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Physical Development In Infancy
Chapter 4
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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Chapter Outline
• Physical growth and development in infancy• Motor development• Sensory and perceptual development
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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Physical Growth and Developmentin Infancy
• Patterns of growth• Height and weight• The brain• Sleep• Nutrition
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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Patterns of Growth
• Cephalocaudal pattern: Sequence in which the earliest growth always occurs at the top
• Proximodistal pattern: Sequence in which growth starts at the center of the body and moves toward the extremities
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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Height and Weight
• The average American newborn is 20 inches long and weighs 7 pounds
• Most of the newborns are 18 to 22 inches long and weigh between 5 and 10 pounds
• Grow about 1 inch per month during the first year
• By 2 years of age– Infants weigh approximately 26 to 32 pounds– Average 32 to 35 inches in height
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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The Brain
• Contains approximately 100 billion neurons at birth
• Shaken baby syndrome - Brain swelling and hemorrhaging
• Positron-emission tomography - Scans pose a radiation risk to babies
• Electroencephalogram - Measure of the brain’s electrical activity
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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The Brain
• Brain’s development– Mapping the brain• Brain has two halves• Lateralization: Specialization of function in one
hemisphere of the cerebral cortex or the other
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Figure 4.4 - The Brain’s Four Lobes
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Figure 4.5 - The Neuron
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The Brain
– Changes in neurons• Myelination• Connectivity among neurons increases
– Changes in regions of the brain• Blooming and pruning vary by brain region• Peak of synaptic overproduction in the visual cortex
followed by a gradual retraction– Heredity and environment influence the timing and course
• Pace of myelination varies
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Figure 4.6 - The Development of Dendritic Spreading
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Figure 4.7 - Synaptic Density in the Human Brain from Infancy to Adulthood
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The Brain
• Early experience and the brain– Children in deprived environment may have
depressed brain activity– Brain demonstrates both flexibility and resilience
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Figure 4.8 - Early Deprivation and Brain Activity
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The Brain
• Neuroconstructivist view:– Biological processes and environmental conditions
influence the brain’s development– Brain has plasticity and is context dependent– Development of the brain and the child’s cognitive
development are closely linked
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Sleep
• Typical new born sleeps approximately 18 hours a day
• Infant sleep-related problem – Night time waking
• Cultural variations influence infant sleeping patterns
• REM sleep - Eyes flutter beneath closed lids
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Sleep
• Shared sleeping• Sudden infant death syndrome (SIDS): Occurs
when an infant stops breathing, usually at night– Suddenly dies without an apparent cause
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SIDS - Findings
• SIDS is less likely to occur in infants who use a pacifier when they go to sleep
• Low birth weight infants are 5 to 10 times more likely to die of SIDS than are their normal-weight counterparts
• Two recent reviews concluded that breast feeding is linked to a lower incidence of SIDS
• Infants whose siblings have died of SIDS are two to four times as likely to die of it
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Figure 4.10 - Developmental Changes in Rem and Non-Rem Sleep
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Nutrition
• Nutritional needs and eating behavior– Should consume approximately 50 calories per day
for each pound they weigh– As motor skills improve, infants change:• From using suck-and-swallow movements • To chew-and-swallow movements with semisolid and
then complex foods
– Need to have a diet that includes:• Fruits and vegetables
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Nutrition
• Breast versus bottle feeding– Breast feeding is better
• Benefits of breast feeding - Outcomes for the child– Gastrointestinal infections– Lower respiratory tract infections
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Nutrition
– Allergies– Asthma– Otitis media– Overweight and obesity– Diabetes– SIDS
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Nutrition
• Benefits of breast feeding - Outcomes for the mother– Breast cancer– Ovarian cancer– Type 2 diabetes
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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• Mother should not breast feed:– When infected with HIV or some other infectious
disease– If she has active tuberculosis– If she is taking any drug
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Nutrition
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Nutrition
• Malnutrition in infancy– Marasmus: Wasting away of body tissues in the
infant’s first year• Caused by severe protein-calorie deficiency
– Kwashiorkor: Caused by severe protein deficiency • Appears between 1 and 3 years of age
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Motor Development
• The dynamic systems view• Reflexes• Gross motor skills• Fine motor skills
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Dynamic Systems View
• Dynamic systems theory: Infants assemble motor skills for perceiving and acting
• Motor skill is developed by:– Development of the nervous system– Body’s physical properties and its possibilities for
movement– Goal the child is motivated to reach– Environmental support for the skill
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Reflexes
• Built-in reactions to stimuli– Govern the newborn’s movements – Automatic
• Rooting reflex: Occurs when the infant’s cheek is stroked or the side of the mouth is touched– Turns his or her head in an effort to find
something to suck
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Reflexes
• Sucking reflex: Occurs when newborns automatically suck an object placed in their mouth– Enables newborns to get nourishment before they
have associated a nipple with food– Serves as a self-soothing mechanism
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Reflexes
• Moro reflex: A neonatal startle response that occurs in reaction to a sudden, intense noise or movement– It is believed to be a way of grabbing for support
while falling
• Grasping reflex: Occurs when something touches the infant’s palms– Responds by grasping tightly
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Gross Motor Skills
• Involve large-muscle activities, such as walking• Development of posture– Posture - Dynamic process linked with sensory
information in the skin, joints, and muscles, which tell us where we are in space
• Learning to walk• The first year - Motor development milestones
and variations
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Figure 4.15 - Milestones in Gross Motor Development
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Gross Motor Skills
• Development in the second year– Toddlers become more skilled and mobile– By 13-18 months• Toddlers can pull a toy or climb stairs
– By 18-24 months• Toddlers can walk quickly• Balance on their feet• Walk backward and stand and kick a ball
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Fine Motor Skills
• Involve more finely tuned movements, such as finger dexterity
• Two types of grasps:– Palmer grasp– Pincer grip
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Sensory and Perceptual Development
• What are sensation and perception?• The ecological view• Visual perception• Other senses• Intermodal perception• Nature, nurture, and perceptual development• Perceptual-motor coupling
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What are Sensation and Perception?
• Sensation: Occurs when information interacts with sensory receptors– Eyes, ears, tongue, nostrils, and skin
• Perception: Interpretation of what is sensed
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The Ecological View
• Directly perceives information that exists in the world around us– Affordances: Opportunities for interaction offered
by objects that:• Fit within our capabilities to perform functional
activities
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Visual Perception
• Visual acuity and human faces• Color vision• Perceptual constancy– Size constancy: Recognition that an object
remains the same• The retinal image of the object changes as you move
toward or away from the object
– Shape constancy: Recognition that an object’s shape remains the same• Its orientation changes
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Visual Perception
Habituation• Decreased responsiveness to a stimulus after repeated presentations of the stimulus
Dishabituation • Recovery of a habituated response after a change in stimulation
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Figure 4.8 - Early Deprivation and Brain Activity
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Visual Perception
• Perception of occluded objects• Depth perception
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Figure 4.20 - Visual Acuity During the First Months of Life
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Figure 4.21 - Infants’ Predictive Tracking of a Briefly Occluded Moving Ball
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Figure 4.22 - Examining Infants’ Depth Perception on the Visual Cliff
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Other Senses
• Hearing– Changes in hearing • Loudness• Pitch• Localization
• Touch and pain• Smell• Taste
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Intermodal Perception
• Involves integrating information from two or more sensory modalities– Vision and hearing
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Nature, Nurture, and Perceptual Development
• Nativists – Nature proponents• Empiricists – Emphasis on learning and
experience
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Perceptual-Motor Coupling
• Perception and action are not isolated but rather are coupled
• Individuals perceive in order to move and move in order to perceive
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