Comprehensive analysis of physical, cognitive

Comprehensive
Analysis of the
Physical, Cognitive, and
Socio-emotional
Development of Infants
and Toddlers

Physical
Development of
Infants and
Toddler

Cephalocaudal
It refers to the pattern of development and
growth that occurs from the head down to
the feet. This concept can be observed in
several contexts such as Physical
Development (Postnatal) and Growth
Patterns.

 It is a pre-natal growth from 5
months to birth. and is used to
describe a specific pattern of
growth that occurs from the center
of the body outward to the limit.
Proximodistal

HEIGHT AND WEIGHT
 It's normal for newborns to lose 5-10% of their body weight in the first
couple of weeks as they adjust to feeding. They grow rapidly once they adapt
to sucking, swallowing, and digesting.
 Breastfed babies tend to be heavier than bottle-fed ones in the first six
months, but after that, they usually weigh less.
 An infant's length increases by about 30% in the first five months.
 A baby's weight typically triples in the first year but slows in the second year.
 Low percentages are not alarming if infants continue to develop steadily.

Among the most dramatic changes
in the brain, in the first 2 years of
life are the spreading
connections of dendrites to each
other.
BRAIN DEVELOPMENT

MYELINATION/MYELINIZATION
It is the process where myelin, a fatty
substance forms as a sheath around nerve
fibers, enhancing the speed and efficiency
of electrical signals between neurons. It's
crucial for brain development, especially in
the early years of life.

Along this aspect of motor
development, infants and toddlers
begin from reflexes, to gross
motor skills and fine motor
skills.
MOTOR DEVELOPMENT

REFLEXES
Newborns have basic, automatic
reflexes that help them survive before
they can learn. Many of these reflexes
fade within a few months as the baby
develops.

Sucking Reflex - the sucking
reflex starts when something
touches a baby's mouth, helping
them latch onto a bottle or breast.
Some infants have a strong sucking
reflex and may need a pacifier for
comfort.
SOME OF THE MOST COMMON REFLEXES IN
BABIES INCLUDE:

Rooting Reflex - The
rooting reflex occurs when
a baby’s cheek is stroked,
causing them to turn their
head and open their mouth,
ready to feed.
BABIES INCLUDE:

Gripping/grasping
Reflex - babies will grasp
anything that is placed in their
palm. The strength of this grip is
strong, and most babies can
support their entire weight in
their grip.
BABIES INCLUDE:

Curling Reflex - when the
inner sole of a baby’s foot is
stroked, they respond by
curling their toes. When the
outer sole is stroked, they
react by spreading their toes.
BABIES INCLUDE:

Startle/Moro Reflex - Infants
will respond to sudden sounds or
movements by throwing their arms
and legs out and arching their backs.
Most will cry when startled and then
pull their limbs back into their
bodies.
BABIES INCLUDE:

Galant Reflex - the galant
reflex occurs when the middle
or lower back of an infant is
stroked next to the spinal cord.
In response, the baby will curve
their body toward the side that
is being stroked.
BABIES INCLUDE:

Tonic Neck Reflex - is
seen in infants when they are
placed on their stomachs. The
limbs on the side where the
baby's head is facing will
straighten, while the opposite
limbs will curl.
BABIES INCLUDE

GROSS MOTOR SKILLS
parents are often excited to see the major
changes in their infant's motor skills during
the first year. This includes milestones like
lifting their heads, reaching for objects,
crawling, and eventually walking away
from caregivers.

FINE MOTOR SKILLS
 Fine motor skills involve the precise use of
small muscles in the hands, fingers, and
thumb, enabling task like writing, drawing,
and buttoning. These skills develop through
improved eye-hand coordination during the
first two years of life.

SENSORY AND PERCEPTUAL
DEVELOPMENT
Newborns experience the world
through their sense of vision, hearing,
touch, taste, and smell. As they grow
physically, their sensory and perceptual
abilities ideally develop as well.

0-6 MONTHS
• Startles to loud sounds
• Reacts to pain by crying
• Reacts with pleasure/smiles or relaxed expression when
he/she taste something delicious
• Reacts by making a face/frowns/grimaces when he/she
tastes something he/she does not like.
PHYSICAL HEALTH

7-12 MONTHS
• Reacts with pleasure when he she smells
something nice.
• Reacts by making a face when he she
smells something foul.
• Walks without tiring easily.
PHYSICAL HEALTH

13-18 MONTHS
• Plays without tiring easily, able to
keep pace with playmates.
• Participates actively in games, outdoor
play and other exercises.
PHYSICAL HEALTH

19-24 MONTHS
• Sustains physical activity (e.g.
dancing, outdoor games, swimming)
for at least 3-5 minutes
PHYSICAL HEALTH

0-6 MONTHS
• Rolls over
• Sits with support
• Starting to crawl but not yet very good at this
MOTOR SKILLS DEVELOPMENT
(GROSS MOTOR SKILLS)

7-12 MONTHS
• Sits alone steadily without support
• Stands without support
• Stands from a sitting position without any help.

13-18 MONTHS
• Walks without support
• Runs without tripping or falling
• Moves with music when he/she hears it

19-24 MONTHS
• Walks up the stairs with alternating feet without
help.
• Kicks a ball with control of direction.
• Throws a ball with control of speed.

0-6 MONTHS
• Brings both hands together towards dangling object/toy
• Uses all five fingers in a ranking motion to get
food/toys placed on a flat surface.
• Grasps objects with the same hand most of the time.
(FINE MOTOR SKILLS)

7-12 MONTHS
• Picks up of objects with thumb and index
finger.
• Pulls toys by the string.
• Grasps and transfers object from hand to hand.
(FINE MOTOR SKILLS)

13-18 MONTHS
• Put small objects in/out of container
• Unscrews lids
• Unwraps candy/food
(FINE MOTOR SKILLS)

19-24 MONTHS
• Colors with strokes going out of the
lines.
(FINE MOTOR SKILLS)

0-6 MONTHS
• Sucks and swallows milk from breast/bottles.
• Begins to take complementary or semi solid foods by
the end of 6 months.
• Keeps reasonably still while being dressed, undress
bathed and while diaper is being changed.
PERSONAL CARE AND HYGIENE
(ACTIVITIES OF DAILY LIVING)

7-12 MONTHS
• Holds a feeding bottle by himself.
• Helps hold cup for drinking.
• Chews solid foods well.

13-18 MONTHS
• Drinks from cup an assisted
• Takes a bath with assistance
• Brushes teeth after meals with assistance from adult
• Pulls down gartered short pants/under pants or panties.

19-24 MONTHS
• Gets drink for self unassisted
• Removes loose sando/shirt
• Goes to the designated place to move his/he
bowels but sometimes still soils his/her pants.

0-6 MONTHS
• Makes gurgling, cooing, babbling or other vocal
sounds.
• Uses gestures (e.g. stretching his/her arms,
pointing) to indicate what he/she wants.
LANGUAGE (EXPRESSIVE
LANGUAGE)

7-12 MONTHS
• Says meaningful words like papa, mama, to refer to
specific persons
• Uses animal sounds to identify animals (e.g. meow-
meow for cat)
• Uses environmental sounds to identify objects/events in
the environment (e.g. boom for thunder)
LANGUAGE)

13-18 MONTHS
• Says "yes" and "no" appropriately
• Response to simple questions with single words.
LANGUAGE)

19-24 MONTHS
• Says what he/she wants without
accompanying this with gesture.
• Attempts to converse even if he cannot be
clearly understood.
LANGUAGE)

7-12 MONTHS
• Able to match 2 identical objects (e.g. 2
spoons, 2 balls)
PRE-READING AND PRE-MATH
(MATCHING)

19-24 MONTHS
• Matches identical objects and pictures
PRE-READING AND PRE-MATH
(MATCHING)

Cognitive
Development of
Infants and
Toddlers

Cognitive Development
 It talks about how infant psychological
processes involved in thinking and knowing
develop in young children. Infancy refers to
development in the way a baby thinks. This
includes his or her language, communication,
and exploration skills.

 Paying attention
 Remembering learning to talk
 Interacting with toys
 Identifying faces
Examples of cognitive activities:

This module will focus on the
sensorimotor stage, Piaget's theory of
cognitive development that covers
the infant and the toddlers cognitive
development.

Sensorimotor stage
 In the stage, infants construct an
understanding of the world by
coordinating sensory experiences (such as
seeing and hearing) with physical, motoric
actions.

1. Simple reflexes (birth to 1 month)
- In the first month of life infants
reflects more reflexes automatic
responses to particular stimuli.
Six sub-stages of sensorimotor
stage

2. First habits and primary circular reactions
phase (1-4 months) - It involves coordinating
sensation and new schemas. In the first few
months of life, infant's behaviors are focused
almost exclusively on their own bodies.
stage

3. Secondary circular reaction phase (4-8 months) -
In the stage the infants become more object oriented,
moving beyond self preoccupation repeat actions that
bring interesting or pleasurable results. This stage is
associated primarily with the development of
coordination between vision and prehension.
stage

4. Coordination of reactions stage secondary
circular (8-12 months) - Coordination of
vision and touch hand eye coordination of
schemes intentionally. This stage is associated
primarily with the development of logic and the
coordination between means and ends.
stage

5. Tertiary circular reactions, novelty, and
curiosity (12-18 months) - Infants become
intrigued by the many properties of objects and
by the many things they can make happen to
objects they experiment with new behavior.
stage

6. Internalization of schemes (invention of new
means through mental combination) (18-24
months) - Infants develop the ability to use primitive
symbols and form enduring mental presentation. This
stage is associated primarily with the beginnings of
insight, or true creativity.
stage

Abstraction
 Piaget's substages are termed circular
because the adaptive behavior to the world
involves repeated actions. Circular
reactions are attempts to repeat an event
that the baby likes.

Abstraction
 Primary circular reactions are oriented
toward the infant's own body, whereas
secondary circular reactions are aimed
toward the environment including others.

Abstraction
 Secondary circular reactions are repetitive
actions that involve recreating events
which 4-10 months old babies observe
outside of their own bodies, such as
making their mobile crib shaking by
kicking their legs.

Abstraction
 Tertiary circular reactions, scene from approximately
10-18 months, is where baby does things over and over
again, just a little differently each time. When a baby
seems to enjoy dropping the spoon over and over again
and many different ways, a proof of the creation of
novel variations in events. Piaget describe the baby at
this age as the "scientist".

Abstraction
 Acquiring the sense of object
permanence is one of the infants most
important accomplishment according
to Piaget.

Do infants learn and remember?
 Yes! Pavlov's classical conditioning and
skinner's operant conditioning have been
proven to apply to infants.
Learning and Remembering

All of us experience infantile amnesia, the inability
to recall events that happened when we were very
young. Generally, we can remember little or
nothing that has happened to us before the age of
about 5 years, and it is extremely rare for someone
to recall many memories before 3 years. Reports of
childhood memories usually involved memories of
significant events.

 From day one infants appear to be
programmed to tune into their linguistic
environment with specific goal of
acquiring language. Infants clearly have
remarkable acute language learning
activities even from an early age.
Language Development

1. Cooing which compromise consonant as
well as vowel sounds. Infants produce soft
vocalizations around 3 months of age.
Stages in Producing
Language

2. Babbling which compromises consonant as
well as vowel sounds, to most people's ears,
the babbling of infants growing up among
speakers from different language groups
sounds very similar.
Stages in Producing
Language

3. One word utterances this utterances
are limited in both the vowels and the
consonants they utilize.
Stages in Producing
Language

4. Two word utterances and
telegraphic speech
Stages in Producing
Language

5. Basic adult sentence structure (present by about
age of 4 years) with the continuing vocabulary
acquisition. As children become more sophisticated
in their language, over generalized rules in ways
that are inconsistent with common usage.
Stages in Producing
Language

• To convey intentions, desires and
demands usually, the words are
nouns describing familiar objects
that the child observes.
Holophrase

The general term for any
kind of four legged animal
may be "doggie". In
linguistic this is called
overextension error.

The two word or three word
utterances with rudimentary
syntax but with articles and
prepositions missing are referred
to as telegraphic speech.

 The Language Acquisition Devices is the innate
biological ability of humans to acquire and
develop language. The LAD was developed by
linguist Noam Chomsky who contribute to the
field of cognitive psychology through his
language research.
Language Acquisition
Devices (LAD)

He challenged the prevailing behaviorist
theory that language was acquired through
exposure to it in our environment. Our
capacity for language is the same all over
the world in wildly different cultures and
environments.

What lnfants and
Toddlers Can Do
Cognitively?

DOMAIN:
LANGUAGE, PRE-
READING AND PRE-
MATH

0-6 MONTHS
• Watches primary caregiver and tently
as he speaks to him/her.
LANGUAGE (RECEPTIVE
LANGUAGE)

7-12 MONTHS
• Understands "NO"
• Points to family member when asked to do
so.
LANGUAGE (RECEPTIVE
LANGUAGE)

13-18 MONTHS
• Points to five body parts on him/herself when
asked to do so.
• Follows one step instructions without need for
gestures.
LANGUAGE (RECEPTIVE
LANGUAGE)

19-24 MONTHS
• Points to five named pictured objects
when asked to do so.
LANGUAGE (RECEPTIVE
LANGUAGE)

0-6 MONTHS
• Makes gurgling, cooing, babbling or other vocal
sounds.
• Uses gestures (e.g. stretching his/her arms,
pointing)to indicate what he/she wants.
LANGUAGE)

7-12 MONTHS
• Repeat sounds produced by others.
• Says meaningful words like papa, mama to refer to specific
persons.
• Uses animal sounds to identify animals (e.g. meow meow for
cat).
• Uses environmental sounds to identify objects/events in the
environment (e.g. boom for thunder).
LANGUAGE)

13-18 MONTHS
• Speaks in single words.
• Says "yes" and "no" appropriately.
• Uses words accompanied by gestures to indicate what
he/she wants.
• Response to simple questions with single words.
LANGUAGE)

19-24 MONTHS
• Uses pronouns.
• Uses possessive pronouns.
• Says what he/she wants without accompanying this with
gestures.
• Attempts to converse even if he cannot be clearly understood.
LANGUAGE)

7-12 MONTHS
• Able to match two identical objects (e.g. 2
spoons, 2 balls).
PRE-READING AND PRE-
MATH (MATCHING)

19-24 MONTHS
• Matches identical objects.
• Matches identical pictures.
MATH (MATCHING)

19-24 MONTHS
• Counts from 1 to 5 with errors, gaps, or
prompts.
MATH (ROTE SEQUENCING)

0-6 MONTHS
• Looks steadily at novel stimuli (e.g. rattle,
dangling toy).
ATTENTION AND ACTIVITY
LEVEL

7-12 MONTHS
• Examines properties of toys for several minutes
by handling these (e.g. pulling apart).
• Looks with interest at picture books.
• Able to sit through an entire meal without
fussing.
LEVEL

13-18 MONTHS
• May be destructed but response when made
to refocus.
• Resist interruption while engaged in play.
LEVEL

0-6 MONTHS
• Experiments with new objects or toys by
banging or putting them in his mouth.
• Looks in the direction of a fallen object.
HIGHER ORDERED MENTAL
ABILITIES (CONCEPT
FORMATION)

7-12 MONTHS
• Looks for partially hidden objects.
• Looks for completely hidden objects.
ABILITIES (CONCEPT
FORMATION)

13-18 MONTHS
• Can tell whether something is hot or cold.
• Hands over 1 object when asked.
ABILITIES (CONCEPT
FORMATION)

19-24 MONTHS
• Can tell which is shorter of 2 items.
• Can tell which is taller/longer of 2 items.
• Can tell which is bigger of 2 items.
• Can tell which is nearer of 2 items.
ABILITIES (CONCEPT
FORMATION)

0-6 MONTHS
• Acts on an object to archives an
objective.
ABILITIES (CAUSE EFFECT
RELATIONSHIPS)

7-12 MONTHS
• Uses an object to get something he/she
wants.
RELATIONSHIPS)

19-24 MONTHS
• Asks "why?" questions.
• Understands reasons behind daily practices.
• Understands reasons behind safety rules and practices at
home.
• Knows where to return most of his/her things.
RELATIONSHIPS)

0-6 MONTHS
• Child reacts, like smiling, in recognition of
someone he/she has met several times but who
does not live in his/her home.
MEMORY (MEMORY FOR
EXPERIENCES: EPISODIC
MEMORY)

13-18 MONTHS
• Child reacts, like smiling, in recognition of
a familiar place besides his/her home.
MEMORY (MEMORY FOR
MEMORY)

19-24 MONTHS
• Child is brought somewhere and correctly
recalls having been there before.
MEMORY (MEMORY FOR
MEMORY)

19-24 MONTHS
• Hums a recognizable tune.
• Memorizes some gestures of action songs.
MEMORY (MEMORY FOR
CONCEPT BASED KNOWLEDGE:
SEMANTIC MEMORY)

19-24 MONTHS
• Enjoys constructing objects or structures out of
manipulative toys.
• Uses toys or objects as symbols and play.
• Can use the same toy or object and more than one way.
ABILITIES (CREATIVE THOUGHT)

Socio-Emotional Development of
lnfants and Toddlers

• The Formative Years, much has been said
about the impoftance of the first three years in
human development.

Attachment
• For healthy socio-emotional development, the infant needs .to
establish an enduring emofional bond characterized by a
tendency to seek and maintain closeness to a specific figure,
particularly during stressful situation.

Attachment
• According to Dr. John Bowly, the Father of a Attachment
Theory the beginnings of attachment occur within the first 6
months of a baby's life with a variety of built-in Signals that
baby uses to keep her caregiver engaged.

Attachment
• The key to a good start in the social development of
the baby is a lot of responsive interaction with the
baby.

TEMPERAMENT is a word that "captures the ways that
people differ, even at birth, in such things as their
emotional reactions, activity level, attention span,
persistence, and ability to regulate their emotions"

Nine Different Temperament Categories
•Activity level •Mood
•Threshold for distress •Rhythmicity
•Intensity of response •Approach-Withdrawal
•Distractibility •Adaptability
•Persistence

 Activity level: Some babies are calm, while others are very
active and need close supervision.
 Mood: Some are cheerful, while others appear more serious or
unhappy.
 Child's Threshold for distress: Some babies get upset easily,
while others handle stress better and can wait for attention.

The Rhythmicity of Children: Some follow predictable eating
and sleeping patterns, while others are more irregular.
The Intensity of Response in Each Children: When stressed,
some babies fuss mildly, while others cry intensely or react with
strong emotions.
Approach to new situations: Some are cautious, while others
eagerly explore new environments and people.

Distraction: Some focus well despite noise, while others are
easily distracted.
Child's attention span - Some children have a long attention
span. They continue with an activity for a fairly long time.
Others flit from one activity to another.

Based on these temperament traits, psychiatrists.
AlexanderThomas and Stella Chess studied babies
temperament and clustered temperaments into 3 basic types :
1. The Easy child
2. The Difficult child
3. The Slow-to-warm -up child

THE DEVELOPMENT OF EMOTIONS
Early Infancy (birth-six months)
● It is not clear whether infants actually experience emotions, or if
adults, using adult facial expressions as the standard, simply
superim- pose their own understanding of the meaning of infant
facial expressions.
● Between six and ten weeks, a social smile emerges, usually
accompanied by other pleasure-indicative actions and sounds,
including cooing and mouthing. This social smile occurs in
response to adult smiles and interactions.

Later in any months (7-12) pters)
• During the last half of the first year, infants begin expressing
fear, disgust, and anger because of the maturation of cognitive
abilities. Anger, often expressed by crying, is a frequent emotion
expressed 174 Child and Adolescent Development: Looking at
Learners at Different Life Stages Part by infants. Although some
infants respond to distressing events with sadness, anger is more
common.

PROCESS EMERGES DURING THIS
STAGE:
• • Fear
• • Separation Anxiety
• • Social Referencing

Toddlerhood Years (1-2)
• During the second year, infants express
emotions of shame or embarrassment and
pride. These emotions mature in all children
and adults contribute to their development.

EMOTIONAL UNDERSTANDING
•In Infancy, children largely rely on adults to help them
regulate their emotional states. If they are uncomfortable
they may be able to communicate this state by crying, but
have little hope of alleviating the discomfort on their
own.

•In Toddlerhood, however, children begin to develop skills to
regulate their emotions with the emergence of language providing
an important tool to assist in this process. Being able to articulate
an emotional state in itself has a regulatory effect in that it enables
children to communicate their feelings to a person capable of
helping them manage their emotional state.

• SPEECH enables children to self-regulate, using soothing
language to talk themselves through difficult situations.
• EMPATHY a complex emotional response to a situation, also
appears in toddlerhood, usually by age two.

ERIKSON'S PSYCHOSOCIAL THEORY
( Infant and Toddlerhood)
STAGE 1: Trust vs. Mistrust (Infants, 0 to I year)
• Psychosocial Crisis: Trust vs. Mistrust
• Virtue: Hope

STAGE 2: Autonomy vs. Shame & Doubt(Toddlers,
2 to 3 years)
• Psychosocial Crisis: Autonomy vs. Shame & Doubt
• Virtue: Will

Comprehensive analysis of physical, cognitive

More Related Content

Similar to Comprehensive analysis of physical, cognitive (20)

More from FLORESADRIANPOLC (20)

Recently uploaded (20)

Comprehensive analysis of physical, cognitive