C.H.I.L.D Foundation 0-3 DEVELOPMENT By Drina Madden [email protected]

C.H.I.L.D Foundation www.childhealthlearn.org

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0-3 DEVELOPMENT

By Drina Madden

[email protected]


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PHYSICAL

Body GrowthChanges in height and weight are rapid in

the first two years of life.Development moves from head to tail


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PHYSICAL

Brain Development

Brain grows faster than any organ in the body


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PHYSICAL

Brain is the only organ that can learn


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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


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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

At birth are attracted to novelty


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PHYSICAL

Newborns imitate the human face


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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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Peek-a-boo teaches turn taking

COGNITION


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COGNITION

Reflexes will be modified as they are applied to the environment


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COGNITION

Inhibition/disinhibition


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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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TheoriesMahler

Sensitive, loving care fosters bonding


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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 DevelopmentSigns of all basic emotions present in

infancy6-10 weeks = social smileLaughter = 3-4 months


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Happiness strengthens the parent-child bond

Happiness supports physical and cognitive mastery


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Emotional Development2nd ½ of first year – anger and fear surface

as stranger anxietySurvival valueMotor improvement


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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 DevelopmentToddler hood

Self-conscious emotions Shame Embarrassment Pride


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Caregivers help by Relieving distress

Engaging in stimulating play

Discouraging negative emotion


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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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Biological roots but child rearing can effect change over time

Ethnic and sex differences are due to combined influence of biology and child rearing


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Development of AttachmentAttachment supports survival

Babies actively contribute to bondingBuilt-in encourage the parent to remain close to

the infant


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Development of Attachment6-8 months Separation anxiety Use of parent as secure base Indicate true attachment bond has been

formed


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Development of AttachmentToddlers use language rather than

following and clingingRequestsPersuasion

Develop an internal working model for all future close relationships


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Deprivation of affectional ties

Lasting social and emotional problemsCaregivers need to adapt to temperament

and physical needs of infant


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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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Become reciprocal exchanges in the second year


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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


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Self-developmentToddlers compare themselves to others

AgeSexPhysical characteristicsGoodness and badnessFoundation for:

Empathy Compliance Self-control

Documents

C.H.I.L.D Foundation 0-3 DEVELOPMENT By Drina Madden [email protected]