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