Transcript Powerpoint slideshow

INFANT PHYSICAL
GROWTH AND
BRAIN
DEVELOPMENT
Chapter 6
• 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.
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
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
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
TASTE/SMELL/TOUCH
• Soothing touch are very important for
secure, health emotional development
VISION/HEARING
• Long lookers V short lookers
• Scanning
• Tracking
• Soothing sounds
BRAIN ORGANIZATION &
STRUCTURE
• Right/left hemispheres
• Regions are specialized
• Neurons:
body
synapse
dendrite
Myelin sheath
axon
neurotransmitters
picture p 115
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
MAXIMIZING BRAIN GROWTH
• Growth is an interaction between biology,
culture, and experiences
PERCEPTUAL/MOTOR
IMPAIRMENTS
• Early,multidisciplinary, family-based,
intensive, culturally sensitive interventions
can significantly improve motor skills
among babies with disabilities
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
HEARING PROBLEMS
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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
COGNITIVE TEACHING
APPROACH FOR SELF-HELP
• Help children understand the consequences of
caring for themselves
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EXPLAIN VERBALLY
TALK ABOUT CONSEQUENCES
ASK QUESTIONS
REDIRECT
GIVE CHOICES