INFANCY (BIRTH TO 18 MONTHS) - oucourses.oucpm.org/dhslms/courses/course214/content/m02/content/... · INFANCY (BIRTH TO 18 MONTHS) Trust vs. Mistrust Stage Developmental Milestones:

Infant Profile.doc Rose Wentz 7/11/2011 Page 1

National Resource Center for Family-Centered Practice and Permanency Planning Hunter College School of Social Work • 129 E. 79th Street • New York, NY 10021

Tel. 212/452-7053 • Fax. 212/452-7051 • e-mail www.nrcfcppp.org

INFANCY (BIRTH TO 18 MONTHS) Trust vs. Mistrust Stage

Developmental Milestones:

Physical:

0 - 3 months Sucking, grasping reflexes Lifts head when held at shoulder Moves arms actively Is able to follow objects and to focus

3 - 6 months

Rolls over Holds head up when held in sitting position Lifts up knees, crawling motions Reaches for objects

6 - 9 months

Sits unaided, spends more time in upright position Learns to crawl Climbs stairs Develops eye-hand coordination

9 - 18 months

Achieve mobility, strong urge to climb, crawl Stands and walks Learn to walk on his or her own Learns to grasp with thumb and finger Feeds self Transfers small objects from one hand to another

Emotional/Social:

Wants to have needs met Develop a sense of security Smiles spontaneously and responsively Likes movement, to be held and rocked Laughs aloud Socializes with anyone, but knows mother or primary caregiver Responds to tickling Prefers primary caregiver May cry when strangers approach Commonly exhibits anxiety




Extends attachments for primary caregivers to the world Demonstrates object permanence; knows parents exist and will return (helps child

deal with anxiety) Tests limits

Intellectual/Cognitive:

Vocalizes sounds (coos) Smiles and expresses pleasure Recognizes primary caregiver Uses both hands to grasp objects Has extensive visual interests Puts everything in mouth Solves simple problems, e.g., will move obstacles aside to reach objects Transfers objects from hand to hand Responds to changes in environment and can repeat action that caused it Begins to respond selectively to words Demonstrates intentional behavior, initiates actions Realizes objects exist when out of sight and will look for them (object permanence) Is interested and understands words Says words like “mama”, “dada”

Safety Checklist for Caregiver:

Basic Safety

Did this child have any serious injuries, either before or since coming into your care?

Does your child have any chronic health conditions? Do you have all the necessary medication and supplies?

Do you have a First Aid Kit in your home?

Check For: TVs and other pieces of standing furniture secured so that they cannot be pulled

over? Exposed wires or appliance cords in reach of children?

Preventing Falls Are there child safety window guards on all windows above the first floor? Are safety gates installed at the top and bottom of all staircases?

Sleep Time Safety

When you put your child to sleep in his/her crib, do you put them on their stomach or their back?

Does the crib not have any soft bedding beneath the baby? Are there no pillows or heavy comforters in the crib? Does your child ever sleep in bed with you or with other children?




Are all window blinds or curtain cords kept away from your baby’s crib or other furniture?

Pacifier is not tied around your child’s neck or to his/her clothing with a string or ribbon.

No plastic or plastic bags are used on the mattress or in the crib.

Crib Safety

Does crib have any missing, loose, improperly installed or broken hardware? Are crib slats more than two and three-eighths inches apart? Are there any corner posts over the end panels of crib? Do the headboards or footboards have any cutout areas? Is paint cracked or peeling? Are there any splinters or rough edges? Are top rails of crib less than ¾ of the child’s height?

Bath Safety

What do you do if the telephone or doorbell rings while you are giving your child a bath?

Do you use bathtub seats with suction cups? Do you check the water temperature to make sure that the bath is not too hot or too

cold?

Child care safety

Who takes care of your child when you are not home? How do you know this person? How old is this person? Is there a way for your child to reach you when you are away from home?

Is there a list of phone numbers for your doctor, local hospital, police, fire department, poison control center and a friend or neighbor near the phone?

Does this child go to daycare or pre-school? If so, how many hours per week? How does your child get there? Who is responsible for drop-off and pick-up?

Safety in the Streets

Who watches your child when they play out-of-doors? Does your child know what to do if a stranger talks to him or her on the street?

Well-Being Questions for Caregiver: What is it like for you to care for this child? What has been the effect on your family of

having this child placed here? What did you expect it to be like?

Describe who this child is. What about the child is easiest and most pleasurable? What is the most difficult aspect of this child for you to deal with? What are the things about this child that will help him/her in the future? What will be harder for him/her?




How has the child changed since coming to live here? How has the child adjusted to this placement?

What are the goals for this child and his/her family and what do you think/feel about that? What makes that okay; not okay? What do you think of the family visits with the child?

What are the services this child is receiving? What do you think/feel about those? What do you think that this child needs?

What things does this child like to do?

To whom do you go if things aren’t going too well?

What are the things you need to support your continued care of this child?

Does this child show warmth and affection across a range of interactions and with different people?

Who does this child seek comfort from when s/he is hurt, frightened, or ill?

How is this child’s sleeping pattern? How is this child’s feeding pattern?

Have you seen any weight changes since this child has been with you?

Does this child show preference for a particular adult?

How easy is it to soothe this child when s/he is upset?

Sources: Ashford, J., LeCroy, C., & Lortie, K. (2001). Human Behavior in the Social Environment: A Multidimensional Perspective. Belmont, CA: Wadsworth. Center for Development of Human Services. (2002). Child Development Guide. Buffalo, NY: Research Foundation of SUNY/CDHS. Child Welfare League of America. (2003). PRIDEbook. Washington, D.C.: Child Welfare League of America. Maine Department of Human Services. Child Well-Being and Safety Review. Massengale, J. (2001). Child Development: A Primer for Child Abuse Professionals. National Center for the Prosecution of Child Abuse: Update Newsletter, 14(8), 1-4 Clackamas Education Service District. Early Intervention and Early Childhood Special Education www. clackesd.k12.or.us/earlychildhood/eiecse.htm




IMPACTS OF SEPARATION on Infants

COGNITIVE DEVELOPMENT

Infants have not developed object permanence.

Infants have short attention spans and memory.

They do not understand change, they only feel it.

Changes and unfamiliar sensory experiences frighten them.

They have little or no language ability and therefore cannot communicate, except by crying.

EMOTIONAL DEVELOPMENT

Infants are emotionally dependent upon others to meet their basic needs.

Infants generally form strong attachments to their primary caregiver and often cannot be comforted by others when distressed.

After five to six months of age, infants display anxiety in the presence of unknown

persons.

Emotional stability depends upon continuity and stability in the environment and the continued presence of the primary caregiver.

SOCIAL DEVELOPMENT

Infants have few ways to communicate their needs. If adults do not recognize their distress, their needs may remain unmet.

Social attachments are limited to immediate caregivers and family members.

Infants do not easily engage into relationships with unfamiliar persons.

IMPLICATIONS FOR SEPARATION AND PLACEMENT

Infants’ cognitive limitations greatly increase their experience of stress. Infants will be extremely distressed by changes in the environment and caregivers. Infants should have people they “know” help with all transitions from one caregiver to another. Expect the infant to show stress in bodily functions such as eating, sleeping and being “fussy”.

Infants have few internal coping skills. Adults must “cope” for them. Give the infant

items that bring her comfort such as a blanket or stuffed animal. Infants experience the absence of caregivers as immediate, total, and complete. Infants do not generally turn to others for help and support.




Separation during the first year can interfere with the development of trust. Expect that

a healthy infant will attach to his caregiver and that will help with the child continuing his developmental tasks. Infants can attach to more than one caregiver.

Infants’ distress will be lessened if their new environment can be made consistent with the old one, and if the biological parent(s) can visit regularly. Keep the child on the same food, schedule and other routines. Do visits several times a week and encourage the biological parent to “care” for the child so attachment is maintained.

Sources: Adapted from: Institute for Human Services curriculum: Separation and Placement Youth Protective Services and Toolbox No. 1: Using Visitation to Support Permanency, Lois E. Wright, CWLA, 2001.




Opening the Door to Early Intervention

for Abused and Neglected Children: A New CAPTA Requirement.

“Child Law Practice”, May 2004

Facts about young children in foster care: Infants and toddlers are the fastest growing group to enter, remain in and reenter the

child welfare system. Nearly 80% are prenatally exposed to maternal substance abuse. Nearly 40% are born low birth weight and/or premature. More than half have developmental delays or disabilities. Children with disabilities are three times more likely to be maltreated than other

children.

Addressing these Needs: All children, of any age, should have a complete developmental assessment as early

as possible when they are placed in foster care. All children under the age of 3 who are abused should be referred to Early Intervention

Program.

Early Intervention does work!




40 Developmental AssetsTM for Infants Search InstituteSM has identified the following building blocks of healthy development that help

infants grow up healthy, caring, and responsible.

External Assets

Support

1. Family Support-Family life provides high levels of love and support. 2. Positive Family Communication-Parents communicate with infants in positive

ways. Parents respond immediately to infants and respect their needs. 3. Other Adult Relationships-Parents have support from three or more adults and

ask for help when needed. Infants receive additional love and comfort from at least one adult other than their parents.

4. Caring Neighborhood-Infants experience caring neighbors. 5. Caring Out-Of-Home Climate-Infants are in caring, encouraging environments

outside the home. 6. Parent Involvement in Out-of-Home Situations-Parents are actively involved in

communicating infants’ needs to situations, caretakers and others in situations outside the home.

Empowerment

7. Community Values Children-The family places infants at the center of family life. Other adults in the community value and appreciate infants.

8. Children are Given Useful Roles-The family involves infants in family life. 9. Service to Others-Parents serve others in the community. 10. Safety-Infants have safe environments at home, in out-of-home settings, and in the

neighborhood. This includes childproofing these environments.

Boundaries & Empowerment

11. Family Boundaries-Parents are aware of infants’ preferences and adapt the environment and schedule to suit infants’ needs. Parents begin setting limits as infants become mobile.

12. Out-of-Home Boundaries-Childcare settings and other out-of-home environments have clear rules and consequences for older infants and consistently provide all infants with appropriate stimulation and enough rest.

13. Neighborhood Boundaries-Neighbors take responsibility for monitoring and supervising infants’ behavior as they begin to play and interact outside the home.

14. Adult Role Models-Parents and other adults model positive, responsible behavior. 15. Positive Peer Observation-Infants observe siblings and other children interacting

in positive ways. They have opportunities to interact with children of various ages. 16. Appropriate Expectations for Growth-Parents have realistic expectations for

infants’ development at this age. Parents encourage development without pushing infants beyond their own pace.




Constructive Use of Time

17. Creative Activities-Parents expose infants to music, art, or other creative aspects of the environment each day.

18. Out-of-Home Activities-Parents expose infants to limited but stimulating situations outside the home. The family keeps infants’ needs in mind when attending events.

19. Religious Community-The family regularly attends religious programs or services while keeping infants’ needs in mind.

20. Positive, Supervised Time at Home- Parents supervise infants at all times and provide predictable, enjoyable routines at home.

Internal Assets

Commitment to Learning

21. Achievement Expectation and Motivation-Family members are motivated to do well at work, at school, and in the community, and model their motivation for infants.

22. Children are Engaged in Learning-Parents and family members model responsive and attentive attitudes at work, at school, in the community, and at home.

23. Stimulating Activity-Parents encourage infants to explore and provide stimulating toys that match infants’ emerging skills. Parents are sensitive to infants’ dispositions, preferences, and level of development.

24. Enjoyment of Learning-Parents enjoy learning and model this through their own learning activities.

25. Reading for Pleasure-Parents read to infants in enjoyable ways every day.

Positive Values

26. Family Values Caring-Parents convey their beliefs about helping others by modeling their helping behaviors.

27. Family Values Equality and Social Justice- Parents place a high value on promoting social equality, religious tolerance, and reducing hunger and poverty while modeling these beliefs for infants.

28. Family Values Integrity-Parents act on their convictions, stand up for their beliefs, and communicate and model this in the family.

29. Family Values Honesty-Parents tell the truth and convey their belief in honesty through their actions.

30. Family Values Responsibility-parents accept and take personal responsibility. 31. Family Values Healthy Lifestyle-Parents love children, setting the foundation for

infants to develop healthy attitudes and beliefs about relationships. Parents model, monitor, and teach the importance of good health habits, and provide good nutritional choices and adequate rest and playtime.




Social Competencies

32. Planning and Decision Making Observation-Parents make all safety and care decisions for infants and model safe behavior. As infants become more independently mobile, parents allow them to make simple choices.

33. Interpersonal Observation-Parents model positive, constructive interactions with other people. Parents accept and are responsive to how infants express their feelings, seeing those expressions as cues to infants’ needs.

34. Cultural Observation-Parents know and are comfortable with people of different cultural, racial, and/or ethnic backgrounds, and model this to infants.

35. Resistance Observation-Parents model resistance skills through their own behavior.

36. Peaceful Conflict Resolution Observation-Parents behave in acceptable, nonviolent ways and assist infants in developing these skills by helping them solve problems when they’re faced with challenging or frustrating circumstances.

Positive Identity

37. Family Has Personal Power-Parents feel they have control over things that happen in their own lives and model coping skills, demonstrating healthy ways to deal with frustrations and challenges. Parents respond to infants so infants begin to learn that they have influence over their immediate surroundings.

38. Family Models High Self-Esteem-Parents create an environment where infants can develop positive self-esteem, giving infants appropriate, positive feedback and reinforcement about their skills and competencies.

39. Family Has a Sense of Purpose-Parents report that their lives have purpose and demonstrate these beliefs through their behaviors. Infants are curious about the world around them.

40. Family has a Positive View of Personal Future-Parents are hopeful and positive about their personal future and work to provide a positive future for children.

Copyright © 2004 by Search Institute , 615 First Ave NE Suite 125, Minneapolis, MN 55413; 800-888-7828; www.search-institute.orgSM

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What Parents Can Do to Support Development

The list below is a sample list of parenting skills, family activities and community support that helps a child successfully develop. This list does not include all possible parenting skills. Most families have many adults involved providing these supports for a child: biological parents, older siblings, extended family, child care providers, step-parents, neighbors, and other community members involved with the family and their culture. This list should not be used as a requirement list of what a parent must do to reunify with a child.

Support

Have other people to help the parent; have someone who can give the parents a break from 24/7 caring of the infant

Use your family/cultural connections to obtain help with parenting tasks Support the baby’s head and neck, use car seat and other safety devices Parent spends a few minutes each day on something she enjoys Take baby to medical appointments Find a good child-care environment if the parent works Learn what worries the baby and offer solutions; a baby who does not like shirts pulled

over his head – allow the child to choose button up shirts Supervise the infant at all times Child proof environment

Empowerment

Help baby calm down; blanket, favorite toy, pacifier, a quiet place Love baby for who he is and tell the baby your love him Help baby learn to handle things that upset her; prepare her for surprises Smile at baby, make eye contact, keep faces close Hold the child in a way that helps him/her feel safe, cuddle the baby Make your baby laugh Watch baby’s development. He can quickly learn to use legs and arms to move; place baby

in safe place so he will not roll off bed, changing table, etc.

Boundaries & Empowerment

Talk to baby – it is good to use “baby talk”, repeat words “bye-bye” Don’t keep baby waiting when he “voices” a need Try different things when baby cries to learn what will calm her; walking, cuddling, car ride,

quite, music, swaddling, baby swing, etc. Protect baby from being harmed by others (children, adults, pets) Have a place in kitchen, living room and other family rooms that have the baby’s stuff (box

of bowls, spoons, cups for kitchen; toys, books, musical toy for living room) This allows the baby to play with safe items in these spaces




Constructive Use of Time

Look and listen for baby’s need so you are ready; eating, sleeping, diapering, holding Have a predictable schedule that meets the child’s needs to sleep and eat frequently

throughout the day and even the night Parent makes time every day to spend one-on-one time with each child, have fun together Give the baby time to adjust to changes such as being dropped off for babysitting Prepare child for visits by relatives and others they have not seen for a while or do not

know Give baby time warning: “You will have to go to bed in two minutes” Older infants should be told when parents will be leaving and when you will be back. Do

not disappear without warning. Include the infant in “family time” and activities when possible; seating at dinner table,

watching family play, attend family events

Commitment to Learning

Tell the baby what is happening (“The dog barked”, “I am going to change your diaper”) Sing to baby or play music (Even if you do not sing well. Children learn in many ways.) Choose a time when the baby is awake and alert to play Have the baby experience the world from different places (floor, chair, different rooms,

outdoors) Encourage baby’s curiosity (give baby new things to touch and hear, colorful and with

sounds) Show baby how she can make things happen (return her smile, rattle, making sounds) Respond to baby’s sounds by repeating the sound and to baby’s motions such as raising

arms to be picked up Read to baby; point out items, read same book many times, show child pictures and name

the item, let the baby turn the pages Play peekaboo or hide and seek; this teaches a child that things disappear and reappear Read nursery rhymes; baby’s like the rhythm, use rhythms that teach (alphabet song) Play games, build things, dance and other movement games that encourage walking,

running, using hands and climbing, come to me games Play with toys that make the baby put things together (nesting cups, peg boards) Older baby: let child start to dress or feed himself; even if he does not do it well

Positive Values

Listen to baby and name the emotions or needs (“I’m tired”, “I am upset”, “I want to play”) Treat other people the way you want the baby to act (Using calm respectful words instead

of yelling or swearing) Respect baby’s feelings “I know you are angry that you could not stay and play.” Tell the baby about family values: “We do not hit.”, “We hug the people we love.” Parents model what they want their baby to learn. Babies learn by observation Talk to the social worker and child’s caregiver about the values you want your baby to

learn; discuss how those can happen while the child is in care




Social Competencies

Help your baby know about your family’s culture and heritage by living your culture and having him participate in family events, holidays, religious functions and activities

Have baby spend time with other babies and children of all ages Show the baby how to interact with others Show the older children how to interact with the baby Comfort baby when he meets a stranger Tell the baby the rules; that toy belongs to the babysitter and you cannot take it home Older baby: encourage her to help with putting away toys, clothes, brush teeth

Positive Identity

Show the baby her refection in a mirror and tell her who she sees Say a positive thing to the baby about how she looks, her behaviors, is loved, etc. Praise baby for accomplishments and good behaviors Celebrate when the baby accomplishes new skill; first steps, first word, able to drink from a

cup Let older baby make safe choices; “Do you want to eat peas or carrots?” (Not giving

choices that are unsafe or you would not approve of “Do you want to eat or not?”)




Items for Visits Always be sure the items are safe for a youth of this age

Sample items for Infants: Mirrors

Dolls

Stuffed toys

Puppets

Mobiles and visuals

Grasping toys

Musical toys

Music (tapes, CDs, films, movies)

Push and pull toys

Balls

Crib and play gym equipment

Older Infants also can have: Construction materials (soft blocks)

Pop up boxes – things easy to open

Nesting cups or stacking rings

Containers to empty and fill

Puzzles

Sand and water materials

Transportation toys

Books – soft cover

Outdoor and gym equipment

Art and craft materials

Musical instruments

Comfort Items: (Items from the child’s home) Blanket

Pacifier

Bottle

Pictures of family

Favorite food

Child’s snuggly or favorite toy

Child’s clothes, books or other items

The Right Stuff for Children Birth to 8: Selecting Play Materials to Support Development, Martha B Bronson, Nat’l Association for the Education of Young Children, 1995.

Documents

INFANCY (BIRTH TO 18 MONTHS) - oucourses.oucpm.org/dhslms/courses/course214/content/m02/content/... · INFANCY (BIRTH TO 18 MONTHS) Trust vs. Mistrust Stage Developmental Milestones: