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C.H.I.L.D Foundation www.childhealthlearn.org
2
PHYSICAL
Body GrowthChanges in height and weight are rapid in
the first two years of life.Development moves from head to tail
C.H.I.L.D Foundation www.childhealthlearn.org
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PHYSICAL
Brain Development
Brain grows faster than any organ in the body
C.H.I.L.D Foundation www.childhealthlearn.org
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PHYSICAL
Brain DevelopmentDuring infancy, neurons form synapses
(networks) very rapidlyStimulation determines which neurons will
survive or die
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PHYSICAL
Brain Development
Electrical activity increases as brain weight and skull size increase
Cortex begins to specialize as experiences increase
C.H.I.L.D Foundation www.childhealthlearn.org
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PHYSICAL
Brain Development
The two hemispheres begin to specialize – left is more language and right is more visual/spatial storage
Brain is highly plastic or able to be changed during these early years
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PHYSICAL
Changing states of arousal Infant is awake for short
periods of time
Eventually, wakefulness
increases and a day an night schedule become apparent
Patterns are due to brain development
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PHYSICAL
Motor DevelopmentFollows head to tail patternNew skills are due to combining simple
skills into more complex actionsCentral nervous system maturation/reflex
inhibitionMovement possibilitiesEnvironmental supportChild’s motivation
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PHYSICAL
Motor Development
Experience has profound influence
Cultural definition can form environment
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PHYSICAL
Motor DevelopmentReaching and grasping are perfected in
first year
Pre reaching to Palmar to Pincer
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PHYSICAL
Learning Capacities Infants become aware of and adapt to their
surroundingsSights, sounds and food can be reinforcers
for learning
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PHYSICAL
Perceptual DevelopmentOver first year
Organize sounds into more complex patternsBecome more sensitive to speech soundsNotice units and phrases
of their own language
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PHYSICAL
Perceptual DevelopmentEye development and visual brain centers
in the first half year lead to:FocusingColor discriminationVisual acuityVisual tracking
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PHYSICAL
Perceptual DevelopmentDepth perception
Responsiveness to motion thenSensitivity to binocular thenSensitivity to picture cues
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PHYSICAL
Perceptual DevelopmentContrast sensitivity accounts for visual
preferencesLook at border and single feature thenExplore internal features then
Detect pattern organization thenDiscriminate complex and meaningful patterns
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PHYSICAL
Perceptual DevelopmentBirth - Size and shape constancy build
understanding of the world of objects Infants - Rely on motion and spatial
arrangements to identify objects6 months – Rely on shape, color and
texture
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COGNITION
Piaget’s TheorySensorimotor
Circular reaction – Reflexes gradually transformed into more flexible reaction patterns
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COGNITION
Piaget’s Theory Intentional goal-directed movements
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COGNITION
Piaget’s TheoryPhysical causality and object permanence
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COGNITION
Piaget’s TheoryFunctional Play Experimentation
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COGNITION
Piaget’s TheoryMental representationMake-believe play
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COGNITION
Piaget – Now We KnowUnderestimated capacities of young infantsNewborns have more built-in equipment to
make sense of their world than Piaget assumed
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COGNITION
Information Processing – not stagesSensory registerWorking or short term memoryLong term memory
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COGNITION
Information processing – cont. Information flows Mental strategies operate on it to increase
the efficiency of thinking
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COGNITION
Information processing – cont.Young Infants
Attend to increasingly more aspects of their environment
Take information more quicklyShift attention from one stimulus to anotherCapable of recognition memoryMemory is sequential
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COGNITION
Information processing – cont.7 months
Can recall stimuli that are not present2 years
Attention to novelty subsides and sustained attention improves
Can categorize memories and spontaneously sort objects
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COGNITION
Information processing – cont.End of toddler hood
Excellent recall for people, places and thingsBiology and social experience contribute to
autobiographical memory
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COGNITION
Social context – VygotskyBy engaging in joint activities with more
skilled partners just ahead of their development (ZONE OF PROXYMAL DEVELOPMENT)
Cognitive competence increases
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COGNITION
Language developmentHumans have evolved specialized areas in
the brain that support language development
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COGNITION
Language developmentAs children acquire language, the brain
becomes more specialized for language processing
Complete mastery of some grammatical forms are not achieved until well into middle childhood
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COGNITION
Language development is assisted through interaction
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COGNITION
Reflexes will be modified as they are applied to the environment
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COGNITION
Imitation of adult facial expressions and gestures
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COGNITION
1-4 monthsExploration includes
KickingReachingGrasping
Little anticipation of events
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COGNITION
1-4 months Awareness of object permanence
Awareness of object solidity Some awareness of gravity and object collision Deferred imitation of adult facial expression –
holds in memory
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COGNITION
4-8 monthsExploration includes
Improved reaching and graspingSwipingBangingThrowing
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COGNITION
4-8 months Improved understanding of gravity and
object collisionUse of shape, texture and color to identify
objects as separate units Imitation of adults’ actions on objects –
only after much practice and repetition
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COGNITION
8-12 monthsGoal directed behavior Improved anticipation of eventsCan retrieve an object from first hidden
locationMore complex behaviors are imitated
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COGNITION
12-18 monthsExplore objects by acting on them in new
waysTrial and error solutions to sensorimotor
problemsCan search in several locations for a
hidden objectCan imitate behaviors seen 1 week earlier
and in different settings
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COGNITION
18-24 months Impulsive solutions to sensorimotor
problems due to internal representationCan find an object that has been moved
while out of sight Imitation of entire social roles in make-
believe play
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EMOTIONAL AND SOCIAL
THEORIESErickson
Warm, responsive care giving necessary Basic Trust versus Mistrust
Guidance and reasonable choices Autonomy versus shame and doubt
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EMOTIONAL AND SOCIAL
TheoriesMahler
Sensitive, loving care fosters bonding
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EMOTIONAL AND SOCIAL
Provides foundation for separation-individuationRepresentation and language help create a
positive, inner image of motherCan be relied on in her absence
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EMOTIONAL AND SOCIAL
Emotional DevelopmentSigns of all basic emotions present in
infancy6-10 weeks = social smileLaughter = 3-4 months
C.H.I.L.D Foundation www.childhealthlearn.org
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EMOTIONAL AND SOCIAL
Happiness strengthens the parent-child bond
Happiness supports physical and cognitive mastery
C.H.I.L.D Foundation www.childhealthlearn.org
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EMOTIONAL AND SOCIAL
Emotional Development2nd ½ of first year – anger and fear surface
as stranger anxietySurvival valueMotor improvement
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EMOTIONAL AND SOCIAL
Emotional Development8-10 months
Social referencing – ability to understand the feelings of others as perception of facial expressions are organized
Middle of year 2Realize that emotional response of others may
differ from their own
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EMOTIONAL AND SOCIAL
Emotional DevelopmentToddler hood
Self-conscious emotions Shame Embarrassment Pride
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EMOTIONAL AND SOCIAL
Caregivers help by Relieving distress
Engaging in stimulating play
Discouraging negative emotion
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EMOTIONAL AND SOCIAL
Temperament Easy child – (largest group) quickly establishes
routines, is cheerful and adapts easily Difficult child – (10%) Irregular in daily
routines,slow to accept new experiences and tends to react negatively and intensely
Slow to warm up child – (15%) inactive, mild, low-key reactions, negative mood and adjusts slowly to new experiences
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EMOTIONAL AND SOCIAL
Biological roots but child rearing can effect change over time
Ethnic and sex differences are due to combined influence of biology and child rearing
C.H.I.L.D Foundation www.childhealthlearn.org
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EMOTIONAL AND SOCIAL
Development of AttachmentAttachment supports survival
Babies actively contribute to bondingBuilt-in encourage the parent to remain close to
the infant
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EMOTIONAL AND SOCIAL
Development of Attachment6-8 months Separation anxiety Use of parent as secure base Indicate true attachment bond has been
formed
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EMOTIONAL AND SOCIAL
Development of AttachmentToddlers use language rather than
following and clingingRequestsPersuasion
Develop an internal working model for all future close relationships
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EMOTIONAL AND SOCIAL
Deprivation of affectional ties
Lasting social and emotional problemsCaregivers need to adapt to temperament
and physical needs of infant
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EMOTIONAL AND SOCIAL
Early in first year develop rich emotional relationships with fathers and siblings
Peer sociability begins in infancy with socially isolated acts
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EMOTIONAL AND SOCIAL
Become reciprocal exchanges in the second year
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EMOTIONAL AND SOCIAL
Self-development I-SELF
Begins as infant recognizes that his own actions cause objects and people to react in predictable ways
ME-SELF Toddler can see himself as an object of
knowledge and evaluation