INFANCY AND TODDLERS

Group 2
"A baby is God's opinion
that life should go on"
-Carl
Sandburg
 Infancy and Toddlers

• The period comes after pre-natal or

antennal stage is infancy which, in
turn, is followed by toddlerhood.

• spans the first two years of life

 Infancy and Toddlers
CEPHALOCAUDAL PROXIMODISTAL
is the postnatal growth is the pre-natal growth
from conception to 5 from 5 monthw to birth
months when head grow when fetus grows inside
more than body. the body outwards.
 Infancy and Toddlers
Height and Weight

-It's normal for newbborn babies to drop 5~10

percent of their body weight within a couple of
weeks of birth.
-That is due to the baby's adjustment to neonatal
feeding.
 Infancy and Toddlers
Height and Weight

- Brestfed babies are usually heavier than

bottle-fed babies through first six month.
- In general, an infant's length increase by 30%
in the first five months
-Low percentages are not a cause for alarm as
long as infant progress along a natural curve of
steady development.
 Infancy and Toddlers
Brain Development
Myelination or Myelinization
- the process by which the axons are covered
and isulated by layers of fats cells, begins
prenatally and continues after birth.
- increase the speed at which the information
travels through the nervous system
 Infancy and Toddlers
Brain Development

-New born's brain is about 25% of its adult's

weight. By the second birthday, the brain is
about 75% of its adult's weight.
- After birth, a baby's brain produces trillions
more of connection between neurons than it can
possibly use.
 Infancy and Toddlers
Motor Development

Reflexes
- Thenewborn has some basic reflexes
which are, of course automatic, and
serve as survival mechanism before
they have the anportunity to learn.
 Infancy and Toddlers
Reflexes
Sucking Reflex- initiated when something touches the
roof of a infant's mouth.

Rooting Reflex- most evident when an infant's cheek is

storked.
 Infancy and Toddlers
Reflexes
Gripping Reflex- Babies will grasp anything that is
place in their palm.

Curling Reflex- when the inner sole of a baby's

foot is stroked, the infant respond by curling his or
her toes. While the outer sole of the baby's foot is
stroked, the infant responf by spreading out their
toes.
 Infancy and Toddlers
Reflexes
Startle/Moro Reflex- Infants will respond to sudden
sounds or movements by throwing their arms and legs
out, and throwing their head back.

Gallant Reflex- shown when an infant's middle or lower

back is stroked next to the spinal cord

Tonic Neck Reflex- demonstrates in a infant's who are

placed on their abdomens.
 Infancy and Toddlers
Gross Motor Skills
• It is always a source of excitement for
patents to witness dramatic changes in
infant's first years of life.
 Infancy and Toddlers
Fine Motor Skills

-Skills
that involve a refined use of the small
muscles controlling the hand, fingers and
thumb.
- the development of these skills allows one
to be able to complete task such as writing,
drawing,and buttoning.
Can Newborn see?
 Can Newborn See?
The newborn's vision is about 10 to 30 times
lower than normal adult vision. By 6 months of
age, vision becomes better and by the first
birthday, the infant's vision approximates that
of an adult. (Banks & Salapatek, 1983 cited by
Santrock, 2002) Infants look at different things
for different lengths of time.
 Can Newborn See?
In an experiment conducted by Robert Fantz (1963 cited by Santrock,
2002), it was found out that infants preferred to look at patterns such as
faces and concentric circles rather than at color or brightness. Based on
these results, it is likely that "pattern perception has an innate basis"
(Santrock, 2002). Among the first few things that babies learn to
recognize is their mother's face, as mother feeds and nurses them.
Can newborn hear?
 Can newborn hear?
• The sense of hearing in an infant develops much before
the birth of the baby.
• When in the womb, the baby hears his/ her mother's
heartbeats, the grumbling of his/her stomach, the
mother's voice and music. How soothing it must have
been for you to listen to your mother's lullaby. Infants'
sensory thresholds are somewhat higher than those of
adult which means that stimulus must be louder to be
heard.
Can newborns differentiate
odors?
Can newborns differentiate
odors?
In an experiment conducted by MacFarlane
(1975) "young infants who were breastfed
showed a clear preference for smelling their
mother's breast pad when they were 6 days
old. This preference did not show when the
babies were only two days old. This shows
that it requires several days of experience to
recognize their mother's breast pad odor."
Can newborns feel pain? Do
they respond to touch?
Can newborns feel pain? Do
they respond to touch?
• They do feel pain. Newborn males show a higher level
of cortisol (an indicator of stress) after a circumcision
than prior to the surgery (Taddio, et al, 1997 cited by
Santrock, 2002).

• Babies respond to touch. In the earlier part of this

Module on motor development, you learned that a
newborn automatically sucks an object placed in
his/her mouth, or a touch of the cheek makes the
newborn turn his/her head toward the side that was
touched in an apparent effort to find something to
suck.
Can newborn distinguish the
different tastes?
Can newborn distinguish the
different tastes?
• In a study conducted with babies only two
hour old made different facial expressions
when they tasted sour and bitter solutions
(Rosentein and Oster, 1988, cited i Santrock,
2002).
• When saccharin was added to the amniotic
fluid of term fetus, increased swallowing was
observed.
• This indicates that sensitivity to taste might be
present before birth.
Do infants relate information through
several senses? In short, are infants
capable of intermodal perception?
Do infants relate information through
several senses? In short, are infants
capable of intermodal perception?
• Intermodal perception is the ability to relate, connect and integrate
information about two or more sensory modalities such as vision and
hearing.
• In a study conducted by Spelke and Owsley (1979), it was found out that as
early as at 3 1/2 months old, infants looked more at their mother when
they also heard her voice and longer at their father when they also heard
his voice.
• This capacity for intermodal perception or ability to connect information
coming through various modes gets sharpened considerably through
experience.
 Physical Health
Standard 1: The child demonstrates adequate
growth.(weight, height, head circumference)

Standard2: The child has adequate sensory system to

participate in daily activities.
 Physical Health
0-6 months
• Startles to loud sounds
• Visually follows a moving object from side to side
• Visually follows a moving object up and down
• Reacts to pain by crying
• Withdraws or cries when in contact with something hot
• Withdraws or reacts with surprise when in contact with
something cold
• Reacts with pleasure/smiles or relaxed expression when he/she
tastes something delicious
• Reacts by making a face/frowns/grimaces when he/she tastes
something he/she does not like
 Physical Health
7- 12 months
• Reacts with pleasure when he/she smells
something nice
• Reacts by making a face when he/she smells
something foul
 Physical Health
Standard 3: The child has adequate stamina to
participate in daily activities.
• Pushes and/or pulls moderately heavy objects
(e.g., chairs, large boxes) .
• Walks without firing easily
 Physical Health
13-18 months
• Plays without tiring easily, able to keep pace with
playmates
• Participates actively in games, outdoor play and
other exercises
19 - 24 months
• Sustains physical activity (e.g., dancing, outdoor
games, swimming) for at least 3-5 minutes.
 Motor Skill Development
(Gross Motor Skill)

Standard 1: The child shows control and

coordination of body movements involving large
muscles groups.
 Motor Skill Development
(Gross Motor Skill)
0-6 months
• Holds head steadily
• Moves arms and legs equally to reach at
dangling object
• Rolls over
• Bounces when held standing, briefly bearing
weight on legs
• Sits with support
• Starting to crawl but not yet very good at this
 Motor Skill Development
(Gross Motor Skill)
7 - 12 months
• Sits alone steadily without support
• Creeps or crawls with ease as a primary means of moving
around
• Stands without support
• Stands from a sitting position without any help
• Squats from a standing position with ease
• Stands from a standing position with ease
• Bends over easily without falling
• Stands from a bent position without falling
• Walks sideways by holding onto the sides of crib or
furniture (cruises) Walks with one hand held
 Motor Skill Development
(Gross Motor Skill)
13 - 18 months
• Walks without support
• Walks backwards
• Walks up the stairs with hand held, 2 feet on each step
• Walks down the stairs with hand held, 2 feet on each step
• Jumps in place
• Climbs onto a steady elevated surface (e.g., bed, adult chair or
bangko, etc)
• Kicks a ball but with little control of direction
• Throws a ball but with little control of direction
• Throws a ball but with little control of speed
• Runs without tripping or falling Maintains balance (walking on a low,
narrow ledge; between 2 lines) without assistance
• Moves with music when he hears it
• Can move body to imitate familiar animals •
• Can move body to imitate another person/TV character
 Motor Skill Development
(Gross Motor Skill)
19 - 24 months
• Walks up the stairs with alternating feet, without help
• Walks down the stairs with alternating feet, without help
• Kicks a ball with control of direction
• Throws a ball with control of direction
Motor Skill Development
(Fine Motor Skill)

Standard 1: The child can control and

coordinate hand and finger
movements.
 Motor Skill Development
(Fine Motor Skill)

0-6 months
• Hands open most of the time
• Brings both hands together towards dangling
object/toy
• Uses either hand interchangeably to grasp objects
• Uses all 5 fingers in a raking motion to get
food/toys placed on a flat surface
• Grasps objects with the same hand most of the
time (hand preference
emerging)
 Motor Skill Development
(Fine Motor Skill)

• Picks up objects with thumb and index fingers

• Grasps and transfers objects from hand to hand
• Grasps objects with the same hand all the time
(definite hand preference established)
 Motor Skill Development
(Fine Motor Skill)

13-18 months
• Puts small objects in/out of container
• Unscrews lids Unwraps candy/food
• Holds thick pencil or crayon with palmar grip (e.,
all 5 fingers wrapped around
pencil)
• Scribbles spontaneously
 Motor Skill Development
(Fine Motor Skill)

49 - 24 months
• Colors with strokes going out of the lines
 Personal Care and Hygiene
Activities of Daily Living

Standard 1: The child participates in

basic personal care routines.
 Personal Care and Hygiene
Activities of Daily Living

0-6 months
• Sucks and swallows milk from breast
bottle
• Begins to take complementary or semi-
solid foods by the end of 6 months
• Keeps reasonably still while being
dressed, undress bathed and while
diaper is being changed
 Personal Care and Hygiene
Activities of Daily Living

7 - 12 months
Holds a feeding bottle by himself • Helps
hold cup for drinking
Chews solid foods well • Feeds self with
finger foods
Scoops with a spoon with spillage
 Personal Care and Hygiene
Activities of Daily Living

13 - 18 months
• Feeds self with assistance
• Feeds self using fingers to eat rice/viands with spillage
• Feeds self using spoon with spillage
• No longer drinks from feeding bottle
• Drinks from cup unassisted
• Participates when being dressed by lifting arms or raising legs
• Pulls down gartered short pants/underpants or panties
• Removes shoes/sandals Informs caregiver of the need to move
his bowels so he/she can be brought to comfort room
• Takes a bath with assistance
• Brushes teeth after meals with assistance from adult
• Washes and dries hands under adult supervision
• Washes and dries face with the assistance of an adult
 Personal Care and Hygiene
Activities of Daily Living

19 - 24 months
• Gets drink for self unassisted
• Removes loose sando
• Removes socks
• Informs caregiver of the need to
urinate so he/she can be brought to
the comfort room
• Goes to the designated place to urinate
but sometimes wets his/her pants
 Personal Care and Hygiene
Activities of Daily Living

• Goes to the designated place to move

his/her bowels but sometimes still her
pants
• Goes to the designated place to move
his/her bowels but needs help with and
washing
• Brushes teeth after meals with adult
supervision
• Washes and dries face under adult
supervision