING REFLEX
The baby turns it’s head in the direction of the touch,
enabling it to find the nipple of it’s mother’s breast to
obtain food.
MORO REFLEX
When startled or respond to sudden sounds, a baby
throws out is arms and legs, then pulls them back with
fingers curved.

27. GRASP REFLEX
A baby will grasp an object placed in their palm.
The strength of this grip is strong, and most babies
can support their entire weight in their grip
WALKING REFLEX
When a baby is held with it’s feet touching the
ground it’s legs will make forward movements, as
if walking.

28. Do Infants learn and remember?

29. All of us experience infantile amnesia, the
inability to recall events that happened when we
were young ( Spear, 1979).
Generally, we can remember little or nothing that
has happened to us before the age of about 5
years, and it is extremely rare for a person to recall
many memories before 3 years.

30. COGNITIVE DEVELOPMENT
Looks toward direction of sound
Eyes track slow moving target for brief period
Turns head towards bright colours and lights
Recognizes bottle or breast
Turns head towards sound
Looks at edges, patterns with light/dark
contrast and faces

31. EMOTIONAL
DEVELOPMENT
Specific and identifiable emotional changes cannot be
seen at birth. Anyhow some reactions may be there as
facial expressions of pleasantness and unpleasantness.
These are characterized by the relaxing and tensing of
the body. Whatever may be the stimulus the resultant
emotion is intense and instant.

33. Social Development
Young children and particularly infants tend to focus
on the adults who are close to them and become
bonded to a small group of people early in life - mainly
the people who care for them.
The quality of attachments depends upon the adults.
When attachments are formed, young infants learn that
they can depend on mothers, fathers, caregivers, or
older siblings to make them feel better.

34. Infancy Milestone ( Birth to 3 Months )
Babies spend a lot of time getting to know their own
bodies. They:
•Suck their own fingers
•Observe their hands
•Look at the place on the body that is being touched
•Begin to realize she is a separate person from others and
learn how body parts, like arms and legs, are attached

35. Infants are interested in other people and learn to
recognize primary caregivers. Most infants:
•can be comforted by a familiar adult
•respond positively to touch
•interact best when in an alert state or in an inactive and
attentive state
•smile and show pleasure in response to social stimulation

36. Babyhood
( 2 Weeks - 2 Years)

37. Do you remember anything about yourself
when you were two years old?

38. Babyhood
The true foundation age. At this time, many behaviour
patterns, attitudes and emotional expressions are
established. It is a critical period in setting the pattern
for personal and emotional adjustments.
Ability grows to recognize and respond to people and
objects in the environment. The baby is able to
understand many things and communicate its needs
and wants.
More Independent

39. PHYSICAL DEVELOPMENT
Enjoys crawling, walking around furniture, & standing
Can pick up tiny objects (uses thumb and fingers well)
Very oral – everything goes in mouth
Develops arms and hand control
Enjoys taking off clothes, climbing up onto furniture's
or stairs

40. COGNITIVE DEVELOPMENT
In Infancy, they don’t understand that objects
exist even when hidden from view.
• A thing only exists when they see or feel it
During the second year of life, a child acquires
“object permanence” and start to search for
objects in different places.
They’re more curious and if the new object they
find is better than the previous one, it holds
their attention.

41. INTELLECTUAL
DEVELOPMENT
Uses names of familiar objects and people
Loves to imitate actions of others
Connects words to objects
Looks at books and choose them
May scribble randomly

42. EMOTIONAL DEVELOPMENT
Strong attachment to adults
Fears can be shown especially to things such as
Santa, clowns, fast moving objects and large
dogs
Babies can tantrum when frustrated

43. SOCIAL DEVELOPMENT
Smiles easily and shows enjoyment of people
Demonstrates sign of independence
Beginning of understanding that some
behaviours are acceptable and some are not
Watches people and their activities
Prefers to be with others while playing

44. Babyhood Milestone (3 months – 2 years)
Babies are more likely to initiate social interaction. They
begin to:
• play a peek-a-boo
• pay attention to own name
Babies show a wider emotional range and stronger
preferences for people. Most can
• show displeasure at the loss of a toy
• distinguish friends from strangers

45. As they near age one, imitation and self-regulation gain
importance. Most babies can
• feed themselves finger food
• hold a cup with two hands and drink with assistance
Children become more aware of themselves and their
ability to make things happen. They express a wider range
of emotions and more likely to initiate interaction with
other people.

46. Toddlerhoo
d
(2 yrs. – 3 yrs.)

47. Toddler
Toddlers waiver from being dependent on
caregivers to being an independent person, and
this may cause a variety of challenging
characteristics.
Relatively independent
Explore everything, show a stronger sense of
self and expand their range of self-help skills.

48.  The American Academy of Pediatrics book Caring for Your Baby
and Young Child indicates that toddlerhood begins with the
second year of life, after your child's first birthday: "Your baby
enters her second year and becomes a toddler, crawling
vigorously, starting to walk, even talking a little." And later
includes the ages from 2-3 years old as well saying, "Although
your toddler's growth rate will slow between his second and third
birthdays, nevertheless he will continue his remarkable physical
transformation from a baby to a child." At age 3, this book states
that your child is "no longer a toddler" and is considered a pre-
schooler.

49. PHYSICAL DEVELOPMENT
Can already walk and run with the change of
speed and direction
Can throw and kick balls or other things
Able to balance with a minimal effort
Help to dress or undress him or herself
Is able to use eating utensils

50. COGNITIVE DEVELOPMENT
Uses common items appropriately
Line up and stack blocks
Shows eye hand coordination
Grasp items with pointer finger and thumb
Ask for help when needed
Begins counting and identifying shapes
Begins solving problems

51. EMOTIONAL DEVELOPMENT
Has temper tantrums or shows defiant behavior
Shows fear or is nervous around strangers
Shows affection towards others
Shows concern for others
Understand the idea of “mine” and “no”
Begins to show sign of guilt or remorse

52. SOCIAL DEVELOPMENT
Plays close to and sometimes with other
children
Shows interest in pretend play
Points to show other things
Notice other emotions to others
Usually does not like to share
Excited to see familiar people
Begins to make friends or favour to people

53. Toddlerhood Milestone (2yrs-3yrs)
Children begin to experience themselves as more
powerful, creative “doers”. Children are likely to:
• show awareness of gender identity
• help to dress and undress themselves
• display aggressive feelings and behaviors

54. In your home, how’s your relationship with your
parents?
How does your parents discipline you?

55. Parenting Styles
Authoritarian Parenting
Authoritative Parenting
Permissive Parenting
Uninvolved Parenting

56. Authoritarian Parenting
• The "Authoritarian Parenting Style" is an extremely
strict form of parenting that expects a child to adhere
to rules and regulations set out by the parents with little
or no input or communication from the child.
• This type of parenting style is a harsh, rigid emotional
climate that is low in parental responsiveness (the
nurturing aspect of the child) and high in parental
demandingness (control over the child).

57. Authoritative Parenting
The"Authoritative Parenting Style" is one that communicates in a
warm, accepting, nurturing manner.
Parents maintain firm expectations and restrictions on their
children's behaviour while holding them accountable for their own
actions. With love, understanding and respect for their children,
they provide the important structure needed in the family
environment.

58. Permissive Parenting
• The Permissive Parenting Style (also referred as Indulgent) is an
extremely relaxed approach where parents are generally warm,
nurturing and affectionate. However, they are overly accepting of
their children's behaviour, good or bad.
• Few if any demands, rules or restrictions are placed on children,
and parents attempt to avoid arguments at all cost.
• They often use bribery as a means of controlling their children.
Treats, toys, or gifts are provided as a discipline approach.

59. Uninvolved Parenting
• The Uninvolved Parenting style (often referred to as neglectful
parenting) as the name implies, the parent is totally disengaged
and emotionally uninvolved in their child's life. There is little if
any expression of love and affection.
• Low in parental responsiveness (the nurturing aspect of the
child) and low in parental demandingness (control over the
child).
• Often these parents provide only the basic needs of food and
shelter. Opportunity for sports, recreation and ordinary pleasures
in life are too often non existent.

60. Activity
Form a group, discuss and write a TIMELINE
w/ development traits from
Birth 3 years

62. References
• https://vivienneclark.files.wordpress.com/2011/05/1b-ppt-
infancy-0-2-years-and-reflexes.ppt
• http://www.slideshare.net/yuriannkimNacional/six-aspects-of-
development-during-babyhood
• http://www.slideshare.net/jollytolley/toddler-development-
powerpoint
• http://www.the-positive-parenting-
centre.com/types_of_parenting_styles.html