1.

Prematal Period – conception to birth

2. Infancy – divided in to two periods
 Partumatal period – from birth to cutting and tying
of the umbilical cord.
 Neconatal period – from the cutting and tying of the
umbilical cord to the end of the second week.
3. Babyhood – end of the second week to end of the
second year
Divisions; Lap baby and Toddler
4. Early childhood – two to six years
5. Late childhood – six to ten to twelve years
6. Puberty or preadolescence – ten to twelve to thirteen or
fourteen.
7. Adolescence – thirteen or fourteen to eighteen years
8. Early adulthood – eighteen to forty years
9. Middle age – forty to sixty years
10.Old age or senescence – sixty years to death
 Ten lunar months of twenty-eight days in length or nine calendar
months.
 Average length of prenatal period is 38 weeks or 266 days.
 70% of babies vary from 36 to 40 weeks(252 to 280 days)
 98% range from 34 to 42 weeks (238 to 294 days)
 According to a genetic blueprint directs construction extremely
complex from starts out as only a single cell.
 Gestations has three stages; Germinal, Embryonic and Fetal
 Germinal Stage - fertilization to two weeks
 during this stage, the organism divides
becomes more complex and is implanted in
the wall of the uterus.
 36 hours after fertilization, the single-celled
zygote enters a period of rapid cell division.
 72 hours after fertilization, it has divided
into 32 cells; a day later it has divided into
70 cells.
 Celldivision continues until the original cell
has given way to an estimated 800 billions
or more cells in a human body. (Figure 6).
 Fertilized ovum is dividing, making its way down the
fallopian tube to the uterus, a journey that takes three or
four days.
 Form has changed into a fluid-filled sphere, a blastocyst,
which then floats freely in the uterus for a day or two.
 Some cells around the edge of the blastocyst clusters on
one side to form the embryonic disk, a thickened cell
mass from which the baby will develop.
 Three layers of mass; upper layer, the ectoderm and
outer layer of skin, hair and teeth.
 Embryonic stage – two to 12 weeks
 During the embryonic stage, the major body
system (Respiratory, Alimentary, Nervous) and
organs develop.
 Development birth defects (Cleft plate,
Incomplete or missing limbs, Blindness,
Deafness. During the critical first trimester (3
month period) of pregnancy.
 Most severely defective embryos usually do not
survive beyond this time are aborted
spontaneously (Garn, as cited by Papalia, 1989).
 Spontaneous abortion or miscarriage is
expulsion from uterus (prenatal organism) could
not have survived outside the womb.
 Fetal stage – 8-12 weeks to birth
During the long period until birth, finishing
touches are put on the various parts and
body changes in form and grows about 20
times in length.
Fetus kicks, turns, flexes its body,
somersaults, squints, swallows, makes fist,
hiccups, and sucks its thumb.
Responds to both sound and vibrations,
indicating that it can hear and feel.
Birth
 Normally begins 266 days after conception and
occurs in the three stages:
1. Dilation of the cervix
2. Descent and emergence of the baby, and
3. Expulsion of the placenta and the umbilical cord.

During the first stage, the uterus contracts and the

cervix flattens and dilates to allow the fetus to pass
through.
2 to 16 hours or even longer; it tends to be longer
with the first child. Contractions start, 15 to 20
minute intervals and are generally mild.
 Nearthe end of this first stage, contractions change
becoming more difficult, longer and more frequent.
 Periodlasting about an hour is called transition and
most difficult part of the labor for many women
(Tucker & Bing, 1975 as cited by Papalia, 1989).
 Endof stage, cervix is dilated to about 10 centimeters
and contractions occur every minute or so.
 The Second stage, birth involves the actual delivery
of the body.
 Expulsion stage is quite variable and can last
anywhere from 2 to 60 minutes or more.
 Average delivery the baby’s head appears first, an
event referred to as crowning.
 The Third stage, birth process involves the delivery
of the placenta (or afterbirth) and fetal membranes.
 During this stage, mild contractions continue for
some time. They help decrease the blood flow to the
uterus and reduce the uterus to normal size.
 Before 1920’s births took place for most part, at home
and were attended to by doctors or midwives.
 Women’s flocked to hospital for the new modern
method of painless childbirth
 Breastfeeding was discouraged and replaced with
modern infant formulas and baby bottle.
 No control over the child birth experience everything
was orchestrated by the doctor
 Dr. Grantly Dick- Read of England show the beauty in
participatory childbirth
 1930’s he wrote ‘birth without fear’.
 Maternity center of New York sponsored a grant to
study the effect of his methods and to allow babies to
room in
 Ferdinand Lamaze French obstetrician studied
Russian techniques of conditioned responses to
reduce childbirth pain
 Marjorie Karmel American women who had her
first child in parish and Elizabeth Bing began a
nationwide movement and organization to promote
the Lamaze method
 Organization of Lalechie league give us the
movement to promote breastfeeding
 Dr. Robert Bradley 1960 introduce the radical
concept of fathers in the delivery room
 Today, we have prepared or natural childbirth
 Prepare Childbirth
 teaching and understanding methods to cope with
normal childbirth and understanding the natural
sequence of events in labor and delivery
 this gives the mother choices as to how to have
her baby
 along with her partner allows her to make these
choices based on informations not fear or
ignorance
 The most popular alternative birthing method develop
by Fernand Lamaze
 Includes instructions in anatomy and physiology to
remove fear of the unknown training in respiration
techniques.
 such as rapid breathing and panting to ease pain of each
stage of labor and cognitive restructuring through
focusing the eyes on something or sucking on eyes to
help the woman concentrate on sensations other than
contractions
 The mother learns to relax her muscles as a conditioned
response to the voice of her coach usually the father or a
friend
 The methods also provide social support the coach by
attending classes with the expectant mother participating
in the delivery helping with exercises enhances her
sense of self worth and reduces her fear of loneliness
 Life massage of the abdomen
 Concentrating on a focal point_this could be a
photograph flower or any object
 The coach is very much involved Lamaze allows the
woman to have control over her body and helps with her
labor management.
 The Lamaze method of delivery can help reduce the pain of labor and birth.
 Lamaze educate the patient about labor and delivery as do other method and
will help her enjoy the experience of bringing her new baby into the world.
 The theory of the Lamaze method that a woman in labor can condition her
responses to contractions through breathing and imagery to minimize her
pain
 The Lamaze class consist of twelve hours for instructions.
 Frederick Laboyer author of ‘Birth Without Violence’
encourages the mother’s to take of Indian chanting and
thus, to transform pregnancy and childbirth into a
spiritual experience.
 Laboyer believe that when a woman giving birth she
reborn herself when the pregnant woman has restless
fetus in the womb it signifies that a fetus is unhappy.
 Controversial Method called gentle birth involves
delivering babies in quiet, dimly lit delivery rooms,
without forceps and with only a local anesthetic.
 Leboyer maintains gentle practices eliminate much of
the trauma of birth and produce happier people.

 Proponents of the Bradley Method feel that there is

danger in current obstetrical procedures.
 Disavow the safety of sonograms, episiotomy and
regional anesthesia
 Based on Dick-Read and Lamaze, Kitzinger uses mental
imagery to enhance relaxation.
 Use of touch, massage, and visualization helps that
woman flow with their contractions rather than ignore
or breathe it away.
 Puppet-strings relaxation’ which the partner tells the
patient which limbs the strings are pulling, the others
remaining relaxed.
 Mother encouraged to labor in any position that is
comfortable for her
 Self-determination and confidence instilled by
constructors in the ability to work and cooperate with
natural forces of childbirth.
 A normal natural rate of deep abdominal breathing is
taught to be able to help the woman work with the
contraction
 Classes begin early in pregnancy so that the fear-
tension-pain cycle can be broken and new self-
confidence instilled early.
 Simkim approach to children works with the strengths
of the couple giving birth.
 Encouraged to use whatever means of breathing and
style which helps them as individuals.
 Electric mix of techniques is taught.
 Elizabeth Noble’s technique involves relaxation of the
pelvic floor muscles and learning ways to relax them.
 ‘Gentle pushing’ and ‘breathing the baby’ techniques is
now incorporated in many classes.
 Her approach emphasizes women listening to their body.
 Michael Odent (French Physicisian), went a step further
than Leboyer.
 He put mother and baby both in the water.
 Odent allowed his laboring mothers to submerge in a
pool of water, this appears to help some women ease
labor pain.
A. Spontaneous or normal birth
 In natural birth, the position of the fetus and its size
in relation to the mother’s reproductive organs allow
it to emerge in abnormal, head first position.
B. Breech birth
 Buttocks of the fetus appear first, followed by the legs,
the arms and finally the head
 Instruments like forceps are used to aid the delivery.
C. Transverse presentation
 Fetus lies crosswise in the mother’s uterus, so that If
this portion cannot be changed before the birth
process, instruments must be used to aid the delivery.
D. Instrument birth
 When the fetus is too large to emerge spontaneously or
when its position to makes normal birth impossible,
instruments must be used to aid the delivery.
E. Cesarean section
If the fetus is too big to pass through the birth
canal without a prolonged and difficult labor, even
when instruments are used, it is delivered
surgically by making a slit in the maternal
abdominal wall.
 Infancy period covers approximately the first two weeks
of life
 Time needed for newborn to adjust to the new
environment outside the mother’s body.
This period is divided into two:
a. Period of the partunate
from birth up to the cutting and tying of the
umbilical cord.
b. Period of the neonate
from the cutting and tying of the umbilical cord to
the end of the second week.
There are five important characteristics of infancy:
 Shortest of all developmental periods
 A time of radical adjustments
 A plateau in development
 A preview of later development, and
 A hazardous period.
 First day of life, adjusting new environment even
though it may appear that he has little energy for
anything besides sleeping.
 Many newborns seem unwilling to eat during first
few days
 Perfectly normal for them to experience a small
weight loss at this time
 A slight yellowing of the infant’s skin about the third
day of life is a natural occurrence.
 Yellow coloration of the skin usually disappears
when infant begins to eat normally.
 Infant is born prematurely, required special attention
available in a hospital.
 A premature infant weighing under five and a half
pounds (about 25 kg.) may have to be placed in an
incubator to better control the temp. of his environment.
 By nature’s design, breastfeeding is the best possible
way of meeting the infant’s nutritional needs.
 The newborn infant make four major adjustments to
postnatal life, adjustment are temp. changes, sucking,
and swallowing, breathing and elimination.
 A reflex is a simple automatic reaction to a particular
stimulus.
 Most important reflexes of the body are present at birth
 First reflexes to appear have distinct survival value
 Others appear within a few hours or days after birth
with practice the reflexes becomes stronger.
1. Sucking
 when he gets his mouth around something suckable,
he sucks.
2. Swallowing
 reflexes is present at birth through it is not well
coordinated with breathing.
3. Placing
 backs of the baby’s feet are drawn against the edge of
a flat surface, the baby withdraws his foot (1 month).
4. Tonie
 neck baby is laid down on his back, he turns head to
one side, assumes ‘fencer’ position extends arms and
legs on preferred side, flexes opposite limbs (2
months)
5. Stepping
 hold a very young infant up so that his feet just touch
the ground, he will show some movements, stepping
his feet alternately (2 months)
6. Moro
 also called ‘start reflex’ you see it in infant when he
hears a loud noise or gets any kind of physical shock.
He throws both arms outward and arches his back (3
months).
7. Darwinian (Grasping)
 a baby will curl his fingers around your hand or any
object.
8. Babinsky
 if you stroke in infant at the bottom of his foot, he
first splays out his toes and then curls them in (6 to 9
months).
9. Swimming
 when the baby is placed into the water face down,
the baby makes well-coordinated swimming
movements (6 months).
10. Rooting
 an infant touched on the cheek will turn toward the
touch and search for something to suck on (9
months).
 This period occupies the first two years of life
 This is gradual but pronounced decrease in helplessness,
means everyday, week, and month, the individual
becomes more independent, so that, when baby ends
with the second birthday, the individual is a quite
different person than when babyhood began.
 During first year of life, the labeled lap baby as he still
very much helpless individual.
 Second year of life, he is labeled as a toddler, who has
achieved enough body control to be relatively
independent.
 GROSS MOTOR
 VISION AND MANIPULATION
 HEARING AND VOCALIZATION
 SOCIAL
 True foundation age
 A time of rapid growth and change and of decreased
dependency
 A time of increased individually and the beginning of
socialization
 A time of sex-role typing and creativity, and
 A time that is both appealing and hazardous.
‘Terrible Two’s
A period in which children tend to display resisitant
or negative behavior.
 Children during the first two years and beyond move
gradually toward self-control and self-regulation
(self-initiated, socially accepted behavior).
 This development is largely dependent on cognitive
self-awareness, awareness of social standards, the
ability to apply this knowledge in new situations.
 Which extends from two to six years is labeled by
parents as the problem, the troublesome, or the toy age;
 By educators as the pre-school age and by psychologists
as the pre-gang, the exploratory and the questioning age.
 Physical growth increases during the years from two to
six but more slowly than during infancy and toddler.
 Muscular, skeletal, nervous, respiratory, circulatory and
immune system are maturing and all primary teeth are
present.
 Recognition ability is better than recall ability, both
abilities, increase.
 Two main types of speech; Social and Private
 Socialspeech – is intended to be understood by
someone other than the speaker
 Private speech – is talking aloud to o oneself with no
intent to communicate with others.
 Early childhood is regarded as the teachable moment for
acquiring skills because children enjoy the repetition
essential to learning skills.
 Early childhood is characterized by morality by
constraint-a time when children learn, through
punishment and praise, to obey rules automatically.
 Also the time when discipline differs, with some
children subjected to authoritarian discipline, while
others are brought up by permissive or democratic
discipline.
 Unsocial content of speech
 Inability to establish the emphatic complex
 Failure to lean school adjustments due to lack of
guidance
 Preference for imaginary companions or pets,
 Too much emphasis on amusements and too little on
active play.
 Unfavorable emotional weighing of concepts
 Inconsistent discipline or discipline that relies too much
on punishment
 Failure to be sex-role typed in accordance with the
approved pattern of the social group and,
 Deterioration in family relationships, and unfavorable
elf-concepts.
Unoccupied Behavior
 Childapparently is not playing, but occupies himself
with watching anything that happens to be of
momentary interest.

Onlooker Behavior
 Child spends most of his time watching other
children play. He is observing, ask questions or gives
suggestions.
Solitary Independent Play
 Child plays alone and independently with toys that
are different from those used by the children within
speaking distance and makes no effort to get close to
other children.

Parallel Play
 Child plays independently with toys that are like
those of other children, but he plays with the toys as
he sees fit, and does not try to influence or modify
the activity of the children near him.
Associative Play
 Child plays with other children. Conversations
concerns, his conversation with the other children
one can tell that his interest is primarily in his
associations not in his activity.

Cooperative or Organized Supplementary Play

 Child plays in a group that is organized for the
purpose of making some material product, of striving
to attain some competitive goal, of dramatizing
situations of adult and group life or of playing formal
games.
  According to Piaget and Smilansky, children’s
cognitive development in early childhood allows
them to progress

Functional Play or Sensorimotor Play

 Any simple repetitive muscle movement with or without
objects, such as rolling a ball or pulling a pull toy.

Constructive Play
 Manipulation of objects to construct or to create
something.
Dramatic or Pretend Play
 Imaginary situation to satisfy the child’s personal
wishes and needs.
 Pretendingto be someone or something like wonder
woman, teacher, engineer and the like.

Games with Rules

 Any activity with rules, structure, and a goal like
chess, games of the general, monopoly, snakes, and
ladders and others.
 Extends from the age of six years to the time the
individual becomes sexually mature.
 Labeled by parents as the troublesome, sloppy, or
quarrelsome age,; by educators, as the elementary
school age, and by psychologists, as the gang age, the
age of conformity, or the age of creativity.
 Late childhood categorized roughly in four major
groups which is self-help skills, school skills, and play
skills.
Self-concept
 Has three important aspects understanding oneself,
regulating one’s behavior and developing self-
esteem.
Self-esteem
 Which grows out of comparison with others is
extremely important to success and happiness.
Serism
 Is the belief that one sex superior – can damage self-
esteem but it is no longer as strong an influence as in
the past on gender-typing.
Theories
A number of theories give insights into the
development of Self-concept during this stage.