Infancy and Toddlerhood

(Birth to 2 years)


Infancy



The typically developing newborns systemof eating and breathing are functional and ready to
take over at birth but must still rely wholly on adults for survival. Movement at this stage is
reflexive with no voluntary movements during the early weeks after birth. Newborns sleep a
majority of the time, however, they are aware of their surroundings. Crying is their mode of
communicating wants and emotions. Their cognitive abilities are present, however, it is difficult
to separate themfromone another during the weeks after birth. The newborns cognitive
behaviors are regarded as purely involuntary in nature as they absorb information through their
sense (Marotz & Allen, 2013).


Physical Development

1. The average newborn weighs 6.5 to 9 pounds at birth with females at 7 pounds and males
at 7.5 pounds.

2. All infants are born with light skin which later changes to match the characteristics of
their genetics.

3. They are about 18 to 21 inches in length and weight is gained at 5 to 6 ounces per week
during the first month. The head is large in relation to the body and the tongue is also
large in proportion to the mouth.

4. Skin is sensitive and easily irritated.

Cognitive Development

1. Follows moving objects.

2. Begin to study hands.

3. Looks at surroundings, even in the dark.

4. Body movements become in tune with the mothers or caretakers speech pattern.

Language Development

1. Cries or fusses as way of communicating.

2. Shows preference for human voice.

3. Reacts to loud noises.

4. Turns head to locate voices.

5. Biting as gums rubbed.

6. Sucking reflex (as seen when feeding).

Social-Emotional Development

1. Begins to formbond (attachment) with parents or caregivers.

2. Develops sense of security or trust with parents and caretakers.

3. Looks at parents and listens to their voices.

4. Likes to be closely held and looks towards mother or caretaker while being held.

Moral Reasoning/Self-Regulation

1. Can be soothed by parent or caregiver when distressed.

2. Attentive care helps the child learn coping skills that are vital to later development.

3. Able to sense a difference within their caregivers and respond accordingly.

4. Begin to develop an attachment with parents and caregivers; they communicate their
bond through their relaxed bodies and opening of the eyes.
Developmental Alerts

Developmental alerts that should be reported to a health care provider include not making eye
contact, inability to roll head fromside to side, not sucking and swallowing with ease, no
increase in weight, height, and head circumference, and if the infant does not show alarmin
response to loud noises (Marotz & Allen, 2013).


Promoting Development

In promoting development, parents should make eye contact when infants are alert, talk and sing
to the infant during daily routines, respond to babies cries so he or she develops a sense of
security, and respond to babys laughs and smiles with cheerfulness. Research has shown that
reciprocated responsiveness and social turn taking is the foundation for all teaching and learning
development (Marotz & Allen, 2013).

Social and Cultural Factors

Infants living in poverty can be exposed to harmful living conditions such as homelessness and
abuse which can in turn affect development. The strain and lack of resources associated with
living in poverty effects development due to lack of proper stimulation through interaction. The
extended family households common among ethnic minorities shield children fromthe strain that
poverty can bring by offering assistance. Furthermore, in individualistic and collective societies,
the influence of self-concept is influenced by the type of nurture the infant receives.
Individualistic cultures provide more nurturing and focus more on the individual needs of the
child while collective societies tend to focus less on nurturing the individual child and more on
group well-being. The interactions within the environment will direct the child as to how to
identify himor herself. In promoting positive self-concept during the early years of infancy, both
parents and caregivers must provide social interactions that offer a variety of rich experiences. It
is important to provide infants with quality social interactions that help themdevelop through
real life interactions. Parental involvement by way of providing physical contact, emotional and
social support and cognitive stimulation increases the likelihood of the child developing a
positive self-concept (Berk, 2013).











Toddlerhood



While infants are completely dependent on the adults around them, toddlers are full of energy
and ready to explore as they gain mobility as well as social and language skills. They are able to
identify themselves as boy or girl. Toddlers are known for impulsively laughing and display of
affection (Marotz & Allen 2013).

Physical Development

1. Toddlers begin growing teeth.

2. Body changes to look more adult like, although they still look bigger in the upper body.

3. The legs of the toddler may still look bowed and their eyesight has improved.

4. Weight increases 2 to 2.5lbs per year.

Cognitive Development

1. Follows simple directions.

2. Classifies objects based on dimension (teddy bears fromcrayons, blocks).

3. Names objects in books.

4. Can stay focused for longer periods of time.

5. Displays an understanding of functional relationships such putting a spoon in a bowl then
in the mouth.

6. The toddler is also able to name many objects and place geometric shapes in a puzzle
board

Language Development

1. Language development includes being able to put words together in sentence.

2. Follow simple directions.

3. Point to objects when named or asked.

4. Identifies three body parts when named.

5. Toddlers should be able to produce speech that is 25 to 50 percent intelligible.

Social Emotional Development

1. Shows signs of caring (comforts another child).

2. Displays frustration through tantrums.

3. Finds it challenging to take turns.

4. Is friendly with others.

5. Seeks adult attention.

Moral Reasoning/Self-Regulation

1. Begins to show sensitivity to others.

2. Models adult behavior moral.

3. Ability to obey improves.

4. Self-control emerges and improves.


Developmental Alert
Signs that a toddler is atypically developing are inability to talk or no attempt to talk, does not
show interest in pictures, does not display emotions, does not walk alone, and does not make eye
contact when responding to questions or request, unless this behavior is a result of culture
(Marotz & Allen 2013).

Promoting Development
To promote development, caretakers should encourage the toddler to point to objects and name
them, respond to the toddlers jabbers with questions in promoting speech and language, and
provide toys that promote problemsolving and hand-eye coordination such as blocks and
stacking rings. According to the zero to three website, Early Experiences matter: behavior &
Development (2010), 90% of brain development takes place by age five, therefore, it is
especially important to encourage development in the early years so children are at an advantage.
Social and Cultural Factors

Toddlers living in poverty can be exposed to harmful living conditions such as homelessness and
abuse which can in turn affect development. The strain and lack of resources associated with
living in poverty effects development due to lack of proper stimulation through interaction. The
extended family households common among ethnic minorities shield children fromthe strain that
poverty can bring by offering assistance. Furthermore, in individualistic and collective societies,
the influence of self-concept is influenced by the type of nurture the infant receives.
Individualistic cultures provide more nurturing and focus more on the individual needs of the
child while collective societies tend to focus less on nurturing the individual child and more on
group well-being. The interactions within the environment will direct the child as to how to
identify himor herself. In promoting positive self-concept during the years of toddlerhood, both
parents and caregivers must provide social interactions that offer a variety of rich experiences. It
is important to provide toddlers with quality social interactions that help themdevelop through
real life interactions. Parental involvement by way of providing physical contact, emotional and
social support and cognitive stimulation increases the likelihood of the child developing a
positive self-concept (Berk, 2013).










References
Berk, L. E. (2013). Child development. Boston: Pearson Education.
Marotz, L.R. & Allen, K. E. (2013). Developmental profiles: pre-birth through adolescence (7
th

ed.). Belmont, CA: Wadsworth, Cengage Learning.

ZERO TO THREE: National Center for Infants, Toddlers and Families. (2010). Early
Experiences Matter:Behavior & Development. Retrieved fromhttp://www.zerotothree
.org/child-development/