module 7a - child development birth to 8 months 7a - child... · • for children from birth to age...
TRANSCRIPT
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Getting Started
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Learning Objectives • Name the milestones for each developmental
domain (cognitive, physical, social/emotional, and language) typical for children birth to eight months
• Describe how genetics, environment, culture, and temperament influence a child’s development
• Discuss the importance of understanding and applying developmentally appropriate practices in the care of infants
• Summarize the patterns of child development
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Part 1: Understanding General Development
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Developmental Domains
Cognitive Social/Emotional
Language Physical
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Principles of Growth and Development
Development progresses from head to toe
Development progresses from the inside out
Development follows predictable stages
Children develop at various rates
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Factors that Influence Development
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Factors that Influence Development
Genetics • Physical characteristics such as brown
hair and blue eyes, but also include conditions such as diabetes, and traits such as strength and flexibility
Environment and Culture • Birth order, emotional climate of the home,
ethnicity, and traditions, all impact a child’s overall development
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Environment and Culture
Environment – shapes a child’s potential
Culture – a part of the environment which includes values, rules, customs, rituals
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Temperament • Traits which make up an individual’s style of
behaving • Includes “natural” responses
– Adapt to new people or situations – The need for movement – Eating and sleep patterns – Learning style or preferred work environment
• Impacts how children are cared for
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The Ten Temperament Traits 1. Activity Level – amount of physical motion during
activities Calm and Slow Moving Always Moving
2. Approach/Withdrawal – a person’s initial reaction to new experiences
Slow to Warm Outgoing
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3. Adaptability – how easily a person adjusts to a change in routine.
Slow-adapting Fast-adapting (Upset with change) (Flexible)
4. Sensory Sensitivity – how sensitive a person is in each of the sensory channels (pain/touch tolerance, taste, smell, sound, sight/light)
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5. Intensity of Reaction – the amount of energy a person uses to express emotions.
Dramatic/Intense Mild Reactions
6. Distractibility – how easily a person’s thought processes or attention are interrupted by things going on around him/her.
Focused High Distractibility Not easily distracted Easily Diverted
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7. Persistence – the length of time a person continues to make an effort, especially when the task gets hard.
Low Persistence High Persistence Gives up More Determined
8. Quality of Mood – amount of pleasant, joyful and friendly behaviors compared to unpleasant, frowning, negative behaviors.
Debbie Downer Suzy Sunshine
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9. Regularity- Predictability of biological functions (hunger, sleeping, elimination) and daily routines/patterns
Structured/Routine Unstructured/Irregular 10. Emotional Sensitivity – the ease or difficulty with which a person responds emotionally to a situation.
Insensitive/ Highly Sensitive Unaware of Emotions Aware of
Emotions
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Developmentally Appropriate Practice
DAP is individualized, responsive care which is just right for the child’s age, cultural context, and personality.
DAP consists of three components: • Knowing about child development and
learning • Knowing what is individually
appropriate • Knowing what is culturally important
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Part 2: Developmental Characteristics
Birth to Eight Months
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Developmental Characteristics Birth to Three Months
• The period from birth to three months is a period of transition for the baby.
• Infants rely on reflexes until learned responses are developed.
• Infants learn through their senses, and stimulating all of the senses is essential for brain growth and development.
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Sensory Development Sight - least developed sense at birth Hearing – soothed by rhythmic noises such as a ticking clock
Taste – prefer sweet over sour
Touch/feel – babies love the feel of skin to skin contact
Smell – can pick out mom’s scent in just a few days
Pressure – swaddling, massage
Movement – rocking, swings, car rides
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Attachment The relationship or bond which develops between an infant and caregiver. Infants are born with the need to develop a connection with a parent or caregiver so basic needs will be met. Primary attachments typically occur with parents. Secondary attachments are formed with other caregivers.
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Attachment Caregiver Behaviors Child Behaviors Secure • Reacts quickly and positively to child’s
needs • Distressed when
caregiver leaves • Seeks comfort from
caregiver when distressed
Insecure-avoidant
• Unresponsive, uncaring • Dismissive
• No distress when caregiver leaves
• Does not make contact with caregiver when stressed
Insecure-ambivalent
• Responds to child inconsistently • Distress when caregiver leaves
• Not comforted by caregiver’s return
Insecure-disorganized
• Abuse, neglectful or responds in a frightening way
• No attaching behaviors • May appear dazed,
confused, or apprehensive
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Attachment is essential for the foundation of a healthy personality
• attain full intellectual potential • develop a conscience • cope with stress/frustration • develop relationships • handle worry and fear
Why Attachment Matters
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• Healthy attachments are an essential part of brain growth
• Needs to happen during infancy, where most of the
brain growth occurs
• Babies need to have all of their senses stimulated for synapses to occur.
• Holding, rocking, swaddling an infant not only
assists in forming the necessary attachments, it is also crucial for brain development.
Attachment and Brain Development
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Developmental Characteristics Three to Eight Months
As reflexes give way to purposeful movements, babies begin to respond to the stimuli in the environment.
During this time period all areas of development are changing rapidly.
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Developmental Characteristics
• Social smile – in response to a stimuli, especially familiar
faces
• Responds to and anticipates play – will enjoy games like peek-a-boo
• Visual acuity – can see further away
• Grasping objects – Hand/eye coordination begins to develop
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Developmental Characteristics
• Babbling/laughing – Repeating sounds with no meaning attached
• Rolling over – Typically roll from tummy to back first
• Sits with support – Strengthens torso
• Crawling – Can take on various forms
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Part 3: Issues and Concerns Birth to Eight Months
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Sleep Patterns As infants mature, sleep patterns become more predictable and routine. Providing consistent care which follows a predictable routine will help a baby develop positive sleep habits. Day and nighttime sleep have different functions: • Daytime Naps – reduce stress • Nighttime Sleep – biological functions, growth,
immunity building
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Children and Sleep
• A child who is overtired has a harder time falling asleep
• The symptoms of insufficient sleep can be misleading
• Sleep loss can interfere with development • All children wake up during the night • Sleep loss is cumulative
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Safe Sleep Babies spend a good portion of their day sleeping Birth to three months – 14 to 17 hours Four to eleven months – 12 to 15 hours
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Safe Sleep • Sudden Unexpected Infant Death (SUID)
– Defined as the unexpected death of an infant under 12 months of age
– Most occur due to an unsafe sleep environment
– 3500 deaths annually – Types
• Sudden Infant Death Syndrome • Suffocation/Strangulation • Unknown cause
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Safe Sleep • Safe – Crib with no moving parts • Simple – No blankets, pillows, stuffed
toys, or bumpers • Sleep –place infants on their backs to
sleep • Crib/cot placement – at least 36 inches
apart to reduce the spread of communicable diseases
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Responding promptly and consistently to a baby’s cries promotes a sense of trust and attachment. Babies cry to communicate their needs
– Hunger, diaper change, sleep, boredom, hurt
Infants and Crying
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Strategies to Cope with Crying
Understand the baby’s hunger and sleep cues Walk with the baby/change of scenery Go for a car ride Give the baby a bath/massage Play music Place baby on back in crib and walk away Call for support
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Infants and Crying
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Oral Hygiene
Oral hygiene-cleaning baby’s gums with a water-soaked gauze pad after feeding will stimulate gum tissue and help prevent tooth decay. Baby bottle tooth decay is often caused by letting babies fall asleep with a filled bottle.
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Infant Nutrition
• Support mothers who choose to breastfeed
• Follow parents lead on the introduction of solid foods
• Once solid foods are introduced, avoid foods with added sugars
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Signs an Infant is Ready for Solid Food
• Doubled birth weight • Control of head and neck • Sit with support • Shows an interest in your food • Can signal when full
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Atypical Development
Use basic child development principles and remember each child is unique
Do not compare children
Use observations to make informed decisions and to communicate with families any concerns
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Illinois Early Learning Guidelines For Children Ages Birth to Three
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Standards and Guidelines for Illinois Illinois Early Learning Guidelines - for children birth to age three https://www.isbe.net/documents/el-guidelines-0-3.pdf
Illinois Early Learning and Development Standards - for children ages three to five http://illinoisearlylearning.org/ields/
The Standards and Guidelines are: • not an assessment • research based • field tested • developmental indicators
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Developmental Delay
The Individuals with Disabilities Education Act (IDEA) Part C requires:
eligible infants and toddlers with disabilities receive needed early intervention services in natural environments to the maximum extent appropriate.
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Definition of Developmental Delay
• For children from birth to age three (under IDEA Part C), the term developmental delay, as defined by each State, means a delay in one or more of the following areas: • physical development • cognitive development • communication • social or emotional development • or adaptive (behavioral) development
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Screening Tools
Providers may wish to use a developmental checklist or questionnaire to record and track developmental milestones and/or concerns
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Observe any child between the ages of birth to 8 months. Write your observations of the following.
What are three developmental characteristics of the baby?
Knowledge to Practice
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Wrap Up
Please complete the following: • Knowledge to Practice • Competency Checklist • Reflection • Evaluation