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Santrock lsd14e ppt_ch4
1.
Physical Development In Infancy Chapter
4 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
2.
4 - 2 Patterns
of Growth • Cephalocaudal pattern: Sequence in which the earliest growth always occurs at the top • Proximodistal pattern: Sequence in which growth starts at the center of the body and moves toward the extremities © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
3.
4 - 3 Height
and Weight • The average American newborn is 20 inches long and weighs 7 pounds • Most of the newborns are 18 to 22 inches long and weigh between 5 and 10 pounds • Grow about 1 inch per month during the first year • By 2 years of age – Infants weigh approximately 26 to 32 pounds – Average 32 to 35 inches in height © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
4.
4 - 4 The
Brain • Contains approximately 100 billion neurons at birth • Shaken baby syndrome - Brain swelling and hemorrhaging • Positron-emission tomography - Scans pose a radiation risk to babies • Electroencephalogram - Measure of the brain’s electrical activity © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
5.
4 - 5 The
Brain • Brain’s development – Mapping the brain • Brain has two halves • Lateralization: Specialization of function in one hemisphere of the cerebral cortex or the other © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
6.
4 - 6 Figure
4.4 - The Brain’s Four Lobes © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
7.
4 - 7 Figure
4.5 - The Neuron © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
8.
4 - 8 The
Brain – Changes in neurons • Myelination • Connectivity among neurons increases – Changes in regions of the brain • Blooming and pruning vary by brain region • Peak of synaptic overproduction in the visual cortex followed by a gradual retraction – Heredity and environment influence the timing and course • Pace of myelination varies © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
9.
4 - 9 Figure
4.6 - The Development of Dendritic Spreading © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
10.
4 - 10 Sleep •
Typical new born sleeps approximately 18 hours a day • Infant sleep-related problem – Night time waking • Cultural variations influence infant sleeping patterns • REM sleep - Eyes flutter beneath closed lids © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
11.
4 - 11 Sleep •
Shared sleeping • Sudden infant death syndrome (SIDS): Occurs when an infant stops breathing, usually at night – Suddenly dies without an apparent cause © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
12.
4 - 12 SIDS
- Findings • SIDS is less likely to occur in infants who use a pacifier when they go to sleep • Low birth weight infants are 5 to 10 times more likely to die of SIDS than are their normal-weight counterparts • Two recent reviews concluded that breast feeding is linked to a lower incidence of SIDS • Infants whose siblings have died of SIDS are two to four times as likely to die of it © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
13.
4 - 13 Figure
4.10 - Developmental Changes in Rem and Non-Rem Sleep © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14.
4 - 14 Nutrition •
Nutritional needs and eating behavior – Should consume approximately 50 calories per day for each pound they weigh – As motor skills improve, infants change: • From using suck-and-swallow movements • To chew-and-swallow movements with semisolid and then complex foods – Need to have a diet that includes: • Fruits and vegetables © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
15.
4 - 15 Nutrition •
Breast versus bottle feeding – Breast feeding is better • Benefits of breast feeding - Outcomes for the child – Gastrointestinal infections – Lower respiratory tract infections © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
16.
4 - 16 Nutrition •
Benefits of breast feeding - Outcomes for the mother – Breast cancer – Ovarian cancer – Type 2 diabetes © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
17.
4 - 17 •
Mother should not breast feed: – When infected with HIV or some other infectious disease – If she has active tuberculosis – If she is taking any drug © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Nutrition
18.
4 - 18 Reflexes •
Built-in reactions to stimuli – Govern the newborn’s movements – Automatic • Rooting reflex: Occurs when the infant’s cheek is stroked or the side of the mouth is touched – Turns his or her head in an effort to find something to suck © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
19.
4 - 19 Reflexes •
Sucking reflex: Occurs when newborns automatically suck an object placed in their mouth – Enables newborns to get nourishment before they have associated a nipple with food – Serves as a self-soothing mechanism © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
20.
4 - 20 Reflexes •
Moro reflex: A neonatal startle response that occurs in reaction to a sudden, intense noise or movement – It is believed to be a way of grabbing for support while falling • Grasping reflex: Occurs when something touches the infant’s palms – Responds by grasping tightly © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
21.
4 - 21 Gross
Motor Skills • Involve large-muscle activities, such as walking • Development of posture – Posture - Dynamic process linked with sensory information in the skin, joints, and muscles, which tell us where we are in space • Learning to walk • The first year - Motor development milestones and variations © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
22.
4 - 22 Figure
4.15 - Milestones in Gross Motor Development © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
23.
4 - 23 Gross
Motor Skills • Development in the second year – Toddlers become more skilled and mobile – By 13-18 months • Toddlers can pull a toy or climb stairs – By 18-24 months • Toddlers can walk quickly • Balance on their feet • Walk backward and stand and kick a ball © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
24.
4 - 24 Fine
Motor Skills • Involve more finely tuned movements, such as finger dexterity • Two types of grasps: – Palmer grasp – Pincer grip © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
25.
4 - 25 What
are Sensation and Perception? • Sensation: Occurs when information interacts with sensory receptors – Eyes, ears, tongue, nostrils, and skin • Perception: Interpretation of what is sensed © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
26.
4 - 26 Visual
Perception • Visual acuity and human faces • Color vision • Perceptual constancy – Size constancy: Recognition that an object remains the same • The retinal image of the object changes as you move toward or away from the object – Shape constancy: Recognition that an object’s shape remains the same • Its orientation changes © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
27.
4 - 27 Visual
Perception Habituation • Decreased responsiveness to a stimulus after repeated presentations of the stimulus Dishabituation • Recovery of a habituated response after a change in stimulation © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
28.
4 - 28 Figure
4.20 - Visual Acuity During the First Months of Life © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
29.
4 - 29 Figure
4.22 - Examining Infants’ Depth Perception on the Visual Cliff © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
30.
4 - 30 Other
Senses • Hearing – Changes in hearing • Loudness • Pitch • Localization • Touch and pain • Smell • Taste © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
31.
4 - 31 Intermodal
Perception • Involves integrating information from two or more sensory modalities – Vision and hearing © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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