INFANCY

(01 Month—1year)
By
Shahla Arshad
 OBJECTIVES
At the end of this lecture the students will be able
to:
 Discuss Growth and motor development.

 Describe Cognitive development.

 Explain Piaget’s sensorimotor stage.

 Discuss Erickson’s stage of Psychosocial Development trust &

autonomy.
 Explain Freud’s interpretation and parent – child relationships.
NEONATE(Birth----28days)
A newborn or neonate, is a child under 28 days
of age
INFANCY(1month---1year)
The state or period of early childhood or babyhood
GROWTH
The process of increasing in physical size of an object
or a living being
DEVELOPMENT
Development is taken to mean an improvement in the
level of functioning. Development mean a kind of
improvement in the condition of health.
 Growth and Motor Development

Infants need to learn how to move and to use their

body to perform various tasks, is known as motor
development. Initially, babies' movements are
simply uncontrolled, reflexive movements they are
born with. Over time, they learn to move their body
parts voluntarily to perform both gross (large) and
fine (small) motor skills.
 REFLEXES

• Superficial reflexes

• Deep reflexes

• Survival Reflexes

• Primitive Reflexes
 Survival Reflexes

• Breathing

• Rooting

• Sucking

• Pupillary

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 Primitive Reflexes
Primitive reflexes disappear as the neurologic system matures
• Moro (startle)
• Palmer Grasp reflex
• Plantar
• Babinski
• Stepping
• Snout reflex
• Glabellas reflex
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Startle (Moro)

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Stepping Palmar

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Babinski and plantar Reflex
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 Cognitive Development
Babies are not only growing physically during the first 2
years of life, but also cognitively (mentally). Every day while
they interact with and learn about their environment they
are creating new connections and pathways between nerve
cells both within their brains, and between their brains and
bodies. While physical growth and change is easily observed
and measured in precise terms such as in inches and
pounds, cognitive change and development is a little harder
to determine as clearly.
Mental and cognitive development is based on the careful
observation of developmental theorists and their theories,
such as Piaget's theory of cognitive development and
Erickson's psychosocial stages.
Milestones of Cognitive Development
From Birth to 3 Months
 See objects more clearly within a distance of 13 inches
 Focus on moving objects, including the faces of
caregivers
 Tell between sweet, salty, bitter, and sour tastes
 Detect differences in pitch and volume
 See all colors in the human visual spectrum
 Respond to their environment with facial expressions
 Demonstrate anticipatory behaviors like rooting and
sucking at the site of a nipple or bottle
From 3 to 6 Months
 Infants begin to develop a stronger sense of perception.
 Recognize familiar faces.
 Respond to the facial expressions of other people
 Recognize and react to familiar sounds
 Begin to imitate facial expressions
From 6 to 9 Months
 Understand the differences between animate and
inanimate objects
 Gaze longer at "impossible" things such as an object
suspended in midair
From 9 to 12 Months
 Understand the concept of object permanence, the idea
that an object continues to exist even though it cannot be
seen.
 Respond with gestures and sounds.
 Like looking at picture books.
 Manipulate objects by turning them over, trying to put one
object into another, etc.
From 1 to 2 year
 Understand and respond to words.
 Identify objects that are similar.
 Tell the difference between "Me" and "You“.
 Imitate the actions and language of adults.
 Can point out familiar objects and people in a picture book.
 Infants’ Memory
Infantile Amnesia
 The lack of memory for experiences that occurred prior to
three years of age

 Although memories are stored from early infancy, they

cannot be easily retrieved.

 Early memories are susceptible to interference from later

events.

 Memories are sensitive to environmental context.

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 Infants’ Intelligence
1- Development Quotient
(Arnold Gesell)

2- Bayley Scales of Infant Development

(Nancy Bayley)

Are useful in identifying infants who are significantly behind

their peers.

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 Development Quotient
Arnold Gesell
• An overall developmental score that relates to
performance in 4 areas:
1- Motor Skills (balance and sitting)
2- Language Use
3- Adaptive Behavior (alertness & exploration)
4- Personal-Social (feeding and dressing)

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Jean Piaget

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Piaget’s Cognitive Stages

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 Sensory-motor Stage
Infant cognitive development occurs in the
Sensorimotor stage which starts at birth and
extends until the infant is about 2 years of age. The
sensory motor stage is made up of six sub-stages.
Birth – 2 years old
 Infant uses senses and motor abilities to explore.
 First explorations are innate reflexes.

 Goal-directed behaviors.
 Object permanence.
 Stage Age

Stage 1 – Reflexes Birth to 6 weeks

Stage 2 – Primary Circular Reactions 6 weeks to 4 months

Stage 3 – Secondary Circular Reactions 4 months to 8 months

Stage 4 – Coordination of Secondary Circular

Reactions 8 months to 12 months

Stage 5 – Tertiary Circular Reactions 12 months to 18 months

Stage 6 – Mental Representation 18 months to 24 months

1. Reflexes (Birth---6Weeks)
During this sub stage, the child understands the
environment purely through innate reflexes such as
sucking and looking.
2. Primary Circular Reactions (1-4 months)
This sub stage involves coordinating sensation and
new schemas. For example, a child may suck his or
her thumb by accident and then later intentionally
repeat the action. These actions are repeated
because the infant finds them pleasurable.
3. Secondary Circular Reactions (4-8 months)
During this sub stage, the child becomes more
focused on the world and begins to intentionally
repeat an action in order to trigger a response in the
environment. For example, a child will purposefully
pick up a toy in order to put it in his or her mouth.
4. Coordination of Reactions (8-12 months):
During this sub stage, the child starts to show clearly
intentional actions . Children begin exploring the
environment around them and will often imitate the
observed behavior of others. The understanding of
objects also begins during this time and children begin
to recognize certain objects as having specific qualities.
5. Tertiary Circular Reactions (12-18 months)
Children begin a period of trial-and-error
experimentation during the fifth sub stage. For
example, a child may try out different sounds or
actions as a way of getting attention from a caregiver.
6. Mental Representation(18-24 months)
Children begin to develop symbols to represent events
or objects in the world in the final sensorimotor sub
stage.
 Erik Erikson

Trust vs. Mistrust

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Stage1: Trust vs. Mistrust
 Birth to age 1
 Infants develop trust that their wants/needs will be satisfied by
their parents
 If parents are not attentive to child wants/needs, infant will learn
to mistrust
Stage 2: Autonomy vs. Shame and Doubt
 Age 1-3
 Child no longer wants to be told what to do by parents, tries to
assert his/her autonomy
 Child will learn to become autonomous if parents allow them a
sense of control over their life ,Child gains sense of individuality
 Child may be cooperative or stubborn
 Sigmund Freud(1856-1939)

Freud based his theory of childhood development on

the believe that sexual energy, termed Libido, was
the driving force of human behavior. He proposed
that children progress through five stages of
psychosexual development. Freud's open
discussion of sexual impulses particularly in
children was considered for his time.
 STAGES OF DEVELOPMENT
Stage 1: Oral
 Birth to 18 months
 Main site of pleasure/gratification is the mouth
 Sucking, chewing, biting
Stage 2: Anal
 Age 1-3
 Main site of pleasure/gratification is the anus
 Child is struggling to control bowel/bladder function (toilet training)
 Key is the struggle for control
 If toilet training is difficult, child may become anally fixated and may
not pass beyond Anal Stage
 In adults, this may manifest itself as Obsessive Compulsive
Personality Disorder
when does weaning diet start to infant
and what disease are resulted in
nutritional deficiency ?