UNIT 2 Flashcards
starts at the end of the first month up to the end of the first year of age. Infant’s growth and development during this period are rapid, and it is a time of continued adaptation.
The infancy period
It is the period which starts at the end of the first month up to the end of the first year of age. Infant’s growth and development during this period are rapid.
normal infant
is a helpful indicator of growth and development
Weight
The average birth weight of the infant is
2.5kg to 3.5kg (5.5lb to10 lb.)
They lose about ___day in the first 4-5 days after birth but regains weight by 10-12 days (30g per day).
20-30g per
Calculating the Infant`s Weight
Age in months + 9/ 2
Weight : the infant gains :
Birth to 4 months → ¾ kg /month 5 to 8 months → ½ kg / month 9 to 12 months → ¼ kg /month The infant will double his birth wt by 4-5 months and triple it by 1012 months of age
Infant’s length measured from the top of their head to the bottom of one of their heels. It’s the same as their height, but height is measured standing up, whereas length is measured while your baby is lying down.
Height
Height increase
1 inch / month during 1st 6 months ,
-7-12 months average HEIGHT
½ inch / month
Height increases __ at 1 year old
50%
Length increases about 3 cm /month during the
1st 3 months of age, *
increases 2 cm /month at age of
4-6 months,
7 – 12 months, it increases
1 ½ cm per month
The distance around the baby’s head, the infant’s head, is ¼ total body length. The average head circumference is about 34.5 cm at birth (13.5 inches).
Head circumference
It increases about 2 cm /month during the 1st 3 months, * Then, ½ cm/month during the 2nd 9 months of age.
Head circumference
closes by 6-8 weeks of age.
Posterior fontanel
closes by 12-18 months of age.
Anterior fontanel
Diamond in shape * The junction of the sagittal, corneal and frontal sutures forms it * Between 2 frontal & 2 parietal bones * 3-4 cm in length and 2-3 cm width * It closes at 12-18 months of age
Anterior fontanel
- Triangular * Located between occipital & 2 parietal bones * Closes by the end of the 1st month of age
Posterior fontanel
It is 30.5 to 33cm (usually 2–3cm less than head circumference). By the end of the 1st year, it will be equal to head circumference. Physiological growth of infants:Pulse 110-150 b/min Resp 35 ± 10 c/min Breath through nose. Blood pressure 80/50 ± 20/10 mmHg
Chest circumference
- Pulse ( 120 to 160 b/min ). - Radial pulse is normally absent, if prominent suspect that there is PDA
- femoral pulse is normally palpable ,if (-) suspect Coartationof Aorta - Respiration ( 35 to 50b/min) .
Vital signs
Pulse
( 120 to 160 b/min ).
Respiration
( 35 to 50b/min) .
Temperature
(36.3 to37.2C ).
taking is done only once to rule out imperforated anus.
Rectal temperature
– dangerous failure to pass meconium after 24 hrs, abdominal distention, foul odor breath, vomitus of fecal material which might result in aspiration and cause respiratory problems.
Atretic agentice
nORMAL RESPIRATON
30 TO 60 RESPIRATIONS PER MIN
AVERAGE- 40 RESPIRATIONS PER MIN
HEART RATE APICAL
100 to 160 BPM
100 WHILE SLEEPING
160 WHILE CRYING
BLOOD PRESSURE AT BIRTH
AVE 75/42
SYSTOLIS
60 TO 80 MM HG
DIASTOLIC 40 TO 55 MM HG
Eruption of teeth starts by 5–6 months of age. It is called “Milky teeth” or “Deciduous teeth” or “Temporary teeth”.
TEETH
recognize an object in the midline of their vision ,1-month-old infants see black and white patterns.
One-month-old infants
focus well (from about age six weeks) and follow objects with the eyes (although still not past the midline).
Two-month-old infants
Three-month-old infants
can follow an object across their midline.
recognize familiar objects, such as a frequently seen bottle, rattle, or toy animal.
At four-month-old infants
infants are capable of organized depth perception
Six months,
children pat their image in a mirror.
On seven-month-old
, an infant looks under a towel or around a corner for a concealed object (beginning of object permanence).
By ten months
is demonstrated by the 1-month-old child who quiets momentarily at a distinctive sound such as a bell or a squeaky rubber toy.
Hearing
has emerged as an essential modality for the facilitation of growth and development; positive effects of supplemental mechanosensory stimulation have been demonstrated in a wide range of organisms. An infant needs to be touched to experience skin-to-skin contact. Is promoted to have close physical contact.
Touch
begin forming early in fetal development. It is known that babies prefer sweet tastes over sour or bitter tastes. Infants demonstrate that they have an acute sense of taste by turning away from or spitting out feelings they do not enjoy.
Taste buds
can smell accurately within 1 or 2 hours after birth. They respond to an irritating smell by drawing back from it. They appear to enjoy pleasant odors and learn early to identify the familiar smell of breast milk
Infants
ROSS MOTOR Complete head lag Largely reflex visual fixation for human face
* Fine Motor Development The eyes are fixated on the person *Cries without tears to communicate because lacrimal glands are not fully developed *Keeps hands fisted thumbs in *Able to follow object to midline (looks at mobile)
1 MONTH
- GROSS MOTOR * Holds head & chest up when prone * gasp & tonic neck reflex are fading * sit with support
- FINE MOTOR * The baby knows how to cry * Laughs aloud * Babbles and “coos.” * Follows object past midline
3 MONTHS
-keep head steady when held
-bring their head and chest
-ceyes can track object past midline
showing preference for their usual caregiver
-pay attention to new things or sounds
looking at objects until midline
baby can smile
turn head when someone is speaking
TWO MONTHS
*FINE MOTOR places everything in mouth, *grasps with both hands, *laugh aloud, *makes consonant sounds on bubbling sounds
4 MONTHS
*Turns front to back *Has head lag when pulled upright *Bears partial weight on feet when pulled upright
*Rollover *Hold blocks at each hand.
5 MONTHS
- roll both ways
sit upright
transfer items from one hand to the other
looking for hiddent objects
try to collect things they drop
express emotions
start babbling
feel anxious around strangers
prefer playing by themselves
6 months
- “dada,” “mama.” *Sleeps on prone position *Uses fingers to hold objects *Transfers object hand to hand.
7 motnhs
Can say words like “mama” and “dada” Continues to stand while supported by an object or person and can pull themselves up to standing Begins to cruise around tables and furniture Will start to point at things to communicate wants/needs Will search for hidden objects Begins to use a thumb-finger pincer grasp to pick things up
8 Month Old Milestones
sit up hands free
crawl
point at things
inferior pincer grasp
peek a boo
pat a cake
words that sound like mama or dada
wave goodbye
acute stanger anxiety
9 MONTHS
may begin to walk & climb, exhibits one handed dominance, may say 1 & 2 meaningful words, respond to own name
10 mos
understands meaning of “no”, shakes head to indicate no, can follow simple directions, cooperates with dressing activities, use of spoon, cruises, stands with assistance
11 mos
throw objects
stand by themselves
take a few steps
fine princes grasp
do things to see effect
experiment w trial and error
imitate gestures and sounds
use objects functionally
other words beside mama or dada
no and yes
cooperate w dressing
understand simple commands
point at pictures
feel separtaion anxiety
12 months
HEAD LAG
0
LIFT HEAD ON PRONE POSITION
2-
LIFT HEAD AND CHEST ON PRONE POSITION
4 -
-ROLL OVER
5
SITS WITH SUPPORT
6 –
BOUNCES FEET ON HEAD
7 –
SITS WITHOUT SUPPORT
8 -
CRAWLING AND CREEPING
9 –
- STAND WITH SUPPORT
10
CRUSING
11-
STAND WITHOUT SUPPORT AND WALK WITH SUPPORT
12
sitting up without support
6-8 months
rolling over
6 moths
tanding without support
10-12 months
first steps 1
12 months
palmar grasp
6 months
pincer grasp
9 months
brings objects to mouth
4 months
transfer objects from hand to hand
6-8 months
arm movement
0-3
Raking grasp
5
Crude pincer grasp
7–
Builds tower of 1 -2 level, uses spoon
12
Is how children begin to understand and process their world
-unlocks their creativity and imagination and develops, reading, thinking, and problem solving skills
Play
is central to your child’s learning and reflects development & awareness of the environment
Play
It consists of those activities performed for self-amusement that have behavioral, social, and psychomotor rewards. It is child-directed, and the rewards come from within the individual child; it is enjoyable and spontaneous.
Play
is independent. The child plays alone with toys that are different from those chosen by other children in the area
Solitary play
begins in infancy and is common in toddlers because of their limited social, cognitive, and physical skills. However, it is essential for all age groups to have some time to play by themselves.
Solitary play
uses Mobiles best if they are black and white or brightly colored and light enough in weight, so they move when someone walks by. Hearing is a second sense that is a source of pleasure for children in early infancy. Even newborns “listen” to the sound of a music box or a musical rattle. They stir and seem apprehensive at the sound of a loud rattle.
The solitary or non-interactive play
s to stimulate psychological development and offer diversion from boredom, pain & discomfort. Provide a means of communicating & experiencing feelings and aid in developing sensorimotor skills.
purpose of play
➢ Solitary play ➢ They play alone ➢ They play on there own body senses ➢ Toys should promote physical and sensory development ➢ Rattles , mobiles and squeeze toy
INFANCY
➢ Stranger anxiety ➢ Start at 6 month ➢ Peek at 8 month ➢ Diminished at 9 months
SPECIFIC FEARS of INFANCY
are mobiles, music boxes, stuffed animals with detachable parts & rattles.
Toys recommended for infants 1-3 months
will hold a light, small rattles for a short period but then drop them, mobiles, or cradle gyms.
2-month-old infants
children can handle small blocks or little rattles.
3-month-old
– squeeze toys, busy boxes, & play gyms at 4 -month-old children need a playpen, or a sheet spread on the floor, so they can exercise their new skill of rolling over. Rolling over is so intriguing it may serve as a “toy” for the entire month.
Appropriate toys for 4-6 months
objects to handle, such as plastic rings, blocks, squeeze toys, clothespins, rattles, and plastic keys.
For 5 -month-old infants -
can sit steadily enough to be ready for bathtub toys such as rubber ducks or plastic boats. The teething ring is also advised at this age because they are starting to teethe already.
On 6-month-old child
children can transfer toys; recommended toys are blocks, rattles, or plastic keys that are small enough to be used for this. Interested in brightly colored balls or toys are appropriate for they increase mobility.
7-month-old
hildren are sensitive to differences in texture. They enjoy having toyed with different feels to them, such as velvet, fur, fuzzy, smooth, or rough items.
An 8 -month-old c
needs the experience of creeping. It means time out of a crib or playpen, so there is room to maneuver. Enjoy toys that go inside one another, such as a nest of blocks or rings of assorted sizes that fit on a center post.
A 9-month-old infant
are ready for peek-a-boo and will spend a long time playing the game with their hands or with a cloth over their head that they can reach and remove.
Toys for ten months, infants
children have learned to cruise or walk along with low tables by holding on. They often find this so absorbing they spend little time doing anything else during the month.
For 11 months,
enjoy putting things in and taking things out of containers. They like little boxes that fit inside one another or dropping small blocks into a cardboard box. As soon as they can walk, they will be interested in pull toys. A lot of time may be spent in listening to someone saying nursery rhymes or listening to music.
In 12-month-old infants
mobiles, music boxes, stuffed animals with detachable parts & rattles
1-3 mos
squeeze toys, busy boxes, & play gyms
4-6 mos
various cloth-textures toys, splashing bath toys, large blocks, & large balls
7-9 mos
durable books with large pictures, large building blocks, nesting cups, & push pull toys
10-12 mo
nt is a critical part of child development. Ability to communicate and express and understand feelings. It also supports thinking and problem-solving and developing and maintaining relationships.
Language development
LANGUAGE DEVELOPMENT
1 MONTH
(cry)
LANGUAGE DEVELOPMENT
3 MONTH
(coos and gurgles)
LANGUAGE DEVELOPMENT
4 MONTH
(laugh loud)
LANGUAGE DEVELOPMENT
5 MONTH
(vocalizes displeasure)
LANGUAGE DEVELOPMENT
6 MONTH
(extend arms to loves ones)
LANGUAGE DEVELOPMENT
7 MONTH
(mmmmm when cry)
LANGUAGE DEVELOPMENT
8 MONTH
(stranger anxiety)
LANGUAGE DEVELOPMENT
9 MONTH
(mama/papa)
LANGUAGE DEVELOPMENT
11 MONTH
(respond to name and understand no)
INTERPERSONAL DEVELOPMENT
2 MONTHS
(social smile)
INTERPERSONAL DEVELOPMENT
3 MONTHS
(recognized mother)
INTERPERSONAL DEVELOPMENT
4 MONTHS
(very talk active)
INTERPERSONAL DEVELOPMENT
7 MONTHS
(cough or clear throat to gain attention
INTERPERSONAL DEVELOPMENT
9 MONTHS
(cries when scolded)
INTERPERSONAL DEVELOPMENT
12 MONTHS
(follow direction)
Words and symbols are not yet available Communication through senses
0-2 years old Also called Practical Intelligenc
- 1 month - Early reflexes
Schema 1: Neonatal Reflexes
Schema 2 : Primary Circular Reaction
Scheme 3: Secondary Circular Behavior
Schema 4: Coordination of Secondary Reaction
Schema 5 : Tertiary Circular Reaction
Schema 6: Invention of New Means thru Mental Coordination
Schema 1: Neonatal Reflexes
- 1-4 months - Activities related to body : repetition of behavior - Example : thumbsucking
Schema 1: Neonatal Reflexes
Schema 2 : Primary Circular Reaction
Scheme 3: Secondary Circular Behavior
Schema 4: Coordination of Secondary Reaction
Schema 5 : Tertiary Circular Reaction
Schema 6: Invention of New Means thru Mental Coordination
Schema 2 : Primary Circular Reaction
4-8 months ○ Activities not related to the body ○ Discover person and object permanence ○ Memory traces are present and anticipate familiar events
Schema 1: Neonatal Reflexes
Schema 2 : Primary Circular Reaction
Scheme 3: Secondary Circular Behavior
Schema 4: Coordination of Secondary Reaction
Schema 5 : Tertiary Circular Reaction
Schema 6: Invention of New Means thru Mental Coordination
Scheme 3: Secondary Circular Behavior
-8-12 months -Exhibit goal directed behavior - Increase sense of permanence and separateness - Play activities: Throw and retrieve
Schema 1: Neonatal Reflexes
Schema 2 : Primary Circular Reaction
Scheme 3: Secondary Circular Behavior
Schema 4: Coordination of Secondary Reaction
Schema 5 : Tertiary Circular Reaction
Schema 6: Invention of New Means thru Mental Coordination
Schema 4: Coordination of Secondary Reaction
○ 12-18 months ○ Use trial and error to discover characteristic of places and events ○ “Invention” of new means ○ Capable of space and time perception
Schema 1: Neonatal Reflexes
Schema 2 : Primary Circular Reaction
Scheme 3: Secondary Circular Behavior
Schema 4: Coordination of Secondary Reaction
Schema 5 : Tertiary Circular Reaction
Schema 6: Invention of New Means thru Mental Coordination
Schema 5 : Tertiary Circular Reaction
- 18-24 months - Symbolic representation - Transitional phase to the pre-operational thought period
Schema 1: Neonatal Reflexes
Schema 2 : Primary Circular Reaction
Scheme 3: Secondary Circular Behavior
Schema 4: Coordination of Secondary Reaction
Schema 5 : Tertiary Circular Reaction
Schema 6: Invention of New Means thru Mental Coordination
Schema 6: Invention of New Means thru Mental Coordination
During this stage, the child begins to develop: ● Reflexes ● Habits ● Hand-eye coordination ● Object Permanence (knowing something exists, even though it can’t be seen) ● Experimentation and creativity. Piaget referred to the children in this stage as “little scientists.” ● Trial and error experiments
Sensorimotor Stage Birth to age 2
● Sensory perceptions ● Motor activities ● Infant trying to make sense of the world
Sensorimotor Stage Ages: birth to 2
● Reflexes (0-1 month) ● Primary Circular Reactions (1-4 months) ● Secondary Circular Reactions (4-8 months) ● Coordination of Reactions (8-12 months) ● Tertiary Circular Reactions (12-18 months) ● Early Representational Thought (18-24 months)
Sub Stages of the sensorimotor stage
Reflexes
(0-1 month)
Primary Circular Reactions
(1-4 months)
Secondary Circular Reactions
(4-8 months)
Coordination of Reactions
(8-12 months)
Tertiary Circular Reactions
(12-18 months)
Early Representational Thought
(18-24 months)
● an Australian neurologist ● founder of psychosexual. ● considered sexual instinct to be significant in the development of personality
Sigmund Freud
● It occurs during the first 18 months of life when the infant’s pleasure centers on the mouth. ● Chewing, sucking and biting are chief sources of pleasure and these actions reduces tension in the infant.
Oral Stage
This type of personality may have a stronger tendency to smoke, drink alcohol, over eat, or bite his or her nails. Discourage thumb sucking ● Personality wise, these individuals may become overly dependent upon others, gullible( innocent ,easy to fleece (cheat)), and perpetual (continuous)followers. ● On the other hand, they may also fight these urges and develop pessimism (doubt, distrust)and aggression toward others.
Oral Stage
are planes of moral adequacy conceived by Lawrence Kohlberg to explain the development of moral reasoning. ● This theory holds that moral reasoning, which is the basis for ethical behavior, has six identifiable developmental constructive stages
Kohlberg’s stages of moral development
● Earliest stage of moral development ● Common in young children
○ They see rules as fixed and absolute. ● Morality is external
○ At this stage, children see rules as fixed and absolute.
○ Obeying the rules is important because it is a means to avoid punishment
Stage 1 Obedience & Punishment
STAGE 0 – UNDIFFERENTIATED FAITH (0-2 years old) It is called “pre-stage” referring to infancy, trust, hope, and love compete with environmental inconsistencies or threats of abandonment. Develops essential trust and mutuality (or lack thereof) with the one’s providing care. The quality of interactions underlies all future faith development of the individual. (Fowler,2001)
FAITH Development Theory By James W. Fowler III
