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R E P O R T E RINFANCY DEVELOPMENT7

EMOTIONALSOCIALMORAL

PRESENTED BYPRESENTED BYJAYSON A. MONTE DE RAMOSII 25 BSCT

INTRODUCTION Children develop in many different ways at the same time. Different aspects of children's development are never at rest or waiting for other parts to catch up. Instead, development is simultaneous(www.sevencounties.org, Angela Oswalt, MSW, 2014).Infancy, as what Santrock (1999) defines, is the developmenta period extending from birth to 18 or 24 months.3

EMOTIONALEMOTION

Defining emotion is difficult because it is not easy to tell when a child or an adult is in emotional state (Cornelius, 1996 cited in Santrock, 1999).

DevelopmentEmotion is feeling or affect that involves a mixture of physiological arousal (a fast heartbeat, for example) and overt behavior (a smile or grimace, for example) (Santrock, 1999).

1.Positive Affectivity 1.1) Smiling Smiling is important communicative affective behavior of the infant (Santrock, 1999).There are types of smiling can be distinguished in infants reflexive smile, social smile, and selective social smile.Smile

1.1.1) Reflex/ Reflexive Smile It does not occur in response to external stimuli. It appears during the first month after birth, usually irregular patterns of sleep not when the infant is in an alert state (Santrock, 1999).6Smile

1.1.2) Social Smile It occurs in response to an external stimulus typically, early in development, in response to a face (Santrock, 1999).

Smiling and cooing seem to be the infants way of expressing pleasure at seeing another person (Kail, 2002).7Smile

1.1.3) Selective Social Smile It occurs approximately between 5 and 6 months. Instead of smiling in an undifferentiated way. As in the social smile, the smile is now directed only to a familiar stimulus, such as the mother or other familiar caregivers. Unfamiliar faces are readily directed at this age and cause the infants withdrawal behavior (Santrock, 1999).82.Negative Affectivity

2.1) Cry Crying is the most important mechanism newborns have for communicating with their world (Gustafson, Green & Kalinowski, 1993). This is true for the first cry, which tells the mother and doctor the babys lungs have filled with air.Cry

2.1.1) The basic cry is a rhythmic pattern that usually consists of a cry, followed by a briefer silence, then a shorter aspiratory whistle that is somewhat higher in pitch than the main cry, then another brief rest before the next cry. Some infancy experts believe that hunger is one of the conditions that incite the basic cry.10Cry

2.1.2) The anger cry is a variation of the basic cry. However, in the anger cry more excess air is forced through the vocal cords. 11Cry

2.1.3) The pain cry, which is stimulated by high-intensity stimuli, differs from other types of cries. A sudden appearance of loud crying without preliminary moaning, and a long initial cry followed by an extended period of breath holding.122.Negative Affectivity 2.2) Anxiety It is a state of inner apprehension toward a subjective danger, also has its beginnings in infancy (Turner & Helms, 1995).Two good examples of this emotional reaction are stranger and separation anxiety.

Anxiety

2.2.1) Stranger Anxiety During the first 6 months of life, infants do not express distress toward unfamiliar faces.14Anxiety

2.2.2) Separation Anxiety It occurs by approximately the 12 month. Separation from the caregiver is likely to result in the infants considerable protest and distress (Turner and Helms, 1995).152.Negative Affectivity

2.3) Anger and Aggression Anger and aggression often result when attempts to reach a desired goal are blocked. Anger is often expressed for the first time when such a separation occurs (Turner and Helms, 1995).SOCIALDevelopment

ATTACHMENTIn everyday language, attachment refers to a relationship between two individuals who feel strongly about each other and do a number of things to continue the relationship. Freud believed that infants become attached to the person or object that provides oral satisfaction. For most infants, this is the mother, since she is most likely to feed the infant (Santrock, 1999).THEORETICAL PERSPECTIVES OFATTACHMENT1.) Behavioral Theory This theory stresses that attachment is a learned, rather than an innate, process. 2.) Cognitive-Developmental Theory It views the attachment process as reflection of the infants developing mental abilities. 3.) Ethology Theory The theory proposes that an infants social responsiveness develops largely through innate tendencies.4.) Psychoanalytic Theory Finally, the psychoanalytic view, similar to the ethological approach, emphasizes instincts.INDIVIDUAL VARIATIONS IN ATTACHMENTAttachment does not follow a universal pattern. Rather, there are individual variations in attachment behavior (Izard et al., 1991; Van Ijzendoorn et al., 1992 cited in Santrock, 1999).There are three types of attachment, in particular, tend to be widely referred to in the literature; securely attached, anxious-resistant, and anxious-avoidant. INDIVIDUAL VARIATIONS THREE TYPESWhen placed in such situation, securely attached infants typically turn to their mothers for comfort when it is needed, but they also attempt to explore the environment. They also exhibit little anxiety when their mothers are away for short period of time. Upon the mothers return, however, these infants are happy and desire close contact with her.INDIVIDUAL VARIATIONS THREE TYPESAnxious-resistant infants do not explore the environment when they are placed in unfamiliar situations with their mothers. They are likely to be anxious and distressed when the mother is temporarily away and are ambivalent toward her when she returns. Upon her return, infants may cling to her at one point, and then push her away.INDIVIDUAL VARIATIONS THREE TYPESAnxious-avoidant infants are relatively unattached to their mothers and exhibit little anxiety or distress when left alone. Furthermore, they demonstrate little response when their mothers reappear. Often, many will ignore their mother when she returns.

MORALDevelopmentAccording to www.livestrong.com by Lisa Vratny-Smith (2013), infants fall into the pre-conventional level of moral development according to the theories of Lawrence Kohlberg. This involves two orientations: punishment and pleasure seeking. Infants respond to their environment primarily to seek pleasure and meet their needs. They show joy by smiling, cooing and laughing when they are fed, comfortable and feeling safe. As they grow, they learn to make choices in response to punishment, such as being told no or having an object taken from them. Meeting an infant's basic needs through consistent care and positive social interactions simultaneously nurtures their moral development and trust in their caregivers.CHILD DEVELOPMENT(MONTH BY MONTH)This table shows common developmental milestones that babies reach each month during their first year, in four major categories. Keep in mind that all babies are different and every baby grows at his own pace. There's no precise time that most of these skills first appear. If your child hasnt reached a milestone by the month it is listed on this chart, it is usually a perfectly normal variation in child development. Watch for progress, not deadlines.Gross MotorFine MotorLanguage/CognitiveSocial1 monthMoves head from side to side when on stomachStrong gripStares at hands and fingersTracks movement with eyes2 monthsHolds head and neck up briefly while on tummyOpens and closes handsBegins to play with fingersSmiles responsively3 monthsReaches and grabs at objectsGrips objects in handsCoosImitates you when you stick out your tongue4 monthsPushes up on arms when lying on tummyGrabs objects -- and gets them!Laughs out loudEnjoys play and may cry when playing stops5 monthsBegins to roll over in one or the other directionIs learning to transfer objects from one hand to the otherBlows raspberries (spit bubbles)Reaches for mommy or daddy and cries if theyre out of sight6 monthsRolls over both waysUses hands to rake small objectsBabblesRecognizes familiar faces --caregivers and friends as well as family7 monthsMoves around --is starting to crawl, scoot, or army crawlIs learning to use thumb and fingersBabbles in a more complex wayResponds to other peoples expressions of emotion8 monthsSits well without supportBegins to clap handsResponds to familiar words, looks when you say his namePlays interactive games like peekaboo9 monthsMay try to climb/crawl up stairsUses the pincer graspLearns object permanence -- that something exists even if he cant see itIs at the height of stranger anxiety10 monthsPulls up to standStacks and sorts toysWaves bye-bye and/or lifts up arms to communicate upLearns to understand cause and effect (I cry, Mommy comes)11 monthsCruises, using furnitureTurns pages while you readSays mama or dada for either parentUses mealtime games (dropping spoon, pushing food away) to test your reaction; expresses food preferences12 monthsStands unaided and may take first stepsHelps while getting dressed (pushes hands into sleeves)Says an average of 2-3 words (often mama and dada)Plays imitative games such as pretending to use the phone

DIGITAL REFERENCES (Videos):http://www.youtube.com/watch?v=GO3lgO55kuY http://www.youtube.com/watch?v=R3a8535n3-g http://www.youtube.com/watch?v=-LkCY6nE0FE http://www.youtube.com/watch?v=L49VXZwfup8 http://www.youtube.com/watch?v=3C8rt9IkC18 http://www.youtube.com/watch?v=b9HQVTE0ugYhttp://www.youtube.com/watch?v=j3ifp3tS8QQhttp://www.youtube.com/watch?v=E93VsGwvHZ0 http://www.youtube.com/watch?v=CLxQbkVTYZk