EP

Infancy Development: Chapter 1-7 Vocabulary

Infancy Development Notes (Birth to 24 Months)

Overview

  • Focus: physical and cognitive development during infancy; next session covers socio-emotional aspects.
  • Key goal: understand physical development and motor skills; plan activities and parenting approaches for this stage.
  • Time frame: birth to about 18-24 months.
  • Technology question: consider how to shape a child’s relationship with devices; evidence to inform decisions.

Patterns of Growth

  • Cephalocaudal pattern: growth starts at the head/top and moves downward to the rest of the body.
    • Early control: neck, head, and trunk before arms/legs.
  • Proximal–distal pattern: growth starts at the center of the body and moves to the extremities.
    • Greater control of the torso before hands/ fingers.

Gross vs. Fine Motor Skills

  • Gross motor: large movements using big muscle groups (head control, rolling, sitting, standing with support, walking).
  • Fine motor: small, precise movements (pinching, picking up small objects, turning pages, manipulating a toy).
  • Development proceeds in a similar sequence but with individual variability; look for milestone ranges rather than exact dates.

Growth Metrics and Physical Change

  • Average newborn: 20 inches long; 7.5 pounds.
  • Newborn weight usually dips after birth and bounces back in a few weeks; typical loss is about 0.05-0.07 of birth weight.
  • By age 1: birth weight often triples; by age 2: weight ≈ 26-32 pounds and height ≈ 32-35 inches.
  • Growth rate: roughly 0.75 inches per month in the first year; slows in the second year.
  • Percentiles: used to compare a child to peers; median is the 50th percentile; 90th percentile means only about 10% of peers are taller/heavier.
  • Example: tracking Sam’s growth showed initial consistency, followed by a percentile change leading to a health finding (milk allergy) that affected growth trajectory.

Brain Development and Neural Basis

  • Early brain development is extensive: at birth brain weight is about 0.25 of adult weight; by age 2 it’s about 0.75 of adult weight.
  • Brain areas do not mature uniformly; development varies by region.
  • Forebrain and cerebral cortex: four lobes
    • Frontal lobe: cognitive functions, planning, voluntary movement.
    • Parietal lobe: senses (temperature, taste, touch), movement.
    • Occipital lobe: vision.
    • Temporal lobe: memory, sensory integration.
  • Neurons and connectivity:
    • Axons = carry information out; dendrites = bring information in.
    • Myelination: fatty sheath around axons; speeds signal transmission; begins prenatally and continues through childhood/adolescence.
    • Synapses and pruning: use-it-or-lose-it; connections strengthen with use and unused ones are pruned.
  • Environmental impact: genes set early wiring; environment and experiences shape ongoing development (nurture).
  • Plasticity: high in infancy; still present later but declines with age; early experiences have lasting impact.
  • Technology concerns: passive screens may limit engagement; active, multisensory experiences are preferred for development.

Language and Social Development Foundations

  • Language development can begin before words: receptive vocabulary grows rapidly before expressive vocabulary.
  • Labeling and child-directed speech (narrating the environment) support receptive and spoken vocabulary.
  • Book reading and interactive labeling (e.g., naming objects on a walk) foster language growth and later academic outcomes.
  • Play has therapeutic value (play therapy) and supports cognitive, language, and social development.

Shaken Baby Syndrome and Caregiver Support

  • Shaken Baby Syndrome: brain injury from vigorous shaking; dangerous because infants cannot stabilize their heads yet.
  • Prevention and response:
    • If overwhelmed by caregiving stress, step away briefly and seek help from a partner/family member.
    • If overwhelmed while caring for a crying infant, it’s safer to place the baby in a safe spot and take a break than to act impulsively.
    • Healthcare guidance emphasizes caregiver breaks and seeking support to reduce risk.

The Brain, The Theorists, and Screens

  • Theories inform development approaches; integrate Piaget and others to interpret how infants learn through exploration.
  • Screens: American Academy of Pediatrics recommends no screen time in the first 18 months, except for FaceTime/video calls where benefits may exist.
  • Environments with varied, active experiences support growth better than passive screens.

Developmental Milestones: Early Months to 2 Years (High-Level)

  • 0–2 months: lift head briefly when on tummy; recognized voices; reflexes evolving.
  • 3–6 months: steadier head control; begins to roll; social smiles; early vocalizations.
  • 6–12 months: sit without support; begin crawling; pull to stand; first words; receptive language expands.
  • 12–18 months: stand/walk with assistance; first independent steps; start combining words; begin using gestures.
  • 18–24 months: walk/run with more coordination; climb; refined fine motor skills (manipulating small objects); vocabulary explosion; pretend play increases.

Assessments and Planning: ASQ-3

  • ASQ-3 (Ages and Stages Questionnaires): screening tool across domains to identify needs.
  • Major categories covered: communication, gross motor, fine motor, personal-social, problem solving.
  • Not a diagnostic tool; one piece of data to guide discussions with pediatricians.
  • Example use: observe Charlie performing tasks (e.g., turning pages, following simple commands, grasping with thumb and forefinger).

Practical Implications for Parents and Caregivers

  • Be deliberate and engaged: talk, label, and interact with your child during daily routines.
  • Provide varied, multisensory experiences (touch, taste, smell, sight) to support neural connections and pruning.
  • Balance device use with active play and social interaction to optimize development.
  • Plan age-appropriate activities that promote gross and fine motor skills without pressure.
  • When concerns arise (growth or development), use tools like ASQ-3 as a guide and consult a pediatrician.
  • Create a supportive environment: co-parenting, partner support, and access to caregiving breaks to prevent caregiver burnout.

Quick Takeaways for Review

  • Growth follows cephalocaudal and proximal–distal patterns; early head/torso control precedes limbs.
  • Gross motor develops earlier than fine motor; expect gradual progression rather than sudden leaps.
  • Brain development is rapid; early experiences shape long-term potential; environment matters.
  • Language development benefits from labeling, interactive talk, and reading; reusable strategies include child-directed speech.
  • Shaken Baby Syndrome highlights the need for caregiver support and safe coping strategies; seek help when overwhelmed.
  • ASQ-3 provides a snapshot across multiple domains to inform next steps with clinicians.
  • Limit passive screens in early infancy; emphasize active, social, and exploratory learning.

End of Notes