prenatal development 1. conception for dummies … vmdgh4v4 vmdgh4v4 2

Prenatal Development

Conception for Dummies …

• https://www.youtube.com/watch?v=BFrVmDgh4v4

Child Care Today, Chapter 14: Nurturing Infant Development

Chapter 14: Nurturing Infant Development

As with all life stages, the rate of prenatal development varies slightly from one person to another.

•The foundation for lifelong development starts at conception.

•The most rapid period of human physical development occurs in the womb.

•Proper prenatal care is essential.

Factors that contribute to prenatal development:

•mother’s nutrition, age, mental health, level of exercise, amount of sleep, intake of vitamins and minerals

•mother’s use of tobacco, alcohol, and other drugs

•genetic or inherited conditions

Prenatal development includes three distinct stages:

• Month 1: the zygote stage (2 weeks)

• Month 2: the embryo stage (6 weeks)

• Month 3 through birth: the fetus stage (32 weeks)

Trimesters

• 1st Trimester: Weeks 1 – 12• 2nd Trimester: Weeks 13 – 27• 3rd Trimester: Weeks 28 – 40

Month 1

• Zygote/Germinal Stage (Weeks 1 – 2 )• Formation of the Umbilical Cord• Size of Pinhead at 2 weeks• Start of Embryonic Stage (Weeks 3 – 8) • Internal organs and circulatory system begin

to form.• Tubular heart begins to beat at 28 days• “Limb Buds” start to form

Month 2

• Embryo Stage (weeks 3 – 8)

• About ¼ inch long at beginning of month

• Face, eyes, ears, and limbs take shape

• Cartilage is replaced by bones

Month 3

• Fetal Stage (weeks 9-40)

• About 1 inch long

• Nostrils, mouth, lips, teeth buds, and eyelids form,

• Fingers and toes are almost complete

• All organs are present, but immature

• 2 ½ - 3 inches at end of month

Month 4

• Fetal Stage

• About 3-4 inches long, 1 ounce

• Can suck thumb, swallow, hiccup Facial features become clearer

• Lanugo is forming

• Can identify the gender around week 16

• Mother will feel movements: quickening

Month 5

• Fetal Stage

• About 6 ½ - 7 inches, 4-5 ounces

• Hair, eyelashes, and eyebrows appear

• Teeth continue to develop

• Organs mature

Month 6

• About 8-10 inches, 8-12 ounces

• Fat deposits are under skin, fetus appears wrinkled

• Breathing movements begin

Month 7

• About 10-12 inches long, 1 ½ - 2 pounds

• Period of activity, followed by rest

• Age of Viability reached at 28 weeks

Month 8

• About 14-16 inches long, 2 ½ - 3 pounds

• Weight gain, rapidly

• May react to loud noises

• Fetus should shift in preparation for birth

Month 9

• About 17-18 inches, 5-6 pounds

• Weight gain until the week of birth

• Skin becomes smooth

• Running out of room! (less movement)

• Acquires disease-fighting antibodies

• Descends into pelvis

• Stop Here!

Early Brain Development

• The foundation for all future development is formed during the first year of life.

• Learning pathways are created in the brain when caregivers respond to infants appropriately.

• Infant brains are responsive to positive experiences and vulnerable to negative experiences.

Physical Development

• Very young infants sleep up to 17 hours a day and need frequent feedings to provide the energy needed for rapid growth.

• The average newborn weighs 6–10 pounds and is around 20 inches long.

• Fontanels allow for the growth of the brain. These open spaces in the skull are usually closed by 18 months of age.

reflex

Instinctive, involuntary bodily reaction to a stimulus such as a noise or a touch.

Putting something in an infant’s mouth triggers her sucking reflex and allows her to feed.

Infants are born with these reflexes:

• Moro or “startle” reflex

• Rooting reflex

• Sucking reflex

• Grasping reflex

• Babinski reflex

• Movement reflexes

• Infants are born with all five senses.

• Vision is not clear at birth but improves within weeks.

• Infants can sense differences in taste, smell, and texture.

Sensory Development

sequence

Order of events.

Although every individual develops at his or her own rate, the stages of development follow a predictable sequence for everyone.

perceptual motor skills

Skills that require the coordination of vision, intellect, and movement.

Climbing up a step is a perceptual motor skill because the child must see the step, judge the height, and lift his hands and knees.

eye-hand coordination

The ability to move the hands and fingers precisely in relation to what is seen.

Caregivers can influence eye-hand coordination by using toys and activities to encourage infants to move, to reach, and to grasp.

• Infants are completely dependent on others.

• Physical strength and movement improve quickly.

• Muscular development follows a predictable sequence.

• Physical and intellectual development leads to perceptual motor skills.

• Infants begin to develop eye-hand coordination around three or four months of age.

Motor Development

sensorimotor period

The period from birth to age two years during which infants develop their intellect.

During the sensorimotor period, infants and young toddlers learn by using their senses and motor abilities to gain information about the world.

Intellectual Development

object permanence

The understanding that an object continues to exist even when out of sight.

After object permanence develops, a child will deliberately remove a blanket to uncover a toy he knows is hidden beneath it.

• During the sensorimotor period from birth to age two years, children learn through sight, touch, taste, smell, and sound.

• Around nine months, most children acquire object permanence.

• As intellect increases, children begin to analyze, to make associations, and to form predictions.

vocalizations

Sounds that imitate adult language.

When adults respond to vocalizations, infants begin to learn that their wants and needs can be expressed through language.

• Children understand language long before they can speak well.

• Children make vocalizations before they speak understandable language.

Language Development

Emotional Development

• Infants experience fear, discomfort, and happiness.

• As they develop, children experience excitement, joy, frustration, and anger.

• Language skills make emotions easier to identify and to manage.

attachment behavior

When an infant shows signs of pleasure when a preferred person appears and signs of distress when that person leaves.

Attachment behavior, such as smiling and babbling with delight, is a sign that bonding has occurred.

• Bonding is forming a strong attachment to, and preference for, a specific person.

• Children develop a sense of trust or mistrust based on the quality of early experiences with care providers.

• A sign that bonding has occurred is attachment behavior.

Bonding and Attachment

Influences on personality include

•inherited traits.

•environment.

•reactions from care providers.

•interactions with people.

•temperament.

Personality Development

egocentric

Seeing everything only from one’s own point of view.

Because infants are egocentric, it is impossible for them to understand how anyone else thinks or feels.

Social Development

process

Series of changes.

Emotional development is linked to the process of growing beyond egocentrism.

Social Development

stranger anxiety

An infant’s fear of unfamiliar people.

To help reduce stranger anxiety, parents should avoid placing an infant in a new child care center between 8 and 15 months.

Social Development

• Children are egocentric during the first year of life.

• When infants learn to trust caregivers, they learn to value social relationships.

• Stranger anxiety is common in children who are developing object permanence.

Managing Infant Programs

• There is a great demand for high-quality infant care services.

• Parents may want to compare their options for child care.

• Excelling at the basics of infant care could put a program at the top of a parent’s list of options.

Infant Care Basics

• Sleep is essential for an infant’s growth, development, and brain function.

• Caregivers may have to adjust an infant’s daily sleep routine to help support the family changes.

• An infant’s safety must be monitored even while sleeping.

Helping Infants Rest

How Much Do Babies Sleep?Age Hours of Sleep

(Approximate)

Description

Newborn 16takes 4 or 5 naps a day, each about 3 to 4 hours

3 months 14 to 15total amount of sleep decreases but takes longer; four-to-five-hour-long naps; longer sleeping periods at night

4 months 12 to 14takes a midmorning and a late afternoon napsleeps at night

6 months 12 to 14sleeps about six hours at night; takes two long naps in the day

1 year 12 hourssleeps about nine to ten hours at night; may take one or two naps during the day

Child Care Today, Chapter 14: Nurturing Infant Development 42

Infant Care Basics

• Change soiled diapers promptly for health, cleanliness, and comfort.

• Use diapering time to name baby’s body parts, to sing songs, or to tell nursery rhymes.

• Follow established guidelines for safe and sanitary diapering.

Diapering Infants

Infant Care Basics

• Most babies under the age of six months eat only breast milk or formula.

• Record foods and quantities eaten at each feeding for parents’ review.

• Never warm a bottle in a microwave, and always test the temperature before feeding.

• A predictable feeding routine helps build trust and attachment between caregiver and baby.

Feeding Infants

Staff Responsibilities

Infant caregivers must

• be warm, gentle, and responsive to development.

• relate to and understand infants’ needs and feelings.

• understand each child’s unique temperament.

• respect each family’s cultural beliefs and traditions.

• Praise each new accomplishment of an infant with enthusiasm.

• Look for delays in development that may need extra attention.

• Avoid presenting too many new activities to infants all at once.

Attention to Emerging Skills

• Prompt response to an infant’s cry reinforces feelings of trust.

• When an infant cries, assess whether a basic need must be met.

• With experience, caregivers learn to recognize the cries of infants.

• Never shake infants to get their attention or to attempt to control them.

Interpret Infant Cues

• Careful observation and recording of behavior is necessary for monitoring children’s well-being and development.

• Observing and recording early behaviors may uncover developmental issues.

Observing and Recording Behavior

Management Responsibilities

• Detailed records must be maintained daily.

• Activities planned for and conducted with children must be recorded.

• Child care professionals must also manage classroom resources.

• Directors must ensure that infant care staff have the appropriate materials for a sanitary infant environment.

staff turnover

The rate at which employees leave their jobs, creating the need for hiring new employees.

When staff turnover is high, infants do not have a chance to bond with one caregiver.

Program Components

on demand

According to each child’s individual needs.

Because each infant requires food, sleep, diapering, and play activities at different times, routines should be conducted on demand.

Program Components

• To ensure that infants have sufficient adult care, infant care programs must follow rules established by state licensing laws.

• To promote bonding and attachment, each child is often assigned one primary caregiver.

• Infants need familiar and predictable care.

• Child care professionals must be alert for each infant’s signals and give proper care.

caregiver report form

A form used to organize and record the routine care provided each day.

A copy of the daily caregiver report form can be shared with parents to give them important information about their child’s day.

Program Components

parent or guardian report form

A form that details the infant’s activities and behavior before arrival at the center.

Parents may fill out a parent or guardian report form each morning to describe their infant’s mood, sleep, feedings, or any medications taken the previous evening or that morning.

Program Components

• Regular contact with parents can provide stability between the home and care center.

• Staff and parents should speak daily to discuss the infant’s overall health and well-being.

• Use daily caregiver report forms and parent or guardian report forms to share information.

Staff and Parent Communication

Nurturing Development

• Quality infant programs address children’s changing developmental needs.

• Child care professionals have a responsibility to nurture each child’s physical, intellectual, emotional, and social development.

• New abilities are signs of good health.

• When growth and development are delayed, refer the family to special services.

Nurturing Physical Development

• Plan an environment that allows infants to develop coordination and perceptual motor skills at their own rates.

• Adjust physical development strategies for children who have special needs.

Nurturing Intellectual Development

• Verbal and nonverbal interactions with caregivers help infants understand their world.

• Work with parents to nurture an infant’s intellectual development.

• Adjust intellectual development strategies for children who have special needs.

• Infants’ first language skill is babbling, later used to form words.

• Babies learn cause and effect and object permanence.

• Caregivers need to understand bilingual language development.

Emerging Development

• Infants learn by using their senses.

• Caregivers can provide interesting objects to look at, to touch, to taste, to smell, and to listen to as well as to grasp, to push, to pull, and to kick.

• Caregivers can stimulate language and cognitive development through

• sounds, language, and facial expressions.

• reading and looking at picture books together.

• walking or strolling outside.

• games and toys.

Infant Caregiver Responses

Nurturing Emotional Development

• The foundation for lifelong emotional well-being begins at birth.

• Nurturing infants’ emotional development helps children grow into confident adults.

• If an infant is failing to show attachment behaviors, child care professionals should set up a parent conference and consider providing referrals.

• Good self-esteem requires a trusting bond with caregivers.

• Infants express attachment behaviors when bonding has occurred.

• Infants experience new emotions during the first year and begin to express feelings.

• A primary caregiver should provide all basic needs and routines.

• Respond immediately to crying.

• Hold, cuddle, and rock infants frequently.

• Show affection and interest.

• Plan challenging activities.

• Offer praise and be enthusiastic.

• Establish a regular pattern of routines.

Nurturing Social Development

• Relationships with parents, guardians, and primary caregivers allow infants to learn about others.

• Early care professionals who care for infants with special needs should keep intellectual, emotional, and social development in mind as they are focusing on a child’s specific physical needs.

Nurturing Social Development

• Make feedings social times.

• Talk and sing while diapering.

• Smile when the infant smiles.

• Snuggle in a chair together to read a book.

• Use a puppet or a soft toy to tickle baby.

• Play give-and-take and copycat games.

Summarize the stages of prenatal development, as well as infant physical, intellectual, emotional, and social development.

Review Key Concepts

• Month 1 is the zygote stage, month 2 is the embryo stage, and month 3 through birth is the fetus stage.

• Rapid physical growth, including sensory and motor development, occurs in the first year.

• As intellect increases, children begin to analyze, to make associations, and to form predictions.

• Infants begin to experience more complex emotions throughout their first year.

• Social development begins with relationships with all caregivers.

Identify three responsibilities of infant caregivers and three components of a successful infant care program.

Review Key Concepts

• Responsibilities include attention to emerging skills, learning to interpret infants’ cues, observing and recording behavior, maintaining accurate records, and providing a safe and clean environment.

• Program components include following licensing laws, bonding and attachment promotion, conducting routines on demand, and staff and parent communication.

Describe strategies an infant caregiver can use to nurture an infant’s physical, intellectual, emotional, and social development.

Review Key Concepts

• Physical: Plan an environment that allows the infants to develop motor skills at their own rates.

• Intellectual: Verbal and nonverbal interactions with caregivers help infants understand their world.

• Emotional: Nurture infants’ emotional development to help them become confident, well-balanced adults.

• Social: Consistent, interactive, and positive relationships with parents and caregivers allow infants to learn about others.

End of

Chapter 14Nurturing Infant Development

prenatal development 1. conception for dummies … vmdgh4v4 vmdgh4v4 2

fetal stage weeks

infant brains

infant developmentas

infant developmentfactors

embryo stage weeks

end of month

zygotegerminal stage

child care

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