DEVELOPMENT OF INFANT:

THE NEWBORN
 The height of the infant at birth is around 50 cm. in
length. Boys are somewhat taller than girls at age 2
years.
 By age 5 up to 10 years, there is no dominance of
either sex in terms of height.
PHYSICAL DEVELOPMENT:
 Children’s physical development occurs rapidly during
the first few years of life as they develop both gross
and fine motor skills.
CHANGES IN HEIGHT AND WEIGHT
 Babies grow very rapidly during the first 2 years, often doubling their birth
weight by 4 to 6 months of age and tripling it (to about 21 to 22 pounds)
by the end of the 1st year.
 By age 2, toddlers are already half their eventual adult height and have
quadrupled their birth weight to 27 to 30 pounds.
 From age 2 until puberty, children gain about 2 to 3 inches in height and 6
to 7 in weight each year.
PHYSICAL MILESTONES:
NEWBORN
• Moving with jerky, mostly uncoordinated arm thrusting and leg
kicking. Lifting head briefly when lying on her tummy but cannot raise
head without assistance
1 MONTH OLD
 Raising its head slightly
3 MONTHS OLD
 Keeping hands open and grasping rattle placed near his palm
6 MONTHS OLD
 Sitting with support
9 – 12 MONTHS OLD
 Standing with support and beginning to walk
18 MONTHS OLD – 2 YEARS OLD
 Climbing up and down furniture without assistance

3 YEARS OLD
 Running fast, jumping, walking up and down the stairs and pedaling tricycle.
MOTOR DEVELOPMENT
 Motor skills refer to our ability to move our bodies and manipulate objects,
GROSS MOTOR SKILLS
 Coordinate the large muscle groups that control our arms and
legs and involve larger movements like balancing, running,
and jumping.

FINE MOTOR SKILLS

 By contrast, involve the coordination of small muscle
movements, usually involving the hands working in
coordination with the eyes.
CEPHALOCAUDAL LAW- The development that proceeds from
head to toe direction where the upper parts of the body
develop first before the bottom parts.

PROXIMODISTAL LAW – If the development that proceeds from

near to far with the bodily parts near the center developing
first before the extremities.
PERCEPTUAL SKILLS
 The neonate is sensitive to brightness as indicated
by his papillary response to change in illumination.
His visual images are likely to be blurred because of
failure of the lens to focus on the object.

SENSES – Some of the newborn’s senses are well

developed at birth, whereas others take months to
fully develop.
 Touch – Touch is well developed at the time of
birth, and infants are highly sensitive to pain.
 Taste – Newborns have the ability to distinguish
between several different tastes; sweet is the
preferred taste at birth, perhaps because mother’s
breast milk has a sweet taste. Again, this is the basic
survival mechanism – the child needs food to survive
and prefers the food their mother can provide.
 Smell - Newborn babies can also recognize their
mother’s smell and will show a preference for smells
they recognize from the womb.
 HEARING –Sensitivity to sound improves greatly
over the first few months of life; however,
newborns recognize familiar sounds that they
heard while in womb.

 VISION – Vision is the least developed of the

newborn baby’s senses. Newborns can only see
objects or people clearly when they appear
within 18 inches in front of them
COGNITIVE FUNCTION

 Jean Piaget believes that the

development of intelligence begins
during the sensorimotor stage of the
infant.
 The infants in this stage of
development “creates” his own world
in relation to what is immediately
agreeable and pleasurable.
COGNITIVE SCHEMES AND PROCESSES

 According to Piaget, cognition develops through the

refinement and transformation of mental structures, or
schemes.
 SCHEMES - An organized pattern of thought or action that
one constructs to interpret some aspects of one’s
experience (also called cognitive structure).

TWO COMPLEMENTARY ACTIVITIES:

 ASSIMILATION – The process of interpreting new
experiences by incorporating them into existing schemes.
 ACCOMMODATION – The process of modifying existing
schemes in order to incorporate or adapt to new
experiences.
STAGES OF COGNITIVE DEVELOPMENT
SENSORIMOTOR STAGE (AGES 0 TO 2)

• The child is not yet able to conceptualize abstractly and

needs concrete physical situations. Objects are classified in
simple ways, especially by important features.
• The sensorimotor stage is the earliest in Piaget's theory of
cognitive development. He described this period as a time of
tremendous growth and change.
• Object Permanence
According to Piaget, developing object permanence is one of
the most important accomplishments at the sensorimotor stage
of development. Object permanence is a child's understanding
that objects continue to exist even though they cannot be seen
or heard.
 PRE OPERATIONAL STAGES (AGES 2 TO 7)

• The preoperational stage is the second stage

in Piaget's theory of cognitive development. This
stage begins around age 2, as children start to
talk, and lasts until approximately age 7.
• During this stage, children begin to engage in
symbolic play and learn to manipulate symbols.
However, Piaget noted that they do not yet
understand concrete logic.
 CONCRETE OPERATIONAL STAGE (AGES 7 TO 11)

• Piaget’s third stage of cognitive development, lasting from

about age 7 to age 11, when children are acquiring
cognitive operations and thinking more logically about rreal
objects and experiences.

FORMAL OPERATIONAL STAGE (AGES 13 ONWARDS)

 Cognition reaches its final form. By this stage, the person no
longer requires concrete objects to make rational
judgments. He or she is capable of deductive and
hypothetical reasoning. His or her ability for abstract thinking
is very similar to an adult.
 EMOTIONAL DEVELOPMENT
 The newborn’s cries may be a mode of expressing diverse emotions
felt resulting from hunger, pain, or anger. The fear response may be
caused by loud noise, sudden loss of support or sudden occurrence
of an unexpected event or circumstance.
 BASIC EMOTION – the set of emotions present at birth or emerging
early in the 1st year that some theorists believe to be biologically
programmed.
 EMOTIONAL BONDING – The strong affectionate ties that parents may
feel toward their infant; some theorists believe that the strongest
bonding occurs shortly after birth, during a sensitive period.
 ENGROSSMENT – The paternal analogue of maternal emotional
bonding; the term used to describe fathers’ fascination with their
neonates, including their desire to touch, hold, cares, and talk to
the newborn baby.
 ATTACHMENT – A close, reciprocal, emotional relationship
between two persons, characterized by mutual affection
and a desire to maintain proximity.

ATTACHMENT – RELATED FEARS OF INFANCY

 STRANGER ANXIETY – A wary or fretful reaction that infants
often display when approached by an unfamiliar person.
 SEPARATION ANXIETY – A wary or fretful reaction that
infants often display when separated from the persons to
whom they are attached.
 In one study, more than half the mothers of 1 – month old infants said that
their babies displayed at least five distinct emotional expression: interest,
surprise, joy, anger, and fear (Johnson et al., 1982).
 BASIC EMOTION – the set of emotions present at birth or
emerging early in the 1st year that some theorists believe
to be biologically programmed.

 TEMPERAMENT – A person’s characteristics modes of

responding emotionally and behaviorally to environmental
events, including such attributes as activity level, irritably,
fearfulness, and sociability.
 LANGUAGE DEVELOPMENT
• Language development is the process by which children come to understand and
communicate language during early childhood.

Infancy
• Language development begins before birth. Towards the end of pregnancy, a fetus begins to
hear sounds and speech coming from outside the mother's body. Infants are acutely attuned
to the human voice and prefer it to other sounds. In particular they prefer the higher pitch
characteristic of female voices. They also are very attentive to the human face, especially
when the face is talking. Although crying is a child's primary means of communication at birth,
language immediately begins to develop via repetition and imitation.
Between birth and three months of age, most infants acquire the following abilities:
• seem to recognize their mother's voice
• quiet down or smile when spoken to
• turn toward familiar voices and sounds
• make sounds indicating pleasure
• cry differently to express different needs
• grunt, chuckle, whimper, and gurgle
• begin to coo (repeating the same sounds frequently) in response to voices
• make vowel-like sounds such as "ooh" and "ah"
 KOHLBERG’S THEORY OF MORAL DEVELOPMENT
LEVEL 1: PRECONVENTIONAL MORALITY
 Rules are truly external to the self rather than internalized. The child
conforms to rules imposed by authority figures to avoid punishment or
obtain personal rewards. Morality is self – serving: what is right is what one
can get away with or what is personally satisfying.
STAGE 1: Punishment and obedience orientation
STAGE 2: Naive Hedonism
LEVEL 2: CONVENTIONAL MORALITY
 The individual now strives to obey rules and social norms in order to win
others’ approval or to maintain social order.
STAGE 3: Good boy or Good Girl Orientation
STAGE 4: Social Order Maintaining Morality
LEVEL 3: POSTCONVENTIONAL MORALITY
 A person at this highest level of moral reasoning defines right and wrong
in terms of broad principles of justice that could conflict with written laws
or with the dictates of authority figures.
STAGE 5: The Social Contract Orientation
STAGE 6: Morality of Individual Principle Of Conscience
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