Child Development

Child Development Unit 4 The First Year Tonja Bolding Lakeside High School

4.1 Match terms related to the first year 1. attention span - the length of time a person can concentrate on any one thing 2. cause and effect - the idea that one action results in another action or condition 3. colic - acute abdominal pain caused by abnormal conditions in the bowels 4. concrete operations period - Piaget's third stage of learning during which children can think logically but still learn best from direct experience 5. cradle cap - a skin condition in infants in which the scalp develops patches of yellow, crusty scales 6. crib death - See "SIDS" 7. developmental delays - parts of development that are slower than the average 8. diaper rash - patches of rough, irritated skin in the diaper area

9. failure to thrive - a condition in which the baby does not grow and develop properly 10. formal operations period - Piaget's fourth stage of learning, during which children become capable of abstract thinking 11. hand-eye coordination - the ability to move hands and fingers precisely in relation to what is seen 12. large motor skills - the use and control of the large muscles of the back, legs, shoulders and arms 13. neurons - nerve cells 14. object permanence - the concept in which an infant learns that people or things exist even when they are gone from sight 15. perception - the ability to learn from the senses 16. personality - the characteristics that make a person unique 17. pre-operational period - Piaget's second stage of learning, during which children think about everything in terms of their own experiences

18. primary teeth - teeth which will begin being replaces at about the age of six 19. repetition - learning by doing the same task or skill over and over 20. small-motor skills - the use and control of the small muscles of the wrists, fingers and ankles 21. SIDS - (Sudden Infant Death Syndrome) - when seemingly healthy children between the ages of two weeks and six months suddenly die in their sleep, also known as “crib death" 22. stranger anxiety - a baby's fear of unfamiliar people. 23. teething - when a baby begins cutting his or her primary teeth 24. temperament - a person's style of reacting to the world and relating to others 25. weaning - the process of changing from drinking from a bottle or the breast to a cup

4.2 Name developmental needs during the first year • PHYSICAL- promoting changes in size height and weight • INTELLECTUAL- promoting mental and thinking abilities • EMOTIONAL-encouraging the recognition and expression of feelings and emotions • SOCIAL-learning to relate to other people

4.3 Designate characteristics of physical development during the first year • large motor skills (the use and control of the large muscles of the back, legs, shoulders and arms) • small-motor skills (the use and control of the small muscles of the wrists, fingers and ankles) • lifting and turning the head : 4 months • rolling over • sitting: 6 months • crawling • standing • cruising–stepping sideways while holding onto furniture • walking: 12-14 months See pages 231-232 in your textbook

4.4 Name three basic patterns of physical development • Development proceeds from head to foot. • Development proceeds from trunk outward. • Development follows a sequence. • Each child is unique and the rate of development will vary.

4.5 Name ways to promote physical development during the first year • Provide a safe environment • Proper nutrition • Formula and/or breast milk: birth – 4 months • Add baby cereal to milk: 4-6 months • Strained fruits and vegetables: 5-7 months • “baby food style” meats: 6-8 months • Soft table foods: 8-10 months • Chopped foods: 10-12 months • Whole cows milk: 12 months • Weaning (the process of changing from drinking from a bottle or the breast to a cup) occurs around 12-15 months • Establishing sleeping patterns

4.6 Describe daily care routines for feeding, bathing, dressing, and diapering and infant Feeding • Newborns generally nurse 8-10 times daily. • Formula fed infants generally feed less often. • Feedings normally take about 30 minutes. • It is not necessary to warm a bottle, if you do put init n a class or pan of warm water. NEVER microwave. • Never prop a bottle. If baby falls asleep remove the bottle. • Discard left over formula. • Most doctors recommend self demand feeding which mean feeding when the baby is hungry instead of on a rigid schedule. • Baby should be burped once during each feeding and again after the feeding.

Bathing Area should be warm and free of draft. Gather ALL supplies before starting. NEVER leave baby unattended. Sponge bath until umbilical cord heals. See page 215 for sponge bath instructions. Temperature of tub water should be tested by dipping the elbow into water. It should be warm. Hold baby securely. He/she will be slick. To prevent cradle cap (a skin condition in infants in which the scalp develops patches of yellow, crusty scales) wash and rinse scalp daily. Do not use soap, soften with baby oil.

Dressing Be gentle. Guide clothing on as quickly as possible. Keep baby away from drafts while dressing. Talk to the baby Be calm and unhurried.

Diapering Newborns use as many as 12-15 diapers daily. If using cloth diapers use special care in washing. Change frequently and clean thoroughly to prevent diaper rash (patches of rough, irritated skin in the diaper area)

4.7 Designate ways to provide a safe environment for infants • Never leave baby unattended on a bed or flat surface without a barrier. • Crib and playpen slats should be not more than 2 3/8” apart. • Mattress should be no more than 2 finger spaces smaller than the crib. • Never leave baby unattended in the tub. • Baby should always be secured in a car seat. • Never place stuffed animals or pillows in the crib. • Do not prop bottles.

4.8 Designate characteristics of intellectual development during the first year • occurs at a rapid rate • needed to perform tasks such as walking and talking • advances in an orderly way • the most important year in brain growth and development • ability depends on certain connections between neurons (nerve cells) • neglect can prevent neuron connections

4.9 Name ways to promote intellectual development during the first year Caregivers can provide a nurturing environment by: • talking to baby • meeting physical needs • cuddling and providing emotional support • encouraging new skills

4.10 Match types of learning with correct definitions • incidental learning-unplanned learning • trial-and-error learning-when a child tries several solutions before finding one that works • imitation-learning by watching and copying others • directed learning- learning that results from being taught

4.11 List toys and play equipment suitable for a baby • mobile • rattle • soft toys • musical toys • swing • bouncy seat

4.12 Designate features of safe toys and play equipment for infants • smooth, round edges • large pieces • durable • non-toxic • age appropriate

4.13 Designate characteristics of emotional and social development during the first year • two areas are closely related • newborns interact with others by listening to their voices and trying to focus on their faces • sensitive to touch and will stop crying when held • infants try to make eye contact • they smile at faces and voices • cry when in distress • babies like attention • they experiment with sounds and facial expressions

4.14 Discuss fears during the first year • loud noises • climbing down • slippery bathtub • unfamiliar people (stranger anxiety) • being abandoned

4.15 Explain ways infants express emotions • crying • squeals of laughter • facial expression

4.16 List ways infants communicate • Crying • Whimper • fuss • making sounds: cooing • babbling: ma ma , da da

4.17 Describe relationships during infancy • Attachment to primary caregiver is very strong. • Babies form attachments to special toys. • Only when babies feel loved and secure can they extend their interests beyond themselves. • When they reach out to their special toy, they are taking their first steps toward independence.

4.18 Explain personality development during the first year • Personality is shaped by both heredity and environment. No one can say for sure which contributes more. Most likely the two work hand in hand. • Many different traits combine to make up personality. Each trait falls into one of three broad categories:

Emotional Traits • People experience more emotions than they can name. • The eight basic ones are fear, surprise, sadness, disgust, anger, anticipation, joy and acceptance. • How strongly you experience each one and how easily and often they occur are part of your personality. • Emotions are elements of personality that are easily seen but sometimes misinterpreted.

Social Traits • Social traits affect how you related to others. • Everyone relates to other people in his or her own way. • Social traits combine to form a personality that leans toward introverted (focused inward or on oneself) or extroverted (focused outward or on others) • Most mental health experts agree that a balance between the two is desirable.

Intellectual Traits • Intellectual traits deal with the mind and mental abilities. • These skills include logical processes, such as making deductions and predicting consequences. • The intellect is also the source of the imagination, which expresses itself in any number of creative processes.

Child Development