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02 THE FIRST 3 YEARS OF LIFE & PRE- HUMAN

SCHOOL DEVELOPMENT LIFE CYCLE
Joselyn Alonzo-Eusebio, FPPS, FPSDBP | February 1, 2018 LE 4 TRANS 2

OUTLINE 2. Fetal Phase (9 weeks to birth)

• Increase in subcutaneous tissues
• Development of different organs established in embryonic
I. Period of Life Review period
A. Periods of Development 3. Birth (38 to 42 weeks = full term)
B. Four Periods 4. Infancy (Birth – 2 years)
C. Growth Period 5. Childhood
D. Growth vs. Development • Early, preschool (2-6 years)
II. Factors Affecting Growth and Development • Late childhood (F: 6-10 years; M: 6-12 years)
A. Factors 6. Adolescence (10 to 19 years)
B. Growth Patterns • Early
C. Body Production • Middle
III. Assessments of Growth • Late
A. Anthropometry 7. Puberty (F: 13 years; M: 15 years)
B. Factors Affecting Child Developemnt
C. Gross Motor Development “Children grow develop and learn throughout their lives from birth to
D. Primary Development Domains infancy to adulthood” – CDCP
E. Motor Development
F. Receptive Language Milestones Growth Development
G. Expressive Language Milestones
H. Personal Milestones
§ Gradual change in advancement
I. Social Milestones or function from lower to higher
§ Change in size/weight stage
J. Cognitive Milestones § Quantitative
IV. Theories of Personality Development § cm or kg
§ Qualitative
A. Freud’s Psychosexual Stages of Dev § Assessed in terms of acquisition
B. Piaget’s Theory of Cognitive Development of skills and ability
C. Erickson’s Psychosocial Stages of Dev
D. Kohlberg’s Stages of Moral Development II. Factors Affecting Growth and Development
V. Appendix
VI. References A. Factors

1. Prenatal (surrounding mother)

LEGEND • Genetic potential – biggest factor (i.e. IQ)
o Child’s IQ is either +/- 7 from parents
o Examples: Down Syndrome, Attention Deficit Hyperactivity
Remember Lecturer Book Prev. Trans Notes
Disorder (ADHD)
G ! & 4 ! • Genetic abnormalities
• Sex
I. Periods of Life • Fetal/growth hormones
• Placental factors
A. Periods of Development 2. Neonatal (surrounding birth)
§ Prenatal development • Low Birth Weight (LBW) - when the baby is born less than
§ Infancy and toddlerhood 2500 grams
§ Early childhood • Neonatal seizures
§ Middle 3. Postnatal (after birth)
§ Adolescence • Sex
§ Early adulthood • Hormonal influence
§ Middle adulthood • Nutrition- most significant post-natal factor in terms of
§ Late adulthood development
§ Death and dying • Infection
• Trauma
*Based on other authors: Infancy, Childhood, Adolescence, Adulthood
• Socioeconomic influences
B. Growth Period
Risk factors can affect developing brain during its critical period of
development:
1. Prenatal 1. Nutrition
a. Ovular Phase (0-14 days) 2. Environmental stimulation
§ Fertilization to implantation
§ Self-sufficient
b. Embryonic Phase (14 days to 9 weeks)
§ Most important period
§ Organogenesis
§ Derives nutrition from mother (parasitic)

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B. Growth Patterns • Use of a non-stretchable tape from most prominent occipital
protuberance to the supra-orbital ridges on forehead (glabella)
• Clinical correlation: microcephaly, macrocephaly,
craniosynostosis (premature closing of fontanels)

At birth 35 cm; HC > CC

nd
2 month 41 cm
th
6 month 44 cm; HC = CC
th
9 month 46 cm
47 cm
st
1 year *chest circumference should be bigger than head
circumference already
nd
2 year 49 cm

5. Chest Circumference
• Clinically important at 5 years old
• Method: level of nipples at mid-respiration by cross-tape
method

At birth CC < HC
At 1st year HC = CC
Later CC > HC
• Children grow very rapidly during infancy
B. Factors affecting child development
• Growth rates slow in late childhood
• Another rapid spurt in adolescence
Child Development (Nature vs. Nurture)
• Biological and psychological factors that occur in human beings
III. Assessments of Growth between conception and the end of adolescence, as the individual
progresses from dependency to increasing autonomy
A. Anthropometry • Product of heredity (nature) and environment (nurture)
• Some influence on development originate from heredity & inborn
1. Weight traits inherited from parents (ex: temperament, ADHD)
• Total of all organs, tissue and fluids
Principles of Development
• Method: • Continuous process from conception to maturity
a. Nude/minimal light checking
• Sequence of development is the same in all children but rate of
b. Lever or electronic type for weighing scale
development varies from child to child.
• Formulas for computing ideal weight according to age: Ex. Learning to Walk Sequence: Stand à cruise à stand alone few
3 – 12 months Age (m) + 9/2 seconds à walk with support à walks alone (mean age for walking: 13
1 – 6 years Age (y) x 2 + 8 months)
7 – 12 years Age (y) x 7 – 5 /2
• Intimately related to the maturation of the central nervous system
• Normal Weight: • Cephalocaudal (head to foot) & proximo-distal (inward to outward)
At birth 3 kg direction
3 – 10 days More or less 3 kg • Generalized mass activity is replaced by individual responses
4 – 5 months 2x weight o When pinching a newborn, it will cry. At 1 year, it will retract
12 months 3x weight arm
2 years 4x weight o Generalized primitive reflexes
a. Rooting reflex – sucking
• Alternative computation example: b. Grasping reflex
Ana is 1 year old and currently weighs 10 kg, what was her c. Moro reflex
approximate weight when she was 5 months old? d. Stepping reflex
10 kg (weight at 1 year old) ÷ 3 = 3.33 kg (birth weight) o Certain primitive reflexes, such as the grasp and walking
3.33 kg x 2 = 6.66 kg (at 5 months old) reflex, have to be lost before the corresponding voluntary
movement is acquired.
2. Height
• Applicable for children 2 years old and above C. Primary Development Domains
• Vertical distance between head and heel of foot
• Measured in erect standing position by stadiometer 1. Physical
• Gross Motor
• Formula: Age (y) x 6 + 77 • Fine Motor
2. Cognitive
3. Length
• Language – most important and complicated cognitive activity;
• Measurement when the baby is in a lying position
predictive of IQ
• Thinking
At birth 50 cm
2-3 years 90 cm • Perception
Until puberty 5 cm/year • Memory
st
1 year 75 cm • Reasoning
4 years 100 cm • Solving
• Ability
4. Head Circumference • Abstract thinking
• Estimate of brain growth 3. Affective
• Social development
• Most useful in 2 years of life • Emotional development

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D. Milestones Age Age
Milestones Milestones
(months) (years)
1. Physical Domain – dependent on brain maturity Vocalizes and
3 2 2-word phrases
coos
• Sequence 3 word sentences (full
o Gross: cephalocaudal 6 Babbles 3
name, age, sex)
o Fine: proximo-distal
Says dada or Repeats 3-word
• Weakest correlation to IQ 8 mama non 4 sentence; speech is
specifically 100% intelligible
Gross Motor Milestones First words other
Mean age (months) Milestones Uses past tense of eat,
10 than mama or 5
3-4 Head control run, go
dada
5 Roll over Immature jargon, Gives word for
6 No head log, sit with support 12 6
second word definition
8-9 Sit alone
9 Pulls to stand holding on 3. Affective Domain
11 - 12 Stand independently • Personal: performance of activities of daily living
15 Walk alone • Emotional: ability to express and control emotions
24 Climb up and down stairs • Social: ability to recognize and interact with people
36 Ride a trike
48 Hop on one foot Personal / Emotional Skills Milestones
Age Age
Fine Motor Milestones Milestones Milestones
(months) (years)
Age Age Express need to go
Milestones Milestones
(months) (years) Opens mouth to the bathroom
3 Hands open 2 Makes strokes 3 2
expectantly Cooperates in
4 Midline play 3 Copy circle dressing
5 Grasps, transfers 3.5 Copy cross Puts on shirt and
6 Holds bottle 4 Copy square Holds bottle, finger-
shorts
9 Pincer grasp 5 Copy triangle 6 feeds, feeds self 3
Dry by night
15 Imitate scribble 6 Copy diamond cracker
Use fork to pierce
Scribble 9 Dresses without
18 Copy cylinder
spontaneously Drinks well from cup supervision
12 4
Begins to hold spoon Brush teeth with
2. Cognitive Domain assistance
• Learn, understand, solve problems 18 Feeds self with spoon 5 Ties shoes
• Verbal and non-verbal reasoning
Social Skills Milestones
• Meet daily living demands Age Age
• Infants & toddlers: motor and language milestones Milestones Milestones
(months) (years)
• Pre-school child: reasoning abilities Smiles
3 2 Parallel play
• School-age child: neuropsychological assessment responsively
Likes to play “make-
Cognitive Milestones 6 Imitates actions 3 believe”
Age (months) Milestones Demonstrates caution
newborn Identify mother’s voice and smell Responds to
Plays patty-cake,
9 4 instructions
3 Reach for dangling ring peek-a-boo
Imitates tasks
6 Respond playfully to mirror Plays games with
Comes when
9 Object permanence 12 5 simple rules (tag, hide
called by name
12 Understand spatial relationships and seek)
Follows directions
15 Make tower of 3 cubes, insert 1 shape in FB 18 6 Plays board games
related to routines
24 Tower of 7 cubes, tower of 10 cubes
36 Imitate bridge, tower of 10 cubes IV. Theories of Personality Development
48 Imitate gate, answers how many
A. Freud and Personality Development
Receptive Language Milestones • Personality forms during the first few years of life rooted in
Age Age unresolved conflicts of early childhood
Milestones Milestones
(months) (months)
Startles, alert Points to 1 body part Psychosexual Stages
1 15
to sound 2 body parts 1. Oral (0-18 months) - centered on the mouth
Turns to sound 2. Anal (18-36 months) - focus on bowel/ bladder control
4-6 18 Points to 2 body parts
and voice 3. Phallic (3-6 years) - focus on genitals “oedipus complex”
Responds to (identification and gender identity)
7 24 Follows 2- step commands
name a. Oedipus complex – son acts like father so that mother will love
Responds to him more; hate father
9 36 Identifies action in pictures
the word no b. Electra complex – daughter acts like mother so that father will
Follows 1-step love her more; hate mother
11 commands with 48 Knows 4 colors, address 4. Latency (6 – puberty) - sexuality is dormant
gestures 5. Genital (Puberty on) - sexual feelings toward others
Follows 1-step * Strong conflict can fixate an individual at stages 1,2 or 3
command
12 60 Follows 3-step commands
without B. Piaget’s Theory of Cognitive Development
gestures
• Four-stage model about how children process new information
Expressive Language Milestones
• All children go through the stages in same order
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 1. Sensorimotor Stage (Birth to 2 years old)
• Infant builds an understanding of himself or herself and reality
(and how things work) through interactions with the
environment
• Can differentiate between itself and other objects
• Learning takes place via assimilation (the organization of
information and absorbing it into existing schema) and
accommodation (when an object cannot be assimilated and the
schemata have to be modified to include the object
2. Preoperational Stage (2 – 4 years old)
• child is not yet able to conceptualize abstractly and needs
concrete physical situations
• Objects are classified in simple ways, especially by important
features
3. Concrete Operations (7 – 11 years old)
• accomodation is increased
• can think abstractly and conceptualize, creating logical
structures that explain his or her physical experiences
4. Formal Operations (11 – 15 years old)
• no longer requires concrete objects to make rational
judgements
• capable of deductive and hypothetical reasoning
• abstract thinking is very similar to an adult

C. Erickson’s Stages of Psychosocial Development

(See Appendix)

D. Kohlberg’s Stages of Moral Development

1. Pre-conventional morality
• Children are only interested in securing their own benefit.
• They begin by avoiding punishments and quickly learn that
they may secure other benefits by pleasing others.
2. Conventional morality
• Children learn about rules and authority.
• They learn that there are certain “conventions” that govern how
they should and should not behave, and also learn to obey
them.
• What authority hands down is right, and disobeying the rules is
always defined “bad”.
3. Post-conventional morality
• Children have learned that there is a difference between what
is right and wrong from a moral perspective, and what is right
and wrong according to rules.

REFERENCES
1. Lecture Presentation
2. Notes
3. Recordings
4. Stage Theory of Cognitive Development (Piaget).
https://www.learning-theories.com/piagets-stage-theory-of-
cognitive-development.html
5. Kohlberg’s theory of Moral Development
https://www.psychologynoteshq.com/kohlbergstheory/

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Age
Infancy (0-1 year)
Early Childhood (1-3 years)
Play age (3- 6 years)
School age (6-12 years)
Adolescence (12-19 years)
Early adulthood (20-25
years)
Adulthood (26- 64 years)
Old Age (65- death)
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APPENDIX
Erickson’s Theory of Psychosocial Development
Conflict
Basic trust vs. mistrust
Autonomy vs. shame
Initiative vs. guilt
Industry vs. Inferiority
Identity vs. Confusion
Intimacy vs. Isolation
Generativity vs. Stagnation
Integrity vs. Despair
TRANS HEAD Tomada
Favorable Outcome Unfavorable Outcome
Faith in the environment
Suspicion, fear of future events
and future events
A sense of self-control and
Feelings of shame and self-doubt
adequacy
Ability to be a “self-starter”,
A sense of guilt and inadequacy to be
to initiate one’s own
on one’s own
activities
Ability to learn how things
A sense of inferiority at understanding
work, to understand and
and organizing
organize
Seeing oneself as a unique Confusion over who and what one
and integrated person really is
Ability to make
Inability to form affectionate
commitments to others, to
relationship
love
Concern for family and Concern for only one’s own well- being
society in general and prosperity
A sense of integrity and
Dissatisfaction with life, despair over
fulfillment, willingness to
prospect of death
face death
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