Infancy
Developmental Psychology
Sheena Ramos
Internal
Infancy
• Birth to 2 years of age
• Rapid growth and development
Internal
Biopsychosocial Framework
Physical Growth and Development
Cognitive Development
Internal
Socioemotional Development
Patterns of Growth
Cephalocaudal pattern- growth
proceeds from top to bottom
Proximodistal pattern-growth starts
at the center of the body and moves
toward the extremities
Internal
Height and Weight
• 1 inch per month in the first year
• Nearly triple their weight by first
birthday.
• The rate of growth slows in the
second year.
• Growth spurts are episodic.
• Philippines: National Nutrition
Council
• At birth, or 40 weeks: 3.2kg,
with a range of 2.5 to 4.5kg
Internal
• Dendritic spreading- increasing the connections between neurons
Brain
Development
• Synaptogenesis- the creation of synapses
• Myelination- the growth of fatty insulating coating along the axon
of the neuron
• Synaptic pruning- overproduction of neurons, followed by gradual
decrease
Internal
Brain
Development
• Lateralization-specialization of function in one hemisphere or the other.
• Hemispheres of cerebral cortex start to specialize
• Peak of synaptic overproduction in visual cortex in 4th month
• Prefrontal cortex (higher level thinking, self regulation)- peak of synaptic
overproduction at 1 yr of age
• Plasticity- brain’s ability to change in response to experience
Internal
Brain
Development
• EEG- baby’s electrical activity
• fNIRS- Functional Near Infrared Spectroscopy- changes in blood oxygen for brain’s
activity
• MEG- Magnetoencephalography- maps brain activity through magnetic fields for
perceptual and cognitive activities such as vision, hearing, language in infants.
Internal
Sleep
• Typical newborn sleeps 18 jrs a day, but it varies
from 10 to 21 hrs/day
• Sleep problems: common is night-time waking.
• Factors that could contribute to shorter infant sleep:
• maternal depression during pregnancy, early
introduction of solid food, infant TV viewing,
child care attendance.
• Newborns spend a lot of time in REM sleep; might
promote brain development
• Sleep has positive link to cognitive functioning
(memory, language, executive function).
• SIDS- Sudden Infant Death Syndrome, a condition
that occurs when infants stop breathing, usually
during the night, and die suddenly without apparent
reason.
Internal
Nutrition
• Each infant has unique needs
• Recommended by nutritionists: 50 calories per day
for each pound they weigh
i. First year developments:
1. Motor Skills:
a. Begins with suck and swallow
movements
b. Progress to chew and swallow
movements
2. Fine Motor Skills:
a. Being fed by caregiver to selffeeding
i. Caregivers play very important role in early
development of eating patterns
Internal
Breastfeeding
• Breastfeeding is shown to be better
for infant than bottle feeding.
• Recommendation is to exclusively
breast feed for first six months
followed by continued breast
feeding as complementary foods are
introduced, and further breast
feeding for one year or longer as
desired by both infant and mother.
Internal
Breastfeeding
Benefits to child
Fewer gastrointestinal infections
Fewer lower respiratory tract infections
Reduce risk of allergies
Protects wheezing/asthma for three months of age
Less ear, throat, sinus infections
Less likelihood of becoming overweight/obese
Less likely to develop Type 1 diabetes
Lower rates of SIDS
Less hospitalizations
Benefits to mother
Lower incidence of breast cancer
Reduction in incidence of ovarian cancer
Reduction in Type 2 diabetes
Internal
Dynamic Systems
View
• Sequence of developmental milestones is not as fixed, and not due
as much to heredity.
• Dynamic Systems Theory- Perception and action are coupled
• Infants assemble motor skills for perceiving and acting.
• To develop motor skills, infant must perceive something in their
environment that motivates them to act and use their perceptions
to fine-tune their movements.
• Motor skills assist infants in reaching their goals.
• Process:
• Motivation -> Creation of motor behavior
• Coordinate skills, adapting and modifying movement
patterns
• Ballparks/estimates
• Fine-tuning
• Modulation
Internal
Reflexes
• Reflexes- The beginning of motor
development.
• Reflexes are built-in reactions to stimuli.
Previously thought of as automatic and
beyond newborn’s control.
1. Rooting reflex- turning of head
towards direction of cheek being
stroked
2. Sucking reflex- automatically suck
an object placed in their mouth.
3. Moro reflex- when startled,
newborn arches its back, throws
back its head, and flings out its
arms and legs. Then newborn
rapidly draws in its arms and legs.
Internal
Gross Motor
Skills
• Involves large-muscle activities such as moving one’s arms and walking
• Posture- dynamic process that links sensory information, spatial recognition, balance and
equilibrium, vision and hearing.
• Timing of milestones may vary by as much as two to four months.
• Some infants do not follow the standard sequence of motor accomplishments
Internal
• Locomotion- walking
Gross Motor
Skills
• Locomotion and postural control are closely linked, especially in walking upright
• Alternating leg movements and forward stepping movements- precursors to
walking
• Stepping forward movements, but may take time to walk
• Stabilizing body as legs swing forward and backward
• Integrate perceptual information with this new motor development (perceptualmotor coupling)
• Walking is linked to advancement of other aspects of development- ex:
Internal
language
Fine Motor Skills
• Motor skills that involve more finely tuned
movements, such as finger dexterity
• Onset of reaching and grasping marks a significant
achievement in infants ability to interact with
their surroundings.
• Types of grasps
1. (Initial) Palmar grasp- gripping with whole
hand- large objects
2. Subsequently) Pincer grip- grasp small
objects with thumb and forefinger
• Perceptual-motor coupling is necessary to
coordinate grasping
Internal
Sensory and
Perceptual
Development
• Sensation- the product of interaction between
information and the sensory receptors—the
eyes, ears, tongue, nostrils and skin
• Perception- the interpretation of what is sensed.
• Ecological View- (Gibsons) Perception brings
people in contact with the environment to
interact with and adapt to it
• Affordances- opportunities for interaction
offered by objects that fit within our
capabilities to perform activities.
• Perceptual-motor Coupling- Action
educates perception.
Internal
The four photographs represent a computer estimation of what a picture of a face looks like to a 1-month-old, 2-month-old, 3-month-old, and 1-year-old (which approximates
the visual acuity of an adult).
Visual
Perception
• Visual Acuity
• Preferential Looking Method- a procedure for testing infant perceptual and
cognitive skills by observing infant viewing preferences to two or more items.
• Color Vision- 4 weeks to 8 weeks- can already see some color. 4 months- can
have color preferences. May prefer saturated colors
• Perceptual Narrowing- more likely to distinguish previously seen faces
Internal
Visual Perception
• Visual Preference Method- method used to determine
whether infants can distinguish one stimulus from another
by measuring the length of time they attend to different
stimuli.
• Presenting a stimulus a number of times to measure
perception:
• Habituation- Decreased responsiveness to a stimulus
after repeated presentations of the stimulus. This
means the infant is no longer interested in looking.
• Dishabituation- recovery of a habituated response
after a change in stimulation. This can mean the infant
can discriminate between old and new stimulus.
• Looking time is one of the most important measures of
infant perceptual and cognitive development.
Internal
Perceptual
Constancy
• Perceptual Constancy- sensory stimulation is changing
but perception of the physical world remains constant.
• Size constancy- recognition that an object remains
the same even though the retinal image of the
object changes as you move toward or away from
the object
• Shape constancy- recognition that an object
remains the same shape even though its
orientation to us changes.
• Perception of Occluded Objects
• Depth of Perception
Internal
Hearing, Touch and
Pain, Smell
• Newborns can hear, but their sensory threshold is higher than
that of adults
• Loudness- immediately after birth, infants cannot hear
soft sounds; continuously improve until 5-10 yrs
• Pitch- perception of the frequency of a sound
• Infants are less sensitive to pitch of a sound than
adult
• Localization- can determine the general location from
which a sound is coming
• Babies show preferential orientation to speech and music
Internal
Hearing, Touch and
Pain, Smell
• Touch -tactile contact is essential for infant wellbeing
• skin-to-skin (kangaroo) contact improves
development for pre-term or low-birthweight babies
and gentle touch reduces stress and stimulates the
prefrontal cortex in infants
• Touch is an important medium for infant perception
and learning.
• They have heightened pain sensitivities.
Internal
Smell and Taste
•
Taste- perceive the four basic tastes of sweet, sour, salty and bitter as shown by
their facial expressions, sucking rate and swallowing
• Prefer sweet tastes and dislike bitter, sour and strong salty tastes
• Prefer umami
• Smell- can already differentiate odors
• Smelling helps them to identify the familiar or safe things and people in their world.
• There is also an innate bias to breast milk
Internal
Intermodal
Perception
• The ability to relate and integrate
information from two or more
sensory modalities, such as vision
and hearing.
• When they hear a sound they
look in the direction it came
from, indicating coordination of
auditory and visual responses.
Internal
Biopsychosocial Framework
Physical Growth and Development
Cognitive Development
Internal
Socioemotional Development
Piaget’s Theory
of Infant
Development
•
A general, unifying story of how biology and experience sculpt cognitive development. Just as
our physical bodies have structures that enable us to adapt to the world, we build mental
structures that help us adjust to the new environmental demands.
•
Cognitive Processes
• Maturation- concept that an innate, biologically based program is the driving force
behind development
• Schemes- actions or mental representations that organize knowledge
a. Assimilation when children use their existing schemes to deal with new
information and experiences
b. Accommodation- when children adjust their schemes to take new information
into account
c. Organization- grouping of isolated behaviors and thoughts into a higher-order
system.
d. Equilibration is the mechanism by which children shift from one stage of thought
to
the next.
Internal
• The idea of cognitive stages means that each person’s cognitive abilities are organized into
coherent mental structures
Piaget’s Theory of
Infant Development
• cognitive-developmental approach- focused on how cognition changes with age
• The Sensorimotor Stage- lasts from birth to 2 years of age. Infants construct an understanding
of the world by coordinating sensory experiences with physical, motoric actions.
i. Beginning of stage- newborns have little more than reflexes
ii. End of stage- 2 year olds can produce complex sensorimotor patterns and use primitive
symbols.
• Object Permanence- the understanding that objects continue to exist even when they cannot
be seen, heard, or touched.
Internal
• Infant’s cognitive development is not linear
• Perceptual Development and Expectations- - Gibson and
Spelke argue that infant’s perceptual abilities are highly
developed at an early stage, earlier than Piaget’s estimations
Evaluating
Piaget’s
Sensorimotor
Stage
• Core Knowledge Approach- infants are born with domainspecific innate knowledge systems, like space, number sense,
object permanence, language.
• Most developmentalists today agree that Piaget
underestimated the early cognitive accomplishments of
infants that both nature ad nurture are involved in infant’s
cognitive development.
• Developmental Cognitive Neuroscience- recently emerging
field that explores connections between brain, cognition, and
development
Internal
Conditioning and
Attention
• Conditioning:
• Skinner’s theory of operant conditioning- consequences of a
behavior produces change in the probability of the behavior’s
occurrence.
• Rovee Collier Mobile experiment- correlates conditioning to
infant memory
Internal
Conditioning and
Attention
• Attention- the focusing of mental resources on select
information, improves cognitive processing on many tasks.
• It is likely that Parietal lobes are active when infants
orient their attention
• orienting/investigative process -- involves directing
attention to potentially important locations in the
environment (where) and recognizing objects and
features such as color and form (what).
• sustained attention that allows infants to learn about
and remember characteristics of a stimulus as it
becomes familiar
i. Habituation and Dishabituation
1. Habituation- decreased responsiveness to a
stimulus after repeated presentations of
the stimulus
2. Dishabituation- increase in responsiveness
after a change in stimulation
Internal
Attention
• Joint attention- two or more individuals focus on the
same object or event
• An ability to track caregiver’s behavior, such as
following the gaze of another person
• Reciprocal interaction
Internal
Memory
•
Memory- retention of information over time
•
Encoding- process in which information is transferred to memory
•
Implicit memory- memory without conscious recollection- memories
of skills and routine procedures that are performed automatically
•
Explicit memory- conscious remembering of facts and experiences
•
Babies do not show explicit memory until second half of the first year
•
Changes in the brain linked to infants’ memory development
• 6-12 months- maturation of the hippocampus and cerebral
cortex especially the frontal lobes, which makes explicit
memory possible
• Explicit memory continues to improve during 2nd year as brain
structures further mature and connections between them
increase
•
Infantile or childhood amnesia- not remembering memories from first
three years of life
Internal
Imitation, Concept
Formation, Categorization
• Imitation- infants don’t blindly imitate everything that they see
• Also involved in processing of social events and contributes to rapid social
learning
• Deferred imitation- infants can imitate actions they’ve seen a few hours or days
earlier
• Concept Formation and Categorization
• Concepts- cognitive groupings of similar objects, events, people or ideas
• Perceptual categorization- categorizations that are based on similar perceptual
features or objects such as size, color, and movement
• Categorization is an important aspect of learning and in understanding the
world.
Internal
• Intelligence—an ability to take in information and use it to adapt to the
environment
Intelligence
• Bayley Scales of Infant Development, measure primarily sensory and
motor skills
• Bayley’s test and others like it have proven to be helpful in identifying
infants and toddlers with serious developmental delays
Internal
• Language is a form of communication,
whether spoken, written or signed—that is
based on a system of symbols
Language
Development
Language’s Rule Systems
i. Phonology -sound
ii. Morphology- word formation
iii.Syntax- combination of phrases and sentences
iv.Semantics- meaning of words and sentences
v. Pragmatics- use of language in different contexts
Internal
Language Development
1.
Recognizing Language Sounds- before begin to learn words, infants can make fine distinctions among
sounds of language
2.
Babbling and other vocalizations
1. Vocalizations are a practice of making sounds to communicate and to attract attention
1. Crying- can signal distress and other things
2. Cooing- gurgling sounds made in the back of the throat, expressing pleasure.
3. Babbling- strings of consonant-vowel combinations.
2. Gestures
1. Early gestures can be symbolic for wants and needs
2. Pointing- important index of the social aspects of language
1. Pointing without checking adult gaze then
2. Pointing while looking back and forth between an object and the adult
Internal
Language Development
First Words
•
Infants understand their first words earlier than they speak them
•
Receptive vocabulary (words the child understands) considerably exceeds
spoken (or expressive) vocabulary (words the child uses).
•
First words are names of important people, familiar animals, vehicles, toys,
food, body parts, clothes, household items, greeting terms.
•
Timing of first words vary from child to child.
•
Infant’s spoken vocabulary rapidly increases after the first word is spoken
•
Overextension- tendency to apply a word to objects that are inappropriate
for the word’s meaning by going beyond the set of referents an adult would
use
•
Underextension- tendency to apply the word too narrowly.
•
Two-word utterances- conveying of meaning using two words
•
Telegraphic speech- use of short and precise words without grammatical
markers such as articles, auxiliary verbs, and other connectives
Internal
Language
Development
• Biological influences
• Regions of the brain involved in language
• Broca’s area- area in left frontal lobe, for producing words
• Wernicke’s area- area in left hemisphere, for language
comprehension
• Damage to either produces aphasia- loss or impairment of
language processing.
• Damage to Broca’s- difficulty in producing words
• Damage to Wernicke’s- poor comprehension but produce
fluent yet incomprehensible speech
• Language Acquisition Device- biological endowment that
enables the child to detect certain features and rules of
language
Internal
Language
Development
• Environmental influences
• Role of Social Interaction- language is not
learned in a social vacuum
• Interaction View of language- Michael
tomasello- children learn language in
specific contexts
• Child-directed speech or parenteseParents shift to it when talking to a baby
unconsciously.
• Recasting
• Expanding
• Labeling
Internal
Language
Development
How parents can facilitate infant’s and toddler’s language development:
Linguist Naomi Baron, psychologists Roberta Golinkoff and Kathy HirshPasek’s suggestions:
• Be an active conversational partner
• Narrate your daily activities to the baby as you do them
• Talk in a slowed-down pace and don’t worry about how you sound
to other adults when you talk to your baby
• Use parent-look and parent-gesture and name what you are
looking at
• When you talk with infants and toddlers, be simple, concrete and
repetitive
• Play games
• Remember to listen
• Expand and elaborate language abilities and horizons with infants
and toddlers.
• Ask questions that encourage answers other than yes or no,
actively repeat, expand and recast the utterances.
• Adjust to your child’s idiosyncrasies instead of working against
them. Make them feel that they are understood.
• Resist making normative comparisons.
Internal
Biopsychosocial Framework
Physical Growth and Development
Cognitive Development
Internal
Socioemotional Development
Emotional
Development
• Emotion- a feeling or affect that occurs when a person is in a state, or
an interaction that is important to him or her.
• Important roles of emotion in infants
• Communication with others• Behavioral organization- emotions influence infant’s social
responses and adaptive behavior as they interact with others in
the world
• Biological, Cognitive and Environmental Influences
• Biology- Brain- brain stem, hippocampus, amygdala play a role
in distress, excitement, and rage
• Cognitive processes
• Attention toward or away from an experience can
influence infant’s and children’s emotional responses
• Culture
• Relationships and being in the care of others provides
diversity in emotional experiences
• Cultural differences impact development of emotions
Internal
Emotional
Development
• Early Emotions
• Primary emotions
• Self-conscious emotions- require self-awareness that
involves consciousness and a sense of “me”.
• Structural immaturity of the infant brain makes it unlikely
that emotions which require thought can be expressed
before the first birthday
• Emotional Perception
• At first, infants are better at perceiving emotions by
hearing than by seeing
• 2-3 mos old- discriminate differences in others’ emotions
• Emotional Contagion-crying in response to hearing
another infant cry, evident beginning at just a few days old
• Still-face paradigm- infants quickly learn to expect certain
emotional reactions from others, especially others who
are familiar and important to them
• Gain abilities to match auditory and visual emotion.
• Social Referencing- process of becoming more adept at
observing others’ emotional responses to ambiguous and
uncertain situations, and using that information to shape
one’s own emotional responses
Internal
Emotional
Development
• Impact of Social Relationships
• Infants modify their emotional expressions in response to
their parent’s emotional expressions and vice versa with
parents.
• Cries and smiles are two emotional expressions that infants display
when interacting with caregivers.
• Crying- the most important mechanism newborns have for
communicating with their world
• First cry- verifies that lungs have filled with air
• Basic cry – example: hunger
• Anger cry
• Pain cry
• Smiling- a key social signal
• Reflexive smile
• Social smile
Internal
Emotional
Development
• Fear
• Stranger anxiety- the most frequent expression of fear in infants.
Showing of fear and wariness of strangers.
• Less stranger anxiety when they are in familiar settings.
When infants feel secure, they are less likely to show stranger
anxiety.
• Less fearful of child strangers than adult strangers
• Less fearful of friendly, outgoing, smiling strangers than of
passive, unsmiling strangers
• Separation protest- fear of being separated from their caregivers
Internal
Emotional
Regulation and
Coping
• Infant gradually develops an ability to inhibit, or
minimize, the intensity and duration of emotional
reactions.
• Early in infancy- babies put their thumbs in
their mouths to soothe themselves. Also
mainly depend on caregivers to help them
soothe their emotions.
• Later in infancy- sometimes redirect their
attention or distract themselves in order to
reduce emotional arousal.
• 2 yrs of age- toddlers can use language to
define their feeling states and the context that
is upsetting them.
• To soothe or not to soothe?
• Soothing helps infants develop a sense of trust
and secure attachment to the caregiver.
Internal
Temperament
• Temperament- involves individual differences in behavioral styles,
emotions and characteristic ways of responding
• Predispositions toward emotional reactivity
• Emotional Reactivity- involves variations in the speed and
intensity with which an individual responds to situations
with positive or negative emotions
• Self-regulation- involves variations in the extent or
effectiveness of an individual’s ability to control his or her
emotions.
• Clusters of temperament
• Easy child
• Difficult child
• Slow-to-warm-up child
• Kagan’s Behavioral Inhibition
• Shy, subdued, timid child
• Social, extraverted, bold child
Internal
Temperament
• Biological influences
• Heredity
• Eventually evolves through
experiences, development of selfperception and behavioral
preferences
• Gender
• Parents might react differently to an
infant’s temperament depending on
whether the baby is a boy or a girl
• Culture
• The cultural differences in temperament
were linked to parental attitudes and
behaviors.
Internal
Temperament
• Environment
• Goodness of fit refers to the match between a child’s
temperament and the environmental demands the
child must cope with
• Lack of fit can produce adjustment problems
• Parenting and The Child’s Temperament
• Temperament experts Ann Sanson and Mary Rothbart
(1995):
• Attention to and respect for individuality- Good
parenting involves sensitivity to the child’s
individual characteristics
• Structuring the child’s environment-Crowded,
noisy environments can pose greater problems
for some children
• The “difficult child” and packaged parenting
programs- whether a particular characteristic is
difficult depends on its fit with the environment.
Internal
Personality
Development Theories
• Personality- the enduring personal characteristics of individuals
• Emotions and temperament form key aspects of
personality.
• Psychosexual Stages of Development
• Sigmund Freud
• oral stage, from birth to age 2, infants derive
satisfaction through the mouth
• Trust
• Erik Erikson- first year of life is characterized by the
trust-vs-mistrust stage of development.
• Infants learn trust when they are cared for in a
consistent, warm manner. Otherwise,
mistrust develops.
• Object relations Theory
• interaction between mother and infant lays the
foundation for future personality development
because that early interpersonal experience serves
as a prototype for subsequent interpersonal
relations
Internal
Developing a sense of
self
• Studying the development of sense of self in infancy is
difficult because infants cannot verbally express their
thoughts and impressions
• Subjective self- an infant’s awareness that she or he is
a separate person who endures through time and
space and can act on the environment
• Objective (categorical) self a toddler’s understanding
that she or he is defined by various categories such as
gender or qualities such as shyness
• Development of the emotional self begins when
babies learn to identify changes in emotion expressed
in others’ faces, at 2 to 3 months of age.
Internal
Independence
• Second stage of development in Erik Erikson’s
theory: as autonomy versus shame and doubt.
• Autonomy builds as infants mental and motor
abilities develop.
• They feel pride in these new accomplishments
and want to do everything themselves.
• Shame and doubt- develops when caregivers
are impatient about things that toddlers are
able to do by themselves, or overly criticizes
accidents and
Internal
Social Orientation and
Understanding
• Infants respond to faces, sounds of human voices, become
adept at interpreting meaning of facial expressions and voices
• As infants develop the ability to crawl, walk and run, they
begin to independently initiate social interchanges on a more
frequent basis
• Joint attention and gaze following help infant understand that
other people have intentions.
• Social Referencing- reading the emotional cues in others to
help determine how to act in a particular situation.
Internal
Attachment
• Attachment- a close emotional bond between two people
• Freud- emphasized that infants become attached to
the person or object that provides oral satisfaction.
• Harry Harlow-Feeding is not a crucial element in the
attachment process, but contact comfort is important
• Erik Erikson- physical comfort and sensitive care are
key to establishing basic sense of trust in infants
• John Bowlby’s Attachment Theory- both infants and
their primary caregivers are biologically predisposed
to form attachments.
• Maternal deprivation hypothesis: the notion
that later serious deleterious outcomes will
result from the lack of a consistent attachment
figure in early childhood.
Internal
Attachment
• Attachment security: the readiness of an infant to use the
primary caregiver to derive a sense of security that can be
reflected in her pattern of attachment behaviours.
• The Strange Situation- by Mary Ainsworth-an observational
measure of infant attachment that requires the infant to move
through a series of introductions, separations and reunions
with the caregiver and an adult stranger in a prescribed order
Internal
Critiques on
Attachment
Theory
• Secure attachment concept does not
adequately consider certain biological
factors in development such as genes and
temperament
• Secure attachment theory could be ignoring
the diversity of socializing agents and
contexts
Internal
Attachment
• Caregiver characteristics such as marital status,
age, education level, and income, and
psychiatric disposition can affect infants’
attachment quality.
• Securely attached babies have caregivers
who are sensitive to signals and constantly
available to respond to the babies’ needs.
• Caregivers of avoidant babies tend to be
unavailable or rejecting.
• Caregivers of disorganized babies often
neglect or physically abuse them.
Internal
Attachment
• Developmental social neuroscience examines connection
between socioemotional processes, development and the
brain
• Connections between attachment and the brain involve
the neuroanatomy of the brain, neurotransmitters, and
hormones
• Prefrontal cortex and subcortical regions of the and
the hypothalamus
• Hormones and neurotransmitters
• in mother’s neucleus accumbens could be
important in motivating the mother’s
approach to the baby
• Can also be secreted in males
• When fathers engaged with babies
at 6 months, their oxytocin levels
increased
• Dopamine circuits are activated when mothers
care for infants and exposed to infants cure
such as eye contact, smiling, etc
Internal
Social Contexts
• The Family
• Marital conflict might reduce the efficiency in parenting
• Transition to parenthood
• Couples enjoyed more positive marital relations before
the baby was born than after, but some report increase in
marital satisfaction
Internal
Social Contexts
• Reciprocal socialization- bidirectional socialization,
where children socialize parents just as parents socialize
children
• Mutual gaze and eye contact
• Scaffolding- turn taking activities (peekaboo, pat-acake)- develop joint attention
• Managing and Guiding Infant’s Behavior- to attempt to
reduce or eliminate undesirable behaviors
• Being proactive and childproofing the environment
to avoid dangerous objects and situations
Internal
• The Philippine Republic Act 8980: Early Childhood Care and
Development Act
• Early Childhood Care and Development (ECCD) System refers
to the full range of health, nutrition, early education and social
services programs that provide for the basic holistic needs of
young children from birth to age six, to promote their
optimum growth and development.
Child Care
• In 2013, the Early Years Act called for the establishment of an
ECCD system that covers comprehensive health, nutrition,
early education, and social services for children between the
ages of 0-8, with children ages 0-4 falling under the auspices
of the ECCD Council, and children ages 5-8 under the
Department of Education
• Republic Act No. 6972, the “Barangay (village) Level Total
Protection of Children Act”, has a provision that requires all
local government units to establish a day-care center in every
village; the law institutionalized the features of the day-care
program that provide for young children’s learning needs aside
from their health and psychosocial needs.
Internal
Biopsychosocial Framework
Physical Growth and Development
Cognitive Development
Internal
Socioemotional Development
Arnett, J. J. (2016). Human development: A cultural approach. Pearson.
Boyd, D. R., & Bee, H. L. (2015). Lifespan development. Pearson.
References
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https://varlyproject.blog/early-childhood-care-and-education-in-the-philippines/
Gillibrand, R., Lam, V., & O'Donnell, V. L. (2016). Developmental psychology.
Pearson.
Santrock, J. W. (2019). Life-span development. McGraw-Hill.
The Philippines - results for development. (n.d.). Retrieved September 14, 2022,
from https://www.r4d.org/wp-content/uploads/Brief-Philippines.pdf
Internal