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INFANT PHYSICAL GROWTH AND BRAIN DEVELOPMENT Chapter 6 • Infancy: birth to 2 years • Toddlerhood: 18 months to 2 years • Physical changes occur in a fixed sequence • Wide variation in developmental time tables due to culture, genetics, parenting practices,values, etc. NORMAL/ABNORMAL DEV • As providers and parents it is important to know the difference between normal and abnormal dev because early intervention is crucial for remediation CHILDPROOFING • State laws define necessary precautions for child care centers and family care • DSS/Community Care Licensing has this information • Cultural differences in how families childproof their environments EATING & TOILET TRAINING • Cultural, class differences • As providers, how much do we set our own agendas V cooperate with families that have different beliefs and goals TASTE/SMELL/TOUCH • Soothing touch are very important for secure, health emotional development VISION/HEARING • Long lookers V short lookers • Scanning • Tracking • Soothing sounds BRAIN ORGANIZATION & STRUCTURE • Right/left hemispheres • Regions are specialized • Neurons: body synapse dendrite Myelin sheath axon neurotransmitters picture p 115 INFANT BRAINS • Super-dense • Synapses develop with environmental inputs • Synapses are destroyed when emotional distress causes cortisol to flood the brain • Synapses are destroyed when not used MAXIMIZING BRAIN GROWTH • Growth is an interaction between biology, culture, and experiences PERCEPTUAL/MOTOR IMPAIRMENTS • Early,multidisciplinary, family-based, intensive, culturally sensitive interventions can significantly improve motor skills among babies with disabilities VISUAL PROBLEMS • See p 117 for indicators • Visual problems inhibit motor development, which in turn inhibits visual abilities Encourage movement through safe play areas and touch or sound stimulation effects on toys HEARING PROBLEMS • • • • • • See page 118-119 for indicators Language delays Use Total Communication Use Assistive Devices for hearing Use acoustical adaptations in classroom Use rich visual, tactile, taste, smell cues COGNITIVE TEACHING APPROACH FOR SELF-HELP • Help children understand the consequences of caring for themselves • • • • • EXPLAIN VERBALLY TALK ABOUT CONSEQUENCES ASK QUESTIONS REDIRECT GIVE CHOICES
