Tools for Exploring the World: Physical Development in Infancy and Early Childhood

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Tools for Exploring the World Physical
Development in Infancy and Early Childhood
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Tools for Exploring the World Physical
Development in Infancy and Early
Childhood 1) The Newborn
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Tools for Exploring the World Physical
Development in Infancy and Early
Childhood 1) The Newborn a) The Newborn's
Reflexes
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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• The Newborn's Reflexes
• Newborn health status

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• The Newborn's Reflexes
• Newborn health status
• Objective measures Apgar score

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• The Newborn's Reflexes
• Newborn health status
• Objective measures Apgar score

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• The Newborn's Reflexes
• Newborn health status
• Objective measure Apgar score
• Neonatal Behavioral Assessment Scale
  (Brazelton)

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• The Newborn's Reflexes
• Newborn health status
• Objective measure Apgar score, NBAS
• Subjective factors
• What is a normal baby supposed to be like?

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• The Newborn's Reflexes
• Newborn health status
• Objective measure Apgar score, NBAS
• Subjective factors
• What is a normal baby supposed to be like?
• Sociocultural factors

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• The Newborn's Reflexes
• Newborn health status
• Objective measure Apgar score, NBAS
• Subjective factors
• What is a normal baby supposed to be like?
• Sociocultural factors How biology is shaped by
  sociocultural forces

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• The Newborn's Reflexes
• Newborn health status
• Objective measure Apgar score, NBAS
• Subjective factors
• What is a normal baby supposed to be like?
• Sociocultural factors How biology is shaped by
  sociocultural forces
• Especially sleeping, eating, and temperament

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Tools for Exploring the World Physical
Development in Infancy and Early
Childhood 1) The Newborn a) The Newborn's
Reflexes b) Newborn Health Status i) Apgar
score ii) Neonatal Behavioral Assessment Scale
c) The Newborn's States
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Tools for Exploring the World Physical
Development in Infancy and Early
Childhood 1) The Newborn a) The Newborn's
Reflexes b) Assessing the Newborn i) Apgar
score ii) Neonatal Behavioral Assessment Scale
c) The Newborn's States i) crying
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Tools for Exploring the World Physical
Development in Infancy and Early
Childhood 1) The Newborn a) The Newborn's
Reflexes b) Assessing the Newborn i) Apgar
score ii) Neonatal Behavioral Assessment Scale
c) The Newborn's States i) crying ii) sleeping
sleep-wake cycle every four hours
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Tools for Exploring the World Physical
Development in Infancy and Early
Childhood 1) The Newborn a) The Newborn's
Reflexes b) Assessing the Newborn i) Apgar
score ii) Neonatal Behavioral Assessment Scale
c) The Newborn's States i) crying ii) sleeping
sleep-wake cycle every four hours iii) Preschool
years-inconsistent bedtime routine (?).
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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• a) The Newborn's Reflexes
• b) Assessing the Newborn
• i) Apgar score
• ii) Neonatal Behavioral Assessment Scale
• c) The Newborn's States
• i) crying
• ii) sleeping sleep-wake cycle every four hours
• iii) Preschool years-inconsistent bedtime routine
  (?).
• Sociocultural effects on sleeping

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• Sociocultural effects on sleeping

Cross-cultural differences in sleep patterns for
babies African lt American lt Dutch
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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• Sociocultural effects on sleeping

Cross-cultural differences in sleep patterns for
babies African lt American lt Dutch Also for
adults
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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• Sociocultural effects on sleeping

Cross-cultural differences in sleep patterns for
babies African lt American lt Dutch Also for
adults Co-sleeping
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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• Sociocultural effects on sleeping

Cross-cultural differences in sleep patterns for
babies African lt American lt Dutch Also for
adults Co-sleeping Study 1 186
non-industrialized societies 46 same bed with
parents 21 another bed, same room 0 alone in
own room
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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• Sociocultural effects on sleeping

Cross-cultural differences in sleep patterns for
babies African lt American lt Dutch Also for
adults Co-sleeping Study 1 186
non-industrialized societies 46 same bed with
parents 21 another bed, same room 0 alone in
own room Study 2 172 societies, 100 do some
co-sleeping
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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• Sociocultural effects on sleeping

Cross-cultural differences in sleep patterns for
babies African lt American lt Dutch Also for
adults Co-sleeping Study 1 186
non-industrialized societies 46 same bed with
parents 21 another bed, same room 0 alone in
own room Study 2 172 societies, 100 do some
co-sleeping Study 3 100 societies, only in US
are separate sleeping quarters maintained for
infants
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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• Sociocultural effects on sleeping

Cross-cultural differences in sleep patterns for
babies African lt American lt Dutch Also for
adults Co-sleeping Study 1 186
non-industrialized societies 46 same bed with
parents 21 another bed, same room 0 alone in
own room Study 2 172 societies, 100 do some
co-sleeping Study 3 100 societies, only in US
are separate sleeping quarters maintained for
infants Study 4 (Morelli) US vs Guatemalan
(Mayan) mothers
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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• Sociocultural effects on sleeping

Cross-cultural differences in sleep patterns for
babies African lt American lt Dutch Also for
adults Co-sleeping Study 1 186
non-industrialized societies 46 same bed with
parents 21 another bed, same room 0 alone in
own room Study 2 172 societies, 100 do some
co-sleeping Study 3 100 societies, only in US
are separate sleeping quarters maintained for
infants Study 4 (Morelli) US vs Guatemalan
(Mayan) mothers US--98 of infants in own room by
6 months Guatemala 0 in own room
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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• Sociocultural effects on sleeping

Cross-cultural differences in sleep patterns for
babies African lt American lt Dutch Also for
adults Co-sleeping Study 1 186
non-industrialized societies 46 same bed with
parents 21 another bed, same room 0 alone in
own room Study 2 172 societies, 100 do some
co-sleeping Study 3 100 societies, only in US
are separate sleeping quarters maintained for
infants Study 4 (Morelli) US vs Guatemalan
(Mayan) mothers US--98 of infants in own room by
6 months Guatemala 0 in own room Why the
difference?? Not just economics
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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• Sociocultural effects on sleeping

Physiological evidence (McKenna)
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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• Sociocultural effects on sleeping

Physiological evidence (McKenna) Co-sleeping gt
Synchronization of sleep patterns Lighter sleep
for babies (protection from SIDS?) Increased skin
temperature Stabilized heart rate Reduced
crying More protective behaviors by mother
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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• Sociocultural effects on sleeping

Physiological evidence (McKenna) Co-sleeping gt
Synchronization of sleep patterns Lighter sleep
for babies (protection from SIDS?) Increased skin
temperature Stabilized heart rate Reduced
crying More protective behaviors by mother Can
co-sleeping be harmful?
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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• a) The Newborn's Reflexes
• b) Assessing the Newborn
• i) Apgar score
• ii) Neonatal Behavioral Assessment Scale
• c) The Newborn's States
• i) crying
• ii) sleeping sleep-wake cycle every four hours
• Preschool years-inconsistent bedtime routine (?).
  
• Sociocultural effects
• Sudden infant death

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• a) The Newborn's Reflexes
• b) Assessing the Newborn
• i) Apgar score
• ii) Neonatal Behavioral Assessment Scale
• c) The Newborn's States
• i) crying
• ii) sleeping sleep-wake cycle every four hours
• Preschool years-inconsistent bedtime routine (?).
  
• Sociocultural effects
• Sudden infant death
• sleeping position
• smoking

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• a) The Newborn's Reflexes
• b) Assessing the Newborn
• i) Apgar score
• ii) Neonatal Behavioral Assessment Scale
• c) The Newborn's States
• d) feeding breastfeeding vs formula

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• a) The Newborn's Reflexes
• b) Assessing the Newborn
• i) Apgar score
• ii) Neonatal Behavioral Assessment Scale
• c) The Newborn's States
• d) feeding breast milk vs formula
• US (1800's) 95 of infants breast-fed, weaned 2-4
  years

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• a) The Newborn's Reflexes
• b) Assessing the Newborn
• i) Apgar score
• ii) Neonatal Behavioral Assessment Scale
• c) The Newborn's States
• d) feeding breast milk vs formula
• US (1800's) 95 of infants breast-fed, weaned 2-4
  years
• Today 50 breast-fed, average is 4 months.

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• a) The Newborn's Reflexes
• b) Assessing the Newborn
• i) Apgar score
• ii) Neonatal Behavioral Assessment Scale
• c) The Newborn's States
• d) feeding breast milk vs formula
• US (1800's) 95 of infants breast-fed, weaned 2-4
  years
• Today 50 breast-fed, average is 4 months.
• ACOP recommendation 100 for 12 months

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• a) The Newborn's Reflexes
• b) Assessing the Newborn
• i) Apgar score
• ii) Neonatal Behavioral Assessment Scale
• c) The Newborn's States
• d) feeding breast milk vs formula
• e) Temperament

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• a) The Newborn's Reflexes
• b) Assessing the Newborn
• i) Apgar score
• ii) Neonatal Behavioral Assessment Scale
• c) The Newborn's States
• d) feeding breast milk vs formula
• e) Temperament dimensions
• i) Activity level

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• a) The Newborn's Reflexes
• b) Assessing the Newborn
• i) Apgar score
• ii) Neonatal Behavioral Assessment Scale
• c) The Newborn's States
• d) feeding breast milk vs formula
• e) Temperament dimensions
• Activity level
• Positive affect

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• a) The Newborn's Reflexes
• b) Assessing the Newborn
• i) Apgar score
• ii) Neonatal Behavioral Assessment Scale
• c) The Newborn's States
• d) feeding breast milk vs formula
• e) Temperament dimensions
• Activity level
• Positive affect
• Persistence

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• a) The Newborn's Reflexes
• b) Assessing the Newborn
• i) Apgar score
• ii) Neonatal Behavioral Assessment Scale
• c) The Newborn's States
• d) feeding breast milk vs formula
• e) Temperament dimensions
• Activity level
• Positive affect
• Persistence
• Inhibition

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• a) The Newborn's Reflexes
• b) Assessing the Newborn
• i) Apgar score
• ii) Neonatal Behavioral Assessment Scale
• c) The Newborn's States
• d) feeding breast milk vs formula
• e) Temperament dimensions
• Activity level
• Positive affect
• Persistence
• Inhibition
• Negative affect

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• a) The Newborn's Reflexes
• b) Assessing the Newborn
• i) Apgar score
• ii) Neonatal Behavioral Assessment Scale
• c) The Newborn's States
• d) feeding breast milk vs formula
• e) Temperament
• i) Role of heredity and the environment

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• a) The Newborn's Reflexes
• b) Assessing the Newborn
• i) Apgar score
• ii) Neonatal Behavioral Assessment Scale
• c) The Newborn's States
• d) feeding breast milk vs formula
• e) Temperament
• Role of heredity and the environment
• Hereditability of activity level (Goldsmith,
  Buss, Lemery, 1997)
• MZ .72
• DZ .38

Correlation
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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• a) The Newborn's Reflexes
• b) Assessing the Newborn
• i) Apgar score
• ii) Neonatal Behavioral Assessment Scale
• c) The Newborn's States
• d) feeding breast milk vs formula
• e) Temperament
• Role of heredity and the environment
• Hereditability of activity level (Goldsmith,
  Buss, Lemery, 1997)
• Other heritable dimensions social fearfulness
• persistence
• proneness to anger

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• a) The Newborn's Reflexes
• b) Assessing the Newborn
• i) Apgar score
• ii) Neonatal Behavioral Assessment Scale
• c) The Newborn's States
• d) feeding breast milk vs formula
• e) Temperament
• Role of heredity and the environment
• Sociocultural factors

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1) The Newborn
• a) The Newborn's Reflexes
• b) Assessing the Newborn
• i) Apgar score
• ii) Neonatal Behavioral Assessment Scale
• c) The Newborn's States
• d) feeding breast milk vs formula
• e) Temperament
• Role of heredity and the environment
• Stability of temperament

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Tools for Exploring the World Physical
Development in Infancy and Early Childhood 1.
The Newborn 2. The Emerging Nervous System
Importance of Environment
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Tools for Exploring the World Physical
Development in Infancy and Early Childhood 1.
The Newborn 2. The Emerging Nervous
System a) Neurons
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Tools for Exploring the World Physical
Development in Infancy and Early Childhood 1.
The Newborn 2. The Emerging Nervous
System a) Neurons
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Tools for Exploring the World Physical
Development in Infancy and Early Childhood 1.
The Newborn 2. The Emerging Nervous
System a) Neurons
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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1. The Newborn
• 2. The Emerging Nervous System
• a) Neurons
• i) cell body,
• ii) dendrites
• iii) axon
• iv) terminal buttons
• Neurotransmitters
• Hemispheric specialization/corpus callosum
• vi) Cerebral cortex-outer layer (higher mental
  functions).

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Tools for Exploring the World Physical
Development in Infancy and Early Childhood 1.
The Newborn 2. The Emerging Nervous
System a) Neurons b) Development i) neural
plate ii) neural tube
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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1. The Newborn
• 2. The Emerging Nervous System
• a) Neurons
• b) Development
• i) neural
• neural tube
• Stages of development
• Cell proliferation
• 10 - 28 weeks after conception
• 250K per minute
• Over production, cell death

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1. The Newborn
• 2. The Emerging Nervous System
• a) Neurons
• b) Development
• i) neural
• neural tube
• Stages of development
• 1) Cell proliferation
• Cell migration
• complete by 7 months after conception
• influence of teratogens
• heterotopias cells in wrong location, result
  of problem with migration

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1. The Newborn
• 2. The Emerging Nervous System
• a) Neurons
• b) Development
• i) neural
• neural tube
• Stagesof development
• 1) Cell proliferation
• 2) Cell migration
• Cell elaboration
• lifelong process
• Myelinization (begins around 4th month,
  prenatally)
• synaptic connections
• synaptic pruning (infancy through adolescence)
• Hemispheric specialization

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• Tools for Exploring the World Physical
  Development in Infancy and Early Childhood
• 1. The Newborn
• 2. The Emerging Nervous System
• a) Neurons
• b) Development
• i) neural
• neural tube
• Stagesof development
• 1) Cell proliferation
• 2) Cell migration
• Cell elaboration
• Neuroplasticity

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• Moving and Grasping - Early Motor Skills
• Brain development and motor skills

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• Moving and Grasping - Early Motor Skills
• Developmental principles
• cephalocaudal principle

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• Moving and Grasping - Early Motor Skills
• Developmental principles
• cephalocaudal principle
• proximodistal principle

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3. Moving and Grasping - Early Motor
Skills i) Locomotion
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3. Moving and Grasping - Early Motor
Skills i) Locomotion different component skills
required
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• 3. Moving and Grasping - Early Motor Skills
• Locomotion different component skills required
• Posture and balance

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• 3. Moving and Grasping - Early Motor Skills
• Locomotion different component skills required
• Posture and balance
• Stepping (alternating legs)

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• 3. Moving and Grasping - Early Motor Skills
• Locomotion different component skills required
• Posture and balance
• Stepping (alternating legs)
• Perceptual cues (adjusting to different surfaces)

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• 3. Moving and Grasping - Early Motor Skills
• Locomotion different component skills required
• Posture and balance
• Stepping (alternating legs)
• Perceptual cues (adjusting to different surfaces)
• Environmental effects

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• 3. Moving and Grasping - Early Motor Skills
• Locomotion different component skills required
• Posture and balance
• Stepping (alternating legs)
• Perceptual cues (adjusting to different surfaces)
• Environmental effects
• West Africa/Caribbean
• Ache (Paraguay)

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• 3. Moving and Grasping - Early Motor Skills
• Locomotion
• Other examples of interaction between genes and
  environment

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• 3. Moving and Grasping - Early Motor Skills
• Locomotion
• Other examples of interaction between genes and
  environment
• Fine-Motor Skills

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• 3. Moving and Grasping - Early Motor Skills
• Locomotion
• Other examples of interaction between genes and
  environment
• Fine-Motor Skills
• handedness

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3. Moving and Grasping - Early Motor
Skills i) Locomotion ii) Fine-Motor
Skills 4. Coming to Know the World
Perception a. Smell, Taste, and Touch b. Hearing
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3. Moving and Grasping - Early Motor
Skills i) Locomotion ii) Fine-Motor
Skills 4. Coming to Know the World
Perception a. Smell, Taste, and Touch b.
Hearing c. Seeing i. visual acuity (how
well can babies see?)
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3. Moving and Grasping - Early Motor
Skills i) Locomotion ii) Fine-Motor
Skills 4. Coming to Know the World
Perception a. Smell, Taste, and Touch b.
Hearing c. Seeing i. visual acuity how to
measure??
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3. Moving and Grasping - Early Motor
Skills i) Locomotion ii) Fine-Motor
Skills 4. Coming to Know the World
Perception a. Smell, Taste, and Touch b.
Hearing c. Seeing i. visual acuity how to
measure?? Preferential looking
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• 3. Moving and Grasping - Early Motor Skills
• i) Locomotion
• ii) Fine-Motor Skills
• 4. Coming to Know the World Perception
• a. Smell, Taste, and Touch
• b. Hearing
• c. Seeing
• visual acuity
• Birth 20/300
• 6 mos 20/100

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3. Moving and Grasping - Early Motor
Skills i) Locomotion ii) Fine-Motor
Skills 4. Coming to Know the World
Perception a. Smell, Taste, and
Touch b. Hearing c. Seeing i. visual acuity
ii. color vision- 3 or 4 months of age
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3. Moving and Grasping - Early Motor
Skills i) Locomotion ii) Fine-Motor
Skills 4. Coming to Know the World
Perception a. Smell, Taste, and
Touch b. Hearing c. Seeing i. visual acuity
ii. color vision- iii. Depth perception
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• 3. Moving and Grasping - Early Motor Skills
• i) Locomotion
• ii) Fine-Motor Skills
• 4. Coming to Know the World Perception
• a. Smell, Taste, and Touch
• b. Hearing
• c. Seeing
• i. visual acuity
• ii. color vision-
• iii. Depth
• Important for locomotion, visually guided
  reaching

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3. Moving and Grasping - Early Motor
Skills i) Locomotion ii) Fine-Motor
Skills 4. Coming to Know the World
Perception a. Smell, Taste, and
Touch b. Hearing c. Seeing i. visual acuity
ii. color vision- iii. depth 1. kinetic
cues.
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• 3. Moving and Grasping - Early Motor Skills
• i) Locomotion
• ii) Fine-Motor Skills
• 4. Coming to Know the World Perception
• a. Smell, Taste, and Touch
• b. Hearing
• c. Seeing
• i. visual acuity
• ii. color vision-
• iii. depth
• 1. kinetic cues.
• 2. Retinal disparity

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• 3. Moving and Grasping - Early Motor Skills
• i) Locomotion
• ii) Fine-Motor Skills
• 4. Coming to Know the World Perception
• a. Smell, Taste, and Touch
• b. Hearing
• c. Seeing
• i. visual acuity
• ii. color vision-
• iii. depth
• 1. kinetic cues.
• 2. Retinal disparity
• 3. Pictorial cues

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• 3. Moving and Grasping - Early Motor Skills
• i) Locomotion
• ii) Fine-Motor Skills
• 4. Coming to Know the World Perception
• a. Smell, Taste, and Touch
• b. Hearing
• c. Seeing
• i. visual acuity
• ii. color vision-
• iii. depth
• 1. kinetic cues.
• 2. Retinal disparity
• 3. Pictorial cues

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• 3. Moving and Grasping - Early Motor Skills
• i) Locomotion
• ii) Fine-Motor Skills
• 4. Coming to Know the World Perception
• a. Smell, Taste, and Touch
• b. Hearing
• c. Seeing
• i. visual acuity
• ii. color vision-
• iii. Depth
• iv. Face perception

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Pascalis, et al. Fine-tuning of face processing
Face 1
Face 1
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Pascalis, et al. Fine-tuning of face processing
Face 1
Face 2