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Newborn are called Neonate. First four weeks of life (neonatal period)
A time of transition from the uterus, where a fetus is supported entirely by the mother to an independent existence. Covered by fluid from amniotic sac Blood from placenta Brownish fluid from own faeces. Covered with lanugo (fuzzy prenatal hair) Covered with vernix caseosa (cheesy varnish)
New babies have distinctive feature a large head and a receding chin On the head Fontanels (the soft spots) Newborns have a pinkish cast skin so thin that it barely covers the capillaries through which blood flows. Boys tend to be slightly longer and heavier than girls, and a firstborn child is likely to weigh less at birth than laterborns
Weight : 2.8 -3.2 kg Length : 51-53 cm (Boy > girl) Head Circumference: 30-33 cm Breathing:
Initially fast, short & irregular Later more stable & with rhythm
Apgar Scale The Brazelton Neonatal Behavioral Assessment Scale Checks are also done for any structural or physical deformities (eg. spinal defect, cleft palate)
Silver nitrate or tetracycline is usually dropped into neonate eyes to prevent from bacterial infection while passing through birth canal.
Apgar Scale
Assess:
Appearance
(colour) Pulse (heart beat rate) Grimace (reflex) Activity (muscle tone) Respiration (breathing)
APGAR SCALE
Sign
Appearance
Pulse Grimace
0
Blue, pale
Absent No response
1
Body pink, extremities blue
Slow (below 100) Grimace
2
Entirely Pink
Rapid (over 100) Coughing, sneezing, crying
Activity Respiration
Score:
Limp Absent
Above 7 = (good/normal) 4 -7 = average, need monitoring 3 & Below = need immediate attention, high risk situation
Brazelton Neonatal Behavioral Assessment Scale (NBAS) (Dr. Berry Brazelton) serves 3 purpose: As an index of neurological integrity after birth To predict future development To assesses neonates' responsiveness to their physical and social environment Screening done on 3rd day and repeat again after several days.
Test on four distinct areas: Social behavior (interactive behaviors in the home) Motor behaviors (reflexes & muscle activities) Control of physiology (babys ability to quiet himself) Stress response (startle reaction) High score a neurologically well developed infant Low score a sluggish infant who need help in responding to social situations, or possible brain damage.
Reflexes an inborn, automatic response to a particular form of stimulation. Full term newborns come equipped with a variety of reflexes for use in dealing efficiently with stimuli present in their environment. Some reflexes are necessary for survival (eg. Rooting & sucking reflexes) Reflexes are probably genetic in origin & include a timing mechanism that allows them to fade away after a period of time.
In-born Reflexes
Reflexes Eliciting Stimulus Response Developmental duration
Gentle stroke along Toes fan out: big toe sole of foot (heel - toe) reflexes Sudden lost of support Arms extended, then brought towards each other
Disappears by end of first year Disappear in 6 months Disappear in 3-4 months Disappear in 3-4 months
Rod of finger pressed Object grasp against infants palm Object lightly brushes infants cheek Baby turns towards object and attempts to suck
Sucking
Walking
Rooting
Stroke cheek near corner of mouth or object brushes the area Infant respon by turning head toward stimulation Disappears at 3 weeks when child begins to be able to voluntarily turn head Helps infant find nipple
Moro Reflex
Hold infant horizontally on back and let head drop slightly or produce sudden loud sound against surface supporting infant Infant response is to make an embracing motion by arching back, extending legs, throwing arms outward and then bringing them in toward the body
Disappear at 6 months
Probably in human evolution helped baby cling to mother
Palmer Grasp
Spontaneous grasp of adults finger Disappears at 3-4 months to allow reaching and grasping Prepares infant for voluntary grasping
Infant responds by lying in a fencing position with one arm extended in front of eyes on side to which head is turned other arm is flexed
Disappears at 4 months May prepare infant for voluntary reaching
PATTERNS OF GROWTH
Children grow faster during the first years, especially during the first few months. This rapid growth rate tapers off during the second and third years
Physical growth and development follow the maturational principles of the cephalocaudal principle and proximodistal principle.
Influences on Growth
Genes interact with environment, i.e. nutrition and living conditions, general health and well-being Well-fed, well-cared-for children grow taller and heavier than less well nourished and nurtured children Better medical care, immunization and antibioticsbetter health
Nourishment
Breast milk is almost always the best food for newborns and is recommended for at least the first 12 months Parents can avoid obesity and cardiac problems in themselves and in their children by adopting a more active lifestyle for the entire family--and to breastfeed their babies
The Brain
First 3 years of life is critical to babys brain development. Before & after birth brain growth is fundamental to future development. It is estimated that about 250,000 brain cells are form every minute in the uterus. By birth, almost 100 billion nerve cell are formed, but not fully develop.
Smiling, babbling, crawling, walking, and talking are possible due to rapid development of the brain, particularly the cerebral cortex
BRAIN
Each part of the brain is very important in infuencing a child development integration between child emotions and 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.
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Occipital lobe Process vision. Temporal Lobe Process hearing Parietal Lobe Process sensory stimuli Frontal Lobe
Critical thinking & problem solving Frontal cortex area of the cortex that controls personality and the ability to carry out plans
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Early experience can have lasting effects on emotional development and the capacity of the central nervous system to learn and store information Sometimes corrective experience can make up for past deprivation
First 3 years of life childrens brain are actively building and developing connections between the neurons cells.
Connections are developed when the brain are actively receiving stimulus process between receiving and sending impulses between the cells. Through axons/dendrites send signals to other neurons & receive incoming message through connection called synapses.
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States of arousal are different degrees of sleep and wakefulness Infants move in and out of 5 states throughout the day and night:
Regular sleep Irregular sleep Drowsiness Alert Activity Waking activity and crying
Striking individual differences in daily rhythms exist that affect parents attitudes toward and interactions with baby.
Hold on shoulder and rock or walk Swaddle Pacifier Ride in carriage, car, swing Combine methods Let cry for short time
Adjustments to Parenthood
Touch seems to be the first sense to develop Sensitivity to touch, pain, and temperature change is well-developed at birth. Pain experienced during the neonatal period may sensitize an infant to later pain, perhaps by affecting the neural pathways that process painful stimuli Relieve pain with anesthetics, sugar, gentle holding Reflexes reveal sensitivity to touch, for example touch on mouth, palms, soles, genitals Touch helps stimulate physical and emotional development.
Prefer sweet tastes at birth Quickly learn to like new tastes Have odor preferences from birth Can locate odors and identify mother by smell from birth
Taste
Babies are born with the ability to communicate their taste preferences to caregivers. Infant facial expressions indicate they can distinguish among several tastes. Newborns' rejection of bitter tastes is probably another survival mechanism, since many bitter substances are toxic
Smell
The responsiveness of infants to the smell of certain foods is similar to that of adults showed that some odor preferences are innate. A newborn infant is attracted to the odor of her own mothers lactating breast helps to find food source and to identify own mother a survival mechanism. Newborns can identify the location of an unpleasant odor and turn head away. A preference for pleasant odors seems to be learned in utero and during the first few days after birth
Lipsitt, Engen & Kye (1963) : Baby showed negative response to the smell of ammonia. Steiner : Baby showed different facial expression when exposed to different type of scent. Mac Farlane (1977): Baby can differentiate between own mothers milk and other mothers milk. Schmidt & Beauchamp (1988) : Babys ability to smell is almost equivalent to a 3 years old ability to smell. Harris & friends: By aged 4 months old, baby like the taste of salt
Baby likes the smell of: Banana, Margerine Tangerine Baby dislikes the smell of: Amonia Rotten egg
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 adults. Hearing is a key to language development thus hearing impairments should be identified as early as possible
Developments in Hearing
4 6 months Sense of musical phrasing
6 months
Recognize familiar words, natural 7 9 months phrasing in native language Can detect words that start with weak syllables
10 months
De Casper & Fifer (1980): Baby can differentiate mothers voices from others thru baby sucking pattern. Birnhold & Benacerraf (1983): 28th week baby showed his/her response thru facial expression. Wertheimer (1961) : Baby able to follow source of sound thru the clicker test.
Vision
Vision - the least developed sense at birth Newborns cannot focus their eyes very well and their visual acuity fineness of discrimination, is limited However, newborns explore their environment by scanning it for interesting sights & tracking moving objects. They cant yet discriminate colors but color vision will improve in a couple of months. Visual perception is poor at birth but improves to 20/100 by age 6 months Binocular vision using both eyes to focus Perception of depth & distance at 4 or 5 mth
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Face-like Stimuli
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Langlois & friends (1990): Babies are more attracted to attractive and beautiful human faces. Fantz (1993): Babies prefer to look at pictures of human. Aslin (1987): 4 days old babies can differentiate between green and red. Babies prefer blue and red as compared to other colors. Gibson & Walk (1960): Visual cliff experiment. 6 mth babies has already develop in-dept perception in visual.
24 months
5 12 months
4 months
12 months
Improvements in Vision
Brain development helps infants reach adult levels of vision skills: 2 months: Focus and color vision 6 months: acuity, scanning & tracking 67 months: depth perception
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Motor Development
Maturity affect infant perceptual and motor abilities. Milestones of Motor Development
Babies first learn simple skills and then combine them into increasingly complex systems of action
Gross motor skills (those using large muscles), such as rolling over and catching a ball, and Fine motor skills (using small muscles), such as grasping a rattle and copying a circle. Language development (for example, knowing the definitions of words) Personality and social development (such as smiling spontaneously and dressing without help).
Motor Development
Newborn are not able to control their body movement no coordination. Most movements are due to inborn reflexes (rooting, moro, palmer grasp etc) Humans begin to walk later than other species, possibly because babies' heavy heads and short legs make balance difficult
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Motor Development
How Motor Development Occurs: Maturation in Context
According to Thelen, normal babies develop the same skills in the same order because they are built approximately the same way and have similar physical challenges and needs
Motor Development
Cultural Influences on Motor Development
Chances to explore their surroundings motor development likely to be normal Some cultures actively encourage early development of motor skills
Motor Development
Training Motor Skills Experimentally
Gesell concluded that children perform certain activities when they are ready, and training gives no advantage Interaction of biology and environment are involved in infant motor development
Social development
Baby's ability to interact with other people Develops thru regular interaction with babies,:
Feeding Cleaning Caring/loving
Attachment
What is attachment?
The most important form of social development that occurs during infancy is ATTACHMENT, the positive emotional bond that develops between a child and a particular individual. Bowlby viewed attachment as based on infant's needs for safety and security (especially from the mother)
Infant Attachment
Attachment
an infant responds positively to specific others, feels better when they are close, and seeks them out when frightened.
Attachment provides
a sense of security to the child information about the environment
Infant Attachment
Critical for allowing the infant to explore the world Having a strong, firm attachment provides a safe base from which the child can gain independence. Attachment:adaptive suggests that the tendency to form relationships is at least partly biologically based.
Infant Attachment
Secure strong bonding Avoidant negative bonding Anxious/ambivalent display a combination of positive and negative bonding