INFANT PHYSICAL GROWTH AND BRAIN DEVELOPMENT

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INFANT PHYSICAL GROWTH AND BRAIN DEVELOPMENT

• Chapter 6

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• Infancy birth to 2 years
• Toddlerhood 18 months to 2 years
• Physical changes occur in a fixed sequence
• Wide variation in developmental time tables due
  to culture, genetics, parenting practices,values,
  etc.

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NORMAL/ABNORMAL DEV

• As providers and parents it is important to know
  the difference between normal and abnormal dev
  because early intervention is crucial for
  remediation

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CHILDPROOFING

• State laws define necessary precautions for child
  care centers and family care
• DSS/Community Care Licensing has this information
  
• Cultural differences in how families childproof
  their environments

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EATING TOILET TRAINING

• Cultural, class differences
• As providers, how much do we set our own agendas
  V cooperate with families that have different
  beliefs and goals

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TASTE/SMELL/TOUCH

• Soothing touch are very important for secure,
  health emotional development

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VISION/HEARING

• Long lookers V short lookers
• Scanning
• Tracking
• Soothing sounds

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BRAIN ORGANIZATION STRUCTURE

• Right/left hemispheres
• Regions are specialized
• Neurons
• body synapse
• dendrite Myelin sheath
• axon neurotransmitters
• picture p 115

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INFANT BRAINS

• Super-dense
• Synapses develop with environmental inputs
• Synapses are destroyed when emotional distress
  causes cortisol to flood the brain
• Synapses are destroyed when not used

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MAXIMIZING BRAIN GROWTH

• Growth is an interaction between biology,
  culture, and experiences

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PERCEPTUAL/MOTOR IMPAIRMENTS

• Early,multidisciplinary, family-based, intensive,
  culturally sensitive interventions can
  significantly improve motor skills among babies
  with disabilities

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VISUAL PROBLEMS

• See p 117 for indicators
• Visual problems inhibit motor development, which
  in turn inhibits visual abilities
• Encourage movement through safe play areas and
  touch or sound stimulation effects on toys

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HEARING PROBLEMS

• See page 118-119 for indicators
• Language delays
• Use Total Communication
• Use Assistive Devices for hearing
• Use acoustical adaptations in classroom
• Use rich visual, tactile, taste, smell cues

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COGNITIVE TEACHING APPROACH FOR SELF-HELP

• Help children understand the consequences of
  caring for themselves
• EXPLAIN VERBALLY
• TALK ABOUT CONSEQUENCES
• ASK QUESTIONS
• REDIRECT
• GIVE CHOICES

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