Chapter 3: Introduction

1. Chapter 3: Introduction Module 1 Birth and the Newborn Infant

2. BIRTH

3. Stages of Labor 63

4. APGAR SCALE 65

5. Initial Encounters True or false: Newborns who do not spend time bonding with their parent or parents immediately after birth will automatically suffer long-term social and emotional consequences. 65

6. Messages from Massage • Physical stimulation after birth • Stimulates production of brain chemicals that instigate growth 65

7. Approaches to Childbirth • Variety of strategies and approaches • No universally accepted single procedure • No conclusive research evidence that one procedure significantly more effective than another 66

8. BIRTH COMPLICATIONS

9. Problems During Labor and Delivery • Preterm infants • Low birth-weight infants • Small-for-gestational-age infants 70

10. Very low birth-weight infants • Most vulnerable; immaturity of their organ systems • Weigh less than 1250 grams (around 2 1/4 pounds) 71

11. What causes preterm and low-birth-weight deliveries? • Half of births unexplained • Difficulties related to mother’s reproductive system • Immaturity of mother’s reproductive system • General health of mother 71

12. Factors Associated with Increased Risk of Low Birth weight • Demographic risk • Medical risks predating pregnancy • Medical risks in current pregnancy • Behavioral and environmental risks • Healthcare risks • Evolving concepts of risks (See Table 1-7) 72

13. Post-mature Babies: Too Late, Too Large • 2 weeks or more overdue • Blood supply from placenta may become insufficient • Blood supply to brain may be decreased, leading to the potential of brain damage • Labor becomes riskier for larger fetus to pass through birth canal 72

14. Cesarean Delivery • Baby is surgically removed from uterus • Occur most frequently when fetal stress appears • More prevalent in older mothers • Related to position in birth canal: breech, transverse 73

15. Mortality and Stillbirth: The Tragedy of Premature Death • Stillbirth • Resources: • March of Dimes • National Stillbirth Society • MISS Foundation

16. Moving From the Heights of Joy to the Depths of Despair Postpartum Depression • Incidence rate • Symptoms and Causes • Consequences

17. When Mothers Are Depressed Depressed mothers • Display little emotion and to act detached and withdrawn Infants • Display fewer positive emotions and withdraw from contact not only with their mothers but with other adults 76

18. THE COMPETENT NEWBORN

19. Neonate, but not novice…completely! • Neonates emerge practiced in many types of physical activities • Reflexes 77

20. Sensory Capabilities: Experiencing the World Seeing • Visual acuity not fully developed but can see to some extent • Attend to visual field highest in information and brightness • Possess some sense of size constancy • Distinguish and show preference for different colors 77

21. Sensory Capabilities: Experiencing the World Hearing • Clearly capable of hearing, but auditory acuity not completely mature • React to and show familiarity with certain kinds of sounds 78

22. What about other senses? • Senses of touch, smell, and taste are not only present at birth, but are reasonably sophisticated. 78

23. Early Learning Capabilities • Infants are capable of learning very early through classical conditioning • Operant conditioning functions from the earliest days of life 78

24. What is habituation? • Decrease in response to stimulus that occurs after repeated presentations of same stimulus • Most primitive form of learning that occurs in every sensory system 79

25. A Quick Review • Classical conditioning • Operant conditioning • Habituation (See Table 1-8 for descriptions and examples) 80

26. Table 1-8

27. Learning Perspective 1- Learning Theory • development results from learning, a long-lasting change in behavior based on experience or adaptation to the environment • Behaviorism: describes observed behavior as a predictable response to experience • React to environment when find it pleasing, painful, or threatening • Associative learning: link is made between two stimuli/sensory events

28. Learning Perspective Classical Conditioning Classical conditioning is a natural form of learning that occurs even without intervention. • Pavlov: taught dog to salivate • A natural response to a stimulus is paired with another stimulus through repeated associations. Learning a new response to an existing response. • Conditioned response is a learned response •  Watson: little Albert

29. Learning Perspective Operant Conditioning- Skinner • Learning that behavior has consequences; operates on environment • Baby cries, someone soothers- will cry to be soothed. •  Reinforce, extinguish, use successive approximations, learning through imitation of others • Tend to repeat response that has desirable consequences and suppress a response that has a negative consequence (punishment)

30. Punishment: process of weakening a behavior, decreasing likelihood of repetition. Suppresses a behavior thought aversive consequence. Withdrawing a positive (not using car) or aversive (jail) Reinforcement can be positive or negative Positive: reward Negative: taking away something the person does not like (aversive event)

31. Extinguish: when no longer reinforce a behavior Behavior modification: behavioral therapy; operant conditioning to instill positive behavior.

32. 2- Social Learning Theory (Social Cognitive)- Bandura • People learn • Development comes from the person • Learn appropriate social behavior mainly by observing and imitating models- Observational Learning • Through feedback, gradually development standards for judging own behavior • Self-Efficacy:confidence that have what it takes to succeed

33. 3- Cognitive Perspective- Piaget At each stage, child’s mind develops in a new way from simple to complex Organization: tendency to create increasingly complex cognitive structures (system of knowledge; ways of thinking that incorporate more and more accurate images of reality Schemas: organized patterns of behavior that a person uses to think about and act in a situation.

34. Adaptation: how children handle new information in light of what they already know Assimilation: taking new information and incorporating it into existing cognitive structures (sucking on sippie cup versus breats) Accommodation: adjusting one’s cognitive structures to fit new information (sipping from cup/glass, changes how uses tongue/mouth)

35. Equilibration: constant striving for a stable balance/equilibrium, dictates shift from assimilation to accommodation

36. After forming a small group, devise a way in which you may use classical conditioning in your social life.

37. Social Competence: Responding to Others • Newborns have capability to imitate others’ behavior • This provides them with important foundation for social interaction later in life 80

38. Form your group again and see which group in class can devise a way in which you can operantly condition your professor!Be creative (smile).

39. When Neonates and New Parents Jive Review the information in Table 1-9 and consider: • The ultimate outcome of the social interactive capabilities of the newborn infant, and the responses such behavior brings about from parents, is to pave the way for future social interactions. 81

40. Review and Apply REVIEW • Newborns’ respiratory and digestive systems begin to function at birth. They have an array of reflexes to help them eat, swallow, find food, and avoid unpleasant stimuli. 81

41. Review and Apply REVIEW • Newborns’ sensory competence includes the ability to distinguish objects in the visual field and to see color differences; the ability to hear and to discern familiar sounds; and sensitivity to touch, odors, and tastes. • The processes of classical conditioning, operant conditioning, and habituation demonstrate infants’ learning capabilities. 81

42. Review and Apply APPLY • Can you think of examples of the use of classical conditioning on adults in everyday life, in such areas as entertainment, advertising, or politics? 81