Infancy period

Infancy period, traditionally, is the time from 1 month to 1 year of age. Because of the growth and learning potential that occurs, the first year of life is a crucial one.

Physical development during the infancy period Weight. Most infants double their birth weight at 4 to 6 months and it triples at 1 year. A weight gain of 2 lb per month during the first 6 months is typical among infants. During the second 6 months, the expected weight gain is approximately 1 lb per month. Height. Height like weight is ideally assessed if plotted on a standard growth chart. The average birth length of an infant is about 20 inches. During the first year an infant increases in height by about 50 %. In early months the growth is apparent in the trunk while it becomes more apparent as lengthening of the legs during the second half of the first year. Head circumference. Rapid brain growth is reflected by a rapidly increasing head circumference. By the end of the first year of life, the brain has already reached two-thirds of its adult size. Teeth. By 6 months of age, the first baby tooth which is typically ca central incisor erupts. The eruption is followed by a new one monthly. Usual ages of baby tooth eruption by tooth type are as follows: Central lower incisor 6 to 10 months Upper central incisor 8 to 12 months Upper lateral incisor 9 to 13 months Lower lateral incisor 10 to 16 months Upper cuspid 16 to 22 months Lower cuspid 17 to 23 months Upper first molar 13 to 19 months Lower first molar 14 to 18 months Lower second molar 23 to 31 months Upper second molar 25 to 33 months Gross motor development. To assess the development of gross motor skills in infants, four positions should be observed. The positions are as follows:

 
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Ventral suspension position

This is the appearance of the infant when held in midair on a horizontal plane, supported by a hand under the abdomen. With this position, the infants head is allowed to hang down with little effort on control. 1. One month old infants lift the head momentarily and drop it again. Flexion of elbows, hip extension and knee flexion may be observed. 2. By two months of age, the head is held in the same place as the rest of their body. This signifies a major advancement in muscle control. 3. A month after, the head is lifted and maintained well above the plane of the rest of the body in ventral suspension. It is at this month where a Landau reflex is developed. Landau reflex is the extension of the infants head, legs and spine when held in ventral suspension. Most infants continue to present this reflex until 6 months of age. Inability to perform this reflex would suggest further evaluation for possible motor weakness, cerebral palsy, or 4. other neuromuscular defect. When Landau reflex diminished, the infant then demonstrates a parachute reflex. By 6 to 9 months of age, infants suddenly lower towards the examining table while extending the arms as if protecting themselves when held in a ventral suspension position. An inability to demonstrate this reflex would suggest cerebral palsy because they flex their extremities too tight.

Newborns can turn their heads to move them out of a position where breathing is impaired when placed lying on their abdomen. However, they cannot hold them raised.

1. 2. 3. 4. 5. 6. 7.

One month old infants can lift their heads and turn them easily to sides. As what they usually do during the neonatal period, they still tend to keep their knees tucked under their abdomen. A month after, infants can now raise their heads and maintained the position. But they cannot raise their chests and their head is still facing downward. Three month old infants can raise their head and shoulders well. They can now look around when prone. By four months of age, an infants chest can be raised from the bed. Weight is shifted to the forearms when the child is placed on prone by age 5 months. The infant can raise his or her chests and upper parts of the body off the table by 6 months of age. A new skill is advanced by age 9 months when the infant can creep from a prone position. Creeping means that the child has the abdomen off the floor and moves one hand and one leg and then the other hand and leg, using the knees on the floor to move.

Sitting Position
By four months of age the infant demonstrates an important milestone by showing no head lag when pulled to a sitting position. An infant can sit without support by 8 months of age.

Standing Position
A child can stand holding onto furniture when placed in a standing position by about 9 months. A month after they can now pull themselves to a standing position by holding onto something. By 11 months, they start to move around by holding onto something, an event called cruising. At exactly 1 year, the child can stand alone momentarily.


1. 2. 3. 4. 5.

Fine Motor Development

During the first month of life, the infant has a strong grasp reflex. This is the reason why they have difficulty extending their fingers as they hold their hands in fist. Thumb opposition starts by 4 months of age where the infant brings the thumb and the fingers together. During the first half of the year, infants are now able to hold objects in both hands and they can hold a spoon. The ability to bring the thumb and the fist together in a pincer grasp is a major milestone of 10 month old children. As the skill advances, by 1 year, infants are now able to draw a semi straight line using a crayon.

Language Development

1 month: cooing or dovelike sounds made by the infant 2 months: differentiates cry. Certain cry means the infant is hungry while this type of cry would suggest that the child is wet. Increased cooing, gurgling and throaty sounds observed. 3 months: squeals with pleasure 4 months: babbles, gurgles and coos when spoken to. 5 months: verbalizes simple vowel sounds such as goo-goo and gah-gah 6 months: art of imitating is learned. The infant at this time may imitate parents cough or say Oh! to attract attention. 7 months: amount of infant talking increases 9 months: first infant word is verbalized as da-da or ma-ma. It is generally easier for infants to verbalize da-da than ma-ma and infants at this time pronounce these words without knowing its meaning. 10 months: infant masters another words such as bye-bye or no 12 months: infants can generally say two words besides ma-ma and da-da. These words are used knowing that ma-ma is calling his mother and da-da for fathers.

Play: Infants enjoy solitary play

VISION
midline vision

HEARING
quiets momentarily at a distinctive sound such as a bell or a squeaky rubber toy

EMOTIONAL DEVELOPMENT
can differentiate between faces and other objects by studying a face or the picture of a face longer than other things, quiet best and eat best for the person who has been their primary caregiver social smile

COGNITIVE DEVELOPMENT
simple reflex activity

1 month

mobiles over a crib or playpen, music box, musical rattle

2 months

small rattles mobiles or cradle gyms strung across the crib

focus well and follows objects past midline, binocular vision

acute hearing awareness, stops an activity at the sound of spoken words

enters the cognitive stage of primary circular reaction, explores objects by grasping them with the hands or mouthing them, unaware of what actions they can cause

3 months

small blocks and small rattles, needs a playpen to practice the skill of rolling over

turns head to locate sounds

increased social awareness by readily smiling at the sight of a parents face, laughs out loud at the sight of a funny face likely cries when the person who entertains the infant leaves, prefers the presence of the primary caregiver than others

4 months

recognize familiar objects and follows their parent s movements eagerly

when distinctive sound is heard they turn and look at that direction

5 months

plastic rings, blocks, squeeze toys, clothespins, rattles and plastic keys

localize sound downward and to the side by turning their head and looking down organized depth perception able to locate sounds above them

show displeasure when an object is taken away

6 months

bathtub toys such as rubber ducks or plastic boats, teething rings

increasingly aware of the difference between people who regularly care for them and strangers, draws back from unfamiliar people

enters the cognitive stage of secondary circular reaction, can grasp the idea that their action can initiate pleasurable sensations

7 months

blocks, rattles, plastic keys, brightly colored balls

pats their images in a mirror, matured depth of perception

shows obvious fear of strangers, attempts to cling on parents when taken from them and reaches out to be taken back peak of stranger anxiety

8 months

toys that feel differently to infants are enjoyable at this

age because of their sensitivity to texture differences. Velvet, fur, fuzzy or smooth items are ideal for these children.

9 months

space for creeping, nest of blocks that go inside one another, rings of assorted sizes that fit on a center post

aware of the changes in the voice tone, cries when scolded not because of understanding what is being said but due to sensing a displeasure in their parents looks under the towel or around a corner for a hidden object their name and listen acutely when spoken to coordination of secondary schema stage, object permanence overcome fear of strangers, alert and responsive when approached, plays interactive nursery games, dances with others, likes being at the table for meals and joining family activities capable of reproducing interesting events and produce new ones

10 months

peek-a-boo, patty-cake games

11 months 12 months

boxes that is inside one another, blocks, cardboard boxes, pull toys (when they can walk), listening to music

Developmental Task

Erikson proposed that the developmental task of the infant is to form a sense trust. Infants learn to trust when their needs are being met. The confidence that their needs are met primarily results to trust development. Hence, rhythm of the care should be familiarized by infants as it gives them the feeling of being able to predict what will happen and gives life some consistency. Aside from that, the one caring for the infant plays an important role. Active interaction with the child promotes trust. Inability to develop the developmental task during the infancy period would result to mistrust which will be brought up until the child meets the sense of trust.

PHYSICAL, MOTOR, LANGUAGE AND SOCIAL DEVELOPMENT

Months 1 month Physical and motor development
y y y y Follows with eyes to midline Follows bright, moving object with eye Lifts head slightly from prone Responds to sharp sound, i.e., bell, etc. Follows better vertically and horizontally with jerky eye movements. Moves arms and legs vigorously. Lifts heads to 45 degrees when prone on abdomen. Turns from side to back. Grasp become voluntary. Lifts head and chest when prone Brings object to mouth Rotates head from side to side. Discovers and states and hands Briefly holds toy in hand.

Language and social development

y y y y y y y y y y y y y
May smile Responds to voice Makes throaty noise Vocalizes and smiles responsibly. Visually follows moving person. Makes single vowel sounds such as ah, eh, uh Different emotions exhibited by different cries. Babbles, pronounces initial vowels, and coos Smiles spontaneously Responds to mother enters room or caresses him or her Enjoy playing during feeding Stays awake longer without crying Turns head to follow familiar person Coos and laughs aloud Begins babbling Knows and imitate mother Demands attention by fussing Responds to and enjoys being handle Reaches for objects in front and see with both hands Begins to recognize strangers Shows fear and anger Vocalizes vowel sound and well defined syllables Shows anticipation, waves and raises arms to be picked up Expresses protest Understands name

2 months

y y y y y y y y y y

3 months

4 months

y y y y y y
y y y y y y y y y y y y y y y y

Sits when well supported Turns head at sound of voice Can move from side to side, tries to roll over Grasps for toy with whole hand Bring hand or toys to mouth Begins teething Moro reflex gone Rolls from side to side Rolls from back to front Pull head when pulled to or held in sitting position Briefly supports most of own weight or legs Squeals with high voice Recognizes familiar voices Coos or stops crying on hearing music Grasps dangling objects Smiles at mirror image Lifts head spontaneously Sits briefly in tripod fashion Rolls from front to back Grasps foot and plays with toes Grasps cubes with palms Bounces when held standing

y y y y y y

5 months

y y y y y

y
y y y y y y y y y y y y y y

6 months

Vocalizes at mirror image Makes four or more different sounds Localizes source of sounds Vague formless babbles Puts cubes into mouth. Conscious of strange sites and person. Resist having toy being taken away Stretches out arms to be taken up Begins imitative expressions Show fear of strangers Make polysyllable vowel sounds Play in self contained Laugh out loud Listen to conversations

7 months to 9 months

y y y y y y y y y

Reaches for objects unilaterally Can transfer a toy Exhibits complete thumb opposition Sits alone steadily with good coordination Advances from creeping to crawling Can pull self to feet with assistance Feeds self a cracker Develops eye to eye contact while talking Engages in social games

10 months to 11 months

y y y y y y y

Sits without support indefinitely Pulls self to feet Stand on toes with support Creeps and cruises fairly well. Uses index finger and thumb to grasp Can hold own bottle or cup Show interest in tiny objects

y y y y y y y y

Vocabulary of one or two words (Mama, Dada) Recognize meaning of no Show moods: looks hurt, sad Is very aware of environment. Responds to own name Imitates gestures, facial expressions, sounds. Begins to test parental reaction during feeding and at bedtime Entertains self for long period of time

12 months
The term growth and development both refers to dynamic process. Often used interchangeably, these terms have different meanings. Growth and development are interdependent, interrelated process. Growth generally takes place during the first 20 years of life.; development continues after that. Growth: 1. Is physical change and increase in size. 2. It can be measured quantitatively. 3. Indicators of growth includes height, weight, bone size, and dentition. 4. Growth rates vary during different stages of growth and development. 5. The growth rate is rapid during the prenatal, neonatal, infancy and adolescent stages and slows during childhood. 6. Physical growth is minimal during adulthood. Development: 1. Is an increase in the complexity of function and skill progression. 2. It is the capacity and skill of a person to adapt to the environment. 3. Development is the behavioral aspect of growth.

THEORIES:
1. Freuds Psychosexual Development Theory STAGE AGE CHARACTERISTICS 1. Oral Birth to 1 Center of pleasure: mouth (major source of gratification & y/o exploration) Primary need: Security Major conflict: weaning 2. Anal 1 to 3 y/o Source of pleasure: anus & bladder (sensual satisfaction & selfcontrol) Major conflict: toilet training 3. Phallic 4 to 6 y/o Center of pleasure: childs genital (masturbation) Major conflict: Oedipus & Electra Complex 4. Latency 6 y/o to Energy directed to physical & intellectual activities puberty Sexual impulses repressed Relationship between peers of same sex 5. Genital Puberty Energy directed towards full sexual maturity & function & onwards development of skills to cope with the environment

2. Eriksons Stages of Psychosocial Development Theory STAGE AGE CENTRAL (+) RESOLUTION TASK 1. Infancy Birth-18 Trust vs Learn to trust others mos Mistrust 2. Early childhood 1 to 3 y/o

(-) RESOLUTION

3. Late childhood

3 to 5 y/o

4. School Age

6 to 12 y/o

5. Adolescence

1220 y/o

6. Young Adulthood

18-25 y/o

7. Adulthood

25-65 y/o

8. Maturity

65 y/o to death

Mistrust, withdrawal, estrangement Autonomy vs Self control w/o loss of Compulsive, selfShame & self esteem restraint or doubt Ability of cooperate & compliance. express oneself Willfulness & defiance. Initiative vs Learns to become Lack of selfguilt assertive confidence. Ability to evaluate Pessimism, fear of ones own behavior wrongdoing. Over-control & over-restriction. Industry vs Learns to create, Loss of hope, Inferiority develop & manipulate. sense of being Develop sense of mediocre. competence & Withdrawal from perseverance. school & peers. Identity vs Coherent sense of self. Feelings of role confusion Plans to actualize confusion, ones abilities indecisiveness, & possible anti-social behavior. Intimacy vs Intimate relationship Impersonal isolation with another person. relationships. Commitment to work Avoidance of and relationships. relationship, career or lifestyle commitments. Generativity Creativity,productivity, Self-indulgence, vs stagnation concern for others. self-concern, lack of interests & commitments. Integrity vs Acceptance of worth & Sense of loss, despair uniqueness of ones contempt for own life. others. Acceptance of death.

3. Havighursts Developmental Stage and Tasks

DEVELOPMENTAL STAGE DEVELOPMENTAL TASK

1. Infancy & early childhood

2. Middle childhood

3. Adolescence

4. Early Adulthood

5. Middle Adulthood

6. Later Maturity

- eat solid foods - walk - talk - control elimination of wastes - relate emotionally to others - distinguish right from wrong through development of a conscience - learn sex differences and sexual modesty - achieve personal independence - form simple concepts of social & physical reality - learn physical skills, required for games - build healthy attitudes towards oneself - learn to socialize with peers - learn appropriate masculine or feminine role - gain basic reading, writing & mathematical skills - develop concepts necessary for everyday living - formulate a conscience based on a value system - achieve personal independence - develop attitudes toward social groups & institutions - establish more mature relationships with same-age individuals of both sexes - achieve a masculine or feminine social role - accept own body - establish emotional independence from parents - achieve assurance of economic independence - prepare for an occupation - prepare for marriage & establishment of a family - acquire skills necessary to fulfill civic responsibilities - develop a set of values that guides behavior - select a partner - learn to live with a partner - start a family - manage a home - establish self in a career/occupation - assume civic responsibilities - become part of a social group - fulfill civic & social responsibilities - maintain an economic standard of living - assist adolescent children to become responsible, happy adults - relate ones partner - adjust to physiological changes - adjust to aging parents - adjust to physiological changes & alterations in health status - adjust to retirement & altered income - adjust to death of spouse - develop affiliation with ones age group - meet civic & social responsibilities - establish satisfactory living arrangements

4. Levinsons Seasons of Adulthood AGE SEASON CHARACTERISTICS 18-20 yrs Early adult Seeks independence by separating from family transition 21-27 yrs Entrance into the Experiments with different careers & lifestyles adult world 28-32 yrs Transition Makes lifestyle adjustments 33-39 yrs Settling down Experiences greater stability 45-65 yrs Pay-off years Is self-directed & engages in self-evaluation 4. Sullivans Interpersonal Model of Personality Development STAGE AGE DESCRIPTION 1. Infancy Birth to Infant learns to rely on caregivers to meet needs 1 yrs & desires 2. Childhood 1 to 6 yrs Child begins learning to delay immediate gratification of needs & desires 3. Juvenile 6 to 9 yrs Child forms fulfilling peer relationships 4. Preadolescence 9 to 12 yrs Child relates successfully to same-sex peers 5. Early Adolescence 12 to 14 yrs Adolescent learns to be independent & forms relationships with members of opposite sex 6. Late Adolescence 14 to 21 yrs Person establishes an intimate, long-lasting relationship with someone of the opposite sex 5. Piagets Phases of Cognitive Development PHASE AGE DESCRIPTION a. Sensorimotor Birth to 2 yrs Sensory organs & muscles become more functional Stage 1: Use of Birth to 1 Movements are primarily reflexive reflexes month Stage 2: Primary 1-4 months Perceptions center around ones body. circular reaction Objects are perceived as extensions of the self. Stage 3: Secondary 4-8 months Becomes aware of external environment. circular reaction Initiates acts to change the movement. Stage 4: Coordination 8-12 months Differentiates goals and goal-directed activities. of secondary schemata Stage 5: Tertiary 12-18 Experiments with methods to reach goals. circular reaction months Develops rituals that become significant. Stage 6: Invention of 18-24 Uses mental imagery to understand the new means months environment. Uses fantasy. b. Pre-operational 2-7 years Emerging ability to think Pre-conceptual stage 2-4 year Thinking tends to be egocentric. Exhibits use of symbolism. Intuitive stage 4-7 years Unable to break down a whole into separate parts. Able to classify objects according to one trait. c. Concrete 7-11 years Learns to reason about events in the here-andOperations now. d. Formal Operations 11+ years Able to see relationships and to reason in the abstract.

6. Kohlbergs Stages of Moral Development LEVEL AND STAGE DESCRIPTION LEVEL I: Pre-conventional Authority figures are obeyed. (Birth to 9 years) Misbehavior is viewed in terms of damage done. Stage 1: Punishment & obedience A deed is perceived as wrong if one is punished; orientation the activity is right if one is not punished. Stage 2: Instrumental-relativist Right is defined as that which is acceptable to & orientation approved by the self. When actions satisfy ones needs, they are right. LEVEL II: Conventional Cordial interpersonal relationships are maintained. (9-13 years) Approval of others is sought through ones actions. Stage 3: Interpersonal concordance Authority is respected. Stage 4: Law and order orientation Individual feels duty bound to maintain social order. Behavior is right when it conforms to the rules. LEVEL III: Post-conventional Individual understands the morality of having democratically established laws. (13+ years) Stage 5: Social contract orientation It is wrong to violate others rights. Stage 6: Universal ethics The person understands the principles of human orientation rights & personal conscience. Person believes that trust is basis for relationships. 7. Gilligans Theory of Moral Development LEVEL CHARACTERISTICS I. Orientation of Individual Survival Concentrates on what is best for self. Transition Selfish. Dependent on others. Transition 1: From Selfishness to Recognizes connections to others. Responsibility Makes responsible choices in terms of self and others. II. Goodness as Self-sacrifice Puts needs of others ahead of own. Feels responsible for others. Is dependent. May use guilt to manipulate others when attempting to help. Transition 2: From Goodness to Decisions based on intentions & consequences, not on Truth others responses. Considers needs of self and others. Wants to help others while being responsible to self. Increased social participation. III. Morality of Nonviolence Sees self and others as morally equal Assumes responsibilities for own decisions. Basic tenet to hurt no one including self. Conflict between selfishness and selflessness. Self-judgment is not dependent on others perceptions but rather on consequences & intentions of actions.

8. Fowlers Stages of Faith STAGE AGE PreInfant stage:Undifferentiated faith Stage 1: IntuitiveToddlerprojective faith preschooler

Stage 2: Mythicalliteral faith

School-aged child

Stage 3: Syntheticconventional faith Stage 4: Individuativereflective faith Stage 5: Conjunctive faith Stage 6: Universalizing faith

Adolescent Late adolescent & young adult Adult Adult

CHARACTERISTICS Trust, hope and love compete with environmental inconsistencies or threats if abandonment. Imitates parental behaviors and attitudes about religion and spirituality. Has no real understanding of spiritual concepts. Accepts existence of a deity. Religious & moral beliefs are symbolized by stories. Appreciates others viewpoints. Accepts concept of reciprocal fairness. Questions values & religious beliefs in an attempt to form own identity. Assumes responsibility for own attitudes & beliefs. Integrates other perspectives about faith into own definition of truth. Makes concepts of love & justice tangible.