Childs World 13th Edition Martorell Solutions Manual

Childs World 13th Edition Martorell
Solutions Manual
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Chapter 6
6 PHYSICAL DEVELOPMENT AND HEALTH

DURING THE FIRST THREE YEARS
In This Chapter of Your Instructor’s Manual:
1. Guideposts for Study

2. Total Teaching Package Outline
3. Expanded Outline
4. Transparency-Ready Topic Outline
5. Teaching and Learning Activities
Lecture Topics
Discussion Topics
Independent Studies
Choosing Sides
Knowledge Construction Activities
Applied Activities
The Ten-Minute Test
6. Resources for Instructors
1. GUIDEPOSTS FOR STUDY

6.1 What principles govern early growth and physical development?
6.2 How and what should babies be fed?
6.3 How does the brain develop, and how do environmental factors
affect its early growth?
6.4 How do the senses develop during infancy?
6.5 What are the early milestones in motor development, and what are
some influences on it?
6.6 How can we enhance babies’ chances of survival and health?
6.7 What are the causes and consequences of child abuse and neglect,
and what can be done about them?
Martorell, A Child's World, 13e IM-6 | 1

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-
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Chapter 6
2. TOTAL TEACHING PACKAGE OUTLINE

CHAPTER 6: Physical Development and Health during the First Three Years
Guidepost for Study 6.1 & 6.2 Lecture Topic 6.1, 6.5, 6.6
How do babies grow, and how and Discussion Topic 6.1, 6.2, 6.3
what should they be fed? Choosing Sides 6.1
Knowledge Construction Activity 6.1, 6.2
Guidepost for Study 6.3 Lecture Topic 6.6

Knowledge Construction Activity 6.2, 6.3, 6.4
How does the brain develop, and
how do environmental factors
affect its early growth?
Guidepost for Study 6.4 Lecture Topic 6.2, 6.3, 6.4, 6.6
How do the senses develop during Discussion Topic 6.1, 6.5
infancy?
Guidepost for Study 6.5 Lecture Topic 6.5

What are the early milestones in Discussion Topic 6.4
motor development, and what are Knowledge Construction Activity 6.2, 6.3, 6.4,
some influences on it? 6.5
Guidepost for Study 6.6 Discussion Topic 6.2, 6.3, 6.4

How can we enhance babies’ Independent Study 6.1
chances of survival and health? Knowledge Construction Activity 6.4, 6.5
Guidepost for Study 6.7 Lecture Topic 6.7, 6.8

What are the causes and Discussion Topic 6.6
consequences of child abuse and
neglect, and what can be done
about them?
Applied Activities: Students in Applied Activity 6.1, 6.2, 6.3

Nursing, Education, and other
applied fields may particularly
enjoy these activities.
Please check out the Online Learning Center located at http://www.mhhe.com/papaliaacw13 for further information
on these and other topics, as well as a variety of other teaching resources. There you can access downloadable
PowerPoints tailored to each chapter of the text. This site also contains useful teaching notes as well as images and
tables from the text itself.

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3. EXPANDED OUTLINE
I. Early Growth and Physical Development

A. Principals of Early Growth and Physical Development
• Cephalocaudal principle: Development proceeds in a head to tail direction; upper parts of
the body develop before lower parts.
• Proximodistal principle: Development proceeds from inner to outer; growth and motor
development proceed from the center of the body outward.
B. Growth Patterns
II. Nutrition and Feeding Methods

A. Breast or Bottle?
1. Breastfeeding: Benefits and Cautions
2. Encouraging Breastfeeding
3. Nutritional Concerns
B. Starting Solid Foods

• Nothing but breast milk or formula for the first six months.
C. Is Being Overweight a Problem in Infancy?

• Two factors seem to influence most strongly the chances that an overweight child will
become an obese adult: whether the child has an obese parent, and the age of the child.
III. The Brain and Reflex Behavior

• Central nervous system: Brain and spinal cord.
• Spinal cord: Bundle of nerves running through the backbone.
A. Building the Brain

• Brain growth spurts: Periods of rapid brain growth and development.
1. Major Parts of the Brain
• Brain stem: Part of the brain responsible for basic body functions such as breathing,
heart rate, body temperature, and sleep-wake cycle. Major growth spurt has run its
course by birth.
• Cerebellum: Part of the brain that maintains balance and motor coordination; grows
fastest during the first year of life.
• Cerebrum: Largest part of the brain, divided into right and left halves or hemispheres.
Left hemisphere: language and logical thinking. Right hemisphere: visual and spatial
functioning.
• Lateralization: Tendency of each of the brain’s hemispheres to have specialized
functions.
• Four lobes of the cerebral hemisphere:
o Occipital: Processes visual information.

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o Parietal: Allows infant to receive touch sensations and spatial information.

o Temporal: Helps with hearing and language.
o Frontal: Develops gradually during the first year, permitting such higher-level
functions such as speech and reasoning.
• Cerebral cortex: Outer surface of the cerebrum.
2. Brain Cells
• Neurons: Nerve cells.
• Glial cells: Nourish and protect the neurons.
• Axons: Narrow branching extension of the neuron that sends signals to other neurons.
• Dendrite: Narrow branching extension of the neuron that receives signals from other
neurons.
• Synapses: Tiny gaps between neurons.
• Neurotransmitters: Chemicals that bridge the gap between synapses.
• Integration: Process by which neurons coordinate the activities of muscle groups.
• Differentiation: Process by which neurons acquire specialized structure and function.
• Cell death: Elimination of excess brain cells to achieve more efficient functioning.
3. Myelination
• Myelination: Process of coating neurons with a fatty substance (myelin) that enables
signals to travel faster and move more smoothly, permitting faster communication
between cells.
B. Early Reflexes
• Reflex behaviors: Automatic, involuntary, innate responses to stimulation.
• Primitive reflexes: Related to instinctive needs for survival and protection.
• Postural reflexes: Reactions to changes in position and balance.
• Locomotor reflexes: Walking and swimming reflexes.
C. Molding the Brain: The Role of Experience

• Plasticity: Modifiability or “molding” of the brain through experience.
• Research shows that animals raised in enriched environments have more complex brains
than those raised in deprived environments.
IV. Early Sensory Capacities

A. Touch and Pain
B. Smell and Taste
C. Hearing
D. Sight
• Binocular vision: The use of both eyes to focus, allowing perception of depth and distance;
usually does not develop until 4 or 5 months.
V. Motor Development
A. Milestones of Motor Development

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• Systems of action: Increasingly complex combinations of skills, which permit a wider or

more precise range of movement and more control of the environment.
• Pincer grasp: Thumb and index finger meet at the tips to form a circle, making it
possible to pick up tiny objects.
• Denver Developmental Screening Test: Screening test given to children 1 month to 6
years old to determine whether they are developing normally.
• Gross motor skills: Physical skill that involve the large muscles.
• Fine motor skills: Physical skills that involve the small muscles and eye-hand
coordination.
1. Head Control
2. Hand Control
3. Locomotion
• Self-locomotion: To move around under own power.
• Social referencing: A skill in which children look to caregivers for clues as to
whether a situation is secure or frightening.
B. Motor Development and Perception

• Visual guidance: Use of the eyes to guide the movement of the hands or other parts of
the body.
• Depth perception: Ability to perceive objects and surfaces three dimensionally.
• Kinetic cues: Cues produced by the object or the observer about an object’s movement.
• Haptic perception: Ability to acquire information by handling objects rather than just
looking at them.
C. Eleanor and James Gibson’s Ecological Theory of Perception

• Visual cliff: Apparatus designed to give an illusion of depth and used to assess depth
perception in infants.
• Ecological theory of perception: Theory developed by Eleanor and James Gibson,
which describes developing motor and perceptual abilities as interdependent parts of a
functional system that guides behavior in varying contexts.
• In the Gibsons’ ecological theory of perception, affordance is the fit between a person’s
physical attributes and capabilities and characteristics of the environment.
D. How Motor Development Occurs: Thelen’s Dynamic Systems Theory

• Dynamic Systems Theory (DST): Behavior emerges in the movement from self-
organization of multiple components.
• Walking reflex: Stepping movements a neonate makes when held upright with the feet
touching a surface.
E. Cultural Influences on Motor Development
VI. Health
A. Reducing Infant Mortality
• Infant mortality rate: Proportion of babies born alive who die during the first year.

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• Sudden infant death syndrome: Sudden and unexplained death of an apparently healthy
infant.
1. Racial/Ethnic Disparities in Infant Mortality
2. Sudden Infant Death Syndrome (SIDS)
o Crib death: Sudden death of an infant under 1 year in which the cause of death
remains unexplained.
3. Injuries
B. Immunization for Better Health
VII. Maltreatment: Abuse and Neglect

• Maltreatment: Refusing to give proper care to children or deliberately harming children.
o Physical abuse: Injury to the body through punching, beating, kicking, or burning.
o Neglect: Failure to meet a child’s basic needs.
o Sexual abuse: Any sexual activity involving a child and an older person.
o Emotional maltreatment: Includes rejection, terrorization, isolation, exploitation,
degradation, ridicule, or failure to provide emotional support, love, and affection.
A. Maltreatment in Infancy and Toddlerhood

• Nonorganic Failure to Thrive: Results from a combination of inadequate nutrition,
disturbed interactions with parents, and other factors.
• Shaken Baby Syndrome: A form of maltreatment where shaking an infant or toddler can
cause brain damage, paralysis, or death.
B. Contributing Factors: An Ecological View

1. Characteristics of Abusive and Neglectful Parents and Families: Eighty percent of
cases of maltreatment the perpetrator is the parent, often the mother.
2. Community Characteristics and Cultural Values: Two cultural factors are societal
violence and physical punishment of children.
C. Helping Families in Trouble
D. Long-Term Effects of Maltreatment

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4. EXPANDED OUTLINE (TRANSPARENCY-READY)
I. Early Growth and Physical Development

A. Principles of early growth and physical development
1. Cephalocaudal principle
2. Proximodistal principle
B. Growth patterns
II. Nutrition and Feeding Methods

1. Breast or bottle?
2. Starting solid foods
3. Overweight problems in infancy
III. The Brain and Reflex Behavior

A. Building the brain
1. Major parts of the brain
a. Brain stem
b. Cerebellum
c. Cerebrum
d. Lateralization
e. Lobes of the brain
i. Occipital
ii. Parietal
iii. Temporal
iv. Frontal
2. Brain cells
a. Neurons
b. Integration
c. Differentiation
d. Cell death
3. Myelination
B. Early reflexes
1. Reflex behaviors

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C. Molding the brain

1. Plasticity
IV. Early Sensory Capacities

A. Touch and pain
B. Smell and taste
C. Hearing
D. Sight
V. Motor Development
A. Milestones of motor development
1. Systems of action
2. Denver Developmental Screening Test
3. Gross motor skills
4. Fine motor skills
5. Head control
6. Hand control
7. Locomotion
B. Motor development and perception
1. Visual guidance
2. Depth perception
3. Haptic perception
C. Eleanor and James Gibson’s Ecological Theory of Perception
1. Visual cliff
2. Ecological theory of perception
D. How motor development occurs
1. Dynamic Systems Theory (DST)
E. Cultural influences on motor development
VI. Health
A. Reducing infant mortality
1. Infant mortality
2. Racial/Ethnic disparities
3. Sudden infant death syndrome

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4. Injuries
B. Immunizations
VII. Maltreatment: Abuse and Neglect

A. Maltreatment: facts and figures
1. Physical abuse
2. Neglect
3. Sexual abuse
4. Emotional maltreatment
B. Maltreatment in infancy and toddlerhood
C. Contributing factors
1. Abusive and neglectful parents
2. Community characteristics and cultural values
D. Helping families in trouble
E. Long-term effects of maltreatment

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5. TEACHING AND LEARNING ACTIVITIES

LECTURE TOPICS
LECTURE TOPIC 6.1: WHY MOTHERS SHOULD BREASTFEED: HISTORICAL

PERSPECTIVE
As pointed out by Kessen in his book The Child, certain child-rearing practices continually
resurface and are rediscovered. Breastfeeding is a good example of a continuing child-care topic.
For the last 2000 years, philosophers, doctors, and child-care specialists (mostly men) have
emphasized that mothers should take care of their own children and breastfeed them. According
to historical records, a large percentage of women have preferred to have governesses and wet
nurses. The following quotes from Kessen demonstrate the persistence of the “problem.” Read
each of the following quotes to the class and discuss them in light of such issues as nature-
nurture, scientific reasoning, medical advances, human nature, and current arguments for and
against breastfeeding.
Plutarch
The affection of wet nurses and governesses is spurious and constrained, for they love for
hire. Nature itself makes it plain that mothers should themselves nurture and sustain what
they have brought forth: for every animal which brings forth nature has provided a supply
of milk.
Heinrich von Louffenburg (1429, German poet)

Therefore the child should delight in taking its mother’s breast. On that it subsists better
and without harm than on that of any other woman, because it became accustomed to it in
the mother’s womb
John Comenius (1633)

If they suckle from their real mother rather than another, children might approach nearer
to the disposition and virtues of their parents than generally happens. The philosopher
Favorinus shows that the milk of animals, by some occult virtue, possesses the power of
fashioning the body and mind like the form of its original. . . . Who then, unless he be
blind, does not see that babies imbibe, along with the alien milk of the foster mother,
morals different from those of their parents?
Rousseau (1762, French philosopher)

When mothers’ nurse their own children . . . natural feeling will revive in every heart;
there will be no lack of citizens for the state; this first step by itself will restore mutual
affection.
J. B. Davis (1817, English physician)

The mother’s breast is an infant’s birthright and suckling a sacred duty, to neglect which
is prejudicial to the mother and fatal to the child.

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LECTURE TOPIC 6.2: EARLY SENSORY CAPACITIES AND MOTOR

DEVELOPMENT
Infants have immature but remarkably effective sensory capacities. They are able to see, hear,
taste, smell, and feel pain⎯though not to the extent that they will as the senses mature. The
neonate can distinguish color, and even very young babies seem to have some idea of depth
perception, as demonstrated by their reaction to the visual cliff. Babies apparently have some
visual preference, which tells us that the neonate’s world is far from chaotic. The human auditory
system, functioning before birth, continues to develop after birth. Infants’ hearing has been
studied through habituation. Infants as young as 3 days old were found to discriminate between
sounds. Infants have a better-developed pain response than previously thought.
Wide variations exist in the ages at which children develop certain physical skills.
Nonetheless, some general developmental trends are evident. During the first three years, babies
grow markedly in size and exhibit great changes in body proportions. Several factors, including
genetics, home environment, and prolonged illness, can influence physical growth. Motor
development, the increasing ability of the child to do things with his or her body, is very orderly.
It is differentiating and integrative; it proceeds from the simple to the complex. Reflex behavior
is replaced by increasing mastery of voluntary movements as the infant’s nervous system shifts
from subcortical to cortical control. Reflexes that are protective (such as sneezing, coughing, and
yawning) remain, but mastery of the voluntary movements is marked by such milestones as
rolling over, sitting, crawling, standing, and walking. Environmental influences (repetitive
processes, lack of support, cross-cultural influences) may play a part in motor development, but
the process itself appears to be programmed through progressive stages. A healthy, caring
atmosphere where the caregiver responds to the baby’s needs, talks to the baby, is patient, and
gives the baby freedom to explore safely is the best environment in which to develop.
LECTURE TOPIC 6.3: INSIGHTS FROM THE VISUAL CLIFF

The visual cliff is a classic experimental technique for testing depth perception in human infants.
In early research, 6-month-old infants who could crawl were coaxed by their mothers, who stood
on the opposite side of the apparatus, to crawl across a space with illusionary depth. As pointed
out in the text, more recent research has used younger infants and measures of their heart rates as
indicators of whether they react to the illusionary perception of depth. The results have provided
mixed evidence about whether depth perception is present at birth.
A more recent study has evaluated the effects of emotional signaling by the mothers’
facial expressions on the crawling infants’ responses. The researchers used the visual cliff (visual
illusion of depth in the presence of tactile contact with a surface) to test infants’ responses to
their mothers’ facial expressions of joy, fear, interest, anger, and sadness. Additionally, the study
evaluated whether the infants’ reactions to the facial expressions were the result of their need for
more information in an uncertain situation or the result of the unexpectedness or discrepancy of
the expressions.
The findings of the study indicate that infants use their mothers’ facial expressions to
help clarify the ambiguous situation of the visual cliff. When the mothers’ expressions were of
joy, the infants ignored the illusion of depth and crossed over to their mothers. However, when
the mothers’ facial expressions were of fear or anger, few of the infants would venture out onto
the “deep” side. When the illusion of depth was removed (the situation was no longer
ambiguous), few infants looked at their mothers. When infants did look at their mothers in this

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situation, facial expressions of fear caused the infants to hesitate but did not keep them from
crossing to their mothers.
The researchers concluded that emotional signaling through maternal facial expressions
was a source of information to help infants regulate their behaviors in uncertain situations. This
is demonstrated in the videotape Life’s First Feelings.
LECTURE TOPIC 6.4: FAMILY COMMON SCENTS

Although psychologists have examined primates and other animals’ olfactory communication,
until recently, most psychologists believed that humans’ sense of smell was too weak and
underused to help in identification. Over the last decade, however, several studies have suggested
that individuals within families share smells and are identifiable by these smells. Here are a few
of the recent research findings:
1. By the time they are 6 days old, infants can distinguish the smell of breast pads their mothers
wore from that of breast pads that had been worn by other nursing females.
2. Six hours after birth, 61 percent of the mothers correctly picked their own infant out of three
infants on the basis of odor alone.
3. Breastfed babies, but not bottle-fed babies, were able to detect and prefer underarm pads
worn by their mothers over those worn by nursing strangers or nonmothers. These infants
could not indicate a preference for their own fathers’ underarm pads.
4. Children wore T-shirts for three nights. Seventeen out of 18 mothers were able to pick out
their own children’s T-shirts over other children’s T-shirts.
5. Sixteen of 18 parents were able to correctly match the T-shirts worn by one of their offspring
when compared to T-shirts worn by two others of their offspring.
6. With just 2 hours of exposure to their babies, 13 of 17 mothers were able to sniff out their
babies’ clothing. After 24 hours of exposure, 16 of 20 mothers did this task successfully.
7. Strangers were fairly successful at matching mother and offspring T-shirts. Mothers and their
children may share similar detectable odors.
8. Strangers could not match T-shirts of spouses, who, of course, do not share the same genetic
background.
Research in this area of olfactory communication is called chemical-signature research.
More studies need to be conducted, especially to determine whether smell plays a major role in
the development of mother-infant attachment.
LECTURE TOPIC 6.5: TRAINING FOR IMPROVED MOTOR SKILLS

A persistent controversy among medical and psychological researchers centers on the
significance of reflexes in newborns. Some authorities believe that reflexes are vestigial
responses from the ancestral past; others believe that reflexes demonstrate innate capabilities of
the infant and a readiness to usefully respond to the environment. Traditionally, neonatal tests
have relied heavily on eliciting reflexes to demonstrate neural integration, maturation, and even
mental capacity. It is currently believed that reflexes do indeed indicate neural processes and
maturation but are not related to later intellectual ability. The interactive effect of these reflexes
with environmental encouragement and the effect of exercising these reflexes are unknown. Do
these reflexes make it easier for a child to grasp items, walk, swim, cling, smile, search for the
source of tactile stimulation, and so on? There are reflexes similar to each of these behaviors.
Normally, these behaviors lose their reflexive nature or disappear after a few months. Few

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studies have systematically investigated the progression from reflexive patterns to the enduring
instrumental behaviors that seem to replace them.
Compelling studies were conducted by Zelazo and his colleagues. Using appropriate
control groups, the experimenters investigated the stepping response of infants at 1 week of age
and the subsequent effect of exercising that reflex. The experimental group received 12 minutes
of stepping exercise each day for 7 weeks. A second group was given passive exercise 12
minutes a day for 7 weeks, during which the babies’ arms and legs were pumped and exercised.
These first two groups and a third group that received no systematic exercise were all tested at
each 1-week interval. A fourth group was only tested when the infants were 8 weeks old. At the
end of 8 weeks, the experimental group gave an average of 30 walking responses per minute.
The passive-exercise and the no-exercise (but frequently tested) groups averaged about 3 steps
per minute when 8 weeks old. All three of these groups had averaged about 6 steps per minute at
1 week of age. The fourth group, tested only at 8 weeks of age, produced hardly any stepping
responses. This experiment showed a rather smooth transition from a reflexive behavior to an
instrumentally controlled and learned response. Obviously, the training affected the continuance
and increase in a behavior that was once purely reflexive. A follow-up study showed that early
training did accelerate specific behaviors but did not generalize. Contrary to previous
assumptions, reflexes apparently do not just disappear. (This would have been the conclusion if
only 1-week-old and 8-week-old infants had been tested.) Similar results were obtained when
infants were given “walking” exercise for 6 weeks but starting at 2, 6, and 10 weeks of age for
different groups. All groups increased their stepping 70 percent or more. It is significant that the
researchers did not teach the stepping response but only allowed the children to exercise an
already existing tendency. This shows a nice interaction between nature and nurture. However,
it should not be assumed that precocious development of motor milestones such as walking can
be taught. Classic studies by Dennis with Hopi Indians and by McGraw with twins showed
relatively little influence of training on such behaviors.
LECTURE TOPIC 6.6: INFANT BRAIN DEVELOPMENT

The topic of critical periods in infant brain development has become popularized by media
reports and a White House conference on the subject. It is widely believed that babies must have
certain experiences in the first months or years to enable them to develop optimally. The research
does not completely support this idea, however.
High-quality nutrition is essential for optimal brain development, at least in part because
of the formation of the myelin sheath on axons, which is incomplete at birth. In addition, the
environment provides essential experiences that foster development through proliferation of
dendrites, pruning of unneeded synapses, and strengthening of frequently used neural pathways,
such as the visual pathway. What is not supported is the idea that infants need special
environments, special toys, or special activities other than those that are typically provided by a
nurturing caregiver during everyday interaction.
LECTURE TOPIC 6.7: THE CHILDREN OF ALCOHOLICS

At least 28 million Americans are children of alcoholics, and 7 million of them are under the age
of 18. These children must deal with the drinking itself and with a wide range of associated
problems, such as unemployment, isolation from peers, divorce, physical and emotional abuse,
neglect, and added responsibilities in the home. Anyone who plans to work with children should
become aware of characteristics associated with children who come from alcoholic homes and be

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familiar with ways to help these children. (Of course, the characteristics suggested here may also
be observed in children without an alcoholic parent, and not all children of alcoholics exhibit
these characteristics.)
Alcoholic parents may force children into more extreme roles within the family than are
typical. One child, usually the oldest, may be in the hero role and may very maturely assume
adult roles and responsibilities. This child, in effect, surrenders his or her childhood to try to
keep the family functioning. Another child may serve as scapegoat and take undeserved blame
for family problems and crises. Another possible role is that of the lost child, often an ignored
middle child. The youngest child is most likely to get the mascot role; this child is protected and
is isolated from most of the family problems. Having strong roles helps to add some consistency
to an inconsistent, dysfunctional family atmosphere.
Children of alcoholics often have several of the following characteristics:
1. May seek approval at all costs, including giving up their individual identities.
2. May isolate themselves from others out of fear of authority figures.
3. May overreact to personal criticism or to hearing anger in someone’s voice.
4. May become “super-helpers” who seek out “victims” to help and save.
5. May have a sense of over-responsibility.
6. May have trouble separating love and pity.
7. May judge themselves severely due to low self-esteem.
8. May overuse the defense mechanisms of regression, repression, sublimation, and projection
as ways to escape their feelings. May be viewed as burying feelings.
9. May be terrified of being abandoned. The need for security is unfulfilled.
10. May become an alcoholic, have an intimate relationship with an alcoholic, or have a
relationship with an obsessive and/or abusive partner. Fifty percent of the children of
alcoholics become alcoholics themselves.
What can help a child of an alcoholic? First, anyone who wants to help must be aware of
such a child’s personality development. It is likely that this child did not develop a sense of trust
during infancy, and, during toddlerhood, autonomy may have been thwarted by overprotection
by the nonalcoholic parent or by criticism by the alcoholic parent. The child probably feels a
sense of inferiority because his or her achievements have been overlooked by the parents. The
child may be in a chaotic family situation and may experience erratic and inconsistent
punishment and praise.
The child may fight a lot with his or her peers, exhibit learning problems in school, have
a high rate of absenteeism in school, and have few friends. Many of these children are
dependent, socially aggressive, and emotionally detached in their elementary school years. The
better-adjusted children of alcoholics may come off as “super-copers.”
The following characteristics are typical of children of alcoholics between the ages of 10
and 16:
1. They feel responsible for their parents’ drinking.

2. They equate their parents’ drinking with not being loved; if the parents “really loved them,”
they wouldn’t drink.

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3. They may be angry at the nonalcoholic parent for not being able to change the situation and
not protecting them from abusive situations.
4. They may be afraid of alcoholic parents getting hurt or sick because of their drinking.
5. They may be confused by the differences in their alcoholic parents’ moods when intoxicated
versus when sober.
6. They may avoid friendships so that peers will not know about their home life.
7. They may feel abandoned or be ashamed of the stigma of alcoholism.
Considering the foregoing information, you can see the difficulties one may encounter
when intervening in the situation. You may really want to help, but the children’s lack of trust
may at first keep them from accepting your help. They may cover up the situation to protect their
parents. Questions that you might ask out of concern may appear to be intrusive.
It is good to reach out to help, especially if you do not “demand” an immediate response
to your helpful gesture. Instead of asking many questions, give information that can reduce their
sense of responsibility for the situation. Help them develop coping mechanisms. The following
organizations can provide additional information and local resources:
Alcoholics Anonymous
P.O. Box 459
Grand Central Station
New York, NY 10163
http://www.aa.org/
Al-Anon Family Group Headquarters

1372 Broadway
New York, NY 10018
http://www.al-anon.alateen.org/
Children of Alcoholics Foundation

540 Madison Avenue
23rd Floor
New York, NY 10022
http://pubs.niaaa.nih.gov/publications/arh21-3/266.pdf
LECTURE TOPIC 6.8: SEXUAL ABUSE OF CHILDREN AND CONSEQUENCES

Identifying and treating child sexual abuse can be complicated by a number of issues. One
potential problem is the lack of definitions and common language because of such diverse
activity, from presenting pornography to children to repeated sexual intercourse. Most
information comes from men in prison and omits the other offenders—women, siblings, and
other children.
The consequences for the abused child include emotional problems, precocious sexual
activity, and behavior problems. Emotionally, the child may experience guilt, anger, depression,
anxiety, low self-esteem, sleep disturbances, nightmares, and somatic complaints. Sexually, the
child may exhibit either hypersexuality or fear and difficulty in later adult sexual relationships.
The child’s relationships are influenced with greater isolation, withdrawal, and a tendency to
enter abusive relationships. The child’s behaviors can include antisocial acts, self-mutilation, and

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suicidal tendencies. The child experiences grief due to loss of being like other children, loss of
innocence, and loss of a normal childhood. The incidence of posttraumatic stress disorder is very
high among sexual abuse victims.
DISCUSSION TOPICS
DISCUSSION TOPIC 6.1: EARLY INTERVENTION

The research cited in this chapter reflects how much more we know now about the early sensory
capacities of infants. Yet to date, the sensory capacities of very few infants have been closely
observed. Possibly, with broader screening efforts (or certainly with mandatory testing), not only
would we know more about infants’ early development but many more at-risk infants would be
identified and interventions could be implemented to offset the negative consequences associated
with early sensory deficits. Explore with your students attitudes toward societal intervention in
children’s lives. Should parents be fined for not having their children tested, and for not taking
the remedial measures recommended? How much say should society have in how parents raise
their children? Should society be able to intervene for medical reasons but not for other reasons?
This area has lost much of its funding during the last decade. Would you rather your tax
dollars be used for early intervention or other programs later? Have students talk to politicians
about this.
DISCUSSION TOPIC 6.2: AMERICAN CHILD-REARING PRACTICES AND SIDS

The infant-mortality rate in the United States is the lowest in history; however, infant mortality is
still over twice as high for black babies as for white babies. The overall improvement in infant
survival can be attributed to a variety of factors, such as regional health centers, early recognition
of high-risk pregnancies, and increased use of contraceptives. Unfortunately, some deaths still do
occur. Sudden infant death syndrome (SIDS), or “crib death,” is still a puzzle. Many causes have
been explored, but all we have really learned is what does not cause this tragedy. New theories
proposed include viruses, respiratory dysfunction (many of the babies experienced apnea), and
neurological dysfunction or abnormality in brain chemistry. There has been a push to have up-to-
date immunizations, which has lagged in the United States.
What relationships exist between American child-rearing practices and its high rate of
SIDS? Have students investigate and discuss possible connections. Have some students
investigate the public service announcements about the “Back to Sleep” program.
DISCUSSION TOPIC 6.3: INFANT EQUIPMENT

Manufacturers are creating more and more equipment for parents to buy for their children. This
equipment includes such items as car safety seats (essential to safety), playpens, walkers
(essentially unsafe), baby gyms, and baby monitors. These items vary in terms of how useful
they are and how necessary they are. Equipment manufacturers would have parents believe that
all equipment is both necessary and useful. Have students discuss whether pieces of equipment
fill a need for infants or a desire for parents.
DISCUSSION TOPIC 6.4: PARENTS’ RIGHTS TO REFUSE IMMUNIZATION

Immunizations are an important factor in prevention of infant illness, disability, and death.
Immunization programs are responsible for the remarkable decline in rubella-related birth
defects from the 1960s to today. In the United States, current immunization practice begins right

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after birth, when neonates receive the first of the Hepatitis B series.
Despite the public health success of immunization programs, many infants remain
without immunizations. This is sometimes due to a lack of resources or a lack of knowledge on
the part of parents. However, sometimes parents choose not to immunize. This choice may be
made for religious or personal reasons. It may also be a choice parents make for safety;
immunizations, while conferring a public health benefit, are not without side effects.
What are the rights and responsibilities of parents with respect to immunization of their
infants? At what point is a refusal to immunize considered medical neglect? Does the intention
of the parent play a role in making this determination?
This is a great topic for student discussion. Frame the argument from the perspectives of
public health benefit and contrast that with parents’ right to determination for their child. Should
parents consider the possible spread of infection to other children who might be exposed? The
discussion may evolve to include procedures that might be medically necessary for a child but
refused by the parent.
DISCUSSION TOPIC 6.5: INFANT PERCEPTUAL DEVELOPMENT

Pose the following question to students: Do you believe that William James’ statement
conceptualizing the world of the infant as a “great blooming, buzzing, confusion” is correct?
Why or why not? Students should incorporate information from the text to discuss the infant’s
experience of the world.
Our knowledge of the infant’s sensory capacities indicates that, although most of the
senses are operating, their sensitivity increases with age. Furthermore, sensory functioning seems
to be organized rather than random. Babies show that they have distinct visual preferences and
look at only small portions of visual targets. They are attracted by motion, light and dark
contrasts, and some amount of complexity. Neonates can also differentiate distinct sounds,
distinctive odors, and various strong-tasting solutions.
DISCUSSION TOPIC 6.6: MALTREATMENT OF CHILDREN: CHILD ABUSE AND

NEGLECT
Society has become more aware of abused and neglected children in recent years. Abuse
involves physical injury, while neglect is the withholding of adequate care. Abusers are often
unhappy with themselves for their actions. Often they themselves have been deprived of good
parenting, do not know how to stop the child from crying, and lose control. Neglecters, on the
other hand, are likely to be personally irresponsible and apathetic and they ignore their children.
Abused children are at-risk for a myriad of negative consequences. Behavior problems,
hyperactivity, anxiety, and depression are common among abused children. In severe cases,
abuse can lead to cognitive deficits and physical handicaps. The environmental climate can also
affect the interaction of the individuals involved. Education and awareness programs, as well as
hot lines for potential abusers, are ways to help prevent child abuse. Abused children need
shelter, education, and therapy.

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Chapter 6
INDEPENDENT STUDIES
INDEPENDENT STUDY 6.1

How have widespread infant and child immunizations and the prevalence of major childhood
illnesses changed during the last 50 years? To find out, first check your own health records to
find out: 1) which immunizations you had before the ages of 2 to 5; and, 2) which major
childhood illnesses you had, if any, and the ages at which you had them. If these records are not
readily available, use library resources to find out: 1) which immunizations were recommended
or required when you were 2 to 5 years old; and, 2) how prevalent illnesses such as measles,
mumps, chicken pox, and infantile paralysis were at that time, as well as today. Possible sources
of such statistics are official publications of the U.S. Center for Disease Prevention and Control
and your state’s department of public health or epidemiology. Use these sources to find out what
immunizations are currently recommended for infants and young children in the United States.
CHOOSING SIDES
CHOOSING SIDES 6.1: BREASTFEEDING VERSUS BOTTLE-FEEDING

Make available in the form of a handout, a short PowerPoint presentation, or overhead
transparency the following information about mother’s milk for a class discussion on
breastfeeding versus bottle-feeding. You could also invite a speaker from LaLeche League or use
some of their materials.
Some facts about mothers’ milk (MM):
1. For the first 6 months of life, infants can satisfy all their nutritional needs with MM.
2. MM contains antibodies that destroy viruses, bacteria, and other microorganisms, providing
the baby with added immunity.
3. MM promotes the growth of good bifid bacteria in the baby’s intestinal tracts. These good
bacteria can destroy disease-causing bacteria.
4. MM helps to reduce allergies.
5. MM is easier for a baby to digest than cow’s milk.
6. More breastfed than bottle-fed babies survive to age 1.
7. MM is associated with lower rates of childhood diabetes.
8. MM does not increase intelligence scores.
9. Drugs being taken by the mother can show up in MM.
10. Certain foods that the mother eats such as garlic, onion, cabbage, red wine, tomatoes, and
seafood can influence the taste of MM and its digestibility.
11. Hormones in oral contraceptives can influence the supply of MM (combination pills⎯those
that have both estrogen and progesterone⎯tend to reduce MM supply; progesterone-only
pills tend to increase MM supply).

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Chapter 6
KNOWLEDGE CONSTRUCTION ACTIVITIES
KNOWLEDGE CONSTRUCTION ACTIVITY 6.1: APPLICATION OF TERMS

This activity will use the principles of generative learning as explained in the Introduction to
assist students in gaining a better understanding of terms. Divide the class into groups of four or
five. Assign each group the task of generating an example for a generative term from this
chapter. The example that each group creates cannot be one that has been used in class or in the
book. They must think of a new application for the term that they are given. Groups are allowed
to use their books and notes. By creating their own example of the term, they demonstrate an
understanding of the term to the level of application. Several approaches can be used in this
exercise. Students may be given the entire list at once. Another strategy is to give all of the
groups the same term to create an example and then go around the room to discuss outcomes. A
third approach is to give each group a different term and see what examples they can generate.
Some generative terms for Chapter 6
Reflex behaviors Auditory discrimination

Systems of action Risk factors
Gross motor skills Cultural influences on motor development
Fine motor skills Immunization
KNOWLEDGE CONSTRUCTION ACTIVITY 6.2: INTERVIEW A BREASTFEEDING

MOTHER
Divide students into small groups to develop their interview questions. They may want to ask the
mother about her decision and responses to nursing, the strategies she used, the baby’s responses,
difficulties encountered, overall satisfaction and how nursing was supported by research or other
family members. Students can interview mothers of infants but also their own mothers,
grandmothers, or any women who have had this experience. Have the groups get back together
to discuss the similarities and differences among their respondents. Each group will compile
results and present a summary to the class. This process will enable comparisons across many
individuals. What differences do students see that could be attributed to cohort, age, race or
cultural background, socioeconomic status, employment?
KNOWLEDGE CONSTRUCTION ACTIVITY 6.3: INFANT CAREGIVING ACROSS

CULTURES
Divide the class into small groups to conduct a brief research study on different cultural practices
in child rearing. Assign each group a culture to study. Students are responsible for discovering
how infants are cared for in their assigned country/culture, including diapering, feeding,
weaning, dressing, toilet training, provision of primary care, available toys, health practices, and
any other practice of interest. Each group should present a brief overview to the class. Compile a
summary table of information across areas so that students can make cross-cultural comparisons.

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Chapter 6
KNOWLEDGE CONSTRUCTION ACTIVITY 6.4: OBSERVING IN A DAY CARE

CENTER
This activity will help students better understand the developmental needs and issues of infancy
through observations made in a day care environment. Ask students to identify a day care facility
that has an infant program. They should first contact the center and ask the director for
permission to observe. Observing for one full day or half-day would be the most valuable.
Encourage students to take notes. (Note: Many agencies require a letter of introduction from the
college, as well as student identification before students are allowed to observe children.)
Observational tips for students:

Watch closely to see how well the infants are cared for.
How is the day structured?
Do teachers pay attention to outbursts of crying?
How much physical contact is there between adults and babies?
Look at the room where the infants spend their day.
Where are the necessary supplies kept?
How many cribs are there?
What is the level of stimulation? Are there things for babies to look at, play with, listen
to? Are there quiet places for babies and caregivers?
Observe the infant caregivers.
Do they seem comfortable with the babies?
Are they patient?
How many teachers per infant are there?
KNOWLEDGE CONSTRUCTION ACTIVITY 6.5: INFANT SLEEPING PRACTICES

Students have strong opinions about how and where infants should sleep. Many students will
believe strongly that it is “bad” for babies to sleep with their parents. Some will support the idea.
Others will support the parents’ right to choose.
Information about co-sleeping:
• There has been controversy for many years about the practice of infants sleeping in their
parents’ bed. This practice, known as co-sleeping or bedsharing, is traditional in many
cultures but is not typical in the United States. Opposition to the practice comes from
several fronts: for example, there is a concern that the mother may “overlie” the infant
and smother him, concern that the baby will not develop independence, and concern that
there is something vaguely wrong with adults and children sharing sleeping space. On the
opposite end of the spectrum are arguments that co-sleeping supports breastfeeding,
offers an infant a sense of security and opportunities for attachment, which may be
particularly important to mothers who work all day, and facilitates family relationships.
What does research indicate?
• According to Owens, (2002), co-sleeping as a way of parenting is not likely to create
psychological problems for children or parents. In a prospective study, Okami, Weisner,
and Olmstead (2002) found that sleep disturbances in the co-sleeping sample were not
different than those in the independent sleeping population. In fact, cross sectional data

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Chapter 6
that suggested a relationship did not take into account that sleep disturbances actually
preceded the co-sleeping arrangements in some cases.
• There do seem to be some individual differences in the effects of co-sleeping, however.
Infants who are fussy, irritable, and stressed may not find co-sleeping as restful. Infants
without these preexisting conditions, however, who regularly sleep with parents, were
found to have longer periods of quiet sleep with fewer periods of arousal. Thus, some
babies find co-sleeping more positive, at least neurobehaviorally, than do others.
APPLIED ACTIVITIES
APPLIED ACTIVITY 6.1: OBSERVING INDIVIDUAL DIFFERENCES IN TODDLER

ACTIVITY LEVEL
When infants begin to walk, they undergo a dramatic change in their social development. The
world is perceptually different when seen from an upright position rather than prone. Acquisition
of walking produces a burst of development in all areas. Motor activity is the most obvious one.
Toddlers are extremely active little people.
Locate a day care program that has a toddler room. Obtain permission to visit the room
on three occasions. Choose three different days on which to observe.
Choose three children to observe. On each day, observe one child. Use the following
information sheet to guide your observations. You will need a watch with a second hand or a
stopwatch. Take additional notes on what you see.
Name____________________ Exact age in months_________________________

Gender ___________________Race/Ethnicity___________________________________
Time of observation_________ Total time________________________________
Write down the duration of time that the toddler engages in the activity. You might log multiple
instances of the same activity as you observe the behaviors.
sitting in quiet play:
playing with other children:
interacting with teacher:
running:
jumping:
small motor activities:
verbalizations or singing to self:
negative behaviors such as crying:

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Chapter 6
group activities:
After completing your observation on three toddlers, compare their activities. What can you say
about toddlers’ activity in general? Can you say anything about individual differences in toddler
activity? Are there observed differences between boys and girls? Among ethnic groups?
APPLIED ACTIVITY 6.2: CAR SEAT USE

What are the laws in your state governing automobile safety seats for infants and young
children? How seriously do most people take the requirement to restrain a child while riding in
the car? What are the options for poor families?
Choose one of the following activities to complete. Be prepared to share the information you
collect.
1. Contact your local hospital obstetrics unit to see if they have an infant car seat loaner
program. Who is eligible? What are the terms of the loan?
2. Check into a baby equipment store or use online resources to locate car seats. What are
the differences in equipment? How much do they cost? Will the same seat be used by a
newborn and by a toddler?
3. Interview a parent of young children about car seat use. Inquire as to how often the seat is
used, how parents get resistant or uncooperative children to use the car seat, and whether
there have been any problems.
4. Do a naturalistic observation on a busy Saturday morning at a grocery store, shopping
mall, or similar public location. Keep track of how many cars you see with infants and
young children. Of those cars, how many have the children restrained in car seats? In
other words, what proportion of the drivers is compliant with your local law?
APPLIED ACTIVITY 6.3: Neonatal Intensive Care: Supportive Services
Contact the largest hospital in your area and ask for information about the neonatal intensive care
unit (NICU). Does the NICU encourage parents and staff to touch infants frequently? Are new
mothers taught how to handle/bond with their premature or sick baby? These kinds of supportive
services have been shown to be beneficial to mothers’ feelings of attachment to their very small,
possibly fragile infants, and also helpful in the infants’ development.
Ask if you may visit the NICU to observe or if there is a nurse experienced in NICU care that
you may interview. A large NICU will also have a social worker attached to the unit whom you
might interview. Your goal is to learn as much as possible about what supportive services are
available for parents.
Prepare in advance for your interview. Create some questions.

What might you want to know? Here are some suggestions to get you started:
What kinds of supportive services are available here?

Are other family members included, or just limited to mothers?

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Chapter 6
Who teaches the mother (or parents) how to hold, feed, care for their fragile child?
What benefits or detriments to these practices have been observed?
What other services would you suggest for mother (or parents) of premature or sick babies?

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Chapter 6
THE TEN-MINUTE TEST
Name: ______________
Answer the questions below, utilizing the following terms.
reflex behaviors fine motor skills gross motor skills

central nervous system myelination lateralization
visual cliff systems of action infant mortality rate
neurons plasticity integration
cell death sudden infant death syndrome
1. Physical skills that involve the small muscles and eye-hand coordination are
called ___________________________.
2. ___________________________ is the process of coating neurons with a fatty

substance.
3. A process that involves elimination of excess brain cells to achieve more efficient
functioning is ______________________.
4. The brain and spinal cord make up the __________________________.
5. An apparatus designed to test the depth perception of infants is the

____________________.
6. The tendency of each of the brain’s hemispheres to have specialized functions is

______________________.
7. ___________________ is the molding of the brain through experience.
8. The proportion of babies born alive who die within the first year is referred to as
the _________________.
9. _________________ are automatic, involuntary, innate responses by newborns

to stimulation.
10. Movement of arms and legs illustrates the principle of _____________.

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Chapter 6
ANSWERS TO THE TEN-MINUTE TEST
1. fine motor skills

2. myelination
3. cell death
4. central nervous system
5. visual cliff
6. lateralization
7. plasticity
8. infant mortality rate
9. reflex behaviors
10. gross motor
6. RESOURCES FOR INSTRUCTORS

Books and Journal Articles
Blizzard, L., Posonby, A., Dwyer, T., Venn, A., & Cochrane, J.A. (2003). Parental smoking and
infant respiratory infection: How important is not smoking in the same room with the baby?
The American Journal of Public Health, 93, 482–489.
Brenner, R. A., Simon-Morton, B. G., Bhaskar, B., Das, A., & Clemens, J. D. (2001).
Prevalence and predictors of immunization among inner-city infants: A birth cohort
study. Pediatrics, 108, 661.
Cohen, L. L. (2002). Reducing infant immunization distress through distraction. Health

Psychology, 21, 207–212.
Davis, B. E., Moon, R. Y., Sachs, H. C., & Ottolini, M. C. (1998). Effects of sleep position on
infant motor development. Pediatrics, 102, 1135–1146.
Field, T. (2001). Massage therapy facilitates weight gains in preterm infants. Current Directions in
Psychological Science, 10, 51–54.
Johnson, M. V., Nishimura, A., Harum, K., Pekar, J., & Blue, M. E. (2001). Sculpting the
developing brain. Advances in Pediatrics, 48, 1–38.
Maughan, A., & Cicchetti, D. (2002). Impact of child maltreatment and interadult violence on
children’s emotion regulation abilities and socioemotional adjustment. Child Development,
73, 1525–1541.
Myers, J. E. B., Berliner, L., Breire, J., Hendrix, C. T., Jenny, C., & Reid, T. A. (2002). The
APSAC handbook on child maltreatment, second edition. Thousand Oaks, CA: Sage.

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Chapter 6
Putnam, F.W. (2003). Ten-year research update review: Child sexual abuse. Journal of the
American Academy of Child and Adolescent Psychiatry, 42, 269–279.
Reynolds, A. J., & Robertson, D. L. (2003). School-based early intervention and later child
maltreatment in the Chicago Longitudinal Study. Child Development, 74, 3–27.
Teicher, M. H. (2002). Scars that won’t heal: The neurobiology of child abuse; maltreatment at
an early age can have enduring negative effects on a child’s brain development and function.
Scientific American, 286, 68–76.
Internet Resources
SIDS Network. Web address: http://sids-network.org.

This site provides information about SIDS as well as a support group.
Stop Child Abuse Now (SCAN): http://www.scanva.org/whatis.htm.

This site provides information about child abuse to parents and the public.
Video Resources
Please take an opportunity to look at “Connect” for several videos available in the McGraw-Hill
library.
McGraw-Hill also has an extensive database of video clips available in the McGraw-Hill’s
Visual Assets Database for Life-Span Development (VAD 2.0) (http://www.mhhe.com/vad).
This is an online database of videos for use in the developmental psychology classroom created
specifically for instructors. You can customize classroom presentations by downloading the
videos to your computer and showing the videos on their own or inserting them into your course
cartridge or PowerPoint presentations. All of the videos are available with or without captions.
McGraw-Hill also offers other video and multimedia materials. Ask your local representative
about the best products to meet your teaching needs.
Other suggested films are widely available on sites like Amazon.com, documentary wire, Hulu,
netflix.com, PBS video, etc.
Breast vs. Bottle Feeding

VAD #1931
Christine Whetzel discusses the benefits of breast-feeding infants versus bottle feeding them. She
concentrates on the physiological consequences of breast-feeding rather than any emotional
effects. Whetzel points out that while infant formula contains vitamins, nutrients, and calories, it
does not contain antibodies. Whetzel emphasizes that breast milk’s antibodies bolster the
newborn’s immune system, which results in fewer illnesses, reductions in ear infections and

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Chapter 6
diarrhea, and decreased long-term incidents of asthma. Reducing these problems tends to reduce
costs to the health-care system. Whetzel describes how breast milk’s extra fatty acids are targets
for enhancing infants’ brain development. She cites long-term studies into adulthood of infants
who were breast-fed, noting that even four months of being breast-fed helps bolster an
individual’s immune system and IQ. Whetzel also cites a CDC study that showed a high
correlation of reducing the incidents of SIDS among breast-fed babies.
The Secret Life of the Brain: The Baby’s Brain (2001)
This is a PBS 5-part series that tracks brain development from conception through old age. The
first episode is from conception into early childhood. It can be shown here to illustrate stem cells,
migration, pruning, and cell death as well as plasticity; or you can show it in the next section of
the test to cover vision development and how nature effects nurture. It can be purchased from
PBS or Amazon but is also on YouTube.
The Divided Brain

The Brain: Teaching Modules
This clip provides an overview of the two hemispheres and lateralization. Includes an interview
with a split-brain patient (often a treatment for individuals with extreme epilepsy).
http://www.learner.org/resources/series142.html or through the McGraw-Hill Higher Education
General Resources for Students and Faculty Annenberg/CPB projects link
http://www.mhhe.com/socscience/psychology/psychonline/general.html.
Autism
This module discusses both the statistics and description of autism and has an interview with Dr.
Temple Grandin. http://www.learner.org/resources/series142.html or through the McGraw-Hill
Higher Education General Resources for Students and Faculty Annenberg/CPB projects link
By Leaps and Bounds

The Whole Child: A Caregivers Guide to the First Five Years
An overview of physical development; includes appropriate developmental activities. Part of

“The Whole Child: A Caregivers Guide to the First Five Years” series which can be found at:
http://www.learner.org/resources/series59.html.
The Behaving Brain

Discovering Psychology: Updated Edition
Covers the structure of the brain, the transmission of information, and brain effects on behavior.
It can be found at: http://www.learner.org/resources/series138.html or through the McGraw-Hill

Higher Education General Resources for Students and Faculty Annenberg/CPB projects link

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Chapter 6
_________________________
Other video resources for use in Human Development Courses
Center on the Developing Child: Harvard University

http://developingchild.harvard.edu/
This is an online resource that involves video, as well as current research clips, for use in
developmental psychology classes, created specifically for instructors. You can customize
classroom presentations by embedding some of the clips or use various clips or activities as
assignments for students.
Multimedia Courseware for Child Development

Charlotte J. Patterson, University of Virginia
This video-based two-CD-ROM set (ISBN 0-07-254580-1) covers classic and contemporary
experiments in child development. Respected researcher Charlotte J. Patterson selected the video
and wrote modules that can be assigned to students. The modules also include suggestions for
additional projects as well as a testing component. Multimedia Courseware can be packaged with
the text at a discount.
The Mind
“The Mind” is a series that looks at myriad factors relevant to cognitive, biological, and
developmental psychology. The entire series can be found at:
The World of Abnormal Psychology
“The World of Abnormal Psychology” is a video series that covers a wide range of topics such
as ADHD, conduct disorders, autism, and separation disorders and can be found at:
“The Brain” is a series that looks at myriad factors relevant to cognitive, biological, and
developmental psychology. The entire series can be found at:


Hill Education.
Chapter 6
Discovering Psychology: Updated Edition
“Discovering Psychology: Updated Edition” is a general series with several clips that can be
used in a human development course and can be found at:
Seasons of Life
“Seasons of Life” is a series that covers various stages of life and is wonderful for a human
development class. The series can be found at: http://www.learner.org/resources/series54.html or
through the McGraw-Hill Higher Education General Resources for Students and Faculty
Annenberg/CPB projects link

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Childs World 13th Edition Martorell

6 PHYSICAL DEVELOPMENT AND HEALTH

In This Chapter of Your Instructor’s Manual:

1. Guideposts for Study

1. GUIDEPOSTS FOR STUDY

Martorell, A Child's World, 13e IM-6 | 1

2. TOTAL TEACHING PACKAGE OUTLINE

Guidepost for Study 6.3 Lecture Topic 6.6

Guidepost for Study 6.5 Lecture Topic 6.5

Guidepost for Study 6.6 Discussion Topic 6.2, 6.3, 6.4

Guidepost for Study 6.7 Lecture Topic 6.7, 6.8

Applied Activities: Students in Applied Activity 6.1, 6.2, 6.3

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I. Early Growth and Physical Development

II. Nutrition and Feeding Methods

B. Starting Solid Foods

C. Is Being Overweight a Problem in Infancy?

III. The Brain and Reflex Behavior

A. Building the Brain

o Occipital: Processes visual information.

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o Parietal: Allows infant to receive touch sensations and spatial information.

C. Molding the Brain: The Role of Experience

IV. Early Sensory Capacities

B. Smell and Taste

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• Systems of action: Increasingly complex combinations of skills, which permit a wider or

B. Motor Development and Perception

C. Eleanor and James Gibson’s Ecological Theory of Perception

D. How Motor Development Occurs: Thelen’s Dynamic Systems Theory

E. Cultural Influences on Motor Development

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B. Immunization for Better Health

VII. Maltreatment: Abuse and Neglect

A. Maltreatment in Infancy and Toddlerhood

B. Contributing Factors: An Ecological View

C. Helping Families in Trouble

D. Long-Term Effects of Maltreatment

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4. EXPANDED OUTLINE (TRANSPARENCY-READY)

I. Early Growth and Physical Development

II. Nutrition and Feeding Methods

III. The Brain and Reflex Behavior

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C. Molding the brain

IV. Early Sensory Capacities

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VII. Maltreatment: Abuse and Neglect

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5. TEACHING AND LEARNING ACTIVITIES

LECTURE TOPIC 6.1: WHY MOTHERS SHOULD BREASTFEED: HISTORICAL

Heinrich von Louffenburg (1429, German poet)

John Comenius (1633)

Rousseau (1762, French philosopher)

J. B. Davis (1817, English physician)

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LECTURE TOPIC 6.2: EARLY SENSORY CAPACITIES AND MOTOR

LECTURE TOPIC 6.3: INSIGHTS FROM THE VISUAL CLIFF

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LECTURE TOPIC 6.4: FAMILY COMMON SCENTS

LECTURE TOPIC 6.5: TRAINING FOR IMPROVED MOTOR SKILLS

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LECTURE TOPIC 6.6: INFANT BRAIN DEVELOPMENT

LECTURE TOPIC 6.7: THE CHILDREN OF ALCOHOLICS

Name Exact age in months_____