Infant Growth and Development Chart

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INFANT GROWTH AND DEVELOPMENT

ONE MONTH

GROSS MOTOR: ability to use large muscle groups to maintain balance/posture or locomotion

Head control major task to obtain in prone/upright position In prone position, can turn head to side side to side head movement (most obvious initial head movements); lift head momentarily (occasionally) when prone Head control is judged by head lag presence or absence

Determination of head lag done by pulling infant up by arms from supine to sitting position Infant back completely rounded in sitting position, head falling forward when prone can turn head side to side and lift head momentarily

Potts, N. & Mandleco, B., (2012) Pediatric Nursing: Caring for children and their families, 3rd ed., New York: Delmar Cengage.

Fiore, Lisa. (2012). LifeSmart. McGraw Hill. Page 108.

American Pregnancy Association. (2011, October). First Year Development: Infant Development. Retrieved from

http://www.americanpregnancy.org/firstyearoflife/firstyeardevelopment.html

FINE MOTOR

able to hold objects with a tightly clenched fist (a primitive grasp reflex)COGNITIVE

Infant learns about the world through repetitive use of involuntary reflexes.-Rooting-Sucking-Crying when an infant ishungry, he or she will cry, to signal a need. The caregiver will recognize that the infant is crying because he or she is hungry,

and will provide the nourishment. Once the

Infant is provided with food, he or she will stop crying because the need was met.

LANGUAGE

Demanding cries, grunting, gurgling, and cooing sounds. Screams and cries to let you know if they are hungry, uncomfortable or unhappy Makes contented sounds when happy. As early as 1 month, may recognize the basic and distinct sounds of a language (phonemes), such as "tr" and "cl." Prefer "baby talk" and voices with high pitch. Become alert to sounds by blinking or widening eyes; may startle to be awakened by noise Will turn toward a sound to look for its source. Will quiet to their mother's voice.

http://children.webmd.com/guide/speech-and-language-development-birth-to-1-year-of-age

RELATIONSHIPS:

Infants quickly focus on their mothers as sources of relief and satisfaction Relationships can usually be labeled using adjectives such as warm, cold, rejecting, and hostile Any relationship may be contradictory. For example, a mom may have a warm relationship with her child as shown by hugsand kisses, but she may also yell when yelling might be needed to protect the child from harm To understand the relationship, we must understand the interactions Early interactions establish the nature of the relationship between parent and child, giving it a particular tone or style Infants emotions motivate them to either approach or withdraw from situations and to either communicate or not

communicate their needs to those around them; When others respond, infants learn about social exchanges, which

furthers their social development

According to Erikson, trust is developed when the basic needs of feeding, clothing and comforting are met by caretakers; ifthese needs arent met, the infant will develop a mistrust of others

However, trust development involves more than just meeting basic needs; If the caregiver consistently demonstratesnurturing behaviors such as talking, playing, smiling, dressing, and comforting, the infant will develop a strong sense of

trust; if these behaviors are absent, trust development may be delayed

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Potts, N., & Mandleco, B. (2012). Pediatric nursing: Caring for children and their families (3rd ed.). Clifton Park, NY: Delmar Cengage Learning. Fiore, L. B. (2011).Social and Emotional Development. LifeSmart, 118-119.

TEMPERAMENT

Temperament is the way a child interacts with the surrounding environment and provides clues to why infants behave inthe ways they do.

Colic: also known as infant irritability is one of the most common health problems seen in infants younger than 3 months of age. The

term describes recurrent episodes of unexplained crying and irritability to be consoled. The colicky episode is characterized by:

Loud, persistent crying and flexing of the hips towards the abdomen are results of paroxysmal abdominal cramping

Colic is present if crying occurs during the first 3 months of life If it lasts longer than 3 hours per day If it occurs more than 3 days in 1 week and continues for at least 3 weeks Colic usually resolves spontaneously

BEHAVIOR

make eye contact Cry to communicate Respond to parents smiles and voices The smile is one of the first signs of emotion in a baby; the female voice elicits a brief, real smile by three weeks. J Infants enjoy being touched, held, and cooed and smiled at. As early at the first month, the infant will begin to experiment

with making faces. Infant will enjoy watching mothers face and may even mimic some of her gestures. (stick out your

tongue)

May experience colic Non-nuitrive sucking is used as a source of pleasure and satisfaction, which provides the infant the opportunity to learn self

gratification.

Primitive reflexes facilitate feeding Sleep: experience more REM sleep than at any other time in life.

o Awake: 7.5hrso Day Sleep: 6.75hrso Night Sleep: 8.75hrs

EMOTIONS

One of the first signs of emotions is a baby's smile, which most parents immediately interpret as happiness, yet newborns'smiles don't indicate pleasure in the sense that the smiles of older infants do. By the 3rd week, the human female voice

elicits a real brief smile and by 6th week the beginnings of true social smile appears, especially in response to human face.

TWO MONTHS

GROSS MOTOR: "The ability to use large muscle groups to maintain balance and postural control or locomotion."

Partial head lag, in sitting position. Infant can hold head erect, with minimal head bobbing while sitting. Holds head up and supports weight on forearms when prone. Rolls from abdomen to back. Tonic neck and Moro reflexes disappearing.

FINE MOTOR: Fine motor development is the use of hands and fingers in the prehension or grasp of an object.

It occurs during the first 2-3 months as a reflux and then gradually becomes voluntary. Infant demonstrates a desire to grasp an object but they grasp it more with the eyes than the hands. Follows objects pass midline Holds hands open Regards own hands and fingers when held in front of face Places hand in mouth Briefly reaches at a dangling object

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COGNITIVE: Piagets Sensorimotor Period: Stage 2 (1-4 mos) Primary Circular Reactions

relates sensation and schema self-exploration: learn about their bodies becomes active observer, learns involuntary actions will elicit response, learns to repeat involuntary actions involving their bodies (ex: sucking reflex done voluntarily, without bottle) voluntary actions motivated by pleasure Learns to develop hand-eye coordination, looks at and reaches for immediate environment begins to imitate gestures and sounds of caregiver

You tube: http://www.youtube.com/watch?v=HADrEdgCafI by Dr. Mary Ann LoFrumento

LANGUAGE: Vygotsky's first stage of language development of preintellectual Speech

Cooing appears Makes single vowel sounds ( ah,eh,uh) Has developed a social smile to elicit pleasurable stimuli from others ( attention from others) Vocalizes to familiar faces

http://www.asha.org/public/speech/development/01.htm

RELATIONSHIPS

TEMPERAMENT

A child's temperament is considered to be a combination of genetics and caregivers' personalities.

Personality typeso Easyo Difficulto Slow-to-warm-up

Colic (infant irritability) can be seen in infants 3 months or youngero recurrent episodes of unexplained crying without the ability of being consoledo onset is at 1-2 wks and resolves spontaneously at around 16 wkso episode consists of loud, persistent crying and flexing of the hips towards the abdomeno Paroxysmal abdominal cramping: present if crying during first 3 months of life, longer than 3 hrs per day, occurs

more than 3 times per wk, and continues for at least 3 wks.

o Feed infant slowly, burp freq, upright position during feeding.o if breastfeeding, avoid eating foods that give gaso swaddle infant, take in care ride, put in swing for @ least 20 min, walk or rock infant (apply gentle pressure to

abdomen)

o massage back, background or white noise, reduce stimuli, place warm towel on abdomeno DO NOT shake infant

BEHAVIOR

EMOTIONS

THREE MONTHS

GROSS MOTOR:

-can push the head up while on their stomach 45-90 degrees -upright positions such as standing and sitting with minimal head lag -can support weight on forearms when prone -rolls from abdomen to back -tonic neck and Moro reflexes dissappear -although 3 month olds like to show off like they still require support -can hold things in their hands

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FINE MOTOR

hold hands open look at fingers when held in front of face places fingers in the mouth follow objects past midline briefly reach at a dangling object

COGNITIVE

Use of reflexes gradually replaced by voluntary activity Recognition of causality occurring when repetition of events causes one stimulus to produce consistent response Beginning notion of temporal space of time as infant realizes progression of orderly sequence of events Beginning separation of self from others Learns from type of interaction between objects or individual rather than from object itself Engages in activity for pleasure of the activity more than for its results.

Hockenberry, M. J., & Wilson, D. (2007). Wong\'s nursing care of infants and children. (8th ed.). St. Louis, MO: Mosby, Inc.

LANGUAGE

smiles when she can hear your voice smiles at other people squealing and laughing spontaneously Between 3 4 months, baby is gurgling, cooing and babbling constantly To encourage communication:

o Mom is babys favourite toy, so sing, talk, babble, and copy the babys soundso be enthusiastic when baby smiles at or sends some burbling your way if baby gets a good response, they will

want to do it again.

o Explain what you are doing and name objects that baby can see.o Read to baby, they will begin to appreciate the value of speech before baby can understand what is being saido Once baby starts talking, encourage conversations by taking turns chattingo don't interrupt or look away when baby is talkingo show baby interest in what she has to say.o Parents naturally raise the pitch and volume of voice when talking to baby, varying the tone and volume to avoid

always conversing with baby in baby talk.

o If baby isnt in the mood to chat, just hold baby and take the opportunity to show baby that silence is okhttp://www.kidspot.co.nz/article+535+44+0-to-3-months-baby-communication.htm

RELATIONSHIPS

Infants interact with their environments and begin to structure their own relationships according to their individualtemperaments.

The interactions occurring among family members; parent to parent, parent to siblings, sibling tosiblingproduce a rippleeffect that colors the parentc hild relationship.

Thus, the nature of the relationships between parents and their children emerges from the temperament andcharacteristics of each and from the interactions that occur among them.

TEMPERAMENT: can fall into 3 types

Easy, characterized by regularity of bodily functions, low or moderate intensity of reactions, and acceptance of, rather thanwithdrawal from new situations.

Difficult, characterized by irregularity in bodily functions, intense reactions, and withdrawal from new stimuli. Slow to warm up, characterized by a low intensity of reactions, and a somewhat negative mood.

BEHAVIOR

want to be entertained and become more aware of environment and curious. Still need to be held but are able to lift up head and become independent, however get frustrated and cry when they get

tired.

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LANGUAGE

will start to babble, using many of the rhythms and characteristics of native language may sound like gibberish, but can disertain rise and drop in voice as if making a statement or asking a question Encourage baby by talking throughout the day When baby says a recognizable syllable, repeat it back and then say some simple words that contain that sound. Ex: if

baby's sound of the day is "bah," introduce baby to "bottle," "box," and "Baa, Baa, Black Sheep."

Startle upon hearing loud sounds Make "cooing" sounds Quiet or smile when spoken to recognize your voice Cry differently for different needshttp://www.healthychildren.org

TEMPERAMENT: the way a child interacts with the surrounding environment.

Temperamental characteristics are categorized by nine attributes:o Activity-intensity and frequency of physical activityo Rhythmicity-regularity of repetitive physiological functionso Approach-withdrawl-initial reaction to a given stimuluso Adaptability-ease or difficulty with which the child reacts or adapts to a given stimuluso Intensity of response-degree of energy used by the child to react to the stimuluso Threshold of responsiveness-amount of stimulation needed to evoke a childs responseo Mood-amount of happiness versus unhappiness or pleasant and friendly behavior versus unpleasant and

unfriendly exhibited in various situations

o Distractibility-effectiveness of the stimulus to alter the direction of the ongoing behavioro Attention span and persistence-length of time the child pursues an activity and the continuation of an activity

despite the obstacles

3 distinct personality types

Easy

Easygoing and adapts to stimuli Has an overall positive mood likes to be around people Sleeps and eats well Has regular and predictable behaviorsDifficult

Adapts slowly to stimuli Has an overall negative mood Requires a structured environment Likes people but can do well alone Seems to be in constant motion Has irregular patterns of behaviorSlow-to-warm-up

Adapts slowly to stimuli but is watchful Quietly withdrawls and usually moody Primarily a loner and socially shy Oversensitive and slow to mature

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Primarily inactive Reacts passively to changes in routine

All of the characteristics and personality types can be beneficial to the caregivers understanding of each child enabling them to

develop a more effective plan of care for the infants needs.

RELATIONSHIPS

They begin to develop trust as their parents and providers meet their needs, ie. feeding them when they are hungry,changing their diapers when soiled, or holding them when they cry

They learn to recognize faces and voices of parents and providers."NNCC Infant Development." NNCC Homepage. N.p., n.d. Web. 29 Jan. 2012. .

The interactions occuring among family members, parent-parent, parent-siblings, sibling-sibling, -- produce a ripple effectthat colors the parent-child relationship.

BEHAVIOR

Relating to vision:

infant fixates on objects watches own hands and feet

Relating to Feeding:

hunger seems unsatisfied after nursing or bottle feeding associates caregiver's smell, voice, and cradling with feeding hand-to-mouth behavior quiets infant readiness for solids (semi) excellent head and trunk control

EMOTIONS

FIVE MONTHS

GROSS MOTOR

When prone assumes symmetric position with arms extended Good head control with no head lag Holds chest and abdomen up with weight supported by hands while prone Sits with support Rolls from back to abdomen Bears weight in standing position with support

FINE MOTOR

Reaches for object beyond grasp Looks from object to hand and back again Places object in mouth Uses whole hand to grasp object Plays actively with hands and feet

COGNITIVE

they become more aware of the surrounding environment and mastering voluntary actions concept of play becomes evident during this period

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actions are more intentional and not solely directed by pleasure infant learns through repititive actions to create interesting sights and sounds and begins to focus on the effects of the

actions

beginning of object permanence is evident during this substage, as an object is no longer seen as an extension of the infantbut ratheras a separate intity

while interacting with a familiar object, the infant will now search for the object if it is removed from the visual field but willoose interest quickly if it is not found readily found

infant develops stranger anxiety when left with a new babysitter applies newly mastered skills to new experiences called coordination of secondary schema, and is able to put several

events together to accomplish an end result

LANGUAGE

Expressive skills

vocalizes during play and pleasure -squeals -laughs aloud -cries less uses vowels and consonant sounds that resemble syllables(ma, mu, ba, ga, ah, da)

Receptive skills

watches speaking mouth shifts gaze between sounds understands own name uses sound to get attention (Potts, 2012 pg. 248)

RELATIONSHIPS

Trust is developed when the basic needs of feeding, clothing, and comforting are met by caretakers (if needs are not metinfant will develop a mistrust of others).

Quality of caregiver-infant interaction while providing care also plays a major role If caregiver consistently demonstrates nurturing behaviors suck as talking, playing, smiling, dressing, and comforting, the

infant will develop a strong sense of trust (If behaviors are absent, trust development may be delayed)

Caregiver and infant must learn together ways to achieve satisfaction and decrease frustration during daily routines Should infant be in alternative child care situation, trust development is continued by the heath care provider (things to

inform health care provider pg. 234)

If infants needs are met in a consistent manner by the caregiver or alternative child care provider, trust in self as well astrust in others and the surrounding environment will develop (if not infant will eventually develop a sense of mistrust)

TEMPERAMENT

3 categories

Easy Difficult Slow to warm up

BEHAVIOR

Related to visual problems: : : : does not reach for objects by 5 months of age Related to hearing problems lack of startle reflex, failure to awaken to loud noises and fails to turn head toward sound by

6 months of age

Related to feeding ready for solids, excellent head and trunk control, reaches for objects and loss of extrusion reflex oftongue

Related to sleep awake: between 9 and 9.75 hours; day sleep: 3.25-4.5 hours; night sleep: 10.5-11 hoursPotts 2007, pp. 212, 213, 217, 223

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EMOTIONS

Pediatrician, Psychologist, and author Daniel Siegel states, Emotions represent dynamic processes created within thesocially influenced , value appraising processes of the brain

Emotions motivate infants to approach or withdraw from situations Emotions are referred to as the Language of infancy Emotions are heavily influenced by culture. children from the US expressed anger more openly than children from other

cultures

Around this time infants develop the emotions of delight, wariness, and anger. They have more specific responses to specific stimulation- instead of just positive and negative emotions, positive turns

into joy and interest, while negative morphs into fear, disgust, and anger

(Fiore, 2011, pp 119-121)

Six Months

GROSS MOTOR

when prone can lift chest and upper abdomen bearing weight on hands; balance heads can turn from stomach to back may be able to turn from back to stomach may use arms to push up into sitting position

FINE MOTOR

can hold a bottle securely grasps feet and pulls them into their mouth readily drops any grasped item

COGNITIVE: Stage 3: Piaget Secondary Circular Reactions

Infant learns to perform activities that produce reactions in their surroundings as opposed to themselveso infant enjoys repeating actions over and over (like playing peek-a-boo or mimicking sounds)

Infant still uses mouth to explore objectso will pick up an object and place straight to mouth

LANGUAGE

communication is through crying, smiling, and cooing. These expressions enable caregivers to determine the infants needs. the infant at this age can understand their own name, watch a speaking mouth, and use sounds to get attention expressively they can squeal, laugh, and use vowel and consonant sounds that resemble syllables

RELATIONSHIPS:

The quality of the caregiver-infant interaction while providing care also plays a major role. If the caregiver consistentlydemonstrates nuturing behaviors such as talking, playing, smiling, dressing, and comforting, the infant will develop a strong

sense of trust

If the infant's needs are met in consistent manner by the caregiver , trust in self and trsut in others and the surroundingenviroment will follow

playing with the infant is an important part of learning about their environment and the people around them interpersonal contact between the infant and caregiver is necessary to nurture their relationship engage in repetitive activities for play to better the infant-caregiver relationship the caregiver can

o praise ofteno use toys that use all 5 senses

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o utilize developmentally appropriate toys for 6 month olds, such as jack-in-the-box, hide and seek, bath tub toys,and big, soft blocks

encouraging trust by promoting nurturing behaviors is the major force behind building relationships with infantsTEMPERAMENT

BEHAVIOR

infant has separation anxiety when mother steps out of the room begin to explore the surroundings infant will sleep through the night begins teething and will be irritable when in pain infant starts to realize self in mirror

EMOTIONS

able to distinguish emotions as their cognitive development continues experience emotions such as fear, anxiety, shyness, and pleasure start to be more specific at this age General positive and negative emotions are transformed into joy and interest, or fear, disgusts, or anger.

Sitter: Your 6-month-old | All Stages | Gerber. (n.d.). Pregnancy, Breastfeeding and Baby Food | All Stages | Gerber. Retrieved January 26, 2012, fromhttp://www.gerber.com/AllStages/Growth_And_Development/Sitter_Your_6_month_old.aspx

source=10064630&gclid=CL22l9He7q0CFYhgTAodrFjBsA

6 month old baby development.Similac. Retrieved January 26, 2012, from similac.com/baby-development/6-month-old-baby-tips-advice

LifeSmart, 118-119.

SEVEN MONTHS

GROSS MOTOR

when prone can bear weight on 1 handFINE MOTOR: EXAMPLE: http://www.youtube.com/watch?v=C544ZAuds-s

Holds objects securely and bangs them together Actively drops objects Transfers object between hands Can hold a bottle securely grasps feet and pulls to mouth Can willingly drop grasped object

COGNITIVE

Finds partially hidden objects

Explores with hands & mouth Struggles to get objects that are out of reach

LANGUAGE

Begins to respond to "no" Responds to own name Talk along with others Babbles chains of consonants Uses two-syllable sounds (baba, dada)

RELATIONSHIP

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TEMPERAMENT: Temperament is "the way a child interacts with the surrounding environment." This can be a combination of

genetics of the infant, the caregiver's personality, and the pattern of social interaction between the child and the environment.

There are nine attributes of temperament constructed by Thomas, Chess, and Birch. (Page 249 in Potts textbook). The knowledge of temperament can be very useful in understanding the caregiver-infant relationship. There are three defined personality types for infants: easy, difficult, and slow-to-warm-up. It is common that an infant may

not fit directly into one of these three categories and may exhibit a variety of personality types.

BEHAVIOR

learning how to control his environment and finding out that being in control can be fun learning to get around by a creep, scoot, roll, crawl, or combine all four movements sit unassisted and reach for and pick up toys strong enough now to hold himself up on his legs while supported ability to hold and drink from a cup, and possibly eat from a spoon vocal eagerness during meal preparation (Potts, 2012, p. 245) much more motor activity during feeding (Potts, 2010, p. 245) transfers object from hand to hand

retrieved from: http://www.webmd.com/parenting/baby/baby-development-7-month-old

EMOTIONS

The emotions an infant feels are influenced by culture Shows fear, shyness, and anxiety Begins to understand the meaning of "no" Enjoys the presence of others Begins to show anger more Attempts to copy adult sounds. "Emotions are slowly being differentiated with increasing cognitive development" (Fiore, 2011).

Finello, K. (n.d.). Month-by-Month Guide to Baby's Emotional Development: Month 7. Parents - Pregnancy, Babies, Baby Names, Pregnancy Calendar, Ovulation,

Birth & More.. Retrieved January 26, 2012, from http://www.parents.com/baby/development/behavioral/month-by-month-guide-to-babys-emotional-

development/?page=7

EIGHT MONTHS

GROSS MOTOR:

can sit alone or in a chair without support begin to pull themselves up begin to stand with support adjust posture and reach an object increasing mobility first by crawling or scooting on their stomach, then by creeping on all 4 arms & legs, and next they are

able to pull themselves into a standing position

they begin to make stepping movementsWebMD. (n.d.). Baby Development: Your 8-Month-Old. WebMD - Better information. Better health.. Retrieved January 28, 2012, from

http://www.webmd.com/parenting/baby/baby-development-8-month-old

Developmental Milestones for infant | Tumblon. (n.d.). Parenting starts with you. We can help. | Tumblon. Retrieved January 28, 2012, fromhttp://tumblon.com/milestones?age=infant

FINE MOTOR:

neat pincer grasp a thumb and finger pincer grasp practice however, in this stage the infant is able to pick up the smallest objects between their thumb and forefinger and a

dominant hand begins to emerge

begins to transfer objects from hand to mouth reaching for objects banging them together transferring them form hand to hand

Here is a link to a YouTube video of a baby demonstrating the fine motor milestone of an 8 month old baby http://www.youtube.com/watch?v=VT1evRRVhdM

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(n.d.) Baby Development: Your 8th month old. Retrieved on January 27, 2012 from:http://www.webmd.com/parenting/baby/features/baby-development-your-8-

month-old

COGNITIVE: "Coordination of secondary schemes", forming new kinds of behaviors (Piaget & Inhelder, 1969)

Infant decides on a goal, Ex: if an object were to be hidden under a blanket, the infant will search for it. Previously learned attributes are used to carry out a desired goal. Infant uses multiple senses when carrying out tasks and in the midst of learning. They tend to: Look, feel, shake and listen to items of interest. This stage contains the first signs of intentional behavior Curiosity grows and may cause infant to rummage through cabinets, wastebaskets etc. Very short attention span, and will move between activities in a swift manner.

American Academy of Pediatrics. (2011, May 12). Cognitive development: 8 to 12 months. Retrieved fromhttp://www.healthychildren.org/English/ages-

stages/baby/pages/Cognitive-Development-8-to-12-Months.aspx?nfstatus=401&nftoken=00000000-0000-0000-0000-000000000000&nfstatusdescription

LANGUAGE

increases vowel and consonant sounds using two-syllable sounds such as "ba-ba-ba" and "da-da-da" that will continue forthe remainder of the first year (babbling)

infant begins to associate words with activity and responds to simple commands ("no-no") Hear words as distinct sounds and repeat sounds they hear Start to mimic the rhythm of the way others talk to them begin to respond to their name Looks at people/pictures/items when named

To encourage language development

talk with child, telling them what you're doing asking them questions, giving them time to respond reading to them.

Web MD. (2012). Children's Health: Speech and Language Development, Birth to 1 Year of Age. http://children.webmd.com/guide/speech-and-language-

development-birth-to-1-year-of-age. Accessed on Jan. 26, 2012.

RELATIONSHIPS:

Stranger and separation of anxiety emerge approximately 8-12 months of age: the infant will develop a sense of objectpermanence.

Separation anxiety is more likely to occur if the infant is left in a unfamiliar place or with an unfamiliar person. The stranger's approach influences the infant's reaction to the stranger. For 8-months-old infant, the ability to recognize a discrepancy occurs rapidly when the stranger and familiar caregiver are

seen together.

The infants will demonstrate overt distress when they are experiencing stranger and separation of anxiety. Signs of overt distress are drawing, frowning, whimpering, crying, and clinging. Infants actively seek contact with their caregivers. They happily greet their mother when she appears and exhibit separation anxiety when she departs.

Grobman, K. H. (2008). Attachment theory, infancy, & infant memory development. Retrieved from

http://www.devpsy.org/questions/attachment_theory_memory.html .

TEMPERAMENT: Definition: our unique and stable styles of behaving (Fior 2011, p123)

Baby shows unhappiness when you take something away baby now afraid of things, that hadn't been before Don't push baby into situations that he/she f ind scary Baby may now carry around a safety object like a blanket, pillow, doll, etc Don't allow security object to be a bottle of milk or juice because can cause tooth decay Separation anxiety may start Baby gets upset when mom leaves the room If its serious, mom may have to limit time away from baby

http://www.yourbabytoday.com/features/dev_eightmonth/index.html

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http://www.youtube.com/watch?v=yUnUQKQ70Ik

BEHAVIOR:

"rake" small objects toward them and pick them up as their coordination skills and dexterity continue to develop clap and bang objects together as muscle coordination improves use their arms to invite someone to pick them up reach for their spoons when you feed them turn away when no longer hungry Understand the word "no" although a baby may understand the meanings of other words by now, the word "no" is key

because they will also understand the actions they must take when hearing it

They may also have a rough idea of "in" and "out" (the first instance of recognizing a spatial relationship) add tongue movement to change the sound of words they babble

"Crawler: Your 08-month-old." Start Healthy Stay Healthy. Gerber, 2011. Web. 28 Jan 2012.

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begin to have separation anxiety difficulty sleeping alone.

http://www.babycenter.com/302_9-months-old_3658822.bc

COGNATIVE

Applies new skills gained in months 4-8 (Coordination of secondary Schema) Can put many skills and experiences to gain a grand final result.

o Example from Potts: Ex. infant is able to put blocks into a container with various shaped holeso understand simple words and commands (Potts p.235). Such as no, hello, or even carrot or cracker.

Object permanence is evident and the infant will act upon it. Child will actively try and find the hidden object. Child will begin reasoning or finding the purpose. Will work and overcome obstacles. building memory . For example, the infant will remember where a toy is the last time they played with it. Or remember

where, mommy or daddy usually are.

LANGUAGE

increase in vowel and consonant sounds (Potts p.248). Uses two syllable sounds/words as well as talks to others (Potts p.248). begin to interact with each other with some communication. Associates words with objects and activities (Potts p.248).

begin to recognize familiar sounds, words, and commands. May respond to simple commands such as no or bye. Language in infants is measured with the Denver II screening tool in which potential problems can be identified. Caregivers are encouraged to talk to infant as much as possible. Reading to infants or telling stories can stimulate language

and comprehension development.

Naming objects, making eye contact are other factors that can stimulate language and comprehension developmentRELATIONSHIPS

Consist with their caregivers, siblings, relatives, family friends and other infants

constant interaction and play Remember that babies can be happily entertained by a single simple toy, and can be overwhelmed when given lots of toys

all at once.

Allow to get used to new toys and really explore them. Let baby take the lead in deciding how to play with a toy, even if that means sucking on it! Let baby explore safe household items that are not actually "toys." Let baby explore your hands, feet, hair, and face. Name the body parts and point out corresponding features on your baby. Keep plenty of books around the house. allow baby explore the board books on his own (even if that means with his mouth!) make time each day for looking at colorful pictures and reading

Relationship with caregivers

Tight, almost clingy attachment Separation anxiety: demonstrated when an infant is separated from their caregivers, occurs because the infant does not u

nderstand the caregiver will return, after repeated separated periods, the child will be able to cope with the situation

tears when you try to take somethingRelationships with unknown individuals

Stranger anxiety: Behaviors when a stranger appears to an infant Caregiver will not need to be present for the infant to identify a stranger More likely to occur if the infant is left in a unfamiliar place or with an unknown person The strangers approach will influence the infants reaction to the stranger, as well as the caregivers reaction to the stranger This is because the babys awareness and memory are improving. The good news is that 9-month-old babies are easily distracted and the tears shouldnt last long Behavior will be express through frowning, withdrawing, whimpering, drawing, crying and clinging infants can develop a firm attachment to a transitional object

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EMOTIONS

Stranger anxiety Separation anxiety Cranky, clingy behavior Curious Tempered or switch moods quite drastically Gestures for attention Show many emotions, such as being sad, happy, mad, scared, hurt, or uncomfortable. Show distress when he or she does something wrong.

http://www.babycenter.com/baby-social-emotional-development

BEHAVIORS

stranger anxiety , separation anxiety concentrates on main caregiver behaviors are influenced by cultural values

o differences have been found among different cultures.o Children from us expressed anger more openly than children from other countries.

TEN MONTHS

GROSS MOTOR

A few infants can actually take their first steps this early. creep, climb, stand, and balance as muscles continue to develop can go from prone to sitting go from lying to sitting without any help sit alone pull themselves to a standing position

FINE MOTOR

pick up very small objects with great precision. uses pincer grasp places and removes small objects in a container drops objects at will self-feed finger foods

Here is a link to a video "Stimulating a baby's physcial development: How to stimulate a ten month oldhttp://www.youtube.com/watch?v=o5KgVAjBRms

About the video:Stimulating a 10-month-old's physical development involves encouraging fine motor skills by ripping paper, tearing

foil and banging sticks. Stimulate a baby's physical development with tips from a licensed psychotherapist in this free video on child

development. Expert: Dr. Donna Williams, PhD Contact: www.parentguide.com Bio: Dr. Donna Williams is a licensed psychotherapist

with a Ph. D. in early childhood education and development. Filmmaker: Christopher RokoszStephanie

COGNITIVE

search for a toy after watching you hide ityour baby is beginning to understand that an object exists even when shecannot see it (object permanence)

The infant will decide on a goal and try and get to that goal. For instance finding something that is hidden under a blanket. Start dropping toys on different surfaces's to hear all the different sounds it makes. baby will learn to go around, under, or over things to start looking for objects or get on the other side of an obstacle. start singing little nursery rhymes to the infant, they will start enjoying it and actually like the different noises.

LANGUAGE: http://www.mayoclinic.com

Most babies this age respond to simple verbal requests and understand words for familiar people and events. Your babymight become skilled at various gestures, such as shaking his or her head no, pointing at something out of reach, or waving

bye-bye. Expect your baby's babbling to take on new inflection and evolve to words such as "dada" and "mama." You might

hear exclamations such as "uh-oh!" ---Chelsea---

use gibberish in a conversational way

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express themselves with gestures and sounds instead of cries say "mama" and "dada" to identify caregivers repeats sounds made by others makes intentional gestures learns three to five words mimic behavior observed, copying just about everything parent does from brushing hair to picking up the phone listen to the sound ofcaregivers words and will watch you carefully to gauge reactions to situations,ie cry at a sad

movieand babys face crumple up, too.

understand and follow simple, one-step commands, such aswave bye-bye. They also can attach meanings to certain words. saycar or dog, your baby may point at the animal in question. respond to the sound of his/her own name

Stephanie

From http://www.webmd.com/parenting/baby/baby-development-10-month-old?page=2

RELATIONSHIPS

show a desire to please parent as baby becomes even more attached to parentthe trust, love and connection betweenbaby and parent continuing to grow

recognizes family members names Recognizes objects by name Understands simple commands (say "bye-bye")

TEMPERAMENT

Can be a combination of genetics and caregiver's personalities. Easygoing Difficulty adapting Slow to warm up to situations

BEHAVIOR

starts to say "no-no" responses with behavior repeats action that cause attractive behavior and laughter reacts to adult anger; cries when scolded Head banging Rocking Rolling Teeth Grinding Hair Pulling hitting fearful of things never experienced in the past (ex vacuum cleaner, pets,dishwasher, washing machime)

http://www.youtube.com/watch?v=S2vF4AvNrS0; This video explains the devlopmental side overall of 10 month old.

http://www.youtube.com/watch?v=KKyh5Am3OKM&feature=related; This video shows the behavioral side of a 10 month old, by doing behaviors that attract

attention

EMOTIONS:

characterized by emotions regarding stranger and separtation anxiety.

The infant in this stage, develops a sense of object permanence where they can produce an image of the caregiver andrecall that image after being separated from them.

Separation anxiety develops when they are separated from their caregiver and do not understand that the caregiver willreturn. Their ability to produce a mental image of the caregiver also enables them to detect a difference in the appearance

of an unfamiliar person

It is common for infants at this developmental level to become distressed in the presence of a new and unfamiliar person,and the caregiver should understand that this is a normal part of their development.

Signs of Stranger and/or separation anxiety:

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withdrawing whimpering/crying Clinging Frowning anxiety

Ways to relieve Stranger Anxiety:

encourage interaction with relatives/friends often allow the infant to warm up to the stranger encourage the stranger to approach on the infant's level and use a soothing tone let the infant see the caregiver's expression when the stranger appraoches Do not leave without saying goodby Leave a security object with the infant leave the infant iin a familiar place with a familiar person.

this youtube website shows a video that demonstrates separation anxiety in infants. Although this baby is a few months younger, it simply shows an example of how

emotionally distressed the infant can become when separated from the caregiver. http://www.youtube.com/watch?v=4S5ub0ut34I&feature=related

his second video demonstrates stranger anxiety in infants and is particularly interesting because it shows this emotion being present in infants regardless of cultural

upbringing. http://www.youtube.com/watch?v=g7EyuT1HUzw --Megan Richardson

References: Crawler: Your 10-month-old | All Stages | Gerber. (n.d.). Pregnancy, Breastfeeding and Baby Food | All Stages | Gerber. Retrieved January 26, 2012, from

http://www.gerber.com/AllStages/Growth_And_Development/Crawler_Your_10_month_old.aspx?source=10064641&utm_source=msn&utm_medium=cpc&utm_te

rm=10%20month%20old%20development&utm_content=381223730&utm_campaign=Gerber%20BabyReferences : Leslie, L. (2008). How kids develop. Retrieved

from http://www.howkidsdevelop.com/developSkills.html

ELEVEN MONTHS

GROSS MOTOR

When sitting, pivots to reach toward back to pick up an object Cruises or walks while holding onto furniture or with both hands held Climbs up and down chairs Leans over while standing, supported Squats and stoops Takes one step unassisted Stands on his toes Sits down from standing

Developmental milestones. (n.d.). Retrieved from http://tumblon.com/milestones/age/11 months

FINE MOTOR

Is able to grasp things like spoons and forks to feed themselves Able to switch objects between hands Love to draw or color with their fingers at this age Able to grasp objects well enough to throw them

COGNITIVE

ability to stack 2 blocks or such items ability to remember things longer, so start pointing to things and labeling them such as cat or airplane the infant also has the ability to take legos or such objects apart and can figure out how to put it back together ability to point to items when you tell them a name

COGNATIVE (Mallorie Schafer)

ability to stack blocks or such items the ability to remember things longer the infant can identify objects such as a cat or commonly seen objects is learning to take objects apart and put back together like legos

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COGNITIVE (Kristen Treadwell): Piaget Sensorimotor

End of stage 4: coordination of secondary schemes (8-12 mnth)

able to carry out a desired goal. This requires coordination of activities that they learned accidentally in other stages. Ex:finding a toy under a blanket

developing intentional behavior intentionally shaking a rattle i/o accidental gross movements of extremitiesBeginning of stage 5: Tertiary Circular reactions (12 18 mnth)

no longer have accidental movements (dropping toys, f linging arms, kicking), but have intentional movements(intentional dropping of a toy)

Repetitions are no longer attempts at recreations of accidental movement. Intentional repetitions lead to further understanding of the world around them. Ex: dropping sippy-cup on tile makes loud

noise, but dropping cup on carpet makes soft noise. Or dropping blocks from between the bars of my crib makes them land

close, but throwing them between the bars of my crib makes them land far away.

LANGUAGE: communication enables the infant to express needs and emotions and involves central nervous system maturation,

cognitive abilities and social interactions.

identify caregivers such as "mama" and "dada" repeats sounds made by others learns three or five words associates words with activity responds to simple commands understands familiar works recognizes family members names recognizes objects by name understands simple commands - ex: "say bye bye"

LANGUAGE Samantha Wetz 12 mts

babies produce single words half of which are for: food, clothing, toys. their first words express similar meanings, referring to people, vehicles, toys, animals, and other fascinating objects ie:

mama, dada, bye-bye

they repeat sounds made by others and make gestures they understand simple commands ie: touch you nose they learn:

o phonology - the sounds of their languageo semantics - the meanings of wordso syntax - how to construct sentenceso pragmatics - how to communicat

RELATIONSHIPS: http://www.babycenter.com.au/baby/development/11mth/

Baby starts to have a sense of independence Develop sense of self Cries when parent leaves Tests parental response Finger-feeds him or herself Shy or anxious around strangers Enjoys imitating people in play Prefers certain people and toys Initiates walking and talking

BEHAVIOR:

Communicates with simple one or two words responses understands simple commands More hours spent awake/less day-time napping engages in various play activities More exploratory of environment

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http://www.youtube.com/watch?v=LRpDilztRBE This link, from youtube is of an 11 month old girl who clearly has her own agenda.

TEMPERAMENT

These are attributes whether the child is and easy, difficult, or slow-to-warm-up. (p. 249 NP) Michaela Schwab

Most babies at this age sleeping through the night or are getting into a normal sleep pattern. They are usually one or a combination of three types of temperament; feisty, slow to warm up, or adaptable. Feisty babies are fearless and will play with anything Slow to warm up babies may shy away and cry from certain things Adaptable babies are cautious but interested Some babies at this age have separation anxiety They all like the word NO They are all trying to test limits so must set boundries They do things to try and get attention (good and bad things) Support and respect babies personality without letting them be spoiled

http://www.cms.gov/LowCostHealthInsFamChild/downloads/Your11MonthOld.pdf

TEMPERAMENT: michaela schwab

At this age most babies are sleeping through the night or are getting into a normal sleep pattern. They are usually one or a combination of three types of temperament; feisty, slow to warm up, or adaptable. Feisty babies are fearless and will play with anything Slow to warm up babies may shy away and cry from certain things Adaptable babies are cautious but interested Some babies at this age have separation anxiety They all like the word NO They are all trying to test your limits so you must set boundries They do things to try and get your attention (good and bad things) Support and respect your babies personality without letting them be spoiled

http://www.cms.gov/LowCostHealthInsFamChild/downloads/Your11MonthOld.pdf

EMOTIONS:

stranger/separation anxiety may occur strong sense of likes/dislikes and expressive of such Inquisitive of objects within reach remains focused on primary care giver

TWELVE MONTHS

GROSS MOTOR (Amanda Vaquera)

Pulls self up to stand Can stand alone or momentarily without support for few minutes Can rise to a sitting position from lying down Gets to sitting position without assistance Assumes hands-and-knees position Can crawl on his hands and knees, bottom-shuffle or use his hands and feet to move quickly about the floor Crawls forward on belly by pulling with arms and pushing with legs Is able to rise to a standing position without help from furniture or you Is able to cruise along using furniture as support May walk two or three steps without support with his feet wide apart and arms raised to maintain balance.

http://www.webmd.com/parenting/baby/features/baby-development-your-one-year-old?page=2

http://www.child-development-guide.com/child-development-12-months.html

FINE MOTOR: (Caroline Wilson) According to Potts & Mandleco, fine motor development refers to "The ability to coordinate hand-

eye movement in an orderly and progressive manner."

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Hand movements are deliberate - Able to pick up and drop objects into containers with a purpose - Pincer Grasp present - Able to self-feed (finger foods) Begins to hold and mark pages with crayons - Turn pages of a book According to www.EarlyInterventionSupport.com, 12 month old infants are also capable of: Holding out an arm or leg to

assist with dressing

bite and chew toys - transfer objects from 1 hand to the other

LANGUAGE

COGNATIVE

RELATIONSHIPS

Learns to rely on others, especially mother; good me/bad me emerges (Sullivans Interpersonal Theory of Development) (Pottys &Mandleco, 2012, p. 172)

Learns world is good and can be trusted as basic needs are met. If caregivers are unpredictable, inconsistenet, inadequate,or convey a sense of confusion or chaos, the child learns to view the environment with mistrust or wariness. (Potts &

Mandleco, 2012, p. 168)

relationships involve many aspects of development, such as playing (physical and social, talking and communicating(language), Understanding self and others (cognitive), and attachments (emotional).

To understand the relationship between parent and child, we must understand the interactions.

Reciprocal interactionsinteractions that shape relationships with others Adults respond to infants, infants respond to adults, and infants can elicit a response. Emotional development occurs as the result of an infants dispositional tendencies combined with a complex interaction

between growing cognitive skills and social interactions (Fiore, 2011, p. 120).

In the first year of li fe, infants gradually develop the ability to stop or reduce the duration and intensity of emotionalreactions (Fiore, 2011, p. 120).

By 12 months the infant will have stranger anxiety and separation anxiety. Between 12-18 months Will develop emotion of elation and security. Features are feelings of security and well-being

encourage exploration of environment. (Fiore, 2011, p. 120)

o Smile when you appearo Startle upon hearing loud soundso Make "cooing" soundso Quiet or smile when spoken too Seem to recognize your voiceo Cry differently for different needs

http://arabiaenglish.babycenter.com/baby/development/

BEHAVIOR- (Anna Woodruff)

Separation Anxiety is very common at this age some toddlers are the life of the party, others may seem suddenly shy, which is actually developmentally appropriate hitting, not sharing, serious attachment to his bottle (though the time to ditch it is imminent), and picky eating. All are normal and most likely temporary as childs growing sense of independence leads to some trying moments.

TEMPERAMENT

characterized by regularity of bodily functions, low or moderate intensity of reactions, and acceptance of, rather than withdrawal from, new situations children are generally calm, happy, regular in sleeping and eating habits, adaptable, and not easily upset.

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Easy style

parents need to set aside special times to talk about the child's frustrations and hurts because he or she won't demand orask for it.

This intentional communication will be necessary to strengthen your relationship and find out what your child is thinkin gand feeling.

Difficult

characterized by irregularity in bodily functions, intense reactions, and withdrawal from new stimuli. children are often fussy, irregular in feeding and sleeping habits, fearful of new people and situations, easily upset by noise and commotion high strung intense in their reactions.

Slow to warm Up

characterized by a low intensity of reactions and a somewhat negative mood children are relatively inactive and fussy tend to withdraw or to react negatively to new situations reactions gradually become more positive with continuous exposure A child's temperament may or may not mesh well with the demands of the social setting. this goodness of fit between

temperament and environment has a major impact on personality and adjustment.

Temperament impacts how a child perceives and thinks about the environment. Temperament can be categorized into 9 attributes

o activity,o rhythmicity,o approach-o withdrawal,o adaptability,o intensity of response,o

threshold of responsiveness,o mood,o distractibility, ando attention span ando persistence.

TEMPERAMENT: Kathryn Wilson goodness of Fit: the connection between a child's enviroment and his or her temperament

(Fiore).

Easy: Adapts rapidly to stimuli, Positive mood. Enjoys being around people and has predictable and regular behaviors Difficult: Adapts slowly to stimuli, negative mood, seems to be in constant motion, irregular patterns of behavior. Slow to Warm Up- Adapts slowly to stimuli, quiet and withdrawn. Reacts passively to change and is oversensitive and slow

to mature.

Word Puzzle- Infant development.docx : crossword with terms relating to temperament.

EMOTIONS- (Caroline Wilson) going through a variety of emotional changes

making the transition between feelings of stranger and separation anxiety to feelings of elation and security. These emotions allow for the infant to go from relying solely on the parents, or 1 parent in particular, to feeling omfortable

exploring the environment.

According to www.Parents.com, 12 month old children will commonly show the following emotions: - Throwing a tempertantrum - Fluctuating between being cooperative and uncooperative

developing a sense of humor May cling to parents or 1 parent specifically