The document provides a comprehensive overview of physical, cognitive, language, and psychosocial development during infancy and toddlerhood. It details key milestones in growth, motor skills, sensory development, language acquisition, emotional development, and attachment styles, along with the influence of temperament on behavior. Additionally, it touches on Erikson's stages of trust versus mistrust and autonomy versus shame and doubt.

1. Infancy
Infants and Toddlers

2. Physical Growth
 Weight (Average 7.5 lbs)
 Doubles by 4 months
 Triples by 12 months
 Length
 20 inches at birth
 32-36 inches by age 2
 Body proportions

3. The Brain
 Size increase
(25% to 75%)
 Growth of
connectors
 Loss of
connectors
 Myelination
 Variation in
maturation

4. Motor Development
 Newborn reflexes
 Automatic
responses to
stimuli
 Include
sucking,
rooting, palmer
grasp, etc.

5. Motor Development
 Gross motor skills
 Large movements

6. Motor Development
 Fine motor skills
 Precise movements of hand and
fingers
 Eye-hand coordination
 Manipulating small objects
 Take longer to acquire

7. Sensory Development
 Vision-least developed sense at
birth
 Newborn focus 8-16 inches away
 Problems scanning/tracking
 Binocular vision at 14 weeks
 Color vision poor
 Hearing-most developed sense at
birth

8. Nutrition: Ideal Diet
 Breast milk
 Pros of breastfeeding
 When to avoid breastfeeding
 Wetnursing Today?
 Find out more at http://www.prolacta.com/

9. Malnutrition
 In developing
countries:
 Infantile
marasmus
 Kwashiorkor
 In United States:
 Milk-anemia
Photo Courtesy CDC

10. Cognitive Development
Language and Thought

11. Jean Piaget
SENSORIMOTOR
INTELLIGENCE

12. Substages
Of Sensorimotor Intelligence

13. Stage One
 Birth to 1 month
 Reflexive actions
 Few schema

14. Stage Two
 1-4 months
 1st adaptations to the environment
 More schema

15. Stage Three
 4-8 months
 Repeating actions
 Starts to realize that he or she can
have an impact on the world

16. Stage Four
 8-12 months
 New adaptations and anticipation
 Look forward to upcoming events
 Object permanence achieved
 Was Piaget wrong?

17. Stage Five
 12-18 months
 Experimentation of little scientists
 Discovering features such as
gravity, simple cause and effect
 Trial and error learning

18. Stage Six
 18-24 months
 Mental combinations
 Child begins to “think” in order to
solve problems
 Less reliance on trial and error
learning
 Deferred imitation

19. Steps in Language Development
COMMUNICATION

20. Newborn Communication
 No language, but effective communication
 Use cries
 Facial expressions
 Body posture

21. 2-5 Months
 Cooing begins
 Squealing
 Laughing
 Taking turns in communication
 Deaf babies also vocalize
 Pointing and gesturing at 5 months

22. 6 Months
 Babbling
 Make the sounds required for any
language
 Gradually, will only continue making
sounds that are part of one’s own
language (at 1 year)
 Deaf babies babble with rudiments of
signs if used

23. 10 Months
Understanding comes before
speaking

24. 12-13 Months
 First spoken words
 Holophrasic speech
 Underextension
 Overextension
 Vocabulary of about 50 words
 Deaf babies vocalizations disappear by
age 2

25. 18-24 Months
 Vocabulary growth spurt at 18 months
 Two word sentences at 21 months
 3-5 word telegraphic (or “text
message”) speech at 24 months

26. Helping Children Learn to
Speak
Why baby talk?
(child-directed speech)

27. Theories of Language
Development
 Infants teach themselves (Chomsky’s
L.A.D.)
 (but must be in person)
 Infants are taught (Skinner)
 Infants learn in order to communicate
(Social-pragmatics)
 For all 3 reasons

28. Psychosocial Development
in Infancy
A Look At Early Social
Relationships and Emotions

29. Emotions
 Attraction and withdrawal
 Social smiling (2 months)
 Laughter (3-5 months)
 Fear, sadness, anger (6-8 months)
 Jealousy? (6 months)
 Stranger wariness, separation anxiety

30. Emotions
 Self-Awareness (15 months)
 The Rouge Test
 Guilt
 Shame
 Embarrassment

31. Early Relationships
ATTACHMENT STYLES

32. Secure Attachments
 Child receives care, concern and
affection
 Leads to a sense of trust and curiosity
 Signaled by separation anxiety and
stranger wariness

33. Insecure-Resistant
 Needs not consistently met
 Insecurity and fear of being alone
 Fussy, clingy, hard to satisfy

34. Insecure-Avoidant
 No attachment; needs not met
 Child does not seek comfort from
caregiver
 Child is neither curious nor clingy

35. Disorganized
 Neither plays nor responds
 Actions of mother
 Cry, freeze, hit, retreat, etc.

36. Attachment Styles
Also vary by culture: Germany
(insecure-avoidant); Japan
(insecure-resistant)

37. Temperament
 Inborn behavioral tendencies
 A way of relating to people, places and things
 Not due to parenting
 Shaped into personality

38. New York Longitudinal Study
 Activity
 Rhythmicity
 Approach/Withdrawal
 Adaptability

39. New York Longitudinal Study
 Intensity
 Mood
 Persistence and attention span
 Distractibility
 Sensory threshold

40. Temperament Types
 Easy or flexible (40% of those
categorized)
 Difficult, active, or feisty (10%)
 Slow to warm up/cautious (15%)
 35 percent are a combination
 Goodness of fit

41. Trust Vs Mistrust
 Problems in developing trust
 Parents who don’t show affection
toward child
 Tension, irritability in the household
(Stress and neurological development)

42. Erikson’s Trust Vs Mistrust
 Requirements for developing trust
 Regular, adequate care
 Sufficient sucking
 Cuddling and physical contact
 Overall message that they are loved

43. Erikson’s Autonomy Vs Shame
and Doubt
 Found in 1-2 year old children
 Toddlers want independence or
autonomy
 Should be allowed to be independent
within safe limits
 Pride requires self-evaluation