What things are we use to talking about when is comes to cognitive but aren't appropriate for Infant-Toddler?
Intellect,
Learning,
Academics,
IQ
Where does learning comes from with Infants-Toddlers?
Learning comes from their senses
How do Infants-Toddlers develop Knowing and Understanding?
They distinguish between the familiar and the unknown
They explore with their bodies/senses
Cognitive Development in Infant-Toddler is intertwined with what?
It is intertwined with Gross Motor, Social Development, Emotional Development
What are the common Gross Motor abilities for Infants-Toddlers?
Gross Motor for Infant-Toddler are grasping and reaching
What are the SIX substages in the Sensorimotor experience according to Piaget
1. Reflexes
2. Primary Circular Reactions
3. Secondary Circular Reactions
4. Intentional Behaviors
5. Tertiary Circular Reactions
6. Mental Representation
What is the FIRST substage in the Sensorimotor experience?
Reflexes
This is from Birth -1 month
It is the basic crying, sucking, grasping
What is the SECOND substage in the Sensorimotor experience?
Primary Circular Reactions
This is from 1 -4 months
This substage is Child Centered
This is includes reaching, grasping ,sucking
What is the THIRD substage in the Sensorimotor experience?
Secondary Circular Reactions
This is from 4 -8 months
This substage is second party centered.
In this substage children are focused on effects of actions and the world around them
What is the FOURTH substage in the Sensorimotor experience?
Intentional Behaviors
This is from 8 -12 months
-Behavior is related to Cause-Effect and Goals in this substage
-This is when Object Permanence is happening
-Children start behaving in "GDB" (Goal-Directed-Behavior)
-After repeatedly observing, they began
What is the FIFTH substage in the Sensorimotor experience?
Tertiary Circular Reactions
This is from 12 -18 months
Experimentation is happening
Children experiment just to see what happens
What is the SIXTH substage in the Sensorimotor experience?
Mental Representation
This is from 18 -24 months
Child are able to Imagine, Recall, and Invent
Piaget's Key Assumptions
LISTEN TO RECORDING - 10-12
1. Interaction with people and the environment leads to learning
2. Growth is gradual and continuous throughout life
3. Quality of development in each stage is important
4. Ability to construct a plan
Vygotsky's Key Assumptions
LISTEN TO RECORDING - 10-12
1. Learning is Co-constructed
2. Assisted Learning
3. Scaffolding
**The importance of knowledge is important...
Comparing both Piaget's and Vygotsky
Piaget says - Children discover learning and take that into the social interactions
Vygotsky says - Social interaction is a prerequisite for learning to occur
**They both value play and think its important
Brain-Based Learning Principles
�Attachments are primary to development
-Relationships are important
�Infants are Active Learners
-Cognitive growth occurs when children have others to stimulate them
�Children's environments are powerful
-Children cannot learn if they don't trust and/or
Behaviors showing Development of Cognition
*
Look at chart of page 179
*
Inclusion Programs
�Supports the right of every infant and child to participate in activities
�Better outcomes for children with disability in inclusive settings
Cognitive Delays and Disorders
**We use "Delay" in early children
Includes:
�Problem-solving Skill Deficit
�Memory Deficits
�General Learning Skill Deficits
Problem-solving Skill Deficit
Atypical or Delayed development of basic concepts such as:
Object Permanence,
Means-Ends,
Recognition of object functions
Memory Deficits
Reduced or absent Fast-Mapping abilities
Delay in the ability to remember an event after one instance of that event
General Learning Skill Deficits
Reduced ability to acquire new skills or to Generalize old skills to new events
-Children with Cognitive Deficits often play and interact similarly to children who are chronologically younger than them
Why do we tend to think that disorders are "Deficits" for Infant-Toddler?
We tend to think that they are deficits at an early age instead of a disorder because we think they might eventually catch up
Warning Signs for cognitive delays by 1 year
Child doesn't:
-Does not search for objects that are hidden while he or she watches
-Does not use gestures, such as waving
-Does not point to objects or pictures
Warning Signs for cognitive delays by 2 years
Child doesn't:
-Does not know the function of common objects, such as a hairbrush, telephone, or spoon
-Does not follow simple instructions
-Does not imitate actions or words
Are children born was Language?
Children are born with communication intent, not language
Is the ability to learn language inborn?
Yes
-The ability to learn language is inborn and is universal
Language Development
Innate
-The ability to learn language is inborn and is universal
Interact
-Others help children experience language
Imitate
-Copying language
**Children have to have interactions with others in order to imitate
Language is Important/ the Key for what other Developments?
All
-Cognitive Development
-Social Development
-Emotional Development
What are the TWO Developmental Levels of Language?
1. Receptive (birth to one year)
2. Expressive (first year to first words)
Receptive Language
(birth to one year)
-Receptive Language is what the infant takes in/receives and understands
This includes:
�Rhythms, Pitches of voice, Sounds
�Language they hear for others
�Emotions
**Children realize that different sounds they make get different respon
What is true Receptive Language?
Responding to the meaning of the words is true Receptive Language
**Children don't understand the meaning of the word in the first beginning
What does understanding Language come before?
Understanding Language comes well before Production
What would be to do hard if children don't have Receptive Language?
Scaffolding would be hard if children don't have Receptive Language
Expressive Language
(first year to first words)
Children start to create words with meaning
-Children are now able to convey messages though their vocalization
**They starts with the words they most commonly hear
-Fast-mapping occurs in this stage
Fast-Mapping
When children use context clues to help understand new words/guess
Expressive term-38Language in Young Toddlers
Slowly expressive
(1 to 3 words per week)
Expressive Language in Toddlers (18-24 months)
There is a spurt
(1 or 2 words per day)
Expressive Language in 18months to 2 � years
Have Telegraphic Speech
Telegraphic Speech
When children figure out the words that are ore important and use them to communicate
**They use short phases to convey something
ex) Instead of saying "That toy is mine" they would say "Toy mine
What Happens When
*
Look on chart page 190
How to Foster Early Language Development
-Use questions as tools
**an example of this would be to give them a choice such as asking them which would they prefer
Also:
�Engage in dialogue
�Describe what is happening
�Talk with; slow down
�Play games, sing songs, tell stories
�Provide conversation
Behaviors showing Development of Language
*
Look at chart on page 206
*
Communication Disorders
Language and Speech Problems are the MOST COMMON type of Developmental delay
**Learning disabilities can be expressed through speech and language delays
What does speech refer to?
Speech refers to verbal expression
-This includes the way words are formed
Compared to Speech, what is Language a broader system of?
Language is a broader system of expressing and receiving information
**Speech is usually expressive while language is both expressive and receptive
Possible causes of Communication Disorders?
�Exposure to more than one language --which can cause mild delays in toddlers but not delays by the time they reach school age
�A Learning Disability
�A problem with the muscles controlling speech --a disorder called Dysarthria
�Hearing loss, which may oc
What is Dysarthria
A problem with the muscles controlling speech
Warning Signs for delay in Language by 3 to 4 months
Child doesn't:
�Does not respond to loud noises
-Might have receptive delays due to this
�Does not babble
-Coohing should progress into babbling
�Try to imitate sounds, begins babbling but does not try to imitate sounds (by 4 months)
Coohing is...
**Listen to recording - 10-19
Babbling is...
**Listen to recording - 10-19
Warning Signs for delay in Language by 7 months
Child doesn't:
�Does not respond to sounds
Warning Signs for delay in Language by 1 year
Child doesn't:
�Does not use any single words (like "mama")
Warning Signs for delay in Language by 2 years
Child doesn't:
�Cannot speak at least 15 words
�Does not use two-word phrases without repetition; can only imitate speech
�Does not use speech to communicate more than immediate needs
**If child only communicate for needs and not for social purposes, this
What are Speech Sound Disorders?
Most children make some mistakes as they learn to say new words
**A Speech Sound Disorder occurs when mistake continue past a certain age. It is developmentally appropriate/ normal until school age (Kindergarten+)
-A Speech Sound Disorder includes problem
Articulation
Ability to make sounds
Phonology (phonological processes)
The Sound Patterns of Language
Brain Research on Attachment
What's happening:
�Early experiences, if repeated, form stable neural pathways.
�Connections form that allow a child to separate from the parent knowing she will return
�Mirror Neurons allow a brain to observe then imitate the observed action
ex) imitatin
Mirror Neurons
Are neurons that fire both when the child performs the action AND when she watches others
**Related to emotions because of what pathways are used
By the age of 3, how active is the Brain?
By the age of 3, the brains of young children are 2x more active than the adult brain!
What are the Milestones of Attachment categories?
�Pre-attachment
�Making An Attachment
�Clear Attachment
�A Reciprocal Relationship
Pre-Attachment
(Birth -12 weeks)
Children are not yet truly attached since any adult can meet their needs
Includes early behaviors that bring adults close such as:
Crying,
Gazing,
grasping
Making An Attachment
(10 weeks - 6 to 8 months)
-When children start responding differently to different people
**Respond more frequently with people who they are more attached to
What starts to occur:
�They coo, smile, and babble with familiar caregivers
�Strangers begin to
Interactional Synchrony
**It is the sending and receiving of signals between infant and adult
Behaviors of infant and adult become synchronized
Clear Attachment
(8 months to 18 to 24 months)
�Stranger Anxiety forms (8-10 months)
�Separation Anxiety begins to occur such as: Clinging and Resisting to keep familiar people near
-Separation Anxiety Peaks at about 1 year
�Secure Base Behavior occurs
Secure Base Behavior
Children tend to turn to person they are secure with when anxiety and stress is high
**They begin to be able to explore the world around them because the person they are secure with is near
In regards to Childcare, Children do better with Separation Anxiety when...
Children do better if they enter childcare for the first time before or after one year
A Reciprocal Relationship
(24 months and beyond)
�From attachment comes autonomy
�Develops a Partnership Behavior
�Language can help their understanding ("I'll be back after nap")
The Strange Situation Study
Measures Attachment
-It is staged
-Looks at how the child and mother interacts when they are together
-The Goal was to see how the child reacted to separation and how the child reacted when the mother returned after separation
-Has a series of departures
No matter what type of Attachment the Infant-Toddler has, what will they always do?
The baby will still cry no matter what
**Whats important is what happens when the parent comes back... how does the baby response? Does the parent coming back solve the problem?
When a child has Secure Attachment, they...
�Are comfortable in new environments
�Explore with the parent present BUT have Distressed when she leaves
�Immediately go to her upon her return to seek comfort and contact
What are the THREE types of Insecure Attachments
1. Avoidant Attachment
2. Resistant Attachment
3. Disorganized/Disoriented Attachment
Avoidant Attachment
�There is NO secure base --child is always "checking in" on adult to see if they are still around
�There is little distress when adult leaves AND they DO NOT seek closeness when adult returns
Resistant Attachment
�Child does little exploration of the setting --child maintain contact
�The child is reluctant to separate even when adult is in the room AND there is GREAT distress when she leaves
�There are mixed reactions when she returns (seek closeness, but then hit
Disorganized/Disoriented Attachment
�Comes from work with abused/neglected children
�Child has contradictory behaviors
-Approach the caregiver, but then look away
-Displays fear, confuse, disorientation
These children are the least Securely Attached
Behaviors showing Development of Attachment
*
Look at chart on page 110
*
Attachment Issues
Insecure Attachment
Reaction Attachment Disorder (RAD)
Reaction Attachment Disorder
**FIND OUT
Possible/typical Causes of Infant-Toddler developing Attachment Issues
�The baby cries and no one responds or offers comfort
�The baby are hungry or wet, and they aren't attended to for hours
�No one looks at, talks to, or smiles at them, so the baby feels alone
�The young child gets attention only by acting out or displayin
What may be a result of Maternal Depression (PTSD)
If a baby has a mother with Maternal Depression (PTSD), then the baby may...
-No one responds or offers comfort to the baby when they cry
-No one attends to the baby for hours when they are hungry or wet
Why may be a result of Daily Abuse?
If a baby has a caregiver that is abusing them, then the baby may
Not ever know what to expect... due to the fact that there is inconsistency where sometimes the child's needs are met and sometimes they aren't
Warning signs of Insecure Attachment
Child:
�Avoids eye contact
�Doesn't smile
�Doesn't reach out to be picked up
�Rejects your efforts to calm, soothe, and connect with them
�Doesn't seem to notice or care when you leave them alone
�Cries inconsolably
�Doesn't coo or make sounds
�Doesn't fo
Warning signs of Reaction Attachment Disorder (RAD)
Child has:
�An aversion to touch and physical affection
�Control issues
�Anger problems
�Difficulty showing genuine care and affection
�An underdeveloped conscience
How to Repair Reaction Attachment Disorder (RAD)
The caregiver can:
�Make sure the child feels safe and secure
�Help them feel loved
�Establish a healthy lifestyle
**Parent also needs to manage their own stress level
Emotion
�The affect of a response to an event
**It comes from within the individual (but can be triggered by an external event
EXAMPLES: saddness
Feeling
Feeling is a physical sense of, or awareness of, an emotional state
**The awareness of feeling an emotion
�It is the capacity to respond to an EMOTIONAL state
EXAMPLES:
Depression - I feel depressed because I am sad
Should you ever discount another's Feelings?
NEVER discount another's feelings!!
**Emotions and feelings belong to the individual having them
The Development of Emotion/Feelings for Newborns
Development of Emotions/Feeling is related to the child's immediate experiences and sensations
Newborns only have two states which is Stirred Up(excited) or Calm --Not well defined
The Development of Emotion/Feelings during the First few weeks
The general "stirred up" state now begins to differentiate into:
Pleasure, Fear, Anger
The Development of Emotion/Feelings during 9 months or so
Social Referencing begins
**It begins when children have more experiences with the would
Social Referencing
Act of using the emotions of others to guide how we feel
**Children react to things based on who they are attached to
Are Infants-Toddlers feelings Good or Bad?
All feelings are "Good" because they all have energy, purpose, and provide us with messages that are important to self direction/ helping the baby
First Feelings" -- Video
*
Listen to recording
* - 11-2
*
Watch video
*
Temperament
Is an individual's behavioral style and unique way of responding to the world
-It is also considered a persons personality
-It is a person's personality characteristics
What are the THREE categories that Thomas and Chess grouped different Temperaments of children into?
The type of Temperament a child has is either:
-Easy
-Slow-To-Warm
-Difficult
How is an Infant-Toddler Temperament developed?
Temperament is BOTH:
Inborn (genetic) AND influenced by Interactions
Based on the child's label of Easy, Slow-To-Warm, and Difficult, what may people day?
People may take on different ways of reacting/ interacting to child
-When a child has an Easy Temperament, people tend to be more Flexible
-When a child has a Slow-To-Warm Temperament, people tend to be more Fearful
-When a child has a Difficult Temperame
What are the NINE Characteristics of a person's Temperament described by Thomas and Chess?
1. Activity level
2. Rhythmicity (regularity)
3. Approach-withdrawal
4. Adaptability
5. Attention span
6. Intensity of reaction
7. Threshold of responsiveness
8. Distractibility
9. Quality of mood
What are the NINE Characteristics Thomas and Chess described measured?
Measured on a continumm from low to high
Who/what does Thomas and Chess says needs to more adaptations?
States that:
It is not the Child's job to ADJUST, it is the environment + the caregiver(s) job to ADAPT
Goodness of Fit" Model
The compatibility of a person's temperament with their surrounding environment is referred to as the "Goodness of Fit" model.
-An environment that accommodates/fits/adjusts to the child's Temperament needs to be
**Create an environment that fits/adjusts t
Flexible, Fearful, and Feisty" Video
*
Listen to recording
* - 11-2
*
Watch video
*
Resiliency
The ability to overcome adversity in an adaptive manner
-It is considered "Bouncing Back" and having "Inner Strength"
**It is also the ability to Thrive despite adverse environmental conditions
Characteristics of having Resiliency
A child who is Resilient...
�Has an active approach
�Understands cause and effect ----understanding the way that the world works
�Gains positive attention
�Is easygoing
�Sees the world as a positive place
What are children's Early Fears?
Children's Early Fears are:
-Noise,
-Strange objects,
-Unfamiliar people,
Pain,
Falling,
Sudden movements
What are children's Later Fears?
Later developing, children's Later Fears include:
-Imaginary creatures,
-The dark,
-Animals,
-Threat of physical harm
Children are conditioned when it comes to what related to Fears
Children are conditioned to relearn to accept what was once a fear as harmless
Strategies to Cope with Fears
To help a child Cope with Fears, you should:
�Accept child's fears as valid
�Give support
�Look ahead
-Prepare
�Break into parts
�Couple with familiarity
�Give time
How to help children Cope with Anger?
� Pay attention and reflect
� Prevent fear, when possible
� Provide for their needs
**Show children that their feelings are valid and okay ----Don't minimize their feelings
What is Anger?
Is a just a Blocked Goal
What are examples of things not to say to children who are Angry?
EXAMPLES:
"oh, that's nothing to be mad about"
"what a tough life you lead
Self-Calming Techniques (facts)
-It is important for Infants-Toddlers to develop Self-Calming Techniques
**It is important that infants and toddlers do not rely solely on others
Self-Calming Techniques for Newborns
Thumb sucking (continues)
Self-Calming Techniques for Older children
Checking in with someone they trust
Behaviors Showing Development of Emotions
**Look at chart on page 234
Emotion Disorders
�Attention-Deficit Hyperactivity Disorder (ADHD)
�Autism
�Bi-Polar Disorder - Highly emotional
�Anxiety
**Education is really important for people with children with these mental health concerns
Social Skills
The range of appropriate behaviors for interacting and connecting with others
Socialization
The process of learning the standards and expectations of a culture
**The process of learning social skills
Thomas and Chess grouped different Temperaments of children into THREE categories
(easy, slow-to-warm, and difficult)
What are some Early Social Behaviors?
�Attachment --Earliest social skill learned by Infants-Toddlers
�Imitation
�Smile
**The easiest smiles of infants may not be social behaviors but they become social behaviors later
�Stranger Anxiety
What are the THREE stages of Erikson's Psychosocial Development Theory?
1. Trust vs Mistrust (Infants; birth -1 yr)
2. Autonomy vs Shame and Doubt (Toddlers; 1 yr - 3yrs)
3. Initiative vs Guilt (Preschoolers; 3yrs -6yrs)
Trust vs Mistrust
(Infants; birth -1 yr)
In this stage, the children's Needs need to be met consistently and gently
-Children see the world as good place
As a Childcare worker, what can we do to help children cope with separation
�Be honest and state the facts
*EXAMPLE: "your mom had to go to work, and you are sad that she left"
�Welcome things from home
�Plan for separation
�Recognize feelings (mild discomfort, anxiety, loneliness, sadness, even grief)
What contributes to children having Social Skills?
All areas of development contribute!
Autonomy vs Shame and Doubt
(Toddlers; 1yr - 3yrs)
In this stage, children perceive themselves as separate individuals and need autonomy
�Children began to discover their own powers and push towards independence(autonomy)
----May be able to be Toilet Trained now
�Children develop Di
Differentiation
When children relieve that they can have differences
**This looks a whole lot like defiance!
**Using Reverse Psychology works best with this
EXAMPLE: A child says "I don't want to put my coat on" and then you use Reverse Psychology by saying "Okay then yo
In order for Toddlers to be Toilet Trained, what do they need to have relating to development?
1. Control of their body (Physical)
2. An understanding of societies expectations (Cognitive)
3. Willingness (Emotional)
Initiative vs Guilt
(Preschoolers; 3yrs -6yrs)
�During this stage, children's energy shifts from: Separating/Independence and Rebellion
Towards:
Creation, Invention, Exploration
�Children's energy is more positive and not so much rebellion
----Motives aren't just to do the o
What can you do to support Initiative?
-Provide Resources, Freedom, and Encouragement
-Set limits that make sense and allows for exploration
Guidance
Guidance is the Philosophical approach to teaching the standards and expectations of your culture
= Philosophy
**Through a philosophy- ideas/approaches are created and taught
Discipline
The specific techniques used to accomplish this task
= Techniques
Guidance and Discipline - Infants
Need Security and Control
Guidance and Discipline - Toddlers
Need Limits
�"rules of behavior
Teaching Prosocial Behavior
Teach actions towards others with no thought of reward for self:
� Empathy
� Sympathy
� Friendliness
� Compassion
� Cooperation
� Caring
� Comforting
� Sharing / turn taking
� Conflict resolution
Empathy
Feeling with another
**Taking another persons perspective
How can being Empathetic be problematic?
Can be problematic if you continuously take on someones else emotion
**Some people take on the emotions of others and have trouble separating
Sympathy
Feeling sad for another
Saying "I'm so sad that you are going through that
Self Esteem - Infants
�Secure Attachment helps form a Self-concept as reflected in others
�Being responded to means the child is worthy of attention and they develop a positive trusting concept of self
Self Esteem - Toddler
�Successful accomplishment of tasks leads to a Self-image
�Being able to do things on their own and test their skills allows for a child to feel good about themselves.
�Living in a world of content "no's" make a child feel
incompent
Behaviors showing Development of Social Skills
**Look at chart on page 255
Social Skills Difficulties
�Children may experience problems interacting with adults or other children.
----These problems usually show up before a child begins school
Possible causes of Social Skills Difficulties
Causes:
�Neglect from early institutionalization or parental neglect
�Ineffective parenting or attachment problems
�Cognitive delays
�Autism Spectrum Disorders
�Unknown causes
Types of treatment for Social Skills Difficulties
�Special types of Behavioral and Skill-Oriented therapy
�Play therapy
�Aiding Attachment between parent and child
Warning signs of Social Skills Difficulties by 3 months
If the child:
�Does not smile at people
�Does not pay attention to new faces, or seems frightened by them
Warning signs of Social Skills Difficulties by 7 months
If the child:
�Refuses to cuddle
�Shows no affection for parents or caregivers
�Shows no enjoyment around people
�Cannot be comforted at night (after 5 months)
�Does not smile without prompting (by 5 months)
�Does not laugh or squeal (by 6 months)
�Shows
Warning signs of Social Skills Difficulties by 1 year
If the child:
�Shows no back-and-forth sharing of:
Sounds, Smiles, or Facial expressions (at 9 months)
�Shows no back-and-forth gestures, such as:
Waving, Reaching, or Pointing
Common Parent Issues in regards to helping their child build Trust at the Childcare center
Parents typically
-Sneak out
-Have prolonged/complicated goodbyes
Praise dictionary Definitions
Praise is to:
-Express favorable judgement of
-Glorify, especially by attribution of perfection
-An expression of approval
Encouragement dictionary Definitions
Encouragement is to:
-Inspire with courage
-To spur on: stimulate
Praise addresses....
Addresses:
The doer
EXAMPLE: "Good girl
Encouragement addresses...
Addresses:
The dead
EXAMPLE: "Good job
Praise Recognizes...
Recognizes:
Only complete, perfect produce
EXAMPLE: "You did it right
Encouragement Recognizes...
Recognizes:
The effort and improvement
EXAMPLE: "You gave it your best
Praise - Attitude...
The Attitude behind Praise is:
Patronizing, manipulative
EXAMPLE: "I like the way Susie is sitting
Encouragement - Attitude...
The Attitude behind Encouragement is:
Respect, appreciation
EXAMPLE: "Who can show me how we should be sitting now
Praise - "I" Message
The "I" Message is:
Judgmental
EXAMPLE: "I like the way you did that
Encouragement - "I" Message
The "I" Message is:
**Listen to recording
EXAMPLE: "I appreciate your cooperation
Praise is used most often with?
Is used most often with:
Children
EXAMPLE: "You're such a good girl
Encouragement is used most often with?
Is used most often with:
Adults
EXAMPLE: "Thanks for helping
Praise robs
Praise Robs the child of ownership of own achievement
EXAMPLE: "I'm proud of you for getting an A
Encouragement recognizes
Encouragement Recognizes ownership and responsibility for effort
EXAMPLE: "That A reflects your hard work
Praise Invites...
Invites:
Children to change for others
EXAMPLE:
Encouragement Invites...
Invites:
Children to change for themselves and lets them have "Inner direction"
EXAMPLE:
Praise - Locus of Control
The Locus of Control of Praise is:
External
EXAMPLE: "What do others think?
Encouragement - Locus of Control
The Locus of Control of Encouragement is:
Internal
EXAMPLE: "What do I think?
Praise teaches...
Teaches children:
What to think
Encouragement teaches...
Teaches children:
How to think
**Promotes Self-evaluating
Praise goal...
The Goal of Praise is:
Conformity
Encouragement goal...
The Goal of Encouragement is:
Understanding
Praise effect on sense of worth...
The effect of Praise on sense of worth is:
The child ONLY feels worthwhile when others approve
Encouragement effect on sense of worth...
The effect of Encouragement on sense of worth is:
The child ONLY feels worthwhile without the approval of others
Praise long-term effect
Long-term effect of Praise:
Child Depends on others
Encouragement long-term effect
Long-term effect of Encouragement:
Child builds Self-confidence AND Self-reliance
Why Teachers use Praise
-To foster Self-concept and Autonomy
-Reinforce or encourage learning (motivate)
-Manage the classroom (just makes children frustrated)
Is Praise a Reinforcer?
Praise is not a Reinforcer because we cannot Praise enough meaning Praise is not enough to change behavior
Long-term Behavior comes from...
Internalizing
Physical Growth in Infant-Toddlers tend to happen in?
Physical Growth Tends to happen in Spurts
What Trends/patterns developing/emerging during Infancy?
-The Cephalocaudal Trend
AND
-The Proximodistal Trend
Cephalocaudal Trend
The literal meaning of Cephalocaudal is "from head to toe"
It is the flow from head to toe, meaning...
*Head/brain grows first and then down
Proximodistal Trend
The literal meaning of Proximodistal is "from near to far"
It is from the inside to out, meaning...
*Trunk comes before branches (torso bigger than arms)
What size are children Typically born?
Typically born on average around 7.5 bounds AND 12 inches
Is a Newborn brain complete?
Brain is largely complete at birth
At 6 months, how big are typical babies?
6 month = Double birth weight
A 1 year, how big are typical babies?
1 year = Triple birth weight
What controls Reflexes in the Brain?
The brain stem in the back of the neck
**First to develop
What parts of the Brain controls Planning and Attention?
The Prefrontal Cortex
**Second to develop
Reflexes
Are Unlearned, Organized, Involuntary responses to a stimuli
**Indicates Brain Growth
-Outward sign that our brain is functioning
Protective Reflexes
Sucking,
Swallowing,
Blinking
**Tongue thrust and gagging are also Protective Reflexes
Reflexes - Precursors of Later Skills
Kicking,
Stepping,
Grasping
**Also swimming
Large Motor Skills and Locomotion
Help baby move around in the world
How does Large Muscles help the baby move?
Large Muscles help the baby move:
�Up -To an Upright position
*Sit-up and stand
�Around -Horizontal motion
*Large Motor Skills and Locomotion
The Bayley Scales vs. The Pikler Chart
They have Major Philosophical differences!!
�Both screening scores/ rating scales
�Bayley scale are on U.S children while the Pikler Chart is for children in Italy
*
Look at chart on page 141 and 142
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The Pikler Chart
�Pikler worked w/ Gerber(respect)
�Pikler believed that you should let the baby be/ alone
**Even though children are on their backs from most of the day, it's about them being free and on their backs instead of being restrained by devices and on their bac
What is a Milestone for the Pikler Chart?
Being able to Hold head up is not a milestone for Pikler
**Lifting head up is not natural. This has to happen for child on their own --that's why sitting in a chair is so late on this scale
What is a Milestone for the Bayley Scale
For Bayley, lifting head is a milestone
What did Pikler argue that Stability is the means to?
Pikler argued that Stability is the means to Mobility
What is the Main Reason the Pikler Chart was created?
The Pikler Chart wasn't used to tell if a child was behind, but instead, it was created to help learn more about development for the researchers
----This is opposite for Bayley!!
Behaviors Showing Development of Motor Skills
*
Look at chart on page 155
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Small Motor Skills
Includes:
Hands, Fingers, Tongue, Toes, Mouth, Eyes
**It is primarily hands and fingers focused --being able to move things around in the world
Small Motor Skills and Manipulation
*
Look at Figure 7.1 on page 145
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Possible causes of Motor Skill Delays include...
�Being born prematurely
*Children are delayed for the same amount of time they are premature --so if they are born 6 weeks early, they are 6 weeks behind in development
�Ataxia
�Cerebral Palsy
�Cognitive delays
�Myopathy
�Problems with vision
*Children ca
Types of Treatment for Motor Skill Delays
�Physical Therapy
�Occupational Therapy
Cerebral Palsy
A condition caused by brain damage before birth
Ataxia
A defect that impairs muscle coordination
Myopathy
A disease of the muscles
Spinabifida
A genetic condition causing partial or total paralysis of the lower part of the body
Warning signs for Motor Skills Difficulties by 3 to 4 months
Child:
�Does not reach for, grasp, or hold objects
�Does not support their head well
�Does not bring objects to their mouth (by 4 months)
�Does not push down with legs when their feet are placed on a firm surface (by 4 months)
�Is not interacting with wor
Warning signs for Motor Skills Difficulties by 7 months
Child:
�Has stiff and tight or very floppy muscles
�Flops his or her head when pulled into a sitting position
�Reaches with one hand only or does not actively reach for objects
�Has trouble getting objects to their mouth
�Doesn't roll over in either direc
Warning signs for Motor Skills Difficulties by 1 year
Child:
�Does not crawl
�Drags one side of their body while crawling
�Cannot stand when supported
Warning signs for Motor Skills Difficulties by 2 years
Child:
�Cannot walk (by 18 months)
�Does not develop a heel-to-toe walking pattern or walks only on toes
�Cannot push a wheeled toy
Maternal Depression
� Rates are higher for women of childbearing age
� 8-51% of pregnant women report depressive symptoms
� 20-80% of postpartum women report having the 'blues'
What is Infant-Toddler Mental Health (ITMH)?
� Definition:
"the young child's capacity to
experience, regulate, and express emotions,
form close and secure relationships, and explore the environment and learn. All of these capacities will be best accomplished within the context of the caregiving env
Stress in Infancy - How do neurons respond to stress?
� Increased hormones (cortisol)---impact memory, immune functioning, growth
� In times of alarm, growth systems shut down to send energy elsewhere
What experiences are Stressful to Infants and how do they respond?
(1) Immediate Threats - natural disasters AND abuse
(2) Impending Threats - environmental novelty, stranger approach, separation
(3) Cues reliably tied to Threats - parental unavailability, non-optimal care
What role do Genetics play in Stress Reactions?
We are either born as "Hawks" or "Doves"
Hawks - stress leads to fight response - externalizing behavior
Doves - stress leads to freeze response - internalizing behavior
How does Chronic Stress shape Reactivity?
Repeated experiences change the ways we React
(attachment work)
A Strengths-Based Discipline
It is a Relational Framework for Assessment and Intervention with a Focus on strengths in Infants and Families
**Infant-caregiver Relationships are the Primary Focus as it works to Identify Strengths from which to build Competence
�A prevention orientatio
Why do Interventions always have a Preventative focus?
Interventions always have a preventative focus because:
The Infant is developing so quickly whatever we change impacts the future trajectory
Vulnerabilities in Infants of Depressed Mothers includes...
�Attachment
� Emotional and Behavioral Functioning
� Stress
� Cognitive Functioning
What percentage of Women experience Depression
�6-17% of women experience an episode of depression in their life
**(2-3x higher than in men)