PSYC 335 Developmental Psychology I Session 7 Development in - PowerPoint PPT Presentation

PSYC 335 Developmental Psychology I Session 7 – Development in infancy-Part I Lecturer: Dr . Joana Salifu Y endork Department of Psychology Contact Information: jyendork@ug.edu.gh College of Education School of Continuing and Distance Education 2014/2015 – 2016/2017 godsonug.wordpress.com/blog

Session Overview • The period of infancy cover the day of birth until the individual is between 18-24 months depending on the literature you consult. During this stage, there are changes in the physical, cognitive and socio-emotional domains of development. This session provides overview of the significant changes that occur in the physical and cognitive domains of development during the infancy stage. Slide 2

Session Outline The key topics to be covered in the session are as follows: • Physical development: Patterns of physical growth • Physical development: Physical growth and development • Physical development: Motor development • Physical development: Other physical development • Cognitive development Slide 3

Reading List • Read Chapter 4 of Developmental Psychology: Childhood and adolescence, Shaffer & Kipp (2014); and Chapters 4 & 5 of Development through the lifespan, Berk (2006) Slide 4

T opic One PHYSICAL DEVELOPMENT: PA TTERNS OF PHYSICAL GROWTH Slide 5

Physical development: Patterns of physical growth • Infancy: birth to 18-24 months • 1. Cephalocaudal pattern – • Sequences in which early growth occurs from top to bottom • A large part of total body is occupied by head during prenatal development and early infancy – E.g., the top parts of the head — the eyes and brain — grow faster than the lower parts, such as the jaw. • Motor development also proceed according to the cephalocaudal principle. – E.g., infants can use their hands long before they can crawl or walk Slide 6

Physical development: Patterns of physical growth • 2. Proximodistal pattern • Sequence in which growth starts at center of body and moves toward the extremities – Eg. Infants use their whole hands before they can control several fingers • 3. Simple to complex: sequence of mastery of skills progresses from simple task to complex ones – Eg. Eating with finger/spoon and fork Slide 7

T opic Two PHYSICAL DEVELOPMENT: PHYSICAL GROWTH AND DEVELOPMENT Slide 8

Physical development: Physical growth and development • Weight: – First several days, infants lose 5-7% of body weight, before adjusting to feeding by sucking, swallowing and digesting – Gain 5-6 oz per week during first month – Double birth weight by 4 months – By age 1, they are 3 times their birth weight • Height: – Grow about 1 inch/month – By age 1, they are 1.5 their birth length – Growth slow down in 2 year • By 2 years, infants weigh 26-32 pounds (11.3-14.5 Kg), 32-35 inches tall Slide 9

Physical development: Physical growth and development • Brain development • Brain undergo rapid growth and remarkable changes • At ďiƌ th, the Ŷ e ǁďoƌŶ’ s ďƌ ai Ŷ is aďout Ϯ 5 pe ƌĐeŶ t of its adult weight. • Most brain cell connections are made in 1 st years • By the second birthday , the brain is about 75 percent of its adult weight. • Right hemisphere (negative emotions, intense emotions, creativity) has growth spurt in first 1½ years, and is dominant for first 3 years. Slide 10

Physical development: Physical growth and development • Brain development • Brain grows in sequential fashion from bottom to top, or from least complex part (brainstem) to more complex area (cortex). • From bottom up: – Brainstem – impulses and reflexes. – Cerebellum – behind brainstem: coordinate and regulate muscular activities – Midbrain – top of brainstem: movement and balance – Limbic – central part of the brain: emotions and memory – Cortex – top la LJ eƌ: ͞Edž eĐu ti ǀ e Đ o Ŷ t ƌ ol ͟ -includes language, decision making, planning – Cerebral cortex: least developed at birth and keeps developing through adolescence. More sensitive to experiences than other parts of the brain Slide 11

Abstract thought Concrete thought FOREBRAIN Logic/Reasoning Affiliation Cortex “ Executive Cente r” Attachment Contextual Memory Sexual Behavior MIDBRAIN Emotional Reactivity Limbic Arousal “ Emotional Center” Appetite/Satiety Motor Regulation HINDBRAIN Blood Pressure Cerebellum & Sleep Brainstem T emperature “ Alarm Cent er” Heart Rate Breathing

Physical development: Physical growth and development • Brain Development: Windows of Opportunity • Periods when particular experiences are especially important or when some skills are more easily developed. – By age 2 – emotional control – By age 2 – social attachment – By age 5 – motor development – Birth to 10 years – language skills – Birth to 4 years – visual development – Birth to 4 years – math and logic skills – 3 to 10 years – music Slide 13

Brain Development: Windows of Opportunity Slide 14

Physical development: Physical growth and development • Early Experience and the Brain • Are the effects of deprived environments reversible? • The aŶ s ǁ eƌ is ͞ YE S͟ • The brain demonstrates both flexibility/plasticity and resilience – Plasticity refers to the ability of the brain to modify its own structure and function following changes within the body or in the external environment • Before birth genes determine basic nerve connections • After birth, environmental experiences determines brain development – Eg., sights, sounds, smells, touches, language, and eye contact help shape the ďƌ ai Ŷ’ s Ŷeuƌ al Đ o ŶŶeĐti o Ŷs Slide 15

Physical development: Physical growth and development • Two b asic needs of the developing brain • Safety : – P ƌ ote Đ t ďaďLJ ’ s head f ƌoŵ falls a Ŷd oth eƌ i Ŷ j uƌ ies ď e Đ ause of ongoing development – And infants head should not be shaken • Shaken baby syndrome – brain swelling and bleeding • Positive Experiences – Positive child-caregiver relationship – Nutrition – Mental health services for parents – Prevention of abuse and neglect Slide 16

T opic Three PHYSICAL DEVELOPMENT: MOTOR DEVELOPMENT Slide 17

Physical development: Motor development • How do infants develop motor skills; which skills develop at what time? • Dynamic systems theory (Thelen, 1989) • Movement is produced from the interaction of multiple sub-systems within the person , task and environment • All sub-systems spontaneously self-organize and interact to produce efficient movement solution for each task • No sub-system is most important • Critical change in one sub-system can cause the whole system to shift, resulting in a new motor behaviour Slide 18

Physical development: Motor development • Dynamic systems theory • Person : – Infant must be able to perceive and be motivated to reach out. – use their perceptions to fine-tune their movements – the development of the nervous system – the ď od LJ’ s ph LJ si Đ al p ƌ o peƌti es – infant change movement patterns to fit new task by exploring and selecting possible movement options – Mast eƌiŶ g a ŵ oto ƌ skill ƌ eƋuiƌ es the i Ŷ fa Ŷ t ’ s aĐtiǀ e effo ƌts • T ask : goal to achieve (eg. Picking a favourite toy) • Environment: – possibilities for movement, – the environmental support for the skill Slide 19

Gross motor skills • Skills that involve large- ŵusĐl e aĐtiǀi ties, suĐh as ŵ o ǀiŶg o Ŷe’ s arms, walking, sitting, standing • Require posture control, lacking in newborns – Within few weeks, infant can lift head while on stomach – 2 months: sit while supported in lap or infant seat; – 6-7 months: sit up independently; – 8 months: pull self to standing position while holding on to support – 10-12 months - can stand alone • First year : ability to walk easily – Timing of reaching this milestone can vary by 2-4 months – Some infants do not follow the standard sequence of motor accomplishments, eg., some babies never crawl Slide 20

Gross motor skills • Second year: more skilled in motor activities and mobile – pull a toy attached to string – use hands and legs to climb steps – walk quickly – run a short distance – balance on feet while squatting – walk backward without losing balance – stand and throw a ball – jump in place Slide 21

Gross motor skills Slide 22

Gross motor skills Slide 23

Fine motor skills • Involve finely tuned movements and those that requires finger dexterity, eg., grasp a toy, use spoon, button shirt • Reaching and grasping marks the onset of significant achievement in fine motor skills – Palmer grasp : grasping with the whole hand – pincer grasp: grasping with thumb and forefinger • Grasping varies based on size, shape, and texture, as well as the size of their oǁŶ haŶds ƌ elati ǀ e to the o ďjeĐ t ’ s size • Perceptual-motor coordination necessary for grasping • Use of perceptual systems vary with age – 4 months – rely more on touch to grasp – 8 months – use vision more often as cue • Experience influences grasping skills – E.g., I Ŷ fa Ŷ ts ǁ h o had p ƌ a Đ ti Đe ǁ ith ͞ sti Đ k LJ ŵi tte Ŷ s ͟ lea ƌŶ ed g ƌ aspi Ŷg skills s ooŶ e ƌ . • Exercising gross motor skills and fine motor skills is important and helpful. Slide 24

Fine motor skills Slide 25

T opic Four PHYSICAL DEVELOPMENT: OTHER PHYSICAL DEVELOPMENT Slide 26