Infant Unit

1. Infant Unit Child Growth and Development

2. Infant Unit – Focus LessonReminder – You don’t have to do anything during the focus lesson. Sit, Listen actively, FOCUS. • 1. Skill – Identifying how infants grow. • 2. Purpose – If you know how infants grow, you can assist in fostering their development. Plus, you will know what’s “normal” or “not normal” amongst infant development. • 3. When to use – You will use information when working with infants in your career or home life. • 4. Prior knowledge – Basic knowledge of newborn infants from the previous chapter. Basic knowledge of how humans grow and develop. • 5. How it will be completed – We will go through how infants physically develop as a class, through powerpoint and videos. You will work individually and with partners to answer questions and complete activities reinforcing information on how infant development. You will continue work on your baby book to showcase your knowledge of infant development through your own “baby.” • 6. Avoid – Be careful not to listen believe everything people tell you about infants and how they develop. This information, though not perfect, comes from facts. Regardless, you will never be able to predict everything that can and will happen with newborns. This is unit will give you a good knowledge base. • 7. After completion - You will be able to identify and explain how infants develop. These skills can be used in fostering real infants development.

3. Physical Development of the Infant

4. Skeletal Growth • Skeletal System- made up of teeth and bones

5. Skeletal Growth • Length • Increase in length during the first year • 1.5 times their birth length (if they are 20 in when they are born, they will be around 30 in by 1 year) • Boys are usually ¾ inch longer than girls by age 1

6. Skeletal Growth • Weight • Fat tissue increases around 9 months • Babies appear “chubby” • Boys vs. Girls • Boys are around 1½lbs heavier by age one • Why? • Boys naturally have more muscle. Girls naturally have more fat. Muscle weighs more than fat.

7. Skeletal Growth

8. Skeletal Growth • Think – Pair – Share • How does growth in the first three months of life compare to the last three months of the first year? • How does growth in the first year compare to growth later in life? • What can be done to foster growth?

9. Infant Growth Chart

10. Skeletal Growth • Failure to thrive- a condition in which a child fails to grow at a healthy rate • Why? • Diseases preventing nutrient absorption • Lack of food • Infrequent/short feedings • Abused or neglected

11. Skeletal Growth • Body proportions • Head is ¼ of total length • Head larger than chest • Large head causes center of gravity to be high on a baby’s body. • This is why babies can’t hold their head up or walk at first.

12. Skeletal Growth • Infant skeleton is mainly made up of cartilage • Cartilage is bendable so baby’s bones won’t break • Cartilage is not sturdy – impossible to sit or stand until cartilage strengthens into bones • Bones can become misshapen if baby is left in one position for long periods of time • Do “tummy time” to encourage baby to begin rolling over, reaching, and crawling

13. Skeletal Growth • Changes that occur in baby’s bone during the first year • Length increases • Ossification begins (minerals, calcium, and phosphorus begin being deposited into bones) • Number of bones changes • Bones in hands separate into many bones • Skull becomes one large bone

14. Skeletal Growth • Deciduous teeth appear (nonpermanent) • Timing varies greatly, but most babies begin “teething” or “cutting teeth” between 6 and 12 months.

15. Motor Development • Motor development is the use and control of muscles that direct body movements • Gross-motor skills use large muscles • trunk, arms, legs • Fine-motor skills use small muscles • hands, fingers

16. Motor Development • Patterns of motor development • Slow movements because babies must think about moving to move • Reactions develop from general to specific • Development occurs from: • Head-to-foot • Center-to-extremities

17. Head-to-Foot Development - About 7 months - Between 6 and 8 months - Between 12 and 14 months

18. Center-to-Extremities/Near to Far Development

19. Center-to-Extremities • Control of arms, hands, fingers develop in stages • Birth - Palmar reflex • 2 months - begin to swipe at objects in an attempt to grasp them • 4 months- grasping reflex is replaced by voluntary grasping • well developed between five to six months • 8-9 months- pincer grasp is developed

20. Get your baby exercising! • http://www.msnbc.msn.com/id/35880077/ns/health-childrens_health/t/babies-are-born-boogie-study-shows/

21. Intellectual Development of the Infant

22. Intellectual Development • What is it? • How people learn, what they learn, and how they express what they know through language. • Stimuli – changes in the environment that affect sensory organs causing a person to react

23. Intellectual Development • What types of things stimulate babies?

24. Brain Development Supports Learning • Motor center • wiring begins at about two months • development is a multi-year process • learning of voluntary gross-motor movements begins • wiring for fine-motor movements begins at two or three months

25. Brain Development Supports Learning • Vision center • very active in early infancy • see objects at many distances very clearly by two or three months • binocular vision- type of vision that involves fusing an image so it appears as one image using both eyes. • approximately three months • window of opportunity is brief • activity in vision center peaks at eight months

26. Brain Development Supports Learning • Binocular vision is necessary for recognizing how far away an object is

27. Brain Development Supports Learning • Thinking and memory centers • infants make sense of what is happening and then attempt to make something happen themselves

28. Brain Development Supports Learning • research suggests activity begins at six months • wiring continues for about 10 years • need a rich environment for optimal development

29. What do you think? • Brain development research has provided information suggesting a rich environment is needed to stimulate thinking and memory centers of babies’ brains. • What are some examples of a rich environment for babies?

30. Create Your Own Ideal Environment • Create an environment for babies, including toys that would stimulate all of their senses, that would be most likely to enrich them intellectually. • This can be produced by creating a picture or a 300 word response.

31. Perception • Perceptioninvolves organizing information that comes through the senses • how things are alike and different in size, color, shape, texture • speed of organization • reaction to different sensory experiences • Perceptual learning is the process of developing mental images

32. Cognition • Cognition is the act or process of knowing or understanding • Piecing together perceptions • Theoretical foundation • Jean Piaget • Lev Vygotsky

33. Piaget’s Stages of Cognitive Development • Who is Piaget? • A psychologist from Switzerland who created a theory of how children learn • 4 Stages of Cognitive Development • Stage 1 - Sensorimotor stage begins at birth, most children complete it in two years • work through four substages in first year • substages 1 and 2 involve baby’s own body • substages 3 and 4 involve people and objects • Basis for future mental development

34. Piaget’s Stages of Cognitive Development

35. Substages of Sensorimotor Stage • Substage 1: Practicing Reflexes (Birth to 1 month) • Find stimulation through inborn reflexes, such as sucking or looking. • Practice these reflexes making them strong and more efficient. • Substage 2: Primary circular reactions (1-4 months) • Use voluntary actions that came from reflexes, such as sucking at will. • Adapt these basic actions, such as sucking with more force for nourishment and with less force for pleasure (pacifier or hand) • Reflexes Video Clip

36. Substages of Sensorimotor Stage • Substage3: Secondary circular reactions (3-8 months) • notice responses to actions • practice action/response sequences • begin imitating actions of others – Play baby YouTube videos • Substage 4: Coordination of secondary circular reactions (8-12 months) • Begin to have goals, such as wanting a toy. • Problem-solve by combining two or more actions, such as crawling toward a toy and then grasping it. • Use a few tools to attain goals, such as using an object’s string to pull it within reach. **There are 2 more substages of the Sensorimotor Stage (Substage 5 and 6), but they are in the toddler stage

37. Vygotsky’s Basic Theory • Child’s culture and his or her social environment determine how a child will think • Children learn by imitating and/or working on projects with an adult or more accomplished peer • scaffolding

38. Vygotsky’s Basic Theory • Adults must work in a child’s zone of proximal development (ZPD) • shows respect for what the child is learning and for child’s interests • following the child’s lead • Adults must find the child’s ZPD • children can be challenged, without feeling overwhelmed • finding the match

39. Quality Child Care • http://www.bing.com/videos/watch/video/early-childhood-neglect-has-negative-impact-on-kids/6elgvrf?cpkey=6ace1a35-865a-48c6-82bd-6c189c1ff2e9%7C%7C%7C%7C

40. What Infants Learn • Concepts change from • simple to complex • Ex: Knowing the word chair – Knowing there are different types of chairs • concrete to abstract • Ex: Understanding messages from books – Being able to apply them in other places (Green Eggs and Ham) • incorrect to correct • All men are “Daddy” – I only have one “Daddy”

41. What Infants Learn • Concepts are different for each person • During the first year, infants form many concepts • Concepts help infants make sense of their lives

42. Perceptual Concepts • Object constancy – knowing that objects remain the same even if they appear different • begins during the first year • not fully developed until the second or third year

43. Perceptual Concepts • Object concept- the understanding that objects, people and events are separate from one’s interactions with them • Object concept has 2 parts: • Object identity- knowing that objects stay the same from one time to the next • Object permanence- knowing the people, objects, and places still exist even when they are no longer seen, felt, or heard • begins to develop as early as a month or two of age

44. Perceptual Concepts • Depth perception is the ability to tell how far away something is • Requires the development of binocular vision • Needed for safety purposes • http://www.youtube.com/watch?v=tn_Lfbuq7Xw • Rather well developed by seven to nine months of age

45. YouTube clips • http://www.youtube.com/watch?v=gyVLD0hl0XY&feature=BFa&list=PL56E91B97E7F41CA5&lf=results_main

46. How Babies Communicate • Dunstan Baby Language • http://www.youtube.com/watch?v=7WB0107rZXA&feature=related

47. Dunstan Baby Language • Oprah - http://www.youtube.com/watch?v=PgkZf6jVdVg • Neh – hungry • Owh – tired • Eh – burp me • Eairh - gas • Heh – uncomfortable

48. Social-Emotional Development of the Infant

49. Social-Emotional Development of the Infant • 3 main parts • Disposition • Emotions • Temperament • These things will shape and form a person’s personality.

50. Social-Emotional Development of the Infant • Disposition – general mood of a person • 3 parts of disposition • Mood – Are you cheerful or moody? • Interactions – How do you interact with others? • How you show feelings through emotions – How do you show someone that you love them? How do you show anger?