LESSON 1 y/o in which dev psy become a specific

discipline in psych.
DEVELOPMENTAL PSYCHOLOGY
4. JOHN PIAGET – cognitive development
LEV VYGOTSKY – Sociocultural
DEVELOPMENT Theory of Cog dev
- process of developing of being JOHN BOWLBY – Attachment Theory
developed. (child is pre-programmed to form
- total development process of life attachments with others to help them
- throughout lifespan survive. Monotropy – need to attach in
- way we think, behave, and act one main attachment figure that is
important than all the rest)
GROWTH
- changes in physical and tissue organs 4 DOMAINS OF DEVELOPMENT
- just under developmental psychology
- stops when reach a point PHYSICAL DOMAIN
- biological changes in body and brain
HUMAN DEVELOPMENT - Includes size and strength, integration of
- defined as the process of enlarging sensory and motor activities, and
people’s freedom and opportunities and development of fine and gross motor
improving their well-being. skills.
- About the real freedom ordinary people
have to decide who to be, what to do, and COGNITIVE DOMAIN
how to live. - Changes in the way we think,
understands, and reason about the world
DEVELOPMENTAL PSYCHOLOGY - Four stages of cognitive development by
- Study of the human development Piaget
throughout the life span in the areas of
physical, social, cognitive, emotional, and SOCIAL-EMOTIONAL DOMAIN
moral development. - Ways we connect to other individuals and
- Aims to develop, explains growth, express to understand emotions
changes, and consistency through a - child’s experience, expression, and
person’s life management of emotion

BRIEF HISTORY OF LANGUAGE DOMAIN

DEVELOPMENTAL PSYCHOLOGY - acquire of forms, meanings anduses of
words and utterances from the linguistic
1. CHILD MIND input. (phonology – sound, syntax –
- Notion of childhood originates in the grammar, semantics – meaning, pragmatic
western world and this is why the early – use of words in a sentence)
research derives from this location
2. CHARLES DARWIN CHRONOLOGICAL ORDER OF HUMAN
- credited with the first systematic study of DEVELOPMENT
developmental psychology by publishing
dev psy from his observation of his son,  PRENATAL PERIOD
Doddy. - Conception stage
3. WILHELM PREYER
- A german psychologist who published a  INFANCY AND TODDLERHOOD
book entitles “The Mind of a Child” by - The first year and a half to two years of
observing his daughter from infant to 2 life are the dramatic growth and change
  EARLY CHILDHOOD Are we who we are because of nature (biology
- The preschool years and genetics) or are we who we are because of
 MIDDLE CHILDHOOD nurture (environment and culture)
- The ages of six through eleven. Middle
childhood and much of they experience at FACTS ABOUT DEVELOPMENT
this age is connected in their involvement
in early grades of school 1. Early foundations are critical because
it is where we establish our behavior
 ADOLESCENCE in order for individuals to successfully
- Dramatic physical change marked by over adjust in their later life
all physical growth and sexual maturation
2. Maturation and learning are both
important in development.
 EARLY ADULTHOOD
Maturation – unfolding of inherent
- Twenties and thirties, early adulthood
trait
Learning – development that occurs
 MIDDLE ADULTHOOD
from experience and efforts of the
- Continuous aging late thirties individual

 LATE ADULTHOOD 3. Individual follows a definite and

- Middle sixty predictable pattern because
development is governed by laws:
 DEADHOOD  Cephalocaudal Law – development
- Senescence or accepting death spreads over the body from head to
foot
KEY ISSUES OF HUMAN  Proximodistal law – development
DEVELOPMENT spreads outward from the central axis
of the body to extremities
1. Continuous or Discontinuous?
4. All individuals are different because
Continuous development views development of personality make up
as accumulative process, gradually improving
existing skills. There is a gradual change 5. Each phase of development has a
characteristic behavior.
Discontinuous development believe that
development takes place in unique stages and 6. Each phase of development has
occurs at specific times or ages hazards due to adjustment problems

2. One course of Development or many? 7. Development is aided by stimulation

to reach its full potential even though
Is the development essentially the same, or it occurs as a result of maturation.
universal, for all children(one course of
development) or it follows different course for 8. Development is affected by cultural
each child depending on the child’s specific changes most especially that
genetics and environment (many course of development is molded to conform to
development) cultural standards and norms

3. Nature vs. nurture 9. There is asocial expectation with

every stage of development
 10. Traditional beliefs about people of all (Freud, Jung, Adler, Erickson)
ages affects the judgement of others as
well as their self-evaluation PSYCHODYNAMIC THEORY
- States that events in our childhood have a
great influence on our adult lives, shaping
LESSON 2 our personality
- Includes all the theories in psychology
DEVELOPMENTAL THEORIES that see human functioning based upon
the interaction of drives and forces within
DEVELOPMENTAL – the process of the person, particularly unconscious, and
developing; growth process; progress between the different structures of the
THEORY – principlethat puports to explain a personality.
number of interrelated phenomena
SIGMUND FREUD
 In psychology theories are used to
provide a model for understanding  Stages of Psychosexual
human behavior thoughts, emotions, Development
and behavior - Process proposed by Freud which
DEVLOPMENTAL THEORY pleasure seeking urges focus on
- Offer explanation about how we develop, different erogenous zones of the body
why we change over time and the kinds of
as humans move through 5 stages of
influences that impact development.
life.
THEORIES AND THEIR THEORY ON  Erogenous zones = zones of
DEVELOPMENTAL PSYCHOLOGY pleasure

 PSYCHODYNAMIC THEORY STAGES OF PSYCHODYNAMIC

 Sigmund Freud DEVELOPMENT
 Carl Jung
 Alfred Adler ORAL Mouth – sucking, EGO
 Erik Erikson swallowing, etc Develops
ANAL Anus – withholding
 HUMANISTIC THEORY or expelling feaces
 Abraham Maslow (proper letting go
 Carl Rogers and holding on)
 Erich Fromm PHALLIC Penis/clitoris – SUPEREGO
masturbation Develops
 BEHAVIORAL THEORY (sexuality awakens)
 B.F Skinner LATENT Little or no sexual
motivation present
 COGNITIVE THEORY (focus on socializing
 Jean Piaget w their same sex
 Albert Bandura relationships)
 Lev Vygotsky GENITAL Penis/vagina –
sexual intercourse
 EVOLUTIONARY THEORY
 Charles Darwin ROLE CONFLICT
- overlapping of stages
PSYCHODYNAMIC THEORISTS
- state of tension or distress caused by  Dimunition of consciousness
inconsistent or discordant expectations  Coming back to childhood, regressed
associated with one’s social role. As consciousness goes to conscious mind.
when: ALFRED ADLER
- intrarole conflict – single role’s
demands are inconsistent with each - His theory posits that different positions
in a family birth order may be correlated
other
both positive and negative life outcomes
- interrole conflict – individuals occupy
 Birth Order
more than one role and the behaviors
required by these roles are OLDEST CHILD
incompatible.
- P: nurturing and protective of others,
Good organizer, high Achiever,
Responsible
CARL JUNG - N: Bossy, Highly Anxious, Uncooperative
- divided his developmental theory into SECOND CHILD
three parts: Childhood, Puberty to
Middle age, and Old age. - P: highly Moticated, Cooperative,
- Ego begins to develop in early Generous, Easy Going
- N: Secretive, highly Competitive, Easily
childhood because their own identity
discouraged
has not formed yet.
- Female develops ego faster than men YOUNGEST CHILD

- P: Realistically ambitious, risk taker,

 Stages of Development Creative, Outgoing, Likes to be pampered
- N: Dependent on others, Wants to excel in
CHILDHOOD everything.
 Anarchic – chaotic, separadic
consciousness attack in them ONLY CHILD
 Monarchic – development of ego (id),
- P: Socially mature, Leader, Dependable,
expected the child to be more logical
Mature, Confident
and have subjective justification
- N: Inflated sense of self, pampered style
 Dualistic – ego is fully developed.
of life.
Divided to objective/subjective
YOUTH
 Puberty to middle life ERIK ERICKSON
 Independent from their parents
 More growth and maturation is  Stages of Psychosocial
expected Development
- He was interested on how social
MIDDLE LIFE
interaction and relationships played a role
 35-40 y/o. express as the sun setting. in the development and growth of human
Started to have regressions in life that beings.
goes to the conscious mind.
 Confronts regressions and takes
supplements for self-betterment
OLD AGE
 Psychosocial Development (Erik him/her a punishment that will lead to the
Erickson) child’s restriction to initiate.

1. INFANCY (Trust vs. Mistrust) - Some guilt is important and if not learned,
- Birth – 18 months old children won’t know what self-control is.
That’s why a healthy balance of initiative
- Babies are uncertain about the world, and and guilt is needed.
they need to have a primary caregiver to
build trust and feel secure when they are - Virtue of Purpose
uncomfortable. If it is not met, an infant
will develop mistrust that will affect 4. SCHOOLAGE (Industry vs. Inferiority)
his/her life - 5-12 years old

- Virtue of Hope. Having developed a sense -  Child’s group peers at school will have
of trust, she/he will also have hope in the the major source in child’s self-esteem.
new and coming struggles in life. The child will be trying to be competent
and win others approval by his/her
accomplishments. If children are
2. EARLY CHILDHOOD/TODDLER
encouraged or reinforced by his/her
(Autonomy vs. Shame and doubt)
parents or teachers, he will greatly
- 18 months – 3 years old develop the industry (competence) while
in failure of the encouragement and
- Children are trying to have their own reinforcement, the child will develop
independence by choosing a toy they want inferiority, losing the self-confidence for
to play, dressing on their own, walking by himself and feel inferior, doubting his
themselves, etc. Autonomy develops capabilities and not reaching his own
when they are trusted. On the other hand, potential. 
shame and doubt develops when children - Virtue of Competence
are overly controlled and aren’t given a
chance to express themselves. Children 5. ADOLESCENCE (Identity vs. Identity
may be overly dependent on others. confusion)
- 12-18 years old
- Parents should have an environment that
- The stage where an individual searches
is tolerant of failure. A child has to have a for his identity through his/her own
“self-control without a loss of self- beliefs, values, and goals. This will lead to
esteem” having their own identity on their own.
On the other hand, role confusion arises
- Virtue of Will. when an individual is being forced to be
someone they are not. They will be having
3. PRESCHOOL (Initiative vs. Guilt) an identity crisis that can result in
- 3-5 years old rebellion and having a negative identity
being unhappy with the life she/he lives.
- Virtue: fidelity- being able to commit the
- Children become more interactive with
self to others even with the differences
others through play. By letting the
children assert themselves from playing
6. YOUNG ADULTHOOD (Intimacy vs.
and having interactions with his/her
Isolation)
playmate, the child will develop Initiative.
- 18-40 years old
On the other hand, if the child is being
criticized and controlled over interactions - Intimacy versus isolation arises during the
with others, he/she will be forced to do Young Adulthood. The stage where an
things too much, and the parent will give individual becomes ready to share more of
 themselves with other people in order to HUMANISTIC THEORY
establish out of the family relationsips.
Successful completion of this stage will - Emphasize the study of the human person
lead to happy and healthy long-term - Humanistic psychologists look at human
relationships while failure of completion behavior not only through the eyes of the
will arise if an individual avoids intimacy observer, but through the eyes of the
and fearing commitment that will result in observer but through the eyes of the
isolation.  person doing the behaving
- Virtue of Love - Humanistic psychologists believe that an
individual’s behavior is connected to his
7. MIDDLE ADULTHOOD (Generativity inner feelings and self-image
vs. Stagnation)
ABRAHAM MASLOW
- 40-65 years old
 Hierarchy of Needs
- This stage people are looking in the sense
of having a contribution that will outlast - Human beings are motivated by a
them. In this stage, people give back to hierarchy of needs.
the society through raising their children, -
working, and involving themselves in
community work that will make them
develop a sense of being a part of
something greater than themselves.
Success in this stage will lead to being an
accomplished individual, and generativity
(making a mark) while failure of this
stage will result in stagnation, feeling that
we are unproductive and disconnected
from society.

- Virtue of Care

8. MATURATION/OLDER
ADULTHOOD (Integrity vs. Despair)
- 65 – Senescence Hierarchy of Needs
- Last stage of Erik Erickson’s psychosocial
(Abraham Maslow)
development. People who have regrets in "It is quite true that man lives by bread
life for not achieving something they want alone — when there is no bread. But what
to be will lead to despair. While happens to man’s desires when there is plenty
successfully overcoming this stage of bread and when his belly is chronically
wherein you develop a sense of filled?
acceptance and completeness leads to a At once other (and “higher”) needs emerge
sense of coherence and wholeness or ego and these, rather than physiological hungers,
integrity.  dominate the organism. And when these in
- Virtue: wisdom. Looking back in life with turn are satisfied, again new (and still
a sense of completeness and facing death “higher”) needs emerge and so on. This is
without fear.  what we mean by saying that the basic human
needs are organized into a hierarchy of relative
prepotency" (Maslow, 1943, p. 375).
HUMANISTIC THEORIST Abraham Maslow, a humanistic
(Abraham Maslow, Carl rogers, Erich psychologist believes that an individual is
Fromm)
motivated by his/her needs. His motivational acceptance and such.
theory is composed of five-level-pyramid that
becomes his model to illustrate that human 4. Esteem Needs - The fourth level. This
needs have different levels. From the bottom is stage seeks for being self-
the basic needs up to the peak level of the accomplished to have self-esteem. It is
pyramid which is the Self-Actualization. classified into two categories which is
the
According to him, an individual A. Esteem for oneself - dignity,
should attain first the lower hierarchy in order achievement, mastery,
to achieve the top level which is the Self- independence
Actualization. However, it is not an all or none B. The desire for reputation and
satisfaction of the needs. respect from others - status,
It is said that there were only 0.01 percent of prestige
people who have acquired self-actualization  The desire for reputation from others
comes first to have the esteem for
His model can be divided into two oneself.
parts. The deficiency needs (D needs)  and the
growth needs (B needs). Needs such as 5. Self-Actualization - The highest level
physiological, safety, love and belonging, and of needs that represents a person’s
esteem belong in the Deficiency needs. These self-fulfillment and actualization. It is
are the types of needs that when needs are met, the stage where one desires to be
the motivation decreases. While the Self- someone whom he can best become.
Actualization needs on the other hand belong
in the Growth needs. When growth needs are
met, it does not stop there but continue to be CARL ROGERS
felt and be motivated once they have been
engaged through becoming self-actualized.  Self-Actualization (The Fully
Functioning Person)
Maslow’s Hierarchy of Needs:
- He believed that humans have one basic
1. Physiological Needs - these refers to motive, that is the tendency to self-
the basic needs of our body (biological actualize.
needs). These is the need for food,
water, shelter, clothes, drink, warmth, SELF – ACTUALIZATION
sex, sleep, that is necessary for an (THE FULLY FUNCTIONING
individual’s survival. It is said to be PERSON)
the most important of all needs
because the further needs won’t be - Rogers identified five characteristics of
acquired if this is not satisfied. the fully functioning person:

1. Open to Experience - an individual

2. Safety Needs - this follows after can be fully functioning when he/she
physiological needs have been met. It is open and accepting to both negative
is where an individual craves for and positive emotions, where
control, order, and predictability of negative feelings are not neglected
his/her security in different aspects but settled. 
such as financial, social, and etc… 2. Existential Living - happens when a
person is in touch with his/her present
3. Love and Belonging Needs - life, not assuming and overthinking
following after the safety needs is the what has happened is the past and nor
Love and belonging needs. This level what will happen in the future.
involves feelings and belongingness 3. Trust Feeling - Where people are
wherein an individual requires an fully trusting their own feelings.
emotional need from relationships and Conditions the mind that their own
connectedness by having trust, intimacy, decisions are best for themselves,
 trusting oneself making the right Five Basic Human Needs
decisions.
4. Creativity - Not playing safe all the 1. Relatedness – feeling of
time but exploring his/her own connectedness
creativity and critical skills to 2. Transcendence – experience
improve one’s life through allowing beyond the physical level. The
and embracing changes despite the urge for people to overcome
available risks. passive and accidental
5. Fulfilled Life - being satisfied by his existence by creating or
own life at the moment and always destroying life.
seeking for the next chapters 3. Rootedness – Feeling of
including even the new challenges belonging or that an individual
that will eventually hone the person existing in the real world.
she/he will become.  4. Sense of Identity –
Developing a sense of self.
SELF-CONCEPT Being aware of his/her own
self.
- It is organized, consistent set of 5. Frame of Orientation – human
perceptions and beliefs about oneself. needs that is to be oriented
such as assimilation
1. SELF-WORTH – what we
(development) and
think about ourselves
Socialization (relationship
2. SELF-IMAGE – Affects how
with others).
a person thinks, feels, and
behaves in the world BEHAVIORAL THEORIST
3. IDEAL SELF – the person we (B. F Skinner)
would like to be.
BEHAVIORAL THEORY
UNCONDITIONAL POSITIVE REGARD
- Seeks to explain human behavior by
- Where parents, significant others, accepts
analyzing interaction with the
and loves the person for what he or she is. environment through a process called
CONDITIONAL POSITIVE REGARD conditioning.

- Worth and love are only given under BURRHUS FREDERIC SKINNER
certain conditions.  Conditioning – influence behavior if
reward and punished

OPERANT CONDITIONING
ERICH FROMM
- A method of learning that employs
 Five Basic Human Needs rewards and punishment for behavior.
- Fromm believed that society and culture - Affects language, learning skill, can delay
also played significant role in individual speech if no proper training.
human development. - Affects on language development.
- “Fromm outlined five essential human - Focus on verbal skill.
needs: relatedness, rootness, B.F Skinner’s Developmental Theory
transcendence, sense of identity, and
frame of orientation. The absence of 1. Birth to 8 months
these, according to Fromm, would cause
mental and social problems such as - Infants’ early behavior is based solely on her
alienation.” needs for survival.
- reflect purely physiological, vocal, verbal, - It suggests that children move through
behavior, linguistic learning = positive four different stages of mental
reinforcement. development.
- His theory focuses not only on
2. 8 – 18 months understanding how children acquire
knowledge, but also on understanding the
- evolves from making vocal sounds to greater
nature of intelligence.
verbalization.
1. SENSORIMOTOR STAGE
- whole words

3. 18 – 36 months - Birth to 2 years

- Earliest stage of cognitive development.
- toddler is more mobile and independent, she - Infants and toddlers acquire knowledge
is also carving out her own identity. through sensory experiences and
manipulating objects
- learn balance, motor skills, - Infants know the world already through
movements and sensations.
- operant condition
- Dramatic growth.
- need to modify behavior
2. PREOPERATIONAL STAGE
- reinforcement.
- 2 – 7 years
4. 36 months - 5 years old - Becomes much more skilled at pretend
play during this stage of development yet
- rapid growth and refinement of motor skills, continue to think very concretely about
vocabulary languages and development of the world around them.
relationship. - Object permanency exists
- Learns symbolically
- moral behavior (exposed to teacher) - Child becomes egocentric
- educate to child/provide feedback 3. CONCRETE OPERATIONAL STAGE
- social reinforcement/expose to society - 7 – 12 years
evident - Children begin to think logically about
concrete events. Their thinking becomes
- active socialization more logical and organized but still very
concrete.
- grammatical development/formal schooling - Reasoning develops
- Less egocentric
- conditioning to help child use language
4. FORMAL OPERATIONAL STAGE

- 12 – adulthood.
- Increase in logical, ability to use
deductive reasoning, and an
COGNITIVE THEORIST
understanding of abstract ideas.
(Jean Piaget, Albert Bandura, Lev
- Abstract thinking
Vygotsky)
- Adolescent.
COGNITIVE THEORY
ALBERT BANDURA
JEAN PIAGET
 Social Cognitive Theory
 Four Stages of Cognitive
Development
- Learning occurs in a social context with a - attempts to determine which
dynamic and reciprocal interaction of the psychological traits, such as personality,
person, environment, and behvaior perception of attractiveness re evolve due
to natural selection

- focus on natural selection

- Darwin argues that all living species

arrived at current biological form through
a historical process involving random
inheritable traits

 Natural Selection

- Driven by changes in the environment

LEV VYGOTSKY
 Sociocultural Theory  Sexual Selection
- Cognitive abilities are socially guided and - Mode of natural selection which members
constructed. of one biological sex choose mates of the
- a level of development attained when other sex to mate with and compete with
children engage in social behavior members of the same sex for access to
members of the opposite sex.

EVOLUTION

- motion of species that change overtime

- to reach full potential we need to adapt to
changes.

Some changes are adaptive:

 Survival – reproducing, helping one

EVOLUTIONARY THEORIST another to survive.
(Charles Darwin)  Natural – driven by changes in
environment.
EVOLUTIONARY THEORY
- To adapt, we can ask for help to survive.
- Natural and Sexual Selection
- Attempts to determine which
psychological traits, such as personality
and perception of attractiveness, are
evolved adaptations due to natural
selection.

CHARLES DARWIN
 Natural and Sexual Selection
Lesson 3
PRENATAL PERIOD
PRENATAL PERIOD

- The prenatal period is the period of time

before birth.
- prenatal development is a time of
remarkable change that helps set the stage
for future psychological development.
- The prenatal period is a time for a couple
to prepare for their new role as parents
- It is the next to the shortest of all.
- Approximately 270 to 280 days or nine
calendar Months

CHARACTERISTICS OF PRENATAL
PERIOD

 HEREDITARY ENDOWMENT

- The sum of all biological processes by

which particular characteristics are
transmitted from parents to their
offspring.
  THE SEX OF NEWLY CREATED Step 5: IMPLANTATION – zygote
INDIVIDUALS attached to uterus wall.

- It is fixed at the time of conception & the CONCEPTION

conditions can stunt their development - when a sperm cell from a fertile man
swims up through the vagina and into
 HAZARDOUS the uterus of a woman and joins with
the woman’s egg cell as it travels
- The prenatal period is a time of many down one of the fallopian tubes from
hazards both physical and psychological. the ovary to the uterus.
 MOTHER'S CONDITION OVULATION
- phase in the menstrual cycle. It occurs
- Favorable condition in the mother's body at about day 14 of a 28-day menstrual
can foster the development of hereditary
cycle.
potentials while unfavorable conditions
can stunt their development.
THREE MAIN STAGES OF PRENATAL
PERIOD
 PROPORTIONALLY GREATER
GROWTH & DEVELOPMENT
 GERMINAL PERIOD – first 2 weeks
after conception
- it takes place during the prenatal period
 EMBRYONIC PERIOD – third to
than at any other time throughout the eight weeks
individual's entire life.
 FETAL PERIOD – Ninth week until
 FORMATION OF ATTITUDE birth

- The prenatal period is the time when ENVIRONMENTAL IMPACTS

significant people form attitudes ON PRENATAL DEVELOPMENT
towards newly created individual.

PRENATAL PERIOD – time before birth TREATOGENS

- any environmental substance or agent –
EARLY STAGES OF PREGNANCY biological, chemical, or physical – that
can have a detrimental effect on a
Step 1: FERTILIZATION – union of developing fetus.
sperm and egg cell - Alcohol, smoking,

PRESCRIPTION OR ILLEGAL DRUGS

Step 2: CLEAVAGE RACKETCELL - Use of any type of drug—whether illegal,
– division of cells to develop an embryo. prescription, or over-the-counter—can be
Happens in 24 hrs. dangerous during pregnancy.

Step 3: BLASTOCYST – 3 days after MATERNAL STRESS & DEPRESSION

fertilization. Rapidly dividing ball of cells. - Any form of prenatal stress felt by the
mother can have negative effects on
Step 4: GASTRULATION – embryo various aspects of fetal development and
transforms from a one-dimensional layer can cause harm to both mother and child.
of epithelial cells
OTHER TERATOGENS
- Other teratogens that affect prenatal  Breathing
development include radiation, pollution,  Sucking and swallowing
and infectious disease.  Elimination
_____________________________________
ADJUSTMENT TO PARENTHOOD
INFANCY STAGE  Parents must recognize their old
routine.
INFANCY STAGE
 Half of all new moms feel the
- After birth
irritation, resentment, and experience
- Stage where both heart and mind are filled crying
with “innocence”  10-15% feel more severe postpartum
depression
CHARACTERISTICS OF INFANCY  Postpartum depression affects warmth
PERIOD and enthusiasm of mothering.
1.Infancy is the Shortest of all developmental BIRTH COMPLICATIONS
period
2.Infancy is time for radical adjustments  Lack of oxygen (hypoxia): often leads
3.Infancy is the Plateau in Development to surgical removal of the fetus (C-
4.Infancy is the preview of later development section)
5.Infancy is the hazardous period  Premature and small-for-date infants
 Prematurity is less serious than being
SUBDIVISIONS OF INFANCY small-for-date
 Period of Partunate
– 15 – 30 mins after birth to cutting of THE NEWBORN
ambilical cord
 Period of Neonate  Assessing the Newborn
– from cutting of the ambilical cord to - Apgar assessment, healthcare provider
the end of 2nd week of post-natal life. checks the activities, pulse, infantal
crying.
KINDS OF BIRTH
- Neonatal Behavioral Assessment Scale
(NBAS) comprehensive assessment
1. Natural or Spontaneous Birth – Benefits includes measure of alertness and ability
may lie in shorter staying in hospital, and the to interact with people.
baby has a low possibility of respiratory
problems.  The Newborn’s Reflexes
- Prepare them to interact with the world
2. Breech Birth – head up position, caesarian, - Some reflexes are important to survival
suhi (e.g., rooting and sucking)
- Some protect the newborn (e.g., blink and
3.Transverse Birth – the baby is lying withdrawal)
(nakahiga) often happens when it’s the birth of - Some are foundations for later motor
2nd or 3rd baby behavior
 Newborn States
4. Instrument Birth – Use of instrument to help  Perception and Learning in the
forces so the mother give birth Newborn
5. Caesarean Birth – has the longer healing ENVIRONMENTAL IMPACTS ON
period than normal. It is an option if there are PRENATAL DEVELOPMENT
unhealthy conditions, or complications.
1. Preparation for Parental Duties
ADJUSTMENT OF INFANCY 2. The Childbirth Experience
 Temperature change
 3. the Mother’s Physical Condition after - The work of infants is developing Basic
Birth Trust.
4. Concern About Expenses • Depend on adults to care for them
5. Evidence of Defects • Have physical and emotional needs
6. The Infant’s Postnatal Adjustments intertwined
7. Infantile Crying • Are born with unique personalities
8. Parental Resentments against Work • Display individual temperaments
and Expenses (active, cuddly, distant, curious)
9. Concern about Normality • Develop attachments to parents and
10. Concern about Survival caregivers
CATEGORIES OF INFANT ACTIVITY • Like to watch other children
1. Mass Activity
- occurs throughout the entire body when • Use all their senses to learn about their
any area is stimulated. world: seeing, hearing, tasting, touching,
- Big movements smelling
2. Specific activity
•Are fascinated with their most interesting
- involve certain limited areas of the body. plaything – a caring adult
These includes reflexes.
- Small movements • Communicate with their bodies, their
actions, and their sounds
SENSORY CAPACITY OF INFANTS
1. Vision • Explore their bodies, and then their
2. Hearing world, as they begin to stretch, sit up,
3. Smell crawl, and walk
4. Taste
5. Organic Sensitivities • Love the traditional games of babyhood
6. Skin Sensitivitie which promote coordination and
VOCALIZATION OF THE INFANT development of attention (Peek-a-Boo)
1. Crying
2. Explosive sounds - similar to heavy • Practice new physical skills-grasping,
berating. They are uttered without any reaching, picking up, pushing, etc.
meaning. They are commonly called
“coos” gurgles or grunts. These are
• Begin to practice separating as they
gradually strengthened and developed
crawl away
into bubbling.
REMEMBER…
HAZARDS OF INFANCY
 Jean Piaget considers the cognitive
1. Physical
Development of Infancy as being the
“Sensorimotor Stage”
 Multiple birth  Erik Erikson believes that the
 Difficult and complicated birth emotional development in the infant is
 Post maturity at the level of “Trust and Mistrust”
 Prematurity  The roots of language are crying,
cooing, and bubbling.
2. Psychological Hazards

 Traditional belief about Birth

 Names that are potential psychological
hazards

BASIC CHARACTERISTICS OF
INFANTS