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Chapter 5

Chapter 5. The newborn. NEWBORN PHYSICAL CHARACTERISTICS. Very small, 5lb + Puffy facial features Head molding Fontanelles Vernix caseosa Head is disproportionately big – ¼ of length Helpless appearance prompts adult nurturing. NEWBORN GROWTH PATTERN.

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Chapter 5

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  1. Chapter 5 The newborn

  2. NEWBORN PHYSICAL CHARACTERISTICS • Very small, 5lb + • Puffy facial features • Head molding • Fontanelles • Vernix caseosa • Head is disproportionately big – ¼ of length • Helpless appearance prompts adult nurturing

  3. NEWBORN GROWTH PATTERN Development proceeds according to growth gradients: Cephalocaudal – from head down heads and brains grow faster than legs and feet Proximodistal – from center of the body out trunks and internal organs grow most rapidly limbs, hands, and feet are last to develop

  4. SLEEPING Neonates sleep 16-20 hours out of 24 ∙ in short naps of 2-4 hours ∙ escape from stimulation ∙ stress (cortisol levels) reduced during sleep As they grow, babies sleep longer and stay awake longer ∙ usually sleep through night by 6-7 months ∙ much individual variation in sleep patterns More sleep time = more REM sleep possible explanation: autostimulation theory

  5. VARIATIONS IN SLEEP PATTERNS Genetic differences in biological clocks are related to: ∙ birth weight ∙ frequency and type of parent-child interaction ∙ mother’s age Cultural differences in sleeping practices if they sleep w/adults, as in many cultures, babies may sleep more soundly, longer

  6. PSYCHOLOGICAL STATES Levels of arousal and alertness: Sleep – eyes closed; not easily aroused Regular (still and quiet) REM (body and eyes may move) Drowsiness – between wake and sleep Alert – quiet and attentive to environment Awake and active – flail limbs, move head Crying –make loud, distressed sounds Movement from level to level varies widely

  7. ALERT AND CALM AWAKE STATES Most critical states for development ∙ exploring the world . exercising senses and motor abilities Long periods of upset/crying interfere with normal time for development ∙ meet infants’ needs promptly ∙ soothe and help them learn to self-soothe

  8. CULTURAL DIFFERENCES IN ALERT AND AWAKE STATES REMEMBER: INDIVIDUAL DIFFERENCES

  9. CRYING • Universal way of communicating needs • Adults in all cultures are agitated by crying How important is it to respond right away to babies’ cries?

  10. Myths: - babies get spoiled if parent responds right away - babies need to cry Research Early responsive parenting results in: - babies who cried less in 2nd 6 months - babies who cried less and communicated more effectively at age 1 Responsiveness to some kinds of crying is more important than to others (fussiness) Varied responses, some of which may be just social: TALKING, PLAYING, GETTING CLOSE These works as well as feeding or snuggling

  11. CULTURAL DIFFERENCES IN PATTERNS OF RESPONSIVENESS Hypotheses to explain why in some cultures quick responding didn’t result in less crying: ‘Quick responding’ may not mean the same thing to people in all cultures Excessive crying may not be viewed as bad in all cultures Swaddling and constant carrying related to very little crying at all Asian, South American, Native American

  12. BREASTFEEDING Research-supported advantages to babies: Major health benefits: lower rate of respiratory infections,asthma, tooth decay, leukemia, obesity Reduced risk of infant mortality Longer time of breastfeeding is linked to: 6 months + = higher scores on intellectual, verbal, and motor ability in infancy, childhood, and adulthood

  13. WHO BREASTFEEDS? Everyone until industrialization in 20th century made bottle feeding possible became a symbol of modernization Most babies in the world are breastfed Most prevalent in less-developed countries Most common among middle-class Euro-Americans than lower SES African American or Latino Most important for babies in underdeveloped countries

  14. REFLEXES Definition: universal involuntary movements biologically built into all babies’ nervous systems Usefulness: ∙ survival ∙ diagnostic tool (in cases of brain damage, prematurity, low SES) ∙ some promote bonding (grasping, rooting) Examples: Grasping – lessens by 4 mos.; develops into fine (small) motor abilities Moro – startle reflex with arms; disappears by 4-6 mos. Rooting – turning head with open mouth to stroking of cheek; develops into purposeful eating movements Sucking – when lips touched; becomes refined with growth Walking (stepping) – steps when foot touches surface; disappears at 3 mos.

  15. EXPLORATION Definition: Active and thoughtful study of the world Researchers know that infants: Explore their world with all their senses Recognize and distinguish sights and sounds Get bored with familiar sights and sounds Habituation allows researchers to study infants’ exploration behaviors

  16. HABITUATION Definition: When newborn babies study an object or a sound for a period of time, they appear to become familiar with it, finding it less interesting and exciting Behaviors that indicate habituation: ∙ looking away at something else ∙ showing less excitement in body movements Habituation is a sign that infants are learning about things in their world.

  17. HABITUATION IN RESEARCH How researchers measure infant learning: Rapid sucking = interest in something Slow sucking = habituation (lack of interest) Speed of habituation differs culturally: Chinese American/Japanese American/Navajo > Euro-American African American and Euro-American >Puerto Rican Adults need to adjust introducing new stimuli according to what each infant needs.

  18. BABIES WITH SPECIAL NEEDS Some babies are born with conditions that require special attention so that they can develop normally. Causes of these challenges to development can be either: • genetic • environmental influences during pregnancy:

  19. GENETIC DISORDERS Some can be detected before birth by: amniocentesis = by 12th week chorionic villus biopsy= by 9th week Examples include: Down syndrome Tay-Sachs disease Cyctic fibrosis

  20. GENETIC DISORDERS After birth, a neonatal assessment can diagnose other problems: Neonatal Behavioral Assessment Scale (NBAS) measures babies’ inborn behaviors: - reflexes - states of consciousness - responses to stimuli - soothability

  21. ENVIRONMENTAL RISK FACTORS teratogens = harmful agents from outside that affect the baby before birth (ex.thalidomide, chemical weapons, drugs, tobacco, alcohol) fetal alcohol syndrome brain damage birth defects irritability and inability to be soothed delays in motor functioning less responsiveness to stimuli

  22. Prematurity and low birth weight Prematurity = < 5.5 pounds birth before 36 weeks Extremely vulnerable High mortality rate Immature reflexes Can result in parents being less responsive ↑ for low SES, particularly: teenage mothers underrepresented groups

  23. NEWBORN HEALTH PROBLEMS Illness more common among low SES and some underrepresented groups Exs: bacterial meningitis cystic fibrosis sickle-cell anemia Anemia chronic iron deficiency anemia is fairly common especially among African Americans and Latinos

  24. SUDDEN INFANT DEATH SYNDROME(SIDS) Leading cause of death for infants under 1 1:360 Causes are unknown May cover many different causes At greatest risk: - sleeping on stomach -smoking, cocaine, heroine - poverty - African American and Native American

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