Life-span Development assignment

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The Newborn: Tools for Exploring Her World;
Motor Development, Perceptual Skills, and Self-Awareness

Chapter 3 Summary Points

© 2022. Angela G. Bagne. ALL RIGHTS RESERVED.

© 2022. Angela G. Bagne. ALL RIGHTS RESERVED.

Reflexes

  • born with certain specific responses that are triggered by specific stimuli

  • How do reflexes help newborns interact with the world?

Reflexes

  • survival

E.g., rooting, sucking

  • precursors for later motor

E.g., stepping

  • nervous system functioning

indicator

Newborn States

  • Alert Inactivity
  • Waking Activity
  • Crying
  • Sleeping

Alert Inactivity

  • Calm
  • Attentive
  • Computer…

Waking Activity

  • Not attentive/focused
  • Sudden (uncoordinated) movements

Crying

  • Basic Cry

Softly  builds in volume and intensity.

E.g., hungry

  • Mad Cry

More intense, louder

  • Pain Cry

Loud wail  long pause then gasping

Sleeping

  • Newborns: avg 16-18 hours/day

sleep-wake cycle of around 4 hours of sleep followed by 1 hour of wakefulness

  • By 3 or 4 months often sleep through the night --although not any of your instructor’s 3 kids ;)
  • REM: 50% of newborn’s sleep, 25% at 1 year

  • Sleep- growth

SIDS

  • SIDS=

  • Smoking (prenatal or parents/ect. after birth)
  • Sleeping on their stomach

African American infants 2x

  • Overheating (*fans may reduce risk, for example)
  • Premature, low birth weight

Co-Sleeping

  • American cultures vs. other cultures?
  • Advantages and disadvantages? Safety first… How and when can co-sleeping be a good bonding experience AND safe?

Temperament

  • Surgency/extroversion

Generally happy, active, vocal, regularly seeks interesting stimulation

  • Affect

Pleasure, enthusiasm, and contentment vs. anger, fearful, not easily soothed

  • Effortful control

Focus of attention, not easily distracted, can inhibit responses

  • Persistence
  • Activity Level

Motor

Hereditary and Environmental Contributions to Temperament

  • Twin Studies

activity levels in fraternal twins r = .38, identical twins r = .72 (r indicates a correlation– the closer to 1.0, the more relationship– thus, there is a biological connection here)

Similar for social fearfulness, persistence, and proneness to anger

STABILITY

Physical Development

  • Height
  • Weight
  • Cephalocaudal

Growth

  • Growth is more rapid in infancy than during any other period after birth
  • 3 months- double weight
  • 1 year- triple weight

Nutrition and Growth

  • Breast-feeding can be the best way to ensure proper nourishment
  • Foods should be introduced one at a time, with patience! What are good foods??

The Brain is Awesome.

  • Neuron =
  • How many?

100+ billion

  • Growth?

  • Plasticity =

-the ability of the brain to grow throughout the lifespan (form new connections between neurons, reorganize, form new brain neurons) is highest in early life, particularly from birth to 3! (a bit less to 5 years old…and then levels off at adolescence/young adulthood)

Malnutrition

  • 1 in 3 children are malnourished (world)
  • Slow development

Physical, cognitive, overall developmental disability

  • Most damaging during infancy due to rapid growth rate- physically and cognitively

  • Over and under-feeding infants

Motor Development

  • Motor =

  • Write down when baby can:

roll over

sit independently

walk

*Milestones*

Motor Development

  • Book picture (next slide): generous. Not great.
  • Handout better. Use it. 
  • Huge range of time when skills develop but…

Past average time/ during second half of the range for which the skill should develop: We need to have a RED FLAG: a little “hmm…” pop in our head that a milestone is not happening around that average time. This is not to say that there’s a problem– but early diagnosis = better outcomes!!

Domains impact one another: E.g., physical development drives speech development

What can you do?

TOO GENEROUS! WHY?

TOO GENEROUS! WHY?

Motor Development

  • Gross (large) motor skills:

Roll over 4 mo

Sit unsupported 6 mo

Crawling 8-10 mo

Walk holding on 9 mo

Walk independent12 months

(9-15 mo)

Motor Development

  • Fine motor skills: simple  complex

3 mo: Coordination of limbs

4 mo: Reach for objects

5 mo: Coord both hands

8-9 mo: Grasp (thumb/finger)

Fine Motor Skills

Drink from a cup (no spill) by age 2

Can use zippers (not buttons) (2-3 yrs)

Tying shoes 5-6 yrs

Locomotion:
Dynamic Systems Theory

Motor development = many distinct skills

Organized/reorganized to meet demands of specific tasks

Development of muscle, perceptual abilities, and the nervous system

Motivation of child

Posture and Balance

  • Infants- BIG heads… balance
  • Few mo. of age- use inner ear and visual cues to adjust posture

  • Relearn balance with each new posture!

Handedness

  • 90% of children prefer right hand
  • Most children grasp with their right hand by age 13 months, clear preference by 2 years

Early preference (meaning ALWAYS using only the right hand for everything) generally we don’t want to see

  • Heredity, environment

Perception

  • Newborns have a good sense of smell

react to pleasant/unpleasant

WHY is this helpful/purpose (think about this based on your TEDtalk for this lesson)

Perception

  • Newborns can differentiate between tastes

Salty, sour, bitter, and sweet

A natural sweet tooth

Taste preferences for what mom had while in the womb

Touch and Pain

  • Babies react to touch

Reflexes/other movements

One of most highly developed senses

Calmed by massage

and NEED touch

  • Babies react to painful stimuli with pain cry

Once thought babies could not feel pain (you already know babies feel pain even in utero)

Hearing

  • Hearing begins prenatally

startle reactions

  • 6-mo.- distinguish between different pitches as adults

Hearing

  • 7 mo. infants can use sound to locate direction and distance (adult level at 12 mo.)

  • Infants differentiate changes in melodies, sounds, mother’s voice

Seeing

  • Newborns respond to light, track moving objects
  • Visual Acuity (clarity of vision)

1 mo: See at 20 ft what adults see at 200-400 ft

By 1 yr, visual acuity same as adults (20/20 by 6 mo)

Color

  • Newborns perceive few colors

1 mo: Differentiate between blue and gray; red from green

3-4 mo: Perceive colors similarly to adults

Depth

  • Binocular vision/Retinal disparity: Combine both eyes’ vision to see depth and motion at 14 wks (4-6 mo)
  • Infants prefer to look:

at patterns and complex stimuli

at faces

Depth

  • Visual cliff studies

6 wks react with emotional indicators or interest to differences in depth

7 mo show fear of the deep side of the cliff (6-14 months will not crawl over visual cliff)

Integrating Sensory Information

  • Infants: Perceive the link between visual images and sounds
  • Pay more attention to intersensory redundancy

Self Awareness: Origins of self-concept

  • 9 mo smile…
  • 15-24 mo: That’s ME!

  • Preschoolers: Describe physical characteristics, preferences, competencies
  • A great example of the endless interplay of the domains… (physical: brain maturation; social-emotional domain)

Origins of self-concept

  • 9 mo smile at the face in the mirror but recognize self?
  • 15-24 mo (18 mo) know that the image is theirs
  • Preschoolers describe their physical characteristics, preferences, and competencies

Theory of mind

  • Age 2-3: People have desires and these cause behavior– different from own
  • 3-3 ½ true theory of mind
  • 4 yrs begin to understand: Behavior is based on beliefs and that the beliefs can be wrong

Adults are correct

  • (physical: brain maturation; cognitive domain)

How might a child answer this from an egocentric perspective? Once they have theory of mind?

How might a child answer this from an egocentric perspective? Once they have theory of mind?