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Post natal Post natal DevelopmentDevelopment
The Baby’s The Baby’s Adaptation Adaptation
to Labor to Labor and and
DeliveryDelivery
Newborn’s Newborn’s appearanceappearance
The Newborn BabyThe Newborn Baby Newborn are called Neonate.Newborn are called Neonate. First four weeks of life (neonatal period)First four weeks of life (neonatal period)
A time of transition from the uterus, where a A time of transition from the uterus, where a fetus is supported entirely by the mother fetus is supported entirely by the mother to to an independent existence. an independent existence.
When neonate are first born:When neonate are first born: Covered by fluid from amniotic sacCovered by fluid from amniotic sac Blood from placentaBlood from placenta Brownish fluid from own faeces.Brownish fluid from own faeces. Covered with lanugo (fuzzy prenatal hair)Covered with lanugo (fuzzy prenatal hair) Covered with vernix caseosa (cheesy varnish)Covered with vernix caseosa (cheesy varnish)
The Newborn BabyThe Newborn Baby Size and AppearanceSize and Appearance
New babies have distinctive featureNew babies have distinctive feature a a large head and a receding chinlarge head and a receding chin
On the head On the head Fontanels (the soft spots) Fontanels (the soft spots) Newborns have a pinkish cast Newborns have a pinkish cast skin so skin so
thin that it barely covers the capillaries thin that it barely covers the capillaries through which blood flowsthrough which blood flows..
Boys tend to be slightly longer and heavier Boys tend to be slightly longer and heavier than girls, and a firstborn child is likely to than girls, and a firstborn child is likely to weigh less at birth than later-bornsweigh less at birth than later-borns
The Newborn BabyThe Newborn Baby
WeightWeight :: 2.8 -3.2 kg2.8 -3.2 kg LengthLength :: 51-53 cm (Boy > girl)51-53 cm (Boy > girl) Head Circumference:Head Circumference: 30-33 cm30-33 cm Breathing: Breathing:
Initially Initially fast, short & irregularfast, short & irregular Later Later more stable & with rhythm more stable & with rhythm
Blood pressure become stable in 10 Blood pressure become stable in 10 daysdays..
Is the Baby HealthyIs the Baby Healthy??
Medical and Behavioral ScreeningMedical and Behavioral Screening1.1. Apgar ScaleApgar Scale
2.2. The Brazelton Neonatal Behavioral The Brazelton Neonatal Behavioral Assessment ScaleAssessment Scale
3.3. Checks are also done for any structural or Checks are also done for any structural or physical deformities (eg. spinal defect, cleft physical deformities (eg. spinal defect, cleft palate)palate)
Silver nitrate or tetracycline is usually Silver nitrate or tetracycline is usually dropped into neonate eyesdropped into neonate eyes to prevent to prevent from bacterial infection while passing from bacterial infection while passing through birth canal.through birth canal.
Apgar ScaleApgar Scale Apgar ScaleApgar Scale is is a standard measurement a standard measurement
of a newbornof a newborn’’s conditions condition Introduced by Dr. Virginia ApgarIntroduced by Dr. Virginia Apgar Access newbornAccess newborn
1 min after birth1 min after birth 5 min after birth5 min after birth
Assess:Assess: AAppearance (colour)ppearance (colour) PPulse (heart beat rate)ulse (heart beat rate) GGrimace (reflex)rimace (reflex) AActivity (muscle tone)ctivity (muscle tone) RRespiration (breathing)espiration (breathing)
APGAR SCALEAPGAR SCALESignSign 00 11 22
AAppearanceppearance Blue, paleBlue, pale Body pink, Body pink, extremities extremities blueblue
Entirely PinkEntirely Pink
PPulseulse AbsentAbsent Slow (below Slow (below 100)100)
Rapid (over Rapid (over 100)100)
GGrimacerimace No No responseresponse
GrimaceGrimace Coughing, Coughing, sneezing, sneezing, cryingcrying
AActivityctivity LimpLimp Weak, inactiveWeak, inactive Strong, Strong, activeactive
RRespirationespiration AbsentAbsent Irregular, slowIrregular, slow Good, CryingGood, Crying
Score: Above 7 = (good/normal)Score: Above 7 = (good/normal)
4 -7 = average, need monitoring4 -7 = average, need monitoring
3 & Below = need immediate attention, high 3 & Below = need immediate attention, high risk situationrisk situation
Brazelton Neonatal Brazelton Neonatal Behavioral Assessment Behavioral Assessment
Scale Scale The Brazelton Neonatal Behavioral The Brazelton Neonatal Behavioral
Assessment Scale (NBAS) (Dr. Berry Assessment Scale (NBAS) (Dr. Berry Brazelton) serves 3 purpose:Brazelton) serves 3 purpose:As an index of neurological integrity As an index of neurological integrity after birth after birth
To predict future developmentTo predict future developmentTo assesses neonates' responsiveness To assesses neonates' responsiveness to their physical and social environment to their physical and social environment
Screening done on 3Screening done on 3rdrd day and repeat day and repeat again after several days.again after several days.
Brazelton Neonatal Brazelton Neonatal Behavioral Assessment Behavioral Assessment
Scale (NBAS)Scale (NBAS) Test on four distinct areas:Test on four distinct areas:
Social behavior (interactive behaviors in Social behavior (interactive behaviors in the home)the home)
Motor behaviors (reflexes & muscle Motor behaviors (reflexes & muscle activities)activities)
Control of physiology (baby’s ability to Control of physiology (baby’s ability to quiet himself)quiet himself)
Stress response (startle reaction)Stress response (startle reaction) High score High score a neurologically well developed a neurologically well developed
infant infant Low score Low score a sluggish infant who need a sluggish infant who need
help in responding to social situations, or help in responding to social situations, or possible brain damage.possible brain damage.
Babies In-born Babies In-born ReflexesReflexes
ReflexesReflexes an inborn, automatic response an inborn, automatic response to a particular form of stimulation.to a particular form of stimulation.
Full term newborns come equipped Full term newborns come equipped with a variety of reflexes for use in with a variety of reflexes for use in dealing efficiently with stimuli present dealing efficiently with stimuli present in their environment.in their environment.
Some reflexes are necessary for Some reflexes are necessary for survival (eg. Rooting & sucking reflexes)survival (eg. Rooting & sucking reflexes)
Reflexes are probably genetic in origin & Reflexes are probably genetic in origin & include a timing mechanism that allows include a timing mechanism that allows them to fade away after a period of time.them to fade away after a period of time.
Examples of Newborn Examples of Newborn Reflexes Reflexes
Eye BlinkEye Blink WithdrawalWithdrawal RootingRooting SuckingSucking SwimmingSwimming
MoroMoro Palmar Grasp Palmar Grasp Tonic NeckTonic Neck SteppingStepping BabinskiBabinski
In-born ReflexesIn-born ReflexesReflexesReflexes Eliciting Eliciting
StimulusStimulusResponseResponse DevelopmeDevelopme
ntal ntal durationduration
BabinskBabinskii
Gentle stroke Gentle stroke along sole of foot along sole of foot (heel - toe)(heel - toe)
Toes fan out: big Toes fan out: big toe reflexestoe reflexes
Disappears Disappears by end of by end of first yearfirst year
MoroMoro Sudden lost of Sudden lost of supportsupport
Arms extended, Arms extended, then brought then brought towards each othertowards each other
Disappear Disappear in 6 in 6 monthsmonths
Palmer Palmer GraspGrasp
Rod of finger Rod of finger pressed against pressed against infant’s palminfant’s palm
Object graspObject grasp Disappear Disappear in 3-4 in 3-4 monthsmonths
RootingRooting Object lightly Object lightly brushes infant’s brushes infant’s cheekcheek
Baby turns Baby turns towards object and towards object and attempts to suck attempts to suck
Disappear Disappear in 3-4 in 3-4 monthsmonths
SuckingSucking Insert Finger in Insert Finger in mouthmouth
Rhythmic suckingRhythmic sucking Disappear Disappear in 3-4 in 3-4 monthsmonths
WalkingWalking Held baby Held baby upright. Sole of upright. Sole of feet placed on feet placed on hard surfacehard surface
Infant step Infant step forward as if forward as if walkingwalking
Disappear Disappear in 3-4 in 3-4 monthsmonths
RootingRooting Stroke cheek near Stroke cheek near
corner of mouth or corner of mouth or object brushes the object brushes the areaarea
Infant respon by Infant respon by turning head toward turning head toward stimulationstimulation
Disappears at 3 Disappears at 3 weeks when child weeks when child begins to be able to begins to be able to voluntarily turn head voluntarily turn head
Helps infant find Helps infant find nipplenipple
Moro ReflexMoro Reflex Hold infant horizontally Hold infant horizontally
on back and let head on back and let head drop slightly or drop slightly or produce sudden loud produce sudden loud sound against surface sound against surface supporting infantsupporting infant
Infant response is to Infant response is to make an embracing make an embracing motion by arching motion by arching back, extending legs, back, extending legs, throwing arms outward throwing arms outward and then bringing them and then bringing them in toward the bodyin toward the body
Disappear at 6 monthsDisappear at 6 months
Probably in human Probably in human evolution helped baby evolution helped baby cling to mothercling to mother
Palmer GraspPalmer Grasp
Spontaneous grasp Spontaneous grasp of adult’s fingerof adult’s finger
Disappears at 3-4 Disappears at 3-4 months to allow months to allow reaching and reaching and graspinggrasping
Prepares infant for Prepares infant for voluntary graspingvoluntary grasping
Tonic Neck ReflexTonic Neck Reflex Turn baby's head to one Turn baby's head to one
side while lying on backside while lying on back
Infant responds by lying Infant responds by lying in a “fencing position” in a “fencing position” with one arm extended with one arm extended in front of eyes on side in front of eyes on side to which head is turned to which head is turned other arm is flexedother arm is flexed
Disappears at 4 monthsDisappears at 4 months
May prepare infant for May prepare infant for voluntary reachingvoluntary reaching
PATTERNS OF PATTERNS OF GROWTHGROWTH
Children grow faster during the first Children grow faster during the first years, especially during the first few years, especially during the first few months.months.
This rapid growth rate tapers off during This rapid growth rate tapers off during the second and third years the second and third years Physical growth and development follow the Physical growth and development follow the
maturational principles of the maturational principles of the cephalocaudal principlecephalocaudal principle and and proximodistal proximodistal principleprinciple. .
Influences on GrowthInfluences on Growth Genes interact with environmentGenes interact with environment, ,
i.e. nutrition and living conditions, i.e. nutrition and living conditions, general health and well-beinggeneral health and well-being
Well-fed, well-cared-for children Well-fed, well-cared-for children grow taller and heavier than less grow taller and heavier than less well nourished and nurtured well nourished and nurtured childrenchildren
Better medical care, immunization Better medical care, immunization and antibioticsand antibioticsbetter health better health
Growth And NutritionGrowth And Nutrition
NourishmentNourishment Breast milk is almost always the best Breast milk is almost always the best
food for newborns and is recommended food for newborns and is recommended for at least the first 12 monthsfor at least the first 12 months
Parents can avoid obesity and cardiac Parents can avoid obesity and cardiac problems in themselves and in their problems in themselves and in their children by adopting a more active children by adopting a more active lifestyle for the entire family--and to lifestyle for the entire family--and to breastfeed their babiesbreastfeed their babies
The BrainThe Brain
First 3 years of life is critical to baby’s First 3 years of life is critical to baby’s brain development.brain development.
Before & after birth Before & after birth brain growth is brain growth is fundamental to future development.fundamental to future development.
It is estimated that about 250,000 brain It is estimated that about 250,000 brain cells are form every minute in the cells are form every minute in the uterus.uterus.
By birth, almost 100 billion nerve cell By birth, almost 100 billion nerve cell are formed, but not fully develop.are formed, but not fully develop.
Molding the Brain: The Role of Molding the Brain: The Role of ExperienceExperience
Smiling, babbling, crawling, walking, and Smiling, babbling, crawling, walking, and talking are possible due to rapid talking are possible due to rapid development of the brain, particularly the development of the brain, particularly the cerebral cortexcerebral cortex
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Each part of the brain is very important in infuencing a child Each part of the brain is very important in infuencing a child development development integration between child emotions and integration between child emotions and behavior. behavior.
Middle brain: Limbic System• Covers motivation,
emotions, & long term memory, aggressive behavior, body temperature, hunger, nerve system activities, hormon secretion
Outer Brain: Cortex & neocortex
• Divided into lobes/sections (folds) with specific functions.
• Placement of ‘intelligence’ & higer mental process, learning, memory, thinking, language (last to develop)
• Also control vision, hearing, inventing.
Brain stem Contro process such as
breathing, heartbeat muscle movement, kidney process, reflex behavior, sleep, arousal, attention, balance/movement etc.
…BRAIN
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Regions of the Cerebral Regions of the Cerebral CortexCortex Thin layer on the brain’s surface Thin layer on the brain’s surface
that include lobes or sections:that include lobes or sections:
Occipital lobeOccipital lobe Process vision.Process vision.
Temporal LobeTemporal Lobe Process hearingProcess hearing
Parietal LobeParietal Lobe Process sensory stimuliProcess sensory stimuli
Frontal LobeFrontal Lobe Critical thinking & problem Critical thinking & problem
solvingsolving Frontal cortex Frontal cortex area of the area of the
cortex that controls cortex that controls personality and the ability to personality and the ability to carry out planscarry out plans
Molding the Brain: The Role of Molding the Brain: The Role of ExperienceExperience
Early experience can have lasting Early experience can have lasting effects on emotional development and effects on emotional development and the capacity of the central nervous the capacity of the central nervous system to learn and store informationsystem to learn and store information
Sometimes corrective experience can make up for past deprivation
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...OTAK & ...OTAK & NEURONNEURONFirst 3 years of life First 3 years of life children’s brain are children’s brain are
actively building and developing connections actively building and developing connections between the neurons cells.between the neurons cells.
Connections are developed when the brain are Connections are developed when the brain are actively receiving stimulus actively receiving stimulus process between process between receiving and sending impulses between the cells. receiving and sending impulses between the cells.
Through Through axons/dendritesaxons/dendrites send signals to other send signals to other neurons & receive incoming message through neurons & receive incoming message through connection called connection called synapses.synapses.
Brain and Neurons
Infant States of ArousalInfant States of Arousal States of arousalStates of arousal are different degrees of are different degrees of
sleep and wakefulnesssleep and wakefulness Infants move in and out of 5 states Infants move in and out of 5 states
throughout the day and night:throughout the day and night: Regular sleepRegular sleep Irregular sleepIrregular sleep DrowsinessDrowsiness Alert Activity Alert Activity Waking activity and cryingWaking activity and crying
Striking individual differences in daily Striking individual differences in daily rhythms exist that affect parents’ attitudes rhythms exist that affect parents’ attitudes toward and interactions with baby.toward and interactions with baby.
Ways to Soothe a Crying Ways to Soothe a Crying BabyBaby
Hold on shoulder Hold on shoulder and rock or walk and rock or walk
SwaddleSwaddle PacifierPacifier Ride in carriage, Ride in carriage,
car, swingcar, swing Combine methodsCombine methods Let cry for short Let cry for short
timetime
Adjustments to Adjustments to ParenthoodParenthood
PhysicalPhysical ScheduleSchedule FinancialFinancial TimeTime Gender rolesGender roles Parents’ relationshipParents’ relationship
Pre-birth counselingPre-birth counseling Interventions for high-Interventions for high-
risk couplesrisk couples
EarlyEarly Sensory Capacities Sensory Capacities
Touch Touch HearingHearing VisionVision Taste Taste SmellSmell
Touch Touch and Pain
Touch seems to be the first sense to developTouch seems to be the first sense to develop Sensitivity to touch, pain, and temperature Sensitivity to touch, pain, and temperature
change is well-developed at birth.change is well-developed at birth. Pain experienced during the neonatal period Pain experienced during the neonatal period
may sensitize an infant to later pain, perhaps may sensitize an infant to later pain, perhaps by affecting the neural pathways that process by affecting the neural pathways that process painful stimuli painful stimuli
Relieve pain with anesthetics, sugar, gentle Relieve pain with anesthetics, sugar, gentle holdingholding
Reflexes reveal sensitivity to touch, for Reflexes reveal sensitivity to touch, for example example touch on mouth, palms, soles, genitals
Touch helps stimulate physical and emotional Touch helps stimulate physical and emotional development.development.
Newborn Senses of Newborn Senses of Taste and SmellTaste and Smell
Prefer sweet tastes at birthPrefer sweet tastes at birth Quickly learn to like new Quickly learn to like new
tastestastes Have odor preferences Have odor preferences
from birthfrom birth Can locate odors and Can locate odors and
identify mother by smell identify mother by smell from birthfrom birth
Taste Taste
Babies are born with the ability to Babies are born with the ability to communicate their taste preferences to communicate their taste preferences to caregivers.caregivers.
Infant facial expressions indicate they Infant facial expressions indicate they can distinguish among several tastes.can distinguish among several tastes.
Newborns' rejection of bitter tastes is Newborns' rejection of bitter tastes is probably another survival mechanism, probably another survival mechanism, since many bitter substances are toxicsince many bitter substances are toxic
Smell Smell
The responsiveness of infants to the smell of The responsiveness of infants to the smell of certain foods is similar to that of adults certain foods is similar to that of adults showed that some odor preferences are innate.showed that some odor preferences are innate.
A newborn infant is attracted to the odor of A newborn infant is attracted to the odor of her own mother’s lactating breast her own mother’s lactating breast helps to helps to find food source and to identify own motherfind food source and to identify own mother a survival mechanism.a survival mechanism.
Newborns can identify the location of an Newborns can identify the location of an unpleasant odor and turn head away.unpleasant odor and turn head away.
A preference for pleasant odors seems to be A preference for pleasant odors seems to be learned in utero and during the first few days learned in utero and during the first few days after birthafter birth
Studies conducted: Smell and mell and TasteTaste
Lipsitt, Engen & Kye (1963) : Baby showed Lipsitt, Engen & Kye (1963) : Baby showed negative response to the smell of ammonia.negative response to the smell of ammonia.
Steiner :Steiner : Baby showed different facial Baby showed different facial expression when exposed to different type expression when exposed to different type of scent.of scent.
Mac Farlane (1977): Baby can differentiate Mac Farlane (1977): Baby can differentiate between own mother’s milk and other between own mother’s milk and other mothers’ milk.mothers’ milk.
Schmidt & Beauchamp (1988) : Baby’s ability Schmidt & Beauchamp (1988) : Baby’s ability to smell is almost equivalent to a 3 years to smell is almost equivalent to a 3 years old ability to smell.old ability to smell.
Harris & friends: By aged 4 months old, Harris & friends: By aged 4 months old, baby like the taste of saltbaby like the taste of salt
• Baby likes the Baby likes the smell of:smell of:• Banana,Banana,• MargerineMargerine• TangerineTangerine
• Baby dislikes Baby dislikes the smell of:the smell of:• AmoniaAmonia• Rotten eggRotten egg
Hearing Hearing Well developed at birth - sensitive to voices and
biologically prepared to learn language Hearing is functional before birth ability to
discrimination sound develops rapidly after birth. E.g. Infants respond with changes in heart rate to loud sounds (even in the womb)
Can hear wide range of sounds but are more responsive to some than others – i.e. prefer complex sounds to pure tones
Newborns prefer complex sounds such as voices and noises to pure tones - learn sound patterns within days
Newborns prefer speech that is high-pitched and expressive.
There are only a few speech sounds that newborns cannot discriminate, and their ability to perceive speech sounds outside their language is more precise than an adult’s.
Hearing is a key to language development thus hearing impairments should be identified as early as possible
Developments in HearingDevelopments in Hearing
4 4 –– 6 6 monthsmonths
Sense of musical phrasingSense of musical phrasing
6 months6 months““Screen out” sounds from non-Screen out” sounds from non-native languagesnative languages
7 7 –– 9 9 monthsmonths
Recognize familiar words, Recognize familiar words, natural phrasing in native natural phrasing in native languagelanguage
10 10 monthsmonths
Can detect words that start Can detect words that start with weak syllableswith weak syllables
Studies conducted:HearingHearing
De Casper & Fifer (1980): Baby can De Casper & Fifer (1980): Baby can differentiate mother’s voices from differentiate mother’s voices from others others thru’ baby sucking pattern. thru’ baby sucking pattern.
Birnhold & Benacerraf (1983): 28Birnhold & Benacerraf (1983): 28thth week baby showed his/her response week baby showed his/her response thru facial expression.thru facial expression.
Wertheimer (1961) : Baby able to Wertheimer (1961) : Baby able to follow source of sound thru’ the follow source of sound thru’ the “clicker” test. “clicker” test.
Vision Vision Vision - the least developed sense at birth Vision - the least developed sense at birth Newborns cannot focus their eyes very Newborns cannot focus their eyes very
well and their well and their visual acuityvisual acuity fineness of fineness of discrimination, is limiteddiscrimination, is limited
However, newborns explore their However, newborns explore their environment by scanning it for interesting environment by scanning it for interesting sights & tracking moving objects.sights & tracking moving objects.
They can’t yet discriminate colorsThey can’t yet discriminate colors but but color vision will improve in a couple of color vision will improve in a couple of months.months.
Visual perception is poor at birth Visual perception is poor at birth but but improves to 20/100 by age 6 monthsimproves to 20/100 by age 6 months
Binocular vision using both eyes to both eyes to focusfocus
Perception of depth & distance at 4 or 5 Perception of depth & distance at 4 or 5 mth mth
Infants’ Scanning of Infants’ Scanning of FacesFaces
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Face-like StimuliFace-like Stimuli
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Studies conducted: Studies conducted: SightSight Langlois & friends (1990): Babies are Langlois & friends (1990): Babies are
more attracted to attractive and more attracted to attractive and beautiful human faces.beautiful human faces.
Fantz (1993): Babies prefer to look at Fantz (1993): Babies prefer to look at pictures of human.pictures of human.
Aslin (1987): 4 days old babies can Aslin (1987): 4 days old babies can differentiate between green and red. differentiate between green and red.
Babies prefer blue and red as Babies prefer blue and red as compared to other colors.compared to other colors.
Gibson & Walk (1960): Visual cliff Gibson & Walk (1960): Visual cliff experiment. 6 mth babies has already experiment. 6 mth babies has already develop in-dept perception in visual.develop in-dept perception in visual.
Steps in Depth Steps in Depth PerceptionPerception
Birth – 1 Birth – 1 month month Sensitivity to motion cuesSensitivity to motion cues
2 – 4 2 – 4 monthsmonths Sensitivity to binocular cuesSensitivity to binocular cues
5 –12 5 –12 monthsmonths
Sensitivity to pictorial cues. Sensitivity to pictorial cues.
Wariness of heightsWariness of heights
Steps in Pattern Steps in Pattern PerceptionPerception
3 weeks 3 weeks Poor contrast sensitivity.Poor contrast sensitivity.
Prefer large simple patternsPrefer large simple patterns
2 months2 monthsCan detect fine-grained detail. Can detect fine-grained detail. Prefer complex patterns.Prefer complex patterns.
4 months4 monthsCan detect patterns even if Can detect patterns even if boundaries are not really presentboundaries are not really present
12 12 monthsmonths
Can detect objects if two-thirds Can detect objects if two-thirds of drawing is missingof drawing is missing
Improvements in VisionImprovements in Vision
Brain development helps Brain development helps infants reach adult infants reach adult levels of vision skills:levels of vision skills:
2 months: Focus and 2 months: Focus and color vision color vision
6 months: acuity, 6 months: acuity, scanning & trackingscanning & tracking
6–7 months: depth 6–7 months: depth perceptionperception
Integrating Sensory Integrating Sensory InformationInformation
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By 1 month, can integrate sight By 1 month, can integrate sight and touchand touch
By 4 months, can integrate sight By 4 months, can integrate sight and soundand sound
4- and 7-month-olds can match 4- and 7-month-olds can match facial appearance (boy or man) facial appearance (boy or man) with sound of voicewith sound of voice
Motor DevelopmentMotor Development MaturityMaturity affect infant perceptual and motor abilities. affect infant perceptual and motor abilities. Milestones of Motor DevelopmentMilestones of Motor Development
Babies first learn simple skills and then combine them into Babies first learn simple skills and then combine them into increasingly complex increasingly complex systems of action
Week 1Week 1 : Motor ability progress: Motor ability progress Month 1Month 1 : Chin lift: Chin lift Month 2Month 2 : Reach for object: Reach for object
Denver Developmental Screening TestDenver Developmental Screening Test measures:measures: Gross motor skills (those using large muscles), such as Gross motor skills (those using large muscles), such as
rolling over and catching a ball, and rolling over and catching a ball, and Fine motor skills (using small muscles), such as grasping a Fine motor skills (using small muscles), such as grasping a
rattle and copying a circle. rattle and copying a circle. Language development (for example, knowing the definitions Language development (for example, knowing the definitions
of words) of words) Personality and social development (such as smiling Personality and social development (such as smiling
spontaneously and dressing without help). spontaneously and dressing without help).
Motor DevelopmentMotor Development
Newborn are not able to control their Newborn are not able to control their body movement body movement no coordination. no coordination.
Most movements are due to inborn Most movements are due to inborn reflexes (rooting, moro, palmer grasp reflexes (rooting, moro, palmer grasp etc) etc)
Humans begin to walk later than other Humans begin to walk later than other species, possibly because babies' heavy species, possibly because babies' heavy heads and short legs make balance heads and short legs make balance difficultdifficult
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Milestone in motor develpmentMilestone in motor develpment
Birth
Lift headPull self upto stand
Push chestup with arms
Pull up withassistance
Roll from stomach
2 4 6 8 10 12 14 16months
Walk wellalone
Remainsitting withoutassistanceonce up
Walk holdingon to furniture
Sit up withoutassistance
Stand wellalone
Stand holdingon to furniture
Walk backward
Seifert; Child & Adolescent Development 4/eFigure 5.A
Motor Motor DevelopmentDevelopment
How Motor Development Occurs:How Motor Development Occurs:Maturation in ContextMaturation in Context
According to Thelen, normal babies According to Thelen, normal babies develop the same skills in the same develop the same skills in the same order because they are built order because they are built approximately the same way and approximately the same way and have similar physical challenges have similar physical challenges and needsand needs
Motor Motor DevelopmentDevelopment
Cultural Influences on Motor DevelopmentCultural Influences on Motor Development
Chances to explore their surroundingsChances to explore their surroundings motor development likely to be normal motor development likely to be normal
Some cultures actively encourage early Some cultures actively encourage early development of motor skills development of motor skills
Motor Motor DevelopmentDevelopment
Training Motor Skills ExperimentallyTraining Motor Skills Experimentally
Gesell concluded that children Gesell concluded that children perform certain activities when perform certain activities when they are ready, and training gives they are ready, and training gives no advantage no advantage
Interaction of biology and Interaction of biology and environment are involved in infant environment are involved in infant motor developmentmotor development
Social developmentSocial development
Baby's ability to interact with other Baby's ability to interact with other peoplepeople
Develops thru regular interaction Develops thru regular interaction with babies,:with babies,: FeedingFeeding CleaningCleaning Caring/lovingCaring/loving
Newborn can imitate facial Newborn can imitate facial expression. expression.
AttachmentAttachment
What is attachment?What is attachment? The The most importantmost important form of social development form of social development
that occurs during infancy is ATTACHMENT, the that occurs during infancy is ATTACHMENT, the positive emotional bond that develops between positive emotional bond that develops between a child and a particular individual. a child and a particular individual.
BowlbyBowlby v viewed attachment as iewed attachment as based on infant's based on infant's needs for needs for safety and securitysafety and security (especially from (especially from the mother)the mother)
Infant AttachmentInfant Attachment
Attachment Attachment an infant responds positively to an infant responds positively to
specific othersspecific others, feels better when , feels better when they are close, and seeks them out they are close, and seeks them out when frightened.when frightened.
Attachment provides Attachment provides a a sense of security to the childsense of security to the child information information about the environmentabout the environment
Infant AttachmentInfant Attachment
Critical for allowing the infant to explore the Critical for allowing the infant to explore the worldworld
Having a strong, firm attachment provides a Having a strong, firm attachment provides a safe basesafe base from which the child can gain from which the child can gain independence.independence.
Attachment:-Attachment:- adaptive adaptive suggests that the tendency to form relationships suggests that the tendency to form relationships
is at least partly biologically based.is at least partly biologically based.
Infant AttachmentInfant Attachment
Mary Ainsworth (1978) identified Mary Ainsworth (1978) identified three major attachment styles:- three major attachment styles:- Secure Secure strong bonding strong bonding Avoidant Avoidant negative bonding negative bonding Anxious/ambivalent Anxious/ambivalent display a combination of display a combination of
positive and negative bondingpositive and negative bonding