Group 2II – 2 BECED

Compilation of reports andDocumentation

Prof. Marivilla Lydia B. Aggarao

Jamilah Mae R. Arellano

II-2 BECEd

Jamilah Mae R. Arellano II-2 BECEd

Jamilah Mae R. Arellano II-2 BECEd

Biological Context

it includes all of the intrinsic factors that affect an infant’s development

•Genetic influence•Temperament•Physical health•Physical attributes

WHAT ARE THE FACTORS THAT INFLUENCE THE

DEVELOPMENT OF AN INFANT?

ALCOHOL AND

DRUGS

PRENATAL CARE

AGE

Immediate Environme

nt

SOCIAL AND ECONOMIC CONTEXT

Maulion, Jellene Joyce L.

Context: the set of circumstances or facts that surround a particular event or situation.

Social Context

Social context contributes a great factor to the personality of an individual. It has great effect on the character of the person involve in the society

Economic Context

the development of a person may be determined by the state of the economy he is involve with. When the economy is not stable and unable to sustain the needs of the community, the development may be at risk.

PRENATAL DEVELOPMENT

The Germinal Stage

The germinal stage begins with conception, when the sperm and egg cell unite in one of the two fallopian tubes. The fertilized egg, known as a zygote, then moves toward the uterus, a journey that can take up to a week to complete. Cell division begins approximately 24 to 36 hours after conception. 

Cell Division

Cell division continues at a rapid rate and the cells then develop into what is known as a blastocyst. The blastocyst is made up of three laters: the ectoderm (which will become the skin

and nervous system), the endoderm (which will become the

digestive and respiratory systems), and the mesoderm (which will become the muscle and skeletal systems).

Finally, the blastocyst arrives at the uterus and attached to the uterine wall, a process known as implantation.

The Embryonic Stage

The mass of cells is now know as an embryo. The embryonic stage begins after implantation and continues until cell differentiation has been mostly completed. Structures important to the support of the embryo develop, including the placenta and umbilical cord. 

During this time, cells begin to differentiate into the various body systems. The basic outlines of the organ, body, and nervous systems are established. By the end of the embryonic stage, the beginnings of features such as fingers, eyes, mouth, and ears become visible.

The Fetal Stage

Once cell differentiation is mostly complete, the embryo enters the next stage and becomes known as a fetus. The early body systems and structures established in the embryonic stage continue to develop. The neural tube develops into the brain and spinal cord and neurons form. Sex organs begin to appear during the third month of gestation. The fetus continues to grow in both weight and length, although the majority of the physical growth occurs in the later stages of pregnancy.

MICHELLE PAULINE BALBOA

II-2 BECED

Context of Developmen

t

Newborn and infancy

They have built-in reflexes, automatic behaviors that are very necessary for survival, such as see, hear, touch , smell, taste and even have rudimentary “ conversations ” with the adults who tend to them.

Extends from birth to eighteen to twenty four months or two years.

Infant for the first few days after birth is called

neonate.

Early childhood

Presents the time from the end of infancy or babyhood to about five or six years.

This period of time is also referred to as the “pre-school years”, “exploratory age” and “toy age”.

The developmental tasks mastered are the ability to care oneself.

Late childhood

Recognized as extending from about six to twelve years of age.

Physical, motor, social, emotional, moral and intellectual changes are sources of anxiety for the growing children.

This is the critical period for the development of his achievement motivation or the need to achieve.

PubertyOnset of adolescence is marked

by two significant changes in physical development

--- the adolescent or the pubertal growth spurt and puberty.

Growth spurts

Refers to the rapid acceleration in height and weight that signals the beginning of adolescence.

puberty

Is the period in the development of man which the individual is physically capable of sexual reproduction.

Extends to the time when the primary and secondary sex characteristics of the body emerge.

Sexual maturation follows a predictable sequence for members of both sexes.

adolesccence

Developmental Psychologists regard this period as beginning – when children become sexually mature – and ending when they reach the age of maturity.

Early adolescence

Extends roughly from thirteen to sixteen or seventeen years

Late adolescence

Short period from the age of 16 to 18 up to 21.

adulthoodPeriod that they move from a

period of exploration to one stabilization.

Improving the pattern of their lives which is done by accepting and accommodating to social norms

The two basic psychological needs of adulthood are :

Affiliation and Achievement

Early adulthoodStage of development between

nineteen and thirty-five years and is characterized by peak of physical performance and health.

Growth in stature is completed and men attain their highest skill at tasks involving speed and agility in this period.

Middle adulthood

Phase of the life cycle from approximately thirty-five to sixty-five years.

It is characterized by physical changes.

Late adulthood or old ageLast from approximately sixty-

five to eighty years of age until death.

It is a stage of adjustment to decreasing strength and health and to retirement and reducing income.

Theories of Human Development

Piagetian’s Cognitive DevelopmentJean Piaget presents the intellectual

development into four major periods:Sensorimotor stage (Birth – Two years)Intuitive or Pre- Operational stage (Two –Seven years)Concrete Operational Stage (Seven –

Eleven years)Formal Operational Stage (Eleven and

above)

Freud’s Psychosexual Stages

Freud believes that all human beings pass through a series of psychosexual stages.

Psychosexual stages :Oral Stage (first year of life)Anal Stage (second to third year of life)Phallic Stage (fourth to fifth year of life)Latency Stage (sixth year of life to puberty)Genital Stage (from puberty onwards)

Erickson’s Psychosocial StageTrust vs. Mistrust (birth to one year)Autonomy vs. Shame and Doubt (2-3

yrs)Initiative vs. Guilt (4 – 5 years)Industry vs. Inferiority (6 – 11 years)Identity vs. role of confusion (12 -18 yrs)Intimacy vs. Isolation (Young Adulthood) Generativity vs. Stagnation (Midddle

Adulthood Integrity vs. Despair (Old Age)

Kohlberg’s Moral Development TheoryMoral character happens in a particular

developmental sequence, and each stage is distinctly different.

He developed the description of the three levels and six stages of moral development.

Preconventional : Stages I and IIConventional : Stages III and IVPost Conventional : Stages V and VI

The Life Cycle

Freud’s PsychosexualDevelopment

Erikson’s PsychosexualStages

Piaget’s cognitive Structured Stages

Kohlberg’s Level of Moral Development

Late Adulthood

Ego IntegrityVd.Despair

MiddleAdulthood

GenerativityVs.Stagnation

Level3- post conventionalStage6-univer sal ethical principle orientation

Early Adulthood

Intimacy vs.Isolation

Stage 5-socialContract orientation

Puberty andAdolescence

Genital Identity vs.Role confusion

Formal –Operational

level2ConyventionalStage4 – lawAnd order orientationStage3 – Good boy - nice girl orientation

Late Childhood

Latency Industry vs.Inferiority

Concrete Operational

Level1Stage2- instrumental relativistOrientation

EarlyChildhood

Phallic Initiative vs.GuiltAutonomy vs.Shame and doubt

Pre-operational

Stage1- preconventional punishmentObedience Orientation

Infancy Anal---------Oral

Trust vs.Mistrust

Sensorimotor

Attachment theory

Originally develop by John BowlbyFocuses on open, intimate,

emotionally meaningful relationship.

Attachment is described as a biological system or powerful survival, impulses that evolved is ensure the survival of the infant.

Nature vs. nurture

Innateness or

Environment

Jessica MatibagII – 2 BECEd

PHYSICAL DEVELOPMENT Height is increased by 25-30 cm by their first birthday and nearly 50% of their height is reached by the age of two. Weight is increased three times from the birth to one year. The brain is the fastest organ in the body at this stage.

The bones are developing and hardening. The muscles are changing in size and gaining more strength. The lung capacity increases although sensitive to irritation. Teeth begin growing between 6 months and three years.

MOTOR DEVELOPMENTGross motor development

-Refers mainly to the development of control over large body movements like crawling, walking and standing.- Related to locomotor development (ability to move)

1.Control of the head and neck muscles

2. Sit with head, trunk and arm control

3. Crawl and creep4. Stand and support their weight

on their legs without over-balancing

5. Walk unassisted by themselves by the age of 14.5 months

6. Most infants can run by the age of 18 months but they fall frequently

Fine motor development

-Refers to the development of control over smaller body movements like grasping.

1.Grasping for the first 2-3 months is a reflex reaction.

2. Voluntary grasping begins from 3 moths but the infant’s hands are usually open and guided by their sight.

3. At 5 months of age the baby touches an object before trying to grasp it.

COGNITIVE DEVELOPMENT

- Defined as the intellectual growth that begins at birth and continues through adulthood (Gleitman,98).

EMOTIONAL AND SOCIAL DEVELOPMENT

Close relationships with people are vital for the infant’s personality and social growth.

CHARACTERISTIC OF CHILD

Karla Rizaldo

Physical development:The physical growth development is fast with a faster rate in function of nervous system.

Child development behaviors:All child development theories hint out that infancy stage of child development is the shortest of all developmental periods. Infancy begins with birth and ends when it is two weeks old. It is the time that the fetus must adjust to life outside the uterine walls of the mother after approximately nine months.

Environment of adjustments:The infant begins to gain child development skills and make adjustments to the new environment after birth.

Emotional development:Specific and identifiable emotional changes cannot be seen at birth. Anyhow some reactions may be there as facial expressions of pleasantness and unpleasantness. These are characterized by the relaxing and tensing of the body. Whatever may be the stimulus the resultant emotion is intense and instant.

Social development:There is nothing to tell about this behavior as it's just the starting point.It's best suggested that the mother maintains a child development chart of everything about the infant child and for achieving the child developmental milestones.

SENSITIVE PERIODS IN A

CHILD DEVELOPMEN

T

Sensitive periods is a term coined by the Dutch geneticist Hugo de Vries and adopted by the Italian educator Maria Montessori to refer to important periods of childhood development.

Sensitive Periods by Age

Birth to 6 years The absorbent mind: the mind

soaks up information like a sponge.

Sensory learning and experiences: the child uses all five senses - touch, taste, smell, sight, and hearing - to understand and absorb information about his or her environment.

1.5 to 3 years Language explosion: a child

builds his or her future foundation for language.

1.5 to 4 years•Development

and coordination of fine and large muscle skills, advanced developing grasp and release skill spawns an interest in any small object.

2 to 4 years Very mobile with greater

coordination and refinement of movement, increased interest in language and communication (they enjoy telling stories), aware of spatial relationships, matching, sequence and order of objects.

2.5 to 6 years Works well incorporating all

five senses for learning and adapting to environment

3 to 6 years•Interest in and

admiration of the adult world: they want to copy and mimic adults, such as parents and teachers.

4 to 5 years Using one’s hands and

fingers in cutting, writing and art. Their tactile senses are very developed and acute.4.5 to 6

years• Reading and math readiness, and, eventually, reading and math skills.

CONCERNS AND PROBLEMS IN

INFANCY Jhundis AmperII – 2 BECEd

Teething

Instruct the parents that infants may be resistant to chewing for a day because of teething.

Educate the parents that the following manifestations are not normal during tooth eruption and any of these symptoms signifies an underlying infection or disease process requiring evaluation.

1. High fever2. Seizures3. Vomiting4. Diarrhea

Encourage parents to always check their infant’s health with a health care provider before administering OTC drugs.

Check articles within baby’s reach to be sure that they are safe to chew or edible as teething infants tend to place almost any object in the mouth.

Thumb Sucking Parents should be educated that thumb

sucking is normal and does not cause any jaw malformations on the jaw line as long as it stops by school age period.

Thumb sucking peaks at about 18 months where it may begin as early as 3 months of age.

Educate the parents that making an out of thumb sucking does not cause a child to stop the habit. It usually intensifies and prolongs the habit of thumb sucking. The best approach is to be certain an infant has adequate sucking pleasure and then ignore thumb sucking.

Head Banging

Educate parents that head banging is a normal mechanism of relief of infants for tension.

Head banging begins during the second half of the first year of life and continuing through to the preschool period. It is associated with naptime or bedtime which lasts for about 15 minutes. This habit is normal as children use this measure to relax and fall asleep.

Investigate stress factors in the house.

Excessive head banging suggests a pathologic condition and children with this condition needs counseling and further evaluation.

Sleep Problems

Educate mother that breast-fed infants tend to wake up more often than formula fed infants because breast milk is easily digested thus, infants fed in breast milk gets hungry sooner.

Remaining awake for long periods of time and waking at night is common during the late infancy period.

To eliminate night waking or cope with this situation the following should be done:

1. Delaying bed time for 1 hour.

2. Shortening the afternoon sleep period.

3. Do not responding immediately to infants so that they can have time to sleep on their own.

4. Providing soft toys and music to allow infant to play quietly alone. Educate mother that breast-fed infants tend to wake up more often than formula fed infants because breast milk is easily digested thus, infants fed in breast milk gets hungry sooner.

 MULTIPLE BIRTHS 

One out of every 35 live born babies is a multiple birth. Each year more known multiple births are occurring.

Why do you think this is so?

Multiple births are occurring in a dramatic increase. There were nearly 6000 triplets, quadruplets, and even higher sets born in 1996.

Since 1975, numbers have increased by 50%. Since 1980, the numbers of triplets and higher increased by 312%. More than 100,000 were twins, 5,298 were triplets , 560 were quadruplets, and 81 quintuplets were born.

There is a lot of risk to carrying multiples. The more babies, the earlier they are born. Multiple birth babies not only suffer from prematurity, but they also suffer from low birth weights and there tends to be more complications involved. The rate of complications when a woman is pregnant with twins is eight times that of a single birth, so for triplets and quadruplets, the problems go up dramatically.

  Twins

33% of the time twins come from a single egg that divides into smaller structures.

The frequency of identical twins occurs 1 in every 250 births world wide. It is not influenced by age, hereditary, race, number of pregnancies, or medications taken for infertility.

Fraternal twins are however influenced by race, hereditary, maternal age, # of previous pregnancies and the use of fertility drugs.

Slightly less than half of all twins are premature.

The difference between a single birth and a double birth is that the first is usually born head first, and the second baby is breech or transverse.

  TRIPLETS

Triplets occur once in every 8000 births. The average gestation of 35 weeks. The average weight is 3 1/4 lbs.

Complications of pregnancy is 2-3 times more than a single birth. Delivery is more complicated and cesarean will more than likely be done.

Critical Issues in Infancy

   

 Premature Infants  Multiple Births  Feeding: Breast vs. Bottle

   

 Staying Home or Going to Work

 Infant Daycare  Fetal Alcohol Syndrome

 What is a premature baby? Premature baby or also known as a

preemie - a baby born earlier than 37 weeks. As a full term baby is born at 38 to 42 weeks after they are conceived.

Healthy neonate vs. Premature infant

 Healthy infants are born 38-42 weeks after being conceived and weigh at around 2,500 grams or more ( 5- 7lbs).Premature infants are born sooner than 37 weeks from conception and weigh in at about 500-2,500 grams ( 3-5lbs).

 What causes premature labor?

There are many factors that can contribute to premature labors. Some are caused by the mothers lifestyle choices during her pregnancy, such as: smoking, drinking, using drugs, poor eating, not gaining enough weight, physical stress, and poor prenatal care.

Other factors are sometimes out of the mother's control. The mother could have a hormonal imbalance, structural abnormality of the uterus, a chronic illness, or infection.

Premature labor can also be caused by age women over the age of 35 are more likely to deliver a premature baby. Women under the age of 19 are also likely to deliver prematurely.

 Why do premature infants spend time in the NICU (Neonatal Intensive Care Unit)?

When babies are born premature they are not fully developed. It depends on how premature your preemie is. For example preemies lungs may not be fully developed to breathe on his or her own or may not produce enough surfactant. The baby would be put on machines that can breath for them. The NICU also provides a stress free atmosphere to help the baby adjust to their new world.

  Ways that you could interact with them:

Talk to them with a soft voice, preemies have very sensitive hearing

Touch and hold your baby close to you

Draw a picture for them on a white sheet of paper and a black marker they like the contrast of the colors to look at.

ASPECTS OF DEVELOPMENT

(TODDLERHOOD)

Paula Juliana I. Navarro

II – 2 BECEd

Cognitive Development

Persistent use of own language.

Telegraphic speech refers to a child's

tendency to use only the two or three

most important words to express

meaning.

Realizes that the world exists even if

he/she cannot see it (object

permanence)

Unable to see the perspective of

other (egocentric)

Easily confused by surface

appearances

Uneven attention

Limited memory

Confused about causal

relationships

Acquires basic concepts of

color, shape, size, number, days

etc.

Believes that all things (living and

non-living) possess life and

feelings.

Indulges in fantasy and make-

believe play

High level of curiosity

Language changes from two word

utterances to full sentences and

grammatical usage

Physical Development

is 38-40 pounds in weight and 40-41

inches in height

Extremely active; good control of

oneself.

Clumsy because of tiny/small muscles

are not fully developed.

Pincer grip refines.

Gait becomes smoother.

self-sufficient in many routines in

house e.g. dressing.

Can stand on one leg, jump

up and down, draw a circle and

a cross etc.

use their hands skillfully to

move and arrange objects

including dropping things on

the floor and looking to see

where they are.

wave ‘bye bye’ and point at

things with their fingers

Social Development

Friendship with the same sex.

Desire for Independence.

learns to share

has cooperative play with other

children

may enter nursery school

begins to identify with

same ‘sex parent’.

imaginary friends.

interest in human body.

practices sex role

activities.

know who their main

carers are and cry if they

are left with someone they

do not know.

Emotional Development

Emotions are fully expressed.Jealousy occurs – seeks attention.

displays affection towards parent

imaginary fears of dark, monsters, injury etc.

Moral Development

Morality is influenced by adults

surrounding them.

Will remind adults of rules set.

fear authority and try to avoid

punishment.

ISSUES, CONCERNS,

AND PROBLEMS

DURING TODDLERHOOD

Charmaine Mae R. GangcuangcoII – 2 BECEd

1. Nutrition Basic• 16-24 ounces of whole cow's milk each day,

although this isn't necessary if your toddler is still nursing 2-3 times a day. Avoid low fat milk until your toddler is at least two years old.

• no more than 4-6 ounces of 100% fruit juice each day.

• on average, 6 servings of grains, 2-3 servings of vegetables, 2-3 servings of fruits, and 2 servings of 'protein' foods, like meat, fish, chicken, or legumes (beans, peas, lentils).

2. Picky Eaters• the typical serving size for a toddler is about 1/4 of what an

adult size serving would be, so you would only expect a toddler to eat 1/4 of a slice of bread, 1-2 tablespoons of vegetables, or 1 ounce of meat.

• if your toddler is drinking too much milk and/or juice, she may be too full to eat, so follow the typical recommendations of 16-24 ounces of milk and 4-6 ounces of juice.

• most toddlers like to feed themselves, so give them lots of chances.

• toddlers will often want to try what their parents are eating and that is a good opportunity to get them to try some new foods, although you may have to offer it several times before they even think of trying it.

3. Safety

• according to the latest car seat guidelines, toddlers should ride in a rear-facing car seat (infant-only rear facing car seat or rear-facing convertible car seat).

• remove climbing hazards from your home. It is also a good idea to use wall anchors to keep large appliances and furniture

• from tipping over if your child climbs on them. And place childproof covers on door knobs to make sure that your toddler can't get out of the house on his own or into rooms that aren't childproofed.

4. Speech delays

Most toddler who aren't talking 'well' aren't really delayed. They may not be talking as much as their parents want or expect them too, but that can still be normal. Before labeling your child's speech as delayed, consider that most toddlers:

• begin to say Mama and Dada between 7 and 15 months

• say 4-6 words between 11 and 22 months • say 50 or more words between 18 and 27

months

Problems during Toddlerhood

1. Aggression, hitting and biting

• Follow up with logical consequences - Toddlers don't possess the cognitive maturity to be able to imagine themselves in another child's place or to change their behavior based on verbal reasoning. But they can understand consequences.

• Keep your cool - Yelling, hitting, or telling your child he's bad won't get him to curtail his behavior.

In fact, watching you control your temper may be the first step in his learning to control his.• Set clear limits - Try to respond immediately whenever your toddler is aggressive

2. Hair – pulling• Demonstrate futility - If you ignore your

toddler's hair pulling, it will "work" (in that whoever's hair is pulled will most likely do what your toddler wants), and it will get worse as your toddler learns over time that pulling hair gets her what she wants

• Suppress the behavior - Gently grasp your toddler's hand and hold it while you say something like, "No, no; we don't pull

hair, pulling hair hurts.“• Don't pull back - Don't decide to pull your toddler's hair to "teach her how it feels"

3. Throwing something• Fasten her toys to her seat - When she's in her stroller or car seat, try attaching a few playthings within easy reach (tie the toys with short pieces of string and trim the ends so they can't get wrapped around her neck)• Clean up together - Don't ask your toddler to pick up everything she throws• Set a good example - use the items you normally toss around your home to show her what's good to throw and what's not

4. Running away

• Stay close to him - if you're in a crowded area or around cars. "You have to keep up with your toddler“.

• Show him where he can run - Let your toddler explore a safe area (like a park, where he's safe from cars and you can see him from a distance) freely and at his own pace

CHARACTERISTICSOF

FILIPINO TODDLERS

RUTH FAJARDO

Characteristics……

• Are very active

Characteristics……

• Are very active

• Get easily excited

Characteristics……

• Are very active

• Get easily excited

Characteristics……

• Are very active

• Get easily excited

PLAY

Characteristics……

• Lack of self control

Characteristics……

• Lack of self control

• Busyness, & Curiosity

Characteristics……

• Unpredictable

Characteristics……

• Unpredictable

• Change their mind

Characteristics……

• Drive to explore

Characteristics……

• On the Go

• Drive to explore

Characteristics……

• Insistence of “I do it myself”

Characteristics……

• Insistence of “I do it myself”

NO!!!

Characteristics……

• Insistence of “I do it myself”

• Work at becoming independent

NO!!!

Characteristics……

• Limited ability to communicate

Characteristics……

• Learning to use language to express

their feelings

• Limited ability to communicate

Characteristics……

• Not good at sharing or taking turns

Characteristics……

•Not good at sharing or taking turns

• Lack of understanding

Characteristics……

• May develop fears

IMPLICATIONS TO TEACHING AND LEARNING

Kreanne C. Pagdanganan

II- 2 BECED

Historical Background of Teaching Toddlers and Childcare

o Childcare is a fairly new phenomenon in the history of the world as its practice expanded in

the 1970s, 1980so The first early years settings aimed

to simply provide care for toddlers and other young children.

o Early years' standards of care and education are increasingly important and

this has had major implications in teaching toddlers.

o Today's early years settings have a requirement to meet minimum standards

of care and education

Teachers have to provide a variety of developmentally adequate play experience both indoors and outdoors.

Implications in teaching and learning

Become well acquainted with theories and empirical research about growth and development among infants and toddlers

Assess infants and toddlers in the context of their environment, culture included.

Promote continued use of formal and informal social support networks for parents with infants and toddlers.

Continue to promote the elimination of poverty and the advancement of social justice

toddler reading

Advocate for compulsory health insurance and quality health care.

Advocate for more affordable, quality child care.

Collaborate with news media and other organizations to educate the public about the impact of poverty and inequality on early child development

Learn intervention methods to prevent and reduce substance abuse.

Help parents understand the potential effects of inadequate care giving on their infants, including the effects on brain development

Provide support and appropriate intervention to parents to facilitate effective caregiving for infants and toddlers.

DOCUMENTATIONS(behind the scenes..? :D)

Reverently we pray…

ENERGIZERdance with the hippo ya’ll!

On with the discussions…

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