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INTRODUCTION
Infancy stage of human development lasting from birth to approximately two years of age. The
hallmarks of infancy are physical growth, motor development, vocal development, and cognitive
and social development.
Physical Growth
The first year is characterized by rapid physical growth. A normal baby doubles its birth weight
in six months and triples it in a year. During that time, there is great expansion of the head and
chest, thus permitting development of the brain, heart, and lungs, the organs most vital to
survival. The bones, which are relatively soft at birth, begin to harden, and the fontanelles, the
soft parts of the newborn skull, begin to calcify, the small one at the back of the head at about 3
months, the larger one in front at varying ages up to 18 months. Brain weight also increases
rapidly during infancy: by the end of the second year, the brain has already reached 75% of its
adult weight.
Growth and size depend on environmental conditions as well as genetic endowment. For
example, severe nutritional deficiency during the mother's pregnancy and in infancy are likely to
result in an irreversible impairment of growth and intellectual development, while overfed, fat
infants are predisposed to become obese later in life. Human milk provides the basic nutritional
elements necessary for growth; however, in Western cultures supplemental foods are generally
added to the diet during the first year.
The newborn infant sleeps almost constantly, awakening only for feedings, but the number and
length of waking periods gradually increases. By the age of three months, most infants have
acquired a fairly regular schedule for sleeping, feeding, and bowel movements. By the end of the
first year, sleeping and waking hours are divided about equally.
Motor Development
Development of motor activity follows a fairly standard sequence. The infant learns to lift its
head, to turn over on its back, and to develop the muscular coordination for refined, visually
directed hand movements and for sitting, crawling, standing, and walking, generally in that
order. Motor development proceeds more rapidly than actual physical growth by the beginning
of the second year. Bowel and bladder control is sometimes possible after 18 months. However,
many normal, healthy infants show delayed response in one or several developmental activities,
or may apparently skip a stage altogether.
Vocal Development
An infant's early crying sounds are largely limited to frontal vowels, such as in "dada," and a few
consonants; the remaining vowel and consonant sounds gradually appear, first produced in a
babbling manner, and the first meaningful words may appear at ten months. By the end of the
second year, the infant's active vocabulary may reach 250 words. One of the key reasons infants
can produce more sounds is the developing larynx, or voice box, which "descends" between the
ages of 1 1/2 to 2 years. Thus, as the infant's vocal tract develops, the wider the range of sounds.
Studies indicate that certain cognitive processes, the order of which is largely biologically
controlled, begin as early as two months after birth. Up to six months of age, differences in
motor and conceptual development are generally independent of the infant's rearing conditions
and culture, but by one year of age, cultural differences affect intellectual development. From the
early months on, the infant forms attachments to those who care for him or her, and on the basis
of their behavior, begins to develop expectations of gratification, e.g., adult responses to cries of
distress. Social smiling appears early, and by the latter part of the first year the baby may depend
on the presence of familiar faces and become apprehensive in the presence of strangers.
PATIENT’S PROFILE
Patient John Paul Eseguera, 4 months old, male, a resident from Moryo-moryo,
Camaman-an, Cagayan de Oro City. He was born last May 14, 2009 through Normal
Spontaneous Vaginal Delivery with the assistance of a “ Manghihilot “. The third of son of Mr. &
Mrs. Emilio Eseguera, both of his parents are unemployed and are dependent on the support of
their extended family. The infant is still under breastfeeding, and has partially accomplished two
OF
DEVELOPMENT
Freud's Psychosexual Stages of
Development
So, where does the infant’s, then the child’s, the adolescent's, and adult's
energy get focused? Freud believed that as development occurs the baby
begins to focus on first one object then another. As the infant’s focus shifts the
style and type of gratification being sought changes.
The focal objects for the developing child's energy serves to define five main
stages of psychological
development.
Physical focus: mouth, lips tongue (sucking). Sucking is the primary source of
pleasure for a newborn. Everything goes in the mouth. Sucking = food.
Physical focus: penis. Freud believed that boys and girls both focussed on the
penis. Boys: why hasn’t she got one? Girls: why haven’t I got one? Children
become particularly interested in playing with their genitals at this stage.
The latency stage is the period of relative calm. The sexual and aggressive
drives are less active and there is little in the way of psychosexual conflict.
Adult character: The genital character is not fixed at an earlier stage. This is
the person who has worked it all out. This person is psychologically well-
adjusted and balanced. According to Freud to achieve this state you need to
have a balance of both love and work.
If you have had problems during any of the psychosexual stages which are not
effectively resolved, then you will become fixated at one of the earlier stages
and when under stress will regress more and more to characteristics of that
stage.
Piaget's Stages of Cognitive
Development
The following information is based on the work of Jean Piaget, a
developmental biologist who devoted his life to closely observing and
recording the intellectual abilities of infants, children and adolescents. Piaget
concluded that human development involves a series of stages. Given below
is an outline of the four stages of Piagetian development. During each of
these new abilities are gained. Each stage prepares the child for the
succeeding levels.
The Sensorimotor Stage is the first stage Piaget uses to define cognitive
development. During this period, infants are busy discovering relationships
between their bodies and the environment. Researchers have discovered
that infants have relatively well developed sensory abilities. The child relies
on seeing, touching, sucking, feeling, and using their senses to learn things
about themselves and the environment. Piaget calls this the sensorimotor
stage because the early manifestations of intelligence appear from sensory
perceptions and motor activities.
From the age of about 4 years until 7 most children go through the
Intuitive period. This is characterized by egocentric, perception-dominated
and intuitive thought which is prone to errors in classification (Lefrancois,
1995).
During the pre-operational period, the child begins to develop the use
of symbols (but can not manipulate them), and the child is able to use
language and words to represent things not visible. Also, the pre-operational
child begins to master conservation problems.
Although the child is still unable to think in a truly logical fashion, they
may begin to treat objects as part of a group. The pre-operational child may
have difficulty with classification. This is because, to a pre-operational
child, the division of a parent class into subclasses destroys the parent group
(Lefrancois, 1995). For example, a child has a pile of toy vehicles which are
then split into trucks and cars. Next the child is asked 'Tell me, are there
more trucks than vehicles, or less, or the same number?' the child will almost
always say there are more trucks than vehicles!
In the latter part of the preoperational period, the child begins to have
an understanding between reality and fantasy.
During this stage, the child has the ability to master most types of
conservation experiments, and begins to understand reversibility.
Conservation is the realization that quantity or amount does not change
when nothing has been added or taken away from an object or a collection of
objects, despite changes in form or spatial arrangement. The concrete
operational stage is also characterized by the child’s ability to coordinate two
dimensions of an object simultaneously, arrange structures in sequence, and
transpose differences between items in a series. The child is capable of
concrete problem-solving. Categorical labels such as "number" or "animal"
are now available to the child.
Logic:
Reversibility:
Seriation is another new ability gained during this stage, and refers to
the child's ability to order objects with respect to a common property. A
simple example of this would be placing a number of sticks in order of
height. An important new ability which develops from the interplay of both
seriation and classification is that of numeration. Whilst pre-operational
children are obviously capable of counting, it is only during the concrete
operational stage that they become able to apply mathematical operators,
thanks to their abilities to order things in terms of number (seriation) and to
split numbers into sets and subsets (classification), enabling more complex
multiplication, division and so on.
The individual in the formal stage is also able to think abstractly and to
understand the form or structure of a mathematical problem.
Erikson also referred to infancy as the Oral Sensory Stage (as anyone might
who watches a baby put everything in her mouth) where the major emphasis
is on the mother's positive and loving care for the child, with a big emphasis
on visual contact and touch. If we pass successfully through this period of
life, we will learn to trust that life is basically okay and have basic
confidence in the future. If we fail to experience trust and are constantly
frustrated because our needs are not met, we may end up with a deep-
seated feeling of worthlessness and a mistrust of the world in general.
Not surprisingly, the most significant relationship is with the maternal parent,
or whoever is our most significant and constant caregiver.
During this stage we learn to master skills for ourselves. Not only do we learn
to walk, talk and feed ourselves, we are learning finer motor development as
well as the much appreciated toilet training. Here we have the opportunity to
build self-esteem and autonomy as we gain more control over our bodies
and acquire new skills, learning right from wrong. And one of our skills during
the "Terrible Two's" is our ability to use the powerful word "NO!" It may be
pain for parents, but it develops important skills of the will.
It is also during this stage, however, that we can be very vulnerable. If we're
shamed in the process of toilet training or in learning other important skills,
we may feel great shame and doubt of our capabilities and suffer low self-
esteem as a result.
During this period we experience a desire to copy the adults around us and
take initiative in creating play situations. We make up stories with Barbie's
and Ken's, toy phones and miniature cars, playing out roles in a trial
universe, experimenting with the blueprint for what we believe it means to
be an adult. We also begin to use that wonderful word for exploring the world
—"WHY?"
While Erikson was influenced by Freud, he downplays biological sexuality in
favor of the psychosocial features of conflict between child and parents.
Nevertheless, he said that at this stage we usually become involved in the
classic "Oedipal struggle" and resolve this struggle through "social role
identification." If we're frustrated over natural desires and goals, we may
easily experience guilt.
During this stage, often called the Latency, we are capable of learning,
creating and accomplishing numerous new skills and knowledge, thus
developing a sense of industry. This is also a very social stage of
development and if we experience unresolved feelings of inadequacy and
inferiority among our peers, we can have serious problems in terms of
competence and self-esteem.
As the world expands a bit, our most significant relationship is with the
school and neighborhood. Parents are no longer the complete authorities
they once were, although they are still important.
5. Adolescence: 12 to 18 Years
Our task is to discover who we are as individuals separate from our family of
origin and as members of a wider society. Unfortunately for those around us,
in this process many of us go into a period of withdrawing from
responsibilities, which Erikson called a "moratorium." And if we are
unsuccessful in navigating this stage, we will experience role confusion and
upheaval.
A significant task for us is to establish a philosophy of life and in this process
we tend to think in terms of ideals, which are conflict free, rather than
reality, which is not. The problem is that we don't have much experience and
find it easy to substitute ideals for experience. However, we can also develop
strong devotion to friends and causes.
It is no surprise that our most significant relationships are with peer groups.
6. Young adulthood: 18 to 35
In the initial stage of being an adult we seek one or more companions and
love. As we try to find mutually satisfying relationships, primarily through
marriage and friends, we generally also begin to start a family, though this
age has been pushed back for many couples who today don't start their
families until their late thirties. If negotiating this stage is successful, we can
experience intimacy on a deep level.
If we're not successful, isolation and distance from others may occur. And
when we don't find it easy to create satisfying relationships, our world can
begin to shrink as, in defense, we can feel superior to others.
7. Middle Adulthood: 35 to 55 or 65
Now work is most crucial. Erikson observed that middle-age is when we tend
to be occupied with creative and meaningful work and with issues
surrounding our family. Also, middle adulthood is when we can expect to "be
in charge," the role we've longer envied.
Significant relationships are within the workplace, the community and the
family.
Erikson felt that much of life is preparing for the middle adulthood stage and
the last stage is recovering from it. Perhaps that is because as older adults
we can often look back on our lives with happiness and are content, feeling
fulfilled with a deep sense that life has meaning and we've made a
contribution to life, a feeling Erikson calls integrity. Our strength comes
from a wisdom that the world is very large and we now have a detached
concern for the whole of life, accepting death as the completion of life.
On the other hand, some adults may reach this stage and despair at their
experiences and perceived failures. They may fear death as they struggle to
find a purpose to their lives, wondering "Was the trip worth it?" Alternatively,
they may feel they have all the answers (not unlike going back to
adolescence) and end with a strong dogmatism that only their view has been
correct.
Robert J. Havighurst’s Developmental
Tasks
Developmental Tasks
(Ages 0-6)
(Ages 6-12)
(Ages 12-18)
• Achieving new and more mature relations with age mates of both
sexes. * Achieving a masculine or feminine social role. * Accepting
one’s physique and using the body effectively. * Achieving emotional
independence of parents and other adults. * Preparing for marriage and
family life. * Acquiring a set of values and an ethical system as a guide
to behavior. * Desiring and achieving socially responsible behavior.*
Selecting an occupation.
(Ages 18-30)
• Selecting a mate. * Learning to live with a partner. * Starting family. *
Rearing children. * Managing home. * Getting started in occupation. *
Taking on civic responsibility. * Finding a congenial social group.
(Ages 30-60)
First Visit
• Object permanence
is the awareness that an object continues to exist even when it is
not in view. In young infants, when a toy is covered by a piece of
paper, the infant immediately stops and appears to lose interest
in the toy (see figure above). This child has not yet mastered the
concept of object permanence. In older infants, when a toy is
covered the child will actively search for the object, realizing that
the object continues to exist.
EVALUATION
At the end of my third visit to my Client, John Paul Eseguera. I observed that
he developed different kind of stages as seen above that at first he enjoys on
sucking until he was able to recognized objects and tends to play with it.
Base on the graph shown above ,it is an evidence that my client healthy and
able to perform different stages in life as an infant.
referrals
• proper hygiene
• continue breastfeeding
infant pre-schooler
Toodler schooler