Infancy and

Toddlerhood
 MOTOR
DEVELOPMENT
Infants and toddlers
begin from reflexes, to
gross motor skills and
fine motor skills.
REFLEXES
01 The new-born has some basic
reflexes that serve as their
survival mechanisms.
02 Many reflexes which are
present at birth will generally
subside within a few months
as they grows and matures.
 DIFFERENT KINDS OF REFLEXES

Sucking Rooting Gripping

Reflex Reflex Reflex

This is initiated It is most evident Babies will grasp

when something when an infant's anything that is
touches the roof of cheeked is stroke. placed in their palm.
an infant's mouth.
 DIFFERENT KINDS OF REFLEXES

Startle/ Galant
Curling reflex and
Moro Tonic Neck
Reflex Reflex reflex

Infants will respond It is shown when an

When the inner and to sudden sounds or infants middle or lower
movements by back is stroked next to
outer sole of the
throwing their arms the spinal cord.
baby's foot is It is demonstrated in
stroked. and legs out, and infants who are placed
throwing their on their abdomens.
heads back.
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FINE MOTOR SKILLS
The coordination of small muscles, in
movements—usually involving the
synchronisation of hands and fingers—
with the eyes. The complex levels of
manual dexterity that humans exhibit
can be attributed to and demonstrated
in tasks controlled by the nervous
system.
WHAT SKILLS DO ‘FINE MOTOR SKILLS’ INCLUDE?

Academics skills
01 Self-care
• Pencil skills (scribbling, 03
colouring, drawing, writing) • Dressing trying shoelaces,
• Scissors skills (cutting) doling up sandals, zips,
buttons, belts
Play • Eating using cutlery, opening
02
• Construction skills using lunch boxes and food bags
lego, duplo, puzzles, train • Hygiene cleaning teeth,
tracks brushing hair, toileting.
• Doll dressing and
manipulation
 CAN NEW-BORNS
DIFFERENTIATE
ODORS?
Based on MacFarlane
experiment 1975 " young
infants requires several
days of experience to
recognize their mother's
breast pad odors".

MacFarlene
 • They do feel pain and
new-born males show
CAN NEW- a higher level of
BORNS FEEL cortisol (indicator of
stress) after a
PAIN? DO THEY circumcision than
RESPOND TO prior surgery.
TOUCH? • Babies respond to
touch.
 • In the study conducted by
Rosentein and Oster in 1988
that the babies only 2 hour
old made different facial
expression when they tasted
CAN NEW-BORNS sweet, sour and different
DISTINGUISH THE bitter solutions.
DIFFERENT TASTES? • When saccharin was added
to the amniotic fluid to the
near term fetus, increased
swallowing was observed.
• It indicates that sensitivity to
taste might be present
before birth.
 DOES INFANTS CAPABLE
OF INTERMODAL
PERCEPTION?
• Intermodal perception - the ability to
relate, connect and integrate
information about to or more sensory
modalities such as vision and hearing.
• Spelke and Owsley (1979) found out
that as early as 3 1/2 months old,
infants looked more at their
mother/father when they also heard
her/his voice.
• The capacity for intermodal
perception gets sharpened
Elizabeth S. Spelke considerably through experience.
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LANGUAGE DEVELOPMENT
Language development refers to the
process through which children acquire,
or learn language.
STAGES IN PRODUCING LANGUAGE (STERNBERG, 2003)

Cooing Two-word utterances are

01 Comprises largely vowel sound. 04
known as telegraphic
Babbling speech
It is called this because like telegrams were
02 Comprises consonant as well as vowel
used they focus on high-content words.
sounds. This is the use of repeated
They tend to eliminate any shorter and less
syllables over and over like “bababa,”
important words.
but without specific meaning.

One word utterances/ Basic adult sentence

03
Holophrases 05 structure (present by about
Children can produce a small number age 4 years).
of isolated, single words and many
sounds. For example objects that the
child observed ( e.g book, ball, baby).
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Overextension error happens when a

child uses a more specific word in place
of a word with a less specific meaning.
While on a walk together, your little one
may point out each “bird” with
confident enthusiasm, every time a
butterfly, bird, or other airborne
anomaly catches his eye.
 LANGUAGE ACQUISITION
DEVICE (LAD)
• Noam Chomsky (1965, 1972),
noted linguist, claims that humans
have an innate Language
Acquisition Device.
• The LAD is a system of principles
that children are born with that
helps them learn language, and
accounts for the order in which
children learn structures, and the
mistakes they make as they learn.
Noam Chomsky
 • Professor Laura-Ann Petito of
Dartmouth College in Hanover,
New Hampshire and her
colleagues conducted a recent
study that concluded “by 5
months of age, babies are already
specializing by using the left side
of the brains for language, sounds
and the right side for expression
and emotion.

Laura-Ann Petito
 ATTACHMENT

Attachment is one of the

factor of the infant’s in
socio-emotional
development.
 • According to Dr. John Bowly, the
father of attachment theory.
Attachment start to occur within
the first 6months of a baby's life.
With his theory, the baby cries,
gazes into her mother's eyes,
smile, etc. are the signals that
baby uses to keep his/her
caregiver engaged. And those
signals are the way to develop the
attachment of the baby to her
mother rather than people whom
she seldom sees.

Dr. John Bowly

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• According to the research of K. Pasek & R. Gokinkoff, 2003
having a responsive interaction with the baby is important to
know when they want to interact or not.
• In K. Pasek & R. Golinkoff's book "Einstein Never Used
Classcards" are the ff. interesting research they've discovered
about the cycle of infant's development.
• The central of babies' emotional well-being is not about being
fed by his/her mother but having a consistent involvement
between of them. Having a good attachment in infancy gives you
a great start but can't carry you through life.
• Infants attach to more than one caregiver and they are
developing emotional relationship with multiple caregivers at
once.
 TEMPERAMENT
is another factor of the infant's socio-emotional
development.
• According to K. Pasok & R. Golinkoff 2003,
temperament is to how "Captures The Way
That People Differ, Even At Birth, In Such
Things As Their Emotional Reactions, Activity
Level, Attention Span, Persistence And Ability
To Regulate Their Emotions". Baby express
their personality using they response
emotionally to objects and events around
them.
 TEMPERAMENT

Researchers Thomas, Chess, and Birch described

nine different temperament categories (Honig,
2010, Secure Relationships: Nurturing Infant-
Toddler Attachments in Early Care Settings.)
 TEMPERAMENT
These include:
• Activity level
• Mood
• Threshold for distress
• Rhythmicity
• Intensity of response
• Approach-Withdrawal
• Distractibility
• Adaptability
• Persistence
To Determine a child’s temperament, make the following observations:

• Activity Level. Some • The rhythmicity of

babies are placid or inactive. children. Some babies get
• The mood. Some babies are hungry and sleepy on a fairly
very smiley and cheerful. regular and predictable times
• Child's threshold for but there are babies that are
distress. There are some hard to put on a "schedule",
babies that are very sensitive, they get hungry at different
they become upset very easily times, unpredictable times of
when stressed. urinate of bowel movements,
and sleep at varying times.
To Determine a child’s temperament, make the following observations:

• The intensity of • Distraction. Some children

response in each baby. can concentrate on a toy
There are times that the baby regardless of surrounding
act restless it’s because the bustle or noise in a room.
baby's threshold for distress • Adaptability of each
has been reached. child. Some children react to
• Approach to new strange or difficult situations
situations. with distress, but recover fairly
Some infants are very or after a very long period.
cautious.
To Determine a child’s temperament, make the following observations:

• Child's attention span.

Some children have a long
attention span. They continue
with an activity for fairly long
time. Others flit from one
activity to another.
 1. The easy child;
Easily readily establishes regular
Based on these routines, is general cheerful, and adapts
Temperament Traits, readily to new experiences.
Psychiatrist Alexander 2. The difficult child;
Thomas and Stella Is irregular in daily routines, is slow to
accept new experiences and tends to
Chess Studied Babies’ react negatively and intensely to new
Temperament and things.
Clustered 3. The slow-to-warm-up child;
Shows mild, low-key reactions to
Temperaments Into 3 environmental changes, is negative in
Basic Type: mood, and adjusts slowly to new
experiences.
 THE DEVELOPMENT OF EMOTIONS

• Early infancy (birth-six • Toddlerhood years (1-2)

months) Between six to ten Infants express emotions of
weeks, a social come emerges, shame or embarrassment and
usually accompanied by other pride during the second year
pleasure-indicative actions. that contribute to their
• Later infancy months (7-12) development.
During the last of the first year,
infants begin expressing fear,
disgust and anger because of
the maturation of cognitive
abilities.
 Toddlers acquire language and are
learning to verbally express their
feelings.
• In infancy
Children largely rely on adults to
EMOTIONAL help them regulate their emotional
states.
UNDERSTANDING • In toddlerhood
Children begin to develop skills to
regulate their emotions with the
emergence of language providing
an important tool to assist in this
process.
 Group 1:
(BSED 1D)
Elmer Prochina
John Kenneth Meradios
Kathlyn Brigola
Shaina Dela Cruz
Mica Maureen Hipolito
Myka Ellaine Esteban
Rosel Galos
Shelly Ortega
Zyra Turgano