Solution Manual for Child Development 7th Edition by

Feldman ISBN 0133852032 9780133852035

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CHAPTER 5
PHYSICAL DEVELOPMENT IN INFANCY
CONTENTS
Learning Objectives 89
Key Terms and Concepts 90
Chapter Outline/Lecture Notes 90
I. Growth and Stability 90
II. Motor Development 92
III. The Development of the Senses 95
Lecture Suggestions and Discussion Topics 97
Class Activities, Demonstrations, and Exercises 99
Out-of-Class Assignments and Projects 99
Supplemental Reading List 100
Multimedia/Video Resources 100
Handouts 102

LEARNING OBJECTIVES
After reading Chapter 5, students will be able to answer these questions:

GROWTH AND STABILITY

LO1 How does the human body develop?
LO2 How do the nervous system and brain develop?
LO3 How would you describe the processes by which a baby’s bodily systems are integrated?
LO4 What is SIDS, and how can it be prevented?

MOTOR DEVELOPMENT
LO5 What are reflexes, and how do they contribute to motor development?
LO6 How would you discuss the development and coordination of infants’ motor skills?
LO7 How are developmental norms used and interpreted?

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LO8 How would you explain the relationship between nutrition and physical development?

THE DEVELOPMENT OF THE SENSES

LO9 What visual perception skills do infants have?
LO10 What auditory perception skills do infants have?
LO11 How would you describe infants’ abilities to smell, taste, and feel?
LO12 How would you explain multimodal perception?

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 KEY TERMS AND CONCEPTS
cephalocaudal principle (p. 117) rapid eye movement (REM) sleep (p. 122)
proximodistal principle (p. 118) sudden infant death syndrome (SIDS) (p.
principle of hierarchical integration (p. 118) 123)
principle of the independence of systems (p. reflexes (p. 125)
118) dynamic systems theory (p. 128)
neuron (p. 118) norms (p. 128)
synapse (p. 118) Brazelton Neonatal Behavioral
myelin (p. 120) Assessment Scale (NBAS) (p. 128)
cerebral cortex (p. 120) nonorganic failure to thrive (p. 133)
plasticity (p. 120) sensation (p. 134)
sensitive period (p. 121) perception (p. 134)
rhythms (p. 121) multimodal approach to perception (p. 139)
state (p. 121) affordances (p. 139)

CHAPTER OUTLINE/LECTURE NOTES

I. Growth and Stability
A. Physical Growth: The Rapid Advances of Infancy
1. Over the first two years of infancy, growth occurs at a rapid pace.
a) By age 5 months, the average infant’s birthweight has doubled to about 15
pounds.
b) By age 1, the infant’s birthweight has tripled to approximately 22 pounds.
c) By the end of its second year, the average child weighs four times its
birthweight.
d) By age 1, the average baby stands 30 inches tall.
e) By the end of the second year, the average child is 3 feet tall.
f) There are gender and ethnic differences in weight and length.
2. Four Principles of Growth
a) The cephalocaudal principle states that growth follows a pattern that begins
with the head and upper body parts and then proceeds to the rest of the body.
b) The proximodistal principle states that development proceeds from the
center of the body outward.
c) The principle of hierarchical integration states that simple skills typically
develop separately and independently, but are later integrated into more
complex skills.
d) The principle of the independence of systems suggests that different body
systems grow at different rates.
B. The Nervous System and Brain: The Foundations of Development
1. The nervous system comprises the brain and the nerves that extend throughout the
body.
a) Infants are born with between 100 and 200 billion neurons, the nerve cells of
the body.
b) Neurons communicate with other cells by means of fibers called dendrites at
one end that receive messages and a long extension at the other end known as
an axon that carries messages destined for other neurons.

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 c) Neurons do not touch one another, but they communicate by means of
chemical messengers, neurotransmitters, that travel across the gaps between
neurons known as synapses.
2. Synaptic Pruning
a) Babies are born with more neurons than they need; as the infant’s experience
in the world increases, synaptic pruning occurs in which neurons that do not
become interconnected die off.
b) Neurons increase in size. They become coated with myelin, a fatty substance
that insulates neurons and speeds the transmission of nerve impulses.
c) The brain triples its weight in the first 2 years of life.
d) The infant’s brain is 3/4 its adult size by age 2.
e) As they grow, neurons become arranged by function.
(1) Some move into the cerebral cortex, the outer layer of the brain.
(2) Others move to subcortical levels (breathing and heart rate), which
are below the cerebral cortex.
(3) Shaken baby syndrome: an infant is literally shaken by a caregiver so
severely that the shaking can lead to the baby’s brain rotating in the
skull.
(a) This causes blood vessels to tear, which destroys intricate
neural connections.
(b) Can lead to severe medical problems, long-term disabilities
such as blindness, hearing impairment, and speech
disabilities, or even death.
3. Environmental Influences on Brain Development
a) Plasticity is the degree to which a developing structure (e.g., the brain) or
behavior is susceptible to experience and is relatively great for the brain.
b) Infants who grow up in severely restricted environments are likely to show
differences in brain structure and weight.
c) Research with non-humans reveals that a sensitive period exists, which is a
specific but limited time span, usually early in an organism’s life, during
which the organism is particularly susceptible to environmental influences
relating to some particular facet of development.
d) Compared with those brought up in more enriched environments, infants
raised in severely restricted settings are likely to show differences in brain
structure and weight.
C. Integrating the Bodily Systems: The Life Cycles of Infancy
1. In the first days after birth, infants’ body rhythms govern the infant’s behavior, often
at seemingly random times.
a) One of the neonate’s major missions is to make its individual behaviors work
in harmony, helping the neonate for example, to sleep through the night.
2. Rhythms
a) Behavior becomes integrated through the development of various body
rhythms, which are repetitive, cyclical patterns of behavior.
b) An infant’s state is the degree of awareness it displays to both internal and
external stimulation. States include various levels of alertness, fussiness, and
sleepiness. Newborns may go through periods in which they jerk their legs in
a regular pattern every minute or so. Although some of these rhythms are
apparent just after birth, others emerge slowly over the first year as the
neurons of the nervous system become increasingly integrated.
c) Changes are reflected in brain waves measured by a device called an EEG
(electroencephalogram).

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 3. Perchance to Dream
a) Infants spend the majority of time in the state of sleep.
(1) On average, newborns sleep 16–17 hours daily, ranging from 10–20
hours a day.
(2) Sleep stages are fitful and “out of sync” during early infancy in that
they appear in spurts of around 2 hours.
(3) By the end of the first year most infants are sleeping through the
night.
b) Infants have a cycle of sleep similar to but different from REM (rapid eye
movement), the period of sleep found in adults and children and that is
associated with dreaming.
(1) Brain waves are different from the dreaming sleep of adults.
(2) This active REM-like sleep takes up half an infant’s sleep at first,
and declines to one third of total sleep time by 6 months of age.
(3) REM sleep in young infants is likely related to autostimulation, a
means for the brain to stimulate itself, rather than dreaming.
(4) Cultural practices affect the sleep patterns of infants.
D. SIDS: The Unanticipated Killer
1. Sudden infant death syndrome (SIDS) is a disorder in which seemingly healthy
infants die in their sleep.
a) SIDS strikes about 1 in 2,500 infants in the United States each year.
(1) Although it seems to occur when the normal patterns of breathing
during sleep are interrupted, scientists have been unable to discover
why that might happen.
(2) It is clear that infants don’t smother or choke; they die a peaceful
death, simply ceasing to breathe.
b) Boys, African Americans, and low-birthweight and low-Apgar scorers, and
babies whose mothers smoked during pregnancy are at higher risk.
c) No means of prevention has been found although incidence has been
dramatically reduced by having babies sleep on their backs.

II. Motor Development

A. Reflexes: Our Inborn Physical Skills
1. The Basic Reflexes
a) Basic reflexes—unlearned, organized, involuntary responses that occur
automatically in the presence of certain stimuli—represent behavior that has
survival value for the infant.
b) Swimming reflex, eye blink reflex, Moro reflex (see Table 5.3 in text).
c) Many reflexes represent behavior that has survival value.
d) Some reflexes stay throughout life; others disappear over time.
e) Some researchers believe reflexes stimulate the brain toward development.
f) Reflexes are genetically determined and universal and may be remnants from
the past.
2. Ethnic and Cultural Differences and Similarities in Reflexes
a) Although reflexes are, by definition, genetically determined and
universal throughout all infants, there are actually some cultural
variations in the ways they are displayed.
b) Reflexes can serve as helpful diagnostic tools for pediatricians because they
appear and disappear on a regular timetable.
B. Motor Development in Infancy: Landmarks of Physical Achievement
1. Gross Motor Skills

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 a)
By 6 months, infants can move by themselves.
b)
Most can sit unsupported by 6 months.
c)
Crawling appears between 8–10 months.
d)
Infants can walk holding on to furniture by 9 months and most can walk
alone by 1 year.
2. Fine Motor Skills
a) By 3 months, infants can coordinate movements of limbs.
b) Infants can voluntarily reach out by 4 months, and grasp an object by 11
months.
c) By age 2, infants can drink from a cup without spilling.
d) As children get older, they use a pincer grasp, where thumb and index finger
meet to form a circle.
3. Dynamic Systems Theory: How Motor Development Is Coordinated
a) Dynamic systems theory describes how motor behaviors are assembled.
b) It is easy to think about motor development in terms of a series of individual
motoric achievements; the reality is that each of these skills does not develop
in a vacuum.
c) Each skill (such as a baby’s ability to pick up a spoon and guide it to her lips)
advances in the context of other motor abilities (such as the ability to reach
out and lift the spoon in the first place).
d) Furthermore, as motor skills are developing, so also are nonmotoric skills
such as visual capabilities.
4. Developmental Norms: Comparing the Individual to the Group
a) It is important to keep in mind that developmental norms are the average
performance of a large sample of individuals of a certain age and mask
substantial individual differences.
b) The Brazelton Neonatal Behavioral Assessment Scale (NBAS) is a
measure used to determine infants’ neurological and behavioral responses to
their environment.
(1) Supplements the Apgar
(2) 27 categories of responses
(a) Interactions with others
(b) Motor behavior
(c) Physiological control
(d) Response to stress
c) Norms should be based on large, heterogeneous samples.
d) The time at which specific motor skills appear is in part determined by
cultural factors.
e) There are certain genetic constraints on how early a skill can emerge.
C. Developmental Diversity: The Cultural Dimensions of Motor Development
1. Reflexes evolved because they had, at one point in humankind’s history, survival
value.
a) Caucasian infants show a pronounced response to situations that produce the
Moro reflex.
(1) Not only do they fling out their arms, but they also cry and respond
in a generally agitated manner.
b) In contrast, Navajo babies react to the same situation much more calmly.
(1) Their arms do not flail out as much, and they cry only rarely.
2. Motor development is influenced by cultural norms.
a) For example, the nomadic Ache people of South America must keep their
infants close to the mother for safety reasons.

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 b) Likewise, the African Kipsigis people’s norms influence the infant’s
development.
c) In this case, infants are encouraged to sit up, stand, and walk early in
infancy—even as early as 8 weeks.
D. Nutrition in Infancy: Fueling Motor Development
1. Without proper nutrition, infants cannot reach their physical potential, and they might
suffer cognitive and social consequences as well.
2. Breast or Bottle?
a) For the first 4 to 6 months of life, there is no better food for an infant than
breast milk.
(1) All essential nutrients
(2) Natural immunity to childhood diseases, such as respiratory
illnesses, ear infections, diarrhea, and allergies.
(a) Breastfeeding for as little as 4 months reduces infections by
an average of 45 percent, and the reduction in infection is 65
percent lower for 6 months of breastfeeding compared to
formula-fed babies.
(3) More easily digested
(4) Might enhance cognitive development
(5) Emotional advantages for mother and child
(6) Health advantages for mother
3. Introducing Solid Foods: When and What?
a) Most babies can begin to eat solid foods at about 6 months, although solid
foods are not needed until 9 to 12 months of age.
(1) Foods are introduced gradually.
(2) Weaning, the cessation of breastfeeding, occurs on average in the
United States at 3–4 months.
(3) Experts recommend infants be breast-fed for the first 12 months.
4. Malnutrition
a) Malnutrition, the condition of having an improper amount and balance of
nutrients, produces several results.
(1) Slower growth
(2) Susceptibility to disease
(3) Lower IQ scores
b) Risks are greater in underdeveloped countries and in areas with high poverty
rates.
c) Problems with malnutrition are not limited to underdeveloped countries. In
the United States, an estimated 13 million [17%] children live in poverty.
d) Undernutrition is where there is some deficiency in the diet.
e) Malnutrition can cause marasmus, a disease characterized by the cessation of
growth in infants.
f) Older children are susceptible to kwashiorkor, a disease in which a child’s
stomach, limbs, and face swell with water.
g) Some children appear to be suffering from malnutrition even though they
have been receiving a sufficient supply of nutrients. These children may be
suffering from nonorganic failure to thrive, which is due to a lack of
stimulation, attention, love, and emotional support.
5. Obesity
a) Overfeeding during infancy may lead to unnecessary fat cells, which remain
in the body throughout life.

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 (1) It is not clear that an abundance of fat cells necessarily leads to adult
obesity, defined as weight greater than 20 percent above the national
average for a given height.
(2) Genetic factors are an important determinant of obesity.
(3) There appears to be no clear association between obesity during
infancy and obesity at the age of 16.
(4) Infants delivered via Cesarean section are twice as likely to become
obese as infants than those born vaginally.
(5) Parents should concentrate less on their baby’s weight and more on
providing appropriate nutrition.

III. The Development of the Senses

A. The processes that underlie infants’ understanding of the world around them are sensation,
the stimulation of the sense organs; and perception, the interpretation, analysis, and
integration of stimuli involving the sense organs and brain.
B. Visual Perception: Seeing the World
1. Newborn infants cannot discern visual material beyond 20 feet.
2. By 6 months, the average infant’s vision is 20/20.
3. Binocular vision, the ability to combine both eyes’ vision to see depth and motion, is
achieved at 14 weeks.
a) Gibson’s “visual cliff’ experiments showed that most infants between 6–14
months would not crawl over the apparent cliff.
b) We do not know how early this depth perception occurs in infancy.
4. Fantz’s research led to extensive investigations into infants’ visual preferences.
Infants:
a) Prefer to look at patterns and complex stimuli.
b) Prefer to look at faces.
c) Show preferences for certain colors, shapes, and configurations.
d) Visual preferences are genetically influenced, but also learned.
C. From Research to Practice: Beauty Is in the Eye of the Infant
1. Infants are born with the ability to recognize the human face, particularly of the
configuration of eyes, nose, and mouth.
a) Facilitates forming relationships
2. Infants prefer looking at attractive faces.
3. By 3 months of age, infants whose primary caregiver has been a female show a
preference for females; if the primary caregiver has been male, they prefer males.
4. Within 3 months, infants develop a preference for faces of members of their own
race.
D. Auditory Perception: The World of Sound
1. The ability to hear begins prenatally.
2. Infants are more sensitive than adults to high and low frequencies, but not to the
middle ranges.
3. Sound localization permits infants to discern direction from which a sound is
emanating.
a) This skill is poorer in infants than adults because of infants’ smaller heads.
b) It reaches adult level at 1 year.
4. Infants can differentiate changes in melodies and sounds—a requirement for
language—and their mother’s voice from other voices.
E. Smell, Taste, and Feel
1. Smell and Taste
a) Infants react to unpleasant tastes and smells from birth.

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 b) Some newborns can detect their mother’s smell, but only when breast-fed.
c) Infants have an innate preference for sweets.
d) Infants develop taste preferences based on what their mothers drank while
they were in the womb.
2. Sensitivity to Pain and Touch
a) Infants are born with the capacity to feel pain.
3. Responding to Touch
a) Touch is one of the most highly developed sensory systems in a newborn.
b) The rooting reflex is strong.
c) Infants gain information about the world through touch.
d) Even the youngest infants respond to gentle touches and are calmed by them.
e) Touch is associated with social development.
(1) The brain is primed to respond to slow, gentle touch.
F. Multimodal Perception: Combining Individual Sensory Inputs
1. Eventually infants use the multimodal approach to perception in which
information collected by various individual sensory systems is integrated and
coordinated.
2. Infants’ abilities at multimodal perception showcase the sophisticated
perceptual abilities of infants, which continue to grow throughout the period of
infancy.
3. Such perceptual growth is aided by infants’ discovery of affordances, the
options that a given situation or stimulus provides.
G. Are You An Informed Consumer of Development?: Exercising Your Infant’s Body and
Senses
1. Parents should ensure that their infants receive sufficient physical and sensory
stimulation.
a) Carry a baby in different positions.
b) Let infants explore the environment.
c) Engage in “rough-and-tumble” play.
d) Let babies touch their food and even play with it.
e) Provide toys that stimulate the senses, particularly toys that can stimulate
more than one sense at a time.

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 LECTURE SUGGESTIONS AND DISCUSSION TOPICS
 Sudden Infant Death Syndrome (SIDS). The leading killer of infants is sudden infant death
syndrome (SIDS), “accounting for about 16 percent of the 38,000 babies born in the United States
who die before their first birthday. Ninety percent of SIDS deaths occur before 6 months of age,
mostly between 2 and 4 months; rarely do such deaths occur beyond 12 months of age.”
(McKenna, 1992). Interestingly, SIDS is not known to occur in any other species besides humans
and there is presently no known medical explanation for this heartbreaking event. Some data are
available. For example:

 SIDS occurs most frequently in the winter.

 In the United States, rates are highest among Native-Americans and poor
African-Americans.
 Risk factors include teenage mothers, smoking during pregnancy, and premature
birth.
 Possible causes include lack of breastfeeding, upper respiratory infections,
respiratory system collapse during sleep (McKenna, 1992).
 Exposure to second-hand tobacco smoke is a much bigger risk factor for SIDS
than was previously suspected (Arizona Republic).

An interesting phenomenon has occurred in the last few years. Pediatricians routinely advised
parents to lay their babies face down when they put them to sleep, to prevent the infants from
choking in case they spit up. Doctors ask parents to lay their babies on their backs, with the result
that SIDS deaths have dramatically decreased. British researchers have found that putting a baby
on its side to sleep reduces the risk of SIDS, but not as much as putting the baby on its back.
McKenna suggests that modern sleeping patterns may contribute to SIDS. By placing an infant in
another room to sleep, we force the baby to “sleep too much—too long and too hard” and deprive
the baby of “sensory intrusions” which wake the infant up at crucial times in sleep stages.

Furthermore, “For every hour spent each day in a room where people smoke, the risk [of SIDS]
increases 100 percent,” says Dr. Peter Fleming of the University of Bristol. Other risk factors
include:

 Lack of prenatal care

 Low birthweight
 Drug and alcohol abuse
 Wrapping infants heavily or having loose bedclothes that can entangle
the infant

Sources:
Tobacco smoke, infant death link confirmed. (1996, July 26). Arizona Republic, A9.
McKenna, J. J. (Winter, 1992). SIDS research. Mothering. 45–51.
National Sudden Infant Death Syndrome Clearinghouse
8201 Greenboro Drive, Suite 600
McLean, VA 22102

 Infant Brain Growth. When the human pelvis evolved thicker to adapt to walking in an upright
position, the brain was also evolving and getting larger. As a consequence, in order to pass
through the birth canal, human infants must be born early in their brain development. Although
they are born with all the neurons (brain cells) they will ever have—over 100 billion cells—their

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 brain is only about 25 percent of its adult weight. By 24 months the brain is about 75 percent of
adult weight, which explains why babies and toddlers are so top heavy! All of this brain growth is
not new cells; in fact, many neurons die off as the brain specializes for language, motor skills, etc.
What grows are the axons and dendrites that connect neurons and the myelin that coats the axons
and speeds brain processing. Thus, a major portion of brain growth occurs outside the womb. (By
comparison, baby chimps are born with 50 percent of their adult brain weight.)

At birth, the lower brain (brain stem, cerebellum, limbic system) is more developed than those
parts of the brain allocated to thinking and reasoning (cerebrum). The lower brain helps the infant
breathe, eat, sleep, and controls all vital organs. The development of the “thinking” brain requires
more dendrite connections and myelin sheathing. This development requires a tremendous
amount of sleep and nutrients. Is it any wonder infants sleep so much and eat so frequently?
Moreover, dendrite growth is stimulated as the infant is exposed to a rich environment of sights
and sounds and is allowed to move around. We know from studies that severe malnutrition can
cause inadequate brain growth and mental retardation. Studies with rats show that those who grow
up in a rich environment with lots of visual stimulation and movement have heavier brains than
rats who grow up in cages devoid of such a rich environment.

Source:
Ornstein, R., Thompson, R. F., & Macaulay, D. (1984). The Amazing Brain. Boston, MA:
Houghton Muffin.

 Case Study: The Case of… One Step at a Time

Suggested Answers to Case Study Questions:

1. Do you think Lila’s concern about Danny’s development is justified? Why or why not?
No. While it is good to watch, with the baby’s doctor, developmental stages, all children
are unique and will develop when their own bodies are ready. As long as the baby is healthy,
there is nothing to worry about.

2. What could you tell Lila about the range of normal physical development in infancy that might
dispel her fears?
All babies develop at their own pace and as their bodies are ready. The range of ages for
growth are simply a guideline. As long as her baby is healthy, she has nothing to worry about.
Keep having regular well-baby check ups.

3. Why do you think Lila’s program of regular practice walking did not work the way she hoped?
Danny will walk when his body is ready. Besides, some research suggests that crawling
is good for brain development. As long as Danny is healthy and has regular well-baby checkups,
there is nothing to worry about.

4. What might Lila do to support Danny’s gross motor development without causing him distress?
She can play with Danny and make it fun to be active.

5. What are the disadvantages of comparing a child’s development to that of his or her peers?
What might Lila say to herself the next time her friends’ comments start to worry her?
Many parents take pride in what their babies do naturally on their own. All babies
develop at their own pace as long as they are healthy.

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 CLASS ACTIVITIES, DEMONSTRATIONS, AND EXERCISES
 Critical Thinking Exercises

1. List the advantages and disadvantages of breastfeeding versus bottle feeding for mothers and
for infants.
2. Encourage class discussion and brainstorming about the evolutionary roots and roles of the
various infant reflexes.
3. Watch the segment titled “Nature’s Way” on the ABC News/Prentice Hall Video Library
(see Multimedia). This show offers views on the pros and cons of breastfeeding and should
generate a lively class discussion.
4. Have students work in groups discussing the following. Leave time for each group to share
their conclusions with the entire class.
a. How the sequence of motor activity associated with cephalocaudal and proximodistal
development are related to the infant’s abilities.
b. What abilities or situations might stimulate neural growth and/or “pruning down” in
the infant?
c. What are the relationships between infant “states” and parental interactions and
attachment?
d. How do you account for the amount of REM sleep infants need compared to the
REM sleep of later development? Do infants dream? Why or why not?

 My Virtual Child. Divide students into groups and have them discuss their 8-month-old child’s
temperament. Particularly have them explain how they made the judgment about their child’s
temperament being “easy,” “slow-to-warm-up,” or “difficult” baby in terms of Thomas and
Chess’s classic temperamental categories. Then have them discuss what is happening at the 3-
month and 8-month periods that might affect attachment security according to Bowlby and
Ainsworth.

OUT-OF-CLASS ASSIGNMENTS AND PROJECTS

 Infant Observation. Students can apply some of the concepts presented in Chapter 5 by
observing infants outside the classroom. You may choose to ask the students to write and share
with the class their experiences on the following “field trips”:

1. A daycare center with infants

—Students can observe physical development of various infants.
See Handout 5-1.
2. A toy store
—Using Handout 5-2, have students determine how toys for infants enhance sensory
development.
—If students have children or young brothers/sisters at home, they can bring in toys that
develop the senses.
3. Pediatric care unit
—Students visit a children’s ward of a hospital and report on what special skills are required
of nurses working with infants.

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 —Report on infants with developmental delays.

 My Virtual Child Journal. By now, the students’ virtual children should be 8 months old. Have
students answer the following questions in their journals:

1. How does your baby’s eating, sleeping, and motor development compare to the typical
developmental patterns?
2. At 8 months of age, is your child an “easy,” “slow to warm up,” or “difficult” baby in terms
of Thomas and Chess’s classic temperamental categories? On what do you base this
judgment?
3. How is your child’s attachment relationship to you and your partner developing? What is
happening at the 3-month and 8-month periods that might affect attachment security
according to Bowlby and Ainsworth, and various research studies?

SUPPLEMENTAL READING LIST

Corpus, J., Henderlong, E., & O’Donnell, A. (2005). A live demonstration to enhance interest and
understanding in child development. Journal of Instructional Psychology, 32(1).

DiPietro, J., Caulfield, L., & Costigan, K. (2004). Fetal neurobehavioral development: A tale of
two cities. Developmental Psychology, 40(3), 445–456.

Dixon, W. E. (2003). Twenty studies that revolutionized child psychology. Upper Saddle River,
NJ: Prentice Hall.

Elkind, D. (1994). Ties that stress: The new family imbalance. Cambridge, MA: Harvard
University Press.

Fadiman, J., & Frager, R. (2002). Personality: Personal growth, 4th ed. New York, NY:
HarperCollins College Publishers.

Gilligan, C. (1982). In a different voice: Psychological theory and women’s development.

Cambridge, MA: Harvard University Press.

Reis, H. T., Collins, W. A., & Berscheid, E. (2000). The relationship context of human behavior
and development. Psychological Bulletin, 126(6), 844–872.

Siegel, D. J. (1999). The developing mind: How relationships and the brain interact to shape who
we are. New York, NY: Guilford Press.

MULTIMEDIA/VIDEO RESOURCES
The Amazing Newborn (Polymorph Films, 1980, 25 minutes)

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Baby Playing: (3 minutes)
http://www.youtube.com/watch?v=8vNxjwt2AqY

Developmental Phases Before and After Birth (Films for the Humanities and Sciences, 28
minutes)
This program examines the development of the fetus in utero and the child during the
first year.

The First Year of Life (Films for the Humanities and Sciences, 28 minutes)
Examines newborn sensory and cognitive abilities and how they contribute to its
interactions with its environment and the development of individuality during the first
year.

The Growing Infant (Insight Media, 1988, 30 minutes)

This video shows how infants develop physically. Includes a discussion of cephalocaudal
and proximodistal development.

Infancy: Landmarks of Development (Magna Systems, 1991)

Major landmarks in locomotion and fine motor skills are shown. Shows age norms and
the principles that affect physical growth and development.

Infancy and Early Childhood (Annenberg/PBS, 1990, 30 minutes)

Beginning with the first years of life, this video explores the early influences of the
biological and social clocks, how children develop, and how they gain confidence and
curiosity.

Japanese Baby First Steps (3 minutes)

http://www.youtube.com/watch?v=0bxfYNIgVTo

The Mind: Development (Episode 2) (PBS, 1998, 60 minutes)

This video explores a wide range of topics, including from cell division through normal
and premature birth, as well as a discussion of how brain maturation is intertwined with
cognitive maturation. Language, sound discrimination, and the sense of self are also
included.

Mothers, Fathers, and Babies (Films for the Humanities and Sciences, 26 minutes)
This video observes the role of breastfeeding in different cultures and its effect on the
role of the father.

Nature’s Way (ABC News/Prentice Hall Video Library, 1995, 12:20 minutes)
This segment of 20/20 discusses the pros and cons of breastfeeding. Some mothers who
could not breastfeed are interviewed.

Newborn (Filmmakers Library, 28 minutes)

Dr. T. Berry Brazelton discusses the newborn infant.

The Newborn (Films for the Humanities and Sciences, 23 minutes)

This video shows the reactions of the newborn 10 days after birth. The most important
functions such as sitting, standing, walking, and grasping can already be recognized in

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 their incipient form. The first tests give the examining physician indications of possible
damage to and developmental disorders of the newborn.

Physical Growth & Motor Development (Concept Media, 19 minutes)

Right from Birth: The Wonders of the Brain (Insight Media, 2001, 15 minutes)
Details the physical development of a baby’s brain and explains how the stages of brain
development control and influence other areas of child development.

Right from Birth: The Many Worlds of Infancy (Insight Media, 2001, 15 minutes)
Looks at a child’s environment from a child’s point of view and discusses strategies for
exploring a child’s perspective.

Right from Birth: Discovering the World at Two to Three Months (Insight Media, 2001, 15
minutes)
Examines the 2–3 month development state when the infants investigate their
surroundings with a new curiosity.

There are numerous medical journals available on the World Wide Web. You and your students
can obtain abstracts from medical journals and information on specific topics such as SIDS,
infertility, low-birthweight infants, etc.

American Medical Association Home Page

http://www.ama-assn.org

British Medical Journal

http://www.bmj.com/bmjpubs/sites.htm

Global Network Navigator General Medical Information

http://www.com/gnn/wic/wics/med.general.html

The Multimedia Medical Reference Library

http://www.tiac.net/users/jtward/journals.html

The New England Journal Online

http://www.nejm.org

The National Institutes of Health Home Page

http://www.nih.gov

HANDOUTS

Handout 5-1
Use this for a class assignment on infant motor activity.

Handout 5-2
Use this for a class assignment on infant toys.

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Handout 5-3
Use this handout, or you can adapt it, for your students’ opportunity to reflect on their own infancy with
someone who knew them “when.”

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HANDOUT 5–1

Motor Development in Infancy

Observe several infants from newborns to 2 years old. Determine their levels of gross motor (lifting head,
rolling over, sitting up, crawling, cruising, walking alone, walking up stairs, running, etc.) and fine motor
skills (reaching, grabbing, picking up objects, feeding self, holding a cup, etc.).

Infant #1
sex
age
gross motor skills
fine motor skills

Infant #2
sex
age
gross motor skills
fine motor skills

Infant #3
sex
age
gross motor skills
fine motor skills

Infant #4
sex
age
gross motor skills
fine motor skills

Infant #5
sex
age
gross motor skills
fine motor skills

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HANDOUT 5–2

Infant Toy Survey

Examine several toys marketed for infants (see package age ranges). Determine how this toy is designed
for infant safety and to stimulate infant development, especially sensory development. Try to find one
good toy and one poor toy.

Toy #1

Description:

Recommended age range:

Toy rating (1 = poor, 2 = fair, 3 = average, 4 = good, 5 = excellent). Explain why.

durability

safety

attractiveness

source of stimulation

Toy #2

Description:

Recommended age range:

Toy rating:

durability

safety

attractiveness

source of stimulation

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HANDOUT 5–3

Reflective Journal Exercise #5

If possible, write about your own first year of life. (If this is not possible, you can write about your own
children, or interview another person about their first year.)

Where did you sleep? Describe your typical sleeping pattern during the first months (e.g., How many
naps did you take? When did you begin to sleep through the night?) Were you breast-fed or bottle-fed?
Why? For how long? When were you introduced to solid food? Were you allergic to any foods? Were you
overweight, underweight, or average weight at 1 year old? How old were you when you: rolled over, sat
up, crawled, cruised, and walked alone? What were some of your favorite toys? Why do you think this is
so? (You might want to include some photos of yourself from this period.)

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