INFANCY

and
TODDLERHOOD
 WARM UP SONG!
FINGER FAMILY

Father finger, father finger.

Where are you?
Here I am. Here I am.
How do you do?
Every life has been created
Gods handiwork displayed;
When we cherish His
creation, We value what
Hes made. Sper
 Objectives:
To understand how child develops so we
can provide them with the right nurturing
environment.

To enhance happiness, intelligence and

future success of infants and toddlers.

To serve as an advocate for children and

families.
 To provide developmentally
appropriate program for young
children.

To provide information about parenting

practices that provides direction for
childbearing and be in partner of the
development of their children.

To serve as a model for the community.

 QUESTIONS
Can newborns differentiate odors?

Can newborns feel pain? Do they respond

to touch?

Can new born distinguish different taste?

Do infant relate new information through

several senses?
 Infancy and Toddlerhood

- this stage marks the physical growth

during the first two to three years.

- also considered as one of the most

remarkable and busiest times of
development.

- there is a rapid change in the infant's

body and brain support learning,
motor skills, and perpetual capacities.
Prenatal Postnatal
> the period before > the period after
birth childbirth
A newborn baby
 INFANCY
birth to 18 months

the shortest of all development periods

and a time of radical adjustments because the
infant learn to adjust to his new environment

a plateau development

a preview of later development

a hazardous period
 What is an infant?
- from a Latin word
infans , it means
("unable to speak" or
"speechless)

- a child in the first period

of life or a person who
is not of full age
 What is a toddler?

- a young child who is

just beginning to
walk

- is a child 12 to 36
months old
 DIFFERENT AREAS OF CHILD
DEVELOPMENT

Physical development
Cognitive (Intellectual)
development
-Language development
Socio- emotional development
 PHYSICAL
DEVELOPMENT
 Body Growth

Physical growth occurs rapidly during

the first 2 years of life. The transition
from infancy to toddlerhood - the
period that spans the second year of
life-is marked by the infant's switch
from crawling to walking.
 Brain Development
Myelination / Myelinization

- the process by which the axons are covered

and insulated by layers of fat cells, begins
prenatally and continuous after birth

- the process of myelination increases the

speed at which information travels through
the nervous system
 At birth, the newborns brain is about
25% of its adult weight. By the 2nd
birthday, the brain is about 75% of its
adult weight

Shortly after birth, a babys brain

produces trillions more connections
that are seldom never used.
 Mark Rosenzweig study on rats in 1969 revealed the
brain of rats that grew up in the enriched
environment developed better that the brains of the
animals reared in standard or isolated conditions.
The brain of enriched animals weighed more, had
thicker layers, had more neural connections and
neurochemical activity.
 Changes in Body Size

1. During the first 2 years, the body grows

more rapidly than at any time after birth.

2. By the end of the first year the infant's

length is 50 percent greater than it was at
birth, and by 2 years of age it is 75 percent
greater.

3. Birth weight has doubled by 5 months of

age, tripled by I year, and quadrupled at 2
years.
4. Research indicates that these height
and weight gains occur in little growth
spurts.

5. In infancy, girls are slightly shorter

and lighter than boys.
 Changes in Body Proportions

The cephalocaudal The proximodistal

trend is an trend is a pattern
organized pattern of physical growth
of physical growth and motor control
and motor control that proceeds from
that proceeds from the center of the
head to tail; body outward;
growth of the growth of the arms
head and chest and legs occurs
occurs before that before that of the
of the trunk and hands.
legs.
 Skeletal Growth
General Skeletal Growth
-The best way of estimating a child's physical
maturity is to use skeletal age, a measure of
development of the bones of the body.
Growth of the Skull:
At Birth

An infant's skull is made up of six bones held together

by large flexible joints or sutures.

A newborn baby's head is larger than his body and

those sutures allow the skull bones to overlap and
compress as it passes through the birth canal.
 Fontanels
Anterior Fontanel
- larger soft spot on the top
Posterior Fontanel
- smaller and less noticeable soft spot on the back
 FACTORS AFFECTING EARLY PHYSICAL
GROWTH
Hereditary
Nutrition
Emotional well-being
Learning capacities
Habituation
Imitation
 Hereditary
1. Catch-up growth is physical growth that
returns to its genetically determined path
after being delayed by environmental
factors.

2. When environmental conditions are

adequate, height and rate of physical
growth are largely determined by
heredity.

3. Weight is also affected by genetic

make-up. However, the environment-
especially nutrition- does play an
important role.
 Nutrition
1. A baby's energy needs are twice as
great as those of an adult.

2. Twenty-five percent of an infant's

caloric intake is devoted to growth. If a
baby's diet is deficient in either
quantity or quality of nutrients, growth
can be permanently stunted.
 3. Breast - versus Bottle-Feeding:

a. UNICEF: Only 34% of Filipino mothers

breastfeed babies

b. Breast-feeding offers many nutritional

and health advantages over bottle
feeding.

c. Breast-fed babies in impoverished

regions of the world are less likely to be
malnourished and more likely to survive
the first year of life.
d. Some mothers cannot nurse because
of physiological or medical reasons.

e. Breast milk is easily digestible and, as

a result, breast-fed babies become
hungry more often than bottle-fed
infants.

f. Breast- and bottle-fed youngsters do

not differ in psychological adjustment.
 4. Are Chubby Babies at Risk for Later
Overweight and Obesity?
a. Only a slight correlation exists between
fatness in infancy and obesity at older
ages.

b. Infant and toddlers can eat nutritious

foods freely, without risk of becoming too
fat.

c. Physical exercise also guards against

excessive weight gain.
 5. Malnutrition
a. Recent evidence indicates that 40 to
60 percent of the world's children do
not get enough to eat.
b. Marasmus is a wasted condition of the
body usually appearing in the first year
of life that is caused by a diet low in all
essential nutrients.
c. Kwashiorkor is a disease usually appearing
between I and 3 years of age that is caused
by a diet low in protein. Symptoms include
an enlarged belly, swollen feet, hair loss,
skin rash, and irritable, listless behavior.
 Emotional Well-Being
1. Non-organic failure to thrive(FTT) is a
growth disorder usually present by 18
months of age that is caused by lack of
parental love.

2. If the disorder is not corrected in

infancy, some children remain small and
have lasting cognitive and emotional
problems.
 Learning Capacities
- is the process that results in relatively
permanent change in behavior based
on experience.

Classical Conditioning (Pavlovian)

-learning occurs by association when a
stimulus that evokes a certain
response becomes associated with a
different stimulus that originally did not
cause that response.
 An unconditioned stimulus (UCS), say,
a nipple inserted into the mouth, elicits
a reflexive unlearned response
(unconditioned response, UR) sucking.

The infant can become conditioned to

the nipple (now a conditioned stimulus,
CS) so that sucking occurs as soon as
the baby sees a nipple (now a
conditioned response, CR).
 Operant conditioning

-a form of learning in which a spontaneous

behavior is followed by a stimulus that
changes the probability that the behavior
will occur again.

A reinforce - a stimulus that increases the

occurrence of a response.

A punishment - removal of a desirable

stimulus or the presenting of an
unpleasant one to decrease the
occurrence of a response
 2 Kinds of Reinforcers
a. Positive reinforces
- favorable events or outcomes
- reflect positive enforcement
-add something praise or a direct
reward

b. Negative reinforcers
- removal of an unfavorable events or
outcomes
- something considered unpleasant
Operant conditioning allows
researchers to determine what stimuli
babies perceive and which ones they
prefer.

SIDS ( sudden infant death syndrome )

- a major cause of infant mortality, may
result when problems in brain function
prevent babies from learning certain
lifesaving responses.
Habituation
- gradual reduction in the strength of a
response due to repetitive stimulation
Example: sounds in your environment
such as street noise might initially
draw your attention, but after repeated
exposure to those sounds, you will
become accustomed to, and pay less
attention to them.
 Habituation research reveals that infants
learn and retain a wide variety of
information just by watching objects and
events.

They are especially attentive to the

movements of objects and people, and
have been reported to be able to
habituate themselves to the actions of
older people for up to seven weeks after
they were first introduced to the actions
in the first place.

an older person cough > baby cough

 It was revealed that newborn babies
required a long time to habituate and
recover to novel visual stimuli, usually
about 3 or 4 minutes.

Once the infants reached 4 to 5 or five

months of age, they required as little
as 5 to 10 seconds to recognize
different visual stimuli
WHY?
 MOTOR DEVELOPMENT
1. Fine motor development

- involves smaller movements such as

reaching and grasping

- use and manipulate their bodies in

large movements, babies are learning
how to use their hands and how to
coordinate smaller movements with
their senses, such as sight
 Birth to 2 months pre-reaching
PALMAR GRASP
- beginning to develop the acuity and
focus needed to grab an object they
see
 3 and 4 months
- fingers and hand play
- begin holding objects between their
palm and their enclosed fingers in a
clumsy
ULNAR GRASP
 4 months
- hold and reach for anything in their line
of sight
- able to transfer objects from one hand
to the other
- able to sit up and play
 5 months
- able to handle and pick up larger
objects, but they will still only be able
to touch and scratch at smaller objects
such as a piece of cereal
 6 months
- refining their ability to manipulate
objects as they learn by using their
hands and mouths
 7 months
- grasp pellet-sized objects crudely
between their thumbs and the side of
their forefingers
7 to 9 months
- pick up and drink from a cup
 9 months
- refine their ability to grasp tiny objects
as they hold them between their thumb
and forefinger in a PINCER GRASP
 10 or 11 months
- place smaller pellet-sized objects, like
bite-sized cereal, where they want to,
such as in a bowl or cup
 12 months
- use their hands independently of one
another in play that will enable them to
manipulate tools in the next year
-TRIPOD GRASP
 15 months ( 1 year and 3 months)

- toddlers begin to use tools such as cups,

spoons, and crayons

- begin feeding themselves with utensils

- open cabinets and drawers >Baby

proofing

- turn pages in a book

- build towers of 2 to 3 large blocks

 18 months
- toddlers are refining their ability to
use tools such as crayons
-draw lines and rough circles rather
than just scribbling on a page
Refined PINCER GRASP and TRIPOD
GRASP
 21 months
- the ability to undress themselves and
help dress themselves and able to
manipulate larger buttons or zippers
 24 months
- toddlers can use their hands with more
dexterity as they can unwrap birthday
presents or do simple puzzles
- - preferred hand
 2. Gross motor development
2 months
- infants backs continue to strengthen
- able to raise their head and chest up off the ground
- rest their body on their elbows when they're lying on
their stomachs
- kick and bend their legs while lying on their
stomachs; this helps prepare babies for crawling
later
 3 months
- continue to mature as they can hold
themselves up for longer periods, up to
several minutes, and begin to hold their
bodies in symmetry
- tonic neck reflex disappears and they are able
to hold each arm in the same position on both
sides of their body while on their backs
 4 months
- they can maintain control of their head
and hold it steady while they're sitting
up with help or lying on their belly
- begin to roll their body from their belly
to their back on their own
- about a month later, they will then be
able to roll from their back to their belly
 5 months
- wiggle all their limbs while they lie on
their belly ; strengthens their crawling
muscles
 6 months
- sit up by themselves for brief periods
and can begin to put some weight on
their legs as they're held upright with
some support
- they become more mobile and can
move themselves around their
environment on their own.
 7 months
- begin to crawl
 8 months
- sit up by themselves for extended
periods and can pull themselves to
their feet while they hold onto
something for leverage and support,
such as a table or the edge of a couch
 9 months
- can not only sit independently for a long
time, but also reach and play with toys while
maintaining their balance
- pull themselves up into a stand without
support
- critical time for exercising these muscle
groups
- continue to build on their physical abilities
 10 months
- can stand on their own for extended
periods
- make progress toward walking, picking
up and putting down their feet while
they stand
- they may make their first hesitant steps
as they walk while holding onto
something such as a crib rail
 11 months
- the ability to walk improves as infants
walk while holding onto caregivers'
hands
 12 months
- begin making their own first toddling
steps
 15 months
- begin to climb stairs, high chairs, and
furniture, but they will not yet be able
to get back down once they reach the
top
- begin to transition more smoothly from
one position to another, such as from
lying down to sitting up and from
sitting up to standing up
 18 months( 1 year and 6 months)

- balance becomes more stable as they

can move more easily on their feet
around objects and begin walking
backwards, sideways, in circles, and even
running

-begin to develop complex gross motor

skills
such as throwing objects for distance and
kicking

- their walking and running gaits become

more natural and
Logan at 18-month is negotiating stairs, steps,
slopes, and sand. He even tries balance beam.
 24 months( 2 years)

- very mobile and can run and walk quickly from one
place to another; however, they are still refining
their ability to stop themselves once they get
started

- may run into a few walls or unintentionally walk into

a dangerous situation, such as off the sidewalk curb
and into the street, simply because their brain can't
get the message to their feet fast enough to stop
moving

- it is important at this time that caregivers monitor

their environment for safety and urge rules such as
holding an adult's hand while crossing the street
 REFLEXES
Along with motor development, infants and
toddlers begin from reflexes to gross motor
skills and fine motor skills.
1. Moro Reflex
The infant is placed in a semi upright
position and the head is momentarily
allowed to fall slightly backward into the
hand. Infants respond by throwing their
arms and legs out, and throwing their
heads back.
2. Grasping/ Gripping reflex
The grasp response is obtained by
placing a finger or object in the open
palm of each hand; a normal infant will
grasp the object and will resist
attempted removal with a tighter grip.
3. Galant reflex
This is shown when an infants middle or
lower back is stroked next to the spinal
cord and the baby will respond by
curving his or her body toward the side
which is being stroked.
4. Tonic neck /Fencing reflex
When infants are placed in their
abdomens, whichever side the child
facing, the limbs on that side is
straighten, while the opposite limbs
will curl
5. Rooting reflex
- an infant cheek is stroked and the baby
respond by turning his or her head in a
direction of the touch and opening
their mouth for feeding
6. Plantar/ Curler reflex
- When the inner sole of the babys foot
is stroked, the infants respond by
curling his or her toes. When the outer
foot of the baby is stroked, the infant
will respond baby spreading her toes.
GUESS
&
MATCH
Q&A
Q: Can newborns differentiate
odors?

A: Yes. MacFarlanes experiment in

1975
-Young infants who were breastfed
showed a clear preference for
smelling their mothers breast pad
when they were 6 days old.
Q: Can newborns feel pain? Do
they respond to touch?

A : They do feel pain. Newborn males

show a higher level of cortisol ( an
indicator of stress) after circumcision
that prior to the surgery ( Taddio,et al,
1997 cited by Santrock,2002)
Babies respond to touch
Example: Rooting reflex
Q: Can newborns distinguish
the different tastes?
A: In a study conducted with babies only 2
hour old, babies made different facial
expressions when they tasted sweet, sour
, bitter solutions ( Rosentein and Oster,
1988, cited by Santrock,2002)

When saccharin was added to the amniotic

fluid of a near- term fetus, increased
swallowing was observed.
Q :Do infants relate information
through several
senses/intermodal perception?
A: Intermodal perception or ability to connect
information coming through various modes
gets sharpened considerably through
experience.

It was found that as early as at 31/2 months old,

infants looked more at their mother when they
also heard her voice and longer at their father
when they also heard his voice.
 COGNITIVE
DEVELOPMENT
 PIAGET'S COGNITIVE-DEVELOPMENTAL
THEORY

Newborns interact with their

environment entirely through reflexive
behaviors.

They do not think about what they're

going to do, but rather follow their
instincts and involuntary reactions to get
what they need: food, air, and attention.

They begin to engage in intentional, goal-

directed behaviors.
Jean Piaget
He believed children move through four
stages of development between infancy and
adolescence.
 SENSORIMOTOR STAGE
SUB -STAGE AGE DESCRIPTION
1. SIMPLE REFLEXES BIRTH - 6 WEEKS Coordination of
sensation and action
through reflexive
behaviors
PALMAR GRASP

2.FIRST HABITS & 6 WEEKS- 4 MONTHS Coordination of

PRIMARY CIRCULAR sensation
REACTIONS PHASE 2 types of schemes:
habits(reflex) and
primary circular
reactions
SUB -STAGE AGE DESCRIPTION
3. SECONDARY 4 8 MONTHS Development of habits
CIRCULAR REACTIONS -Object oriented
PHASE -development of
coordination between
vision and comprehension
3 abilities occur
-intentional grasping for
desired object
-secondary circular
reactions
-differentiation between
ends and means

4. COORDINATION OF 8- 12 MONTHS Coordination of vision and

REACTION STAGE touch-hand eye
SECONDARY CIRCULAR coordination; schemes
and intentionality
-associated primarily with
the development of logic
and the coordination
between ends and means
- beginning of goal
orientation
-Piaget calls the first
proper intelligence
SUB -STAGE AGE DESCRIPTION
5 .TERTIARY CIRCULAR 12- 18 -Infants become intrigued by
REACTIONS, NOVELTY, AND the many properties of
CURIOSITY objects and by the many
things they can happen to
objects
-new discovery to meet
goals
-Piaget describes the child
at this juncture young
scientist conducting
pseudo-experiments to
discover new methods of
meeting challenges

6. INTERNALIZATION OF 18-24 -develop the ability to use

SCHEMES (Invention of New
Means Through Mental
Combination)
primitive symbols and from
enduring mental
representations
-beginning of insights or
true creativity
-marks the passage into the
preoperational stage
 Object Permanence
- ability to understand that something
still exists even if it can't be seen
 What Changes With
Development

Piaget believed a child's

schemes change with age.

Schemes are action-based at

first and later will move to a
mental level.
Highlights and major accomplishments
of infant cognitive development:

goal-directed behavior

object permanence
LEARNING AND REMEMBERING

Question:
Do infants learn and
remember?
 YES!
- Pavlovs classical conditional and
Skinners operant conditioning have
been proven to apply to infants

- All of us experience infantile amnesia,

the inability to recall events that
happened when we were very young(
Spear, 1979)
 Generally, we can remember little or
nothing that has happened to us before
the age of about 5 years, and it is
extremely rare for someone to recall
many memories before age 3 years.

> significant events( birth d of a sibling

or death of a parent; Fivush and
Hammond,1991)
ex. Some adults remember their own
hospitalization or birth of a sibling back
as 3 years
 LANGUAGE DEVELOPMENT
From day one, infants appear to be
programmed to tune in to their linguistic
environment with the specific goal of
acquiring knowledge.

Infants clearly have remarkably acute

language learning abilities even from an
early age ( Marcus,Vijayan, Bandi Rao and
Vishton, 1999; Pinker, 1997 ,1999 cited by
Sternberg, Robert , 2003.
Stages in producing language
1.Cooing 2. Babbling

- comprises vowel sound Babbling- comprises

consonant as well as vowel
sounds, sounds similar from
different language group
 3. One word utterances 4. Two word utterances

- limited in both vowels

and
- the consonants they
utilize
5. Basic adult sentence structure ( present by about
age 4 years) with continuing vocabulary acquisition.

Halo phrases - infant uses the one word

utterances to convey intentions, desires, and
demands.

18 months- children typically have 3 to 100

words( Siegler,1986)

Overextension error- the young child's

vocabulary is very limited, the child
overextends the meaning of words in her
existing lexicon to cover things or ideas for
which a new word is lacking
 1.5 to 2.5 years of age
- Children start combining single words to
produce two-word utterances

Telegraphic speech
- rudimentary syntax of two word or three word
utterances but with articles and prepositions

2 years of age - 300 words

3 years of age - vocabulary expands rapidly,

tripling from about 300 words to 1000 words
LAD( Language Acquisition
Device)
How Cognitive Change Takes
Place:

ADAPTATION

ACCOMODATION ASSIMILITION

EQUILIBRIUM DISEQUILIBRIUM
1. Adaptation - is the process of building
schemes through direct interaction
with the environment

Adaptation involves two

subprocesses: assimilation and
accommodation
2. Assimilation - a part of adaptation in
which the external world is interpreted
through existing schemes.
3. Accommodation -the part of
adaptation in which new schemes are
created or old ones adjusted to
produce a better fit with the
environment.
4. Equilibrium - exists when children are not
changing very much and they are in a
steady, comfortable cognitive state;
assimilation is used more than
accommodation.

5. Disequilibrium - is the state of cognitive

discomfort which occurs during times of
rapid change; accommodation is used
rather than assimilation
- experience of conflict between new
information and existing conflict
SOCIO- EMOTIONAL
DEVELOPMENT
 Socio emotional development
has something to do with the
development of a persons ability
to master ones emotions and the
ability to relate to others.

Attachment
Temperament
Social skills
 Attachment
For healthy socio-emotional development,
the infant needs to establish an enduring
emotional bond characterized by tendency
to seek and maintain closeness to a specific
figure, particularly during stressful situation.
 Beginning of attachment occur within
first 6 months of babys life with a
variety of built in signals that baby
uses to keep her caregiver engaged.
 The key to a good start in the social
development of the baby is a lot of
responsive interaction with the baby.

Babies thrive on social interaction

when it is in response to their social
bids. The timing of the caregivers
response to the baby is important.
 Other relevant and interesting
research findings cited by K.Pasek
and R. Golinkoff
Consistent involvement of caregivers is
absolutely central to emotional well being not
so much on feeding.

Good attachment ( infant and mother)better

judgment in future life

Infants attach to more than one caregiver and

they are developing emotional relationships
with multiple caregiver at once.
 Family contributes more to child's social
and cognitive well-being even when
children are in child care for more than
30 hours per week. Parents matter and
children are attached to parents even
when children are in the child care.

Parents and caregivers help children

regulate their emotions by working with
them and by serving as their models.
 Temperament
- captures the ways that people differ,
even at birth, and such things as their
emotional reactions, activity level,
attention span, persistence and ability
to regulate their emotions

- every baby expresses personality

traits we call temperament
9 Different temperament categories
-Thomas, Chess and Birch

Activity level Approach-

Mood Withdrawal
Threshold for Distractibility
distress Adaptability
Rhythmicity Persistence
Intensity of
response
Activity level
-some babies are placid or inactive
-toddlers are always in the move
Watch carefully!

The Mood
- some babies are very smiley and cheerful
- others have low-key mood and look
solemn or unhappy
Childs threshold of stress
- Some babies are very sensitive, they become upset
easily when stressed
- some babies can comfortably wait when they need a
feeding or some attention

Rhythmicity

- babies get hungry of sleepy on a fairly regular and

predictable basis
- sleep at varying times
- urinate or have bowel movements at unpredictable
times
- get hungry at different times
Intensity of response

- some babies act restless when they reach

threshold for distress

- others act cranky or fret just a little

- others cry with terrific intensity or howl with

despair when they are stressed

- they shriek with delight and respond with

high energy when reacting to happy or
challenging situations
Approach to new situations

- some infants are very cautious

- wary and fearful of new teachers,

being placed in a different crib of
being taken to visit a new setting

- other infants approach new persons,

new activities, or new possibilities with
zest and enjoyment
Distraction

- some children can concentrate on a toy

regardless of surrounding bustle or noise in a
room
- others are easily distracted

Adaptability

- some children react to strange or difficult

situations with distress, but recover fairly
rapidly

- others adjust to new situation with or difficulty

or after a very long period
Child attention span

- some children have long attention span and

others flit from one activity

Alexander Thomas & Stella Chess

-psychiatrists who studied babies temperament
and clustered temperaments
Easy Difficult Slow-to-warm-up
-easily establish -irregular in daily -mild low-key
regular routines routines reactions to
-generally cheerful -slow to accept new environmental
-adapt easily to new experiences changes
experiences -tends to react -negative in mood
negatively and -adjusts slowly to
intensely to new new experiences
things
 EMERGE OF MORAL SELF
Prof. Stipek and colleagues (University of California)

A sense of morality presupposes awareness

of the existence of moral standards and the
ability to evaluate oneself against

Self evaluation and self description against

standards
50% 80% almost all
19-24 mos. 25-29 mos. 30-40mos.
They all have sense of morality.
 Children who arent capable of self
evaluation and self description dont have
the capacity to experience a sense of shame
and remorse.
x -moral behavior

Why some babies show their parents they

have done something wrong with laughter or
no particular emotion?

- They are not yet able to hold a standard in

mind and evaluate situations in terms of
these standards
DEVELOPMENT OF EMOTIONS
Early infancy( birth- 6 months)
It isn't clear whether infants actually
experience emotions, or if adults,
using facial expressions as the
standard, simple superimpose their
own understanding of the meaning of
infant facial expressions.
Six to 10 weeks
- social smile emerges accompanied by
pleasure-indicative actions and sounds,
including cooing and mouthing
-smile when they see a toy they have previously
enjoyed

3 to 4 months

-aware of their environment, laughter requires

cognitive development because it
demonstrates the child can recognize
incongruity ( laughter is usually elicited by
actions tat deviate from the norm such as
being kissed, peek a boo)
Laughter promotes social development
Later infancy months (7-12)
Begin expressing fear, disgust and
anger because of the maturation of
cognitive abilities

Anger- express by crying , a frequent

emotion expressed

Fear also emerges, able to compare an

unfamiliar event with what they know
 Fear of adult
strangers

Separation anxiety
- infant cries when mother or father
leaves
 Socialization of emotion begins in
infancy
-significant in the infants acquisition of
cultural and social codes for emotional
display

- teach them how to express their

emotions and the degree of
accessibility associated with different
types of emotional behaviors
 Social referencing
- infants begin to recognize emotion of
others and use this information when
reacting to novel situations and people
- rely on the emotional expressions of
their mothers or caregivers
 Toddlerhood years (1-3)
- infants express emotions of shame or
embarrassment and pride and these
emotion mature in all children and
adults to their development
 Emotional understanding
TODDLERHOOD INFANCY
They acquire language and are They largely rely on adults to
learning to verbally express help the regulate their
their feelings. emotional states.

Children begin to develop skills If they feel uncomfortable they

to regulate their emotions with express by crying, but have
the emergence of language little hope of alleviating the
providing an important tool to discomfort on their own.
assist in this process.

Being able to articulate and

emotional state in itself has a
regulatory effect in that enables
children to communicate their
feelings to a person capable to
helping them manage their
motional state.
 Speech also enables children to self-
regulate, using soothing language to
talk themselves through difficult
situations.
Empathy, a complex emotional
response to a situation appears in
toddlerhood usually by age 2.
 Eriksons Psychosocial theory
Hope: Trust vs. Mistrust
( Infants, 0 to 1 year)
Psychosocial crisis: Trust vs. Mistrust
Virtue: Hope

The major developmental task in infancy is

to learn whether or not other people,
especially , primary caregivers regularly
satisfy basic needs.
* Consistent caregivers TRUST
* Neglectful/inconsistent MISTRUST

Will: Autonomy vs. Shame & Doubt

( Toddlers 2-3 )

Main Question: Can I do things for

myself or must I always rely on others?
Virtue: Will
 Parents provide strong base of security
from which the child can venture out to
assert their will because they begin to
explore their surroundings.

Patience and encouragement foster

autonomy in the child

Highly restrictive parents sense of

doubt and reluctance to attempt new
challenges