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Infancy Development: Presentation By: Mendoza & Gaurano

1. Infants are born with all their nerve cells but need enriched environments for neural connections to form, allowing them to develop skills like walking and talking. Reflexes help assess development as infants gain more control over learned responses. 2. All senses function at birth but vision develops later; depth perception emerges around 6 months as infants recognize permanence of objects. 3. Piaget's stages of cognitive development include sensorimotor, preoperational, concrete operational, and formal operational stages progressing from birth to adulthood. Kohlberg's stages describe moral development from punishment to principles-based reasoning.

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34 views

Infancy Development: Presentation By: Mendoza & Gaurano

1. Infants are born with all their nerve cells but need enriched environments for neural connections to form, allowing them to develop skills like walking and talking. Reflexes help assess development as infants gain more control over learned responses. 2. All senses function at birth but vision develops later; depth perception emerges around 6 months as infants recognize permanence of objects. 3. Piaget's stages of cognitive development include sensorimotor, preoperational, concrete operational, and formal operational stages progressing from birth to adulthood. Kohlberg's stages describe moral development from punishment to principles-based reasoning.

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INFANCY

DEVELOPMENT
Presentation by: Mendoza & Gaurano
Infancy Development

■ In utero, the brain develops rapidly, and an infant is born with essentially all of the
nerve cells it will ever have; brain development is particularly rapid during the third
trimester. However, after birth, neural connections must form in order for the newborn
ultimately to walk, talk, and remember. Mark Rosenweig and David Krech conducted
an experiment to demonstrate the importance of enriched environments during
development. They compared rats raised alone to those that were allowed to use a
playground in the company of other rats. Those in the impoverished (solitary)
environment developed a thinner cortex with fewer glial cells, cells that support and
nourish the brain's neurons. Other studies have demonstrated that stimulation provided
by touch or massage benefits both premature babies and infant rats, a fact that argues
for providing an enriched environment for a developing organism.
Reflexes in Infancy

■ The Moro reflex is an outstretching of the arms and legs in response to a loud noise or sudden change
in the environment. The infant's body tenses; arms are extended and then drawn inward as if embracing.
■ The Babinski reflex is an outward projection of the big toe and fanning of the others when the sole of
the foot is touched.
■ The sucking reflex occurs when an object touches the lips.
■ The rooting reflex is the turning of an infant's head toward a stimulus such as a breast or hand.
■ The grasping reflex is the vigorous grasping of an object that touches the palm.
■ The plantar reflex is the curling under of the toes when the ball of the foot is touched. Physicians
sometimes use these reflexes to assess the rate of development. Gradually, learned responses replace the
reflex actions as an infant becomes more responsive to the environment.
Sensory and perceptual development 

■ Newborn infants can and do respond to a wide range of environmental stimuli. All
human senses function to some degree at birth; touch is the most highly developed and
vision is the least developed sense. At the age of 3 months, however, most infants can
recognize a photograph of their mother. An infant's ability to perceive depth has been
studied extensively with an apparatus called a visual cliff, a box with a glass platform
that extends over a drop of several feet. An adult (mother or experimenter) stands on
one side of the glass bridge and calls to the child, who is on the other. Eleanor Gibson
and Richard Walk, in a well‐known study, found that at about 6 months babies balk at
crawling over the edge of the “cliff.” Such a response indicates that depth perception is
present at this age.
Cognitive development

■ The term cognitive development refers to the development of the ability to think and to


mentally represent events and to manipulate symbols.
■ ean Piaget, a pioneer in the study of children's thinking, was concerned with the way a
child organizes information from the environment and adapts to it. He believed that
every behavioral act requires two dynamic processes of adaptation: assimilation and
accommodation. Assimilation is the process of acquiring new information about the
world and fitting it to already acquired information. A child who calls all grown males
“daddy,” based on the child's perception that they and “daddy” are in some way similar,
is practicing assimilation. Accommodation is the process of creating a new concept to
handle new information; for example, children come to realize that all toys don't belong
to them, that some belong to other children.
According to Piaget:

■ During the sensorimotor stage (birth to age 2) infants develop their ability to coordinate


motor actions with sensory activity. At the start of this stage, children's behavior is
dominated by reflexes, but by the end of it, they can use mental images. Also during this
stage, children acquire the concept of object permanence, realizing that objects still exist
even when the objects are not present.
■ During the preoperational stage (ages 2 to 7 years), children improve in the use of mental
images and symbolic thought. Most of the thinking of children of this age, however,
is egocentric (self‐centered).
■ During the concrete operational stage (ages 7 to 11 years), children begin to develop many
concepts and to organize the concepts into classes and categories.
■ During the formal operational stage (ages 11 years and beyond), children learn to use and
to manipulate abstract symbolic concepts, develop and mentally test hypotheses, and work
mental problems. That is, they can reason.
Moral Development

■ Moral development. Lawrence Kohlberg proposed that moral development occurs in


three levels, with two stages at each level.
■ The preconventional level:
– At stage 1, punishment orientation, judgments are guided by the prospect of
punishment.
– At stage 2, pleasure‐seeking orientation, activities are undertaken primarily to
satisfy one's own needs; needs of others are important only as they relate to one's
own needs.
Moral Development

■ The conventional level:


– At stage 3, good girl/good boy orientation, behavior is engaged in that brings
approval or pleases others in a child's immediate group.
– At stage 4, authority orientation, behavior is influenced by respect for authority,
performing one's duty, and doing what is right.
■ The postconventional level
– At stage 5, contract and legal orientation, behavior is based on support of rules
and regulations because society's right to exact such support is accepted.
– At stage 6, ethical and moral principles orientation, behavior is directed by self‐
chosen ethical and moral principles.
Social Development

■ Social development. Social development begins at birth as a child forms


an attachment (a strong emotional bond) with the primary caregiver(s), usually the
mother. Harry Harlow studied attachment deprivation with baby monkeys raised in
isolation. Although their physical needs were met and they were given surrogate
mothers made of cloth, these monkeys suffered severe behavior pathologies. They
recovered if the isolation was limited to three months, but longer periods produced
abnormal adults. Ethically, this type of study could not be conducted with humans, but
parallels have been found with children reared in cold, isolated, emotionally deprived
environments. Emotional attachments to caregivers are thought to be essential for social
development.

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