Unit 3: An Infant’s Unit 3: An Infant’s Physical and Motor Physical and Motor

Development Development Created by Verlinda Ruble

Modified by Teresa L. Jones

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Welcome to Unit 3 SeminarWelcome to Unit 3 Seminar

Hello Everyone! Feel free to chat with your classmates. We will begin at 7 P.M. Eastern.

If you are experiencing any technical difficulties, please contact 866-522-7747. Thank you.

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Nature versus Nurture Nature versus Nurture

(NATURE) Maturationist perspective: How does hereditary or genetic tendency

influence the child’s development over a set time line?

(NURTURE) Behaviorist perspective: How does an outside or environmental

factor influence the child’s development?

(Black & Puckett, 2005).

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AGENDA

Greetings Maturationist perspective/Behaviorist Perspective/Systems

Perspective Theorists and Their Perspectives Motor Control Milestones/Order of Development Psychosocial Skills and Maslow’s Hierarchy Community Resources/Special Needs Family Relationships/Environments Piagets ECPs Unit 3 Project Unit 4 Project Questions

More PerspectivesMore Perspectives

Developmental interactionist perspective: How does the child’s natural ability become

enhanced with exposure to appropriate stimulation and cognitive approaches?

Systems perspective: How does the child develop on different

levels? The development is influenced by values, belief systems, ethnicity, culture, socioeconomics, etc.

(Black & Puckett, 2005).

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Theorists and their PerspectivesTheorists and their Perspectives

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Nature or the Maturationist Perspective

Nurture or the Behaviorist Perspective

Cognitive or Developmental Interactionist Perspective

Systems Perspective

Gissell Skinner, Watson, and Bandura

Piaget Bronfenbrenner

Summary of Motor Control Summary of Motor Control MilestonesMilestones

Birth to 3 Months: gains more head control, follows objects with eyes, stepping and pushing movements with feet when held upright, etc.

3-6 Months: reaches and slaps with hands, turns over, rocking motions, etc.

6-9 Months: sits unassisted, stands with assistance, stands up, crawling, etc.

9-12 Months: walks with no assistance, stands, crawls on furniture, etc.

(Black & Puckett, 2005)

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Order of DevelopmentOrder of Development

CEPHALOCAUDAL: describes growth from the head downwards. The newborn gains control of the shoulder, arm, wrist, fist, fingers in that order

PROZIMODISTAL describes growth and development from the Central Axis of the body in an outwards direction.

(Black & Puckett, 2005).

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MASLOW’S HIERARCHY OF NEEDS

Copyright© 2005-2009 abraham-maslow.com

Psychosocial SkillsPsychosocial Skills

Gaining the attention of others: cooing, crying, reaching out, etc.

Reactions to these communication efforts can be negative or positive.

Positive reactions: instill self confidence in the infant.

Misattributions: destroys the baby’s confidence by expecting the baby to perform beyond appropriate developmental levels.

(Black & Puckett, 2005).

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Maslow’s Hierarchy of Maslow’s Hierarchy of NeedsNeeds

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Higher Level of Needs: KnowledgeJustice, truth, beauty, aesthetic,

and goodness Self actualization

Lowest Level of Needs: Food and drink safety, security and stability

acceptance and love approval, recognition, and comptetence

(Black & Puckett, 2005, p. 453).

Community ResourcesCommunity Resources

United States Special Supplemental Nutrition Program for Women, Infants, and Children (WIC).

State Children’s Health Insurance Program (SCHIP)

Community Share/Food ProgramsEarly Intervention Programs

(Black & Puckett, 2005).

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Special NeedsSpecial Needs

Described as infants with measurable delays as discovered through screenings and tests performed by various agencies or the state.

The nature of the delay can be in the following areas: cognitive, physical, language, communication, social, emotional, adaptive, or self-help behaviors.

Early interventions provide advantages for children with developmental delays. (p. 139, Black & Puckett, 2005).

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Relationships with the Relationships with the FamilyFamily

Informed parents expect the Early Childhood Professional to be highly trained and qualified.

The child should receive care as outlined by the National

Association For the Education of Young Children, the American Public Health Association, and the American Academy of Pediatrics.

The Early Childhood Professional supports and collaborates with the family.

(Black & Puckett, 2005).

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EnvironmentsEnvironmentsProvide sensorimotor

stimulation.Provide a safe and

secure environment.Allow the infant to

explore and move around in an organized and well designed environment.

Have realistic expectations in alignment with the infant’s developmental levels.

Support the infant’s cognitive development.

(Black & Puckett, 2005).

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Stage 1: Piaget’s Sensory-Stage 1: Piaget’s Sensory-Motor IntelligenceMotor Intelligence

This is the first stage developed by Piaget. The level covers ages 0-2 years. The child makes constructs in this level.The child moves from involuntary reflexes to

more controlled actions. Permanence is defined as the child’s

understanding that things continue to exist even if they are not visible (Atherton, 2005).

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Early Childhood Early Childhood ProfessionalsProfessionalsWill help families locate resources within the

community. Will advocate for the child in accordance with safety

and child protection laws.

Will form a collaborative and supportive relationships with each family.

Will create loving and supportive learning environments.

Will provide sensorimotor stimulation and developmentally appropriate activities.

(Black & Puckett, 2005).

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Unit 3: ProjectUnit 3: Project

Analysis of the Learning EnvironmentYour second project is to write a one- or two-page analysis of what

constitutes an ideal learning environment.

Use the PowerPoint presentation in the project directions to focus your attention on what should be included in the paper.

Include information from our unit readings, describe various aspects

of the learning environment.

No points will be deducted for incorrect citation, but points will be deducted if no attempt at citation is made. Please use the APA template that I sent you for the projects in this class.

Include an opening and closing statement. Check that your paper is free of spelling or grammar errors.   

Submit project by the deadline.                                                                 

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Unit 4 ProjectUnit 4 Project

Developmental Stages ChartUsing the charts on milestones of development found in our

text (pp. 138, 208, 220, 228, 398), along with other unit material, create a chart of your own.

Expected developmental milestones are based on the idea that children tend to follow similar developmental patterns. When doing this activity, keep in mind that current thinking about expected patterns of growth and development tells us that multiple biological and environmental influences affect both the sequence and timing of motor skills.

To complete this project, download the template in the course directions for the unit 4 project. It will be a Developmental Stages Chart. Save the graph into a word document. You will then add the appropriate information into the correct areas (at least 6 milestones for each area) and save your changes. Submit by deadline for unit 4.

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Important Names to RememberImportant Names to Remember

John Bowlby: researched the separation and attachments infants develop.

Mary Ainsworth: her work was instrumental in defining different types of attachment behaviors.

Freud: personality based theory concentrating on

psychological needs.

Erikson: personality development in 8 stages associated with a lifetime of psychological conflicts.

(Black & Puckett, 2005).

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ReferencesReferences

Atherton, J.S., (2005). Learning and Teaching:  Piaget's developmental theory. Retrieved June 8, 2007 from from http://www.learningandteaching.info/learning/piaget.htm.

Black, J.K. & Puckett, M.P., (2005). The young child: Development from prebirth through age eight. Fourth Edition. Upper Saddle River, NJ: Pearson Education, Inc.

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