Sensory Processing ... Starting to develop?

Development of sensation is difficult to measure or test due to the inability of the infant to answer or respond to questions, limited physical abilities, etc.  However, many measures have been developed to assist in making assumptions about the amount of sensory information and perception of that information achieved by infants. 

Research indicates that by one month and infant has the ability to differentiate speech from other sounds and can visually scan an area, indicating they have visual perception (Gauvin, 2009).  In fact, by one week research shows that an infant can discriminate between black and gray from as far as one foot (Gauvin, 2009).  By eight months, the infant has 25% of visual ability of adults; however acuity increases with age and rate of development (Gauvin, 2009).  The perception of color develops post natal, rather than prenatal, and likely depends upon experience with color to discriminate or attribute information or constructs to it. 

Studies of sensory processing determine that by three months infants can remember specific stimuli and clearly see objects (Gauvin, 2009).  By six months facial recognition occurs.  Facial Recognition and preference also develops and is not prenatally occurring (Gauvin, 2009).  Research suggests a predisposition for facial features and characteristics, but it is widely assumed that preference and recognition is based on experience with faces, frequency of exposure, and the positive or negative attitudes associated with them (Gauvin, 2009).   During this period, visual acuity increases, as does, interest in sounds and audible stimuli (Gauvin, 2009).

By one year, infants are able to categorize objects by like features such as color, shape, etc.  Limited problems solving skills are emerging, the idea of consequences is being understood, and sequencing is occurring (Gauvin, 2009).

Valerie Poling

 References:

Gauvin, P. (2009). Child Psychology: A Contemporary Viewpoint, 7th ed. In C. U. HASOP, Psychology Human Prenatal Development (pp. 3-36). McGraw-Hill Primis.

Sensory Processing ... Starting to develop?

Development of sensation is difficult to measure or test due to the inability of the infant to answer or respond to questions, limited physical abilities, etc.  However, many measures have been developed to assist in making assumptions about the amount of sensory information and perception of that information achieved by infants. 

Research indicates that by one month and infant has the ability to differentiate speech from other sounds and can visually scan an area, indicating they have visual perception (Gauvin, 2009).  In fact, by one week research shows that an infant can discriminate between black and gray from as far as one foot (Gauvin, 2009).  By eight months, the infant has 25% of visual ability of adults; however acuity increases with age and rate of development (Gauvin, 2009).  The perception of color develops post natal, rather than prenatal, and likely depends upon experience with color to discriminate or attribute information or constructs to it. 

Studies of sensory processing determine that by three months infants can remember specific stimuli and clearly see objects (Gauvin, 2009).  By six months facial recognition occurs.  Facial Recognition and preference also develops and is not prenatally occurring (Gauvin, 2009).  Research suggests a predisposition for facial features and characteristics, but it is widely assumed that preference and recognition is based on experience with faces, frequency of exposure, and the positive or negative attitudes associated with them (Gauvin, 2009).   During this period, visual acuity increases, as does, interest in sounds and audible stimuli (Gauvin, 2009).

By one year, infants are able to categorize objects by like features such as color, shape, etc.  Limited problems solving skills are emerging, the idea of consequences is being understood, and sequencing is occurring (Gauvin, 2009).

Valerie Poling

 References:

Gauvin, P. (2009). Child Psychology: A Contemporary Viewpoint, 7th ed. In C. U. HASOP, Psychology Human Prenatal Development (pp. 3-36). McGraw-Hill Primis.

Infant Brain Development

The Brain begins to develop rapidly immediately after birth and has reached 80% of its size by age 3 and 90% by age 5 (Gross, 2008).  The brain generates and migrates the neurons during the prenatal period, while after birth that have reached the region of the brain where they will specialize (Gross, 2008).  The spinal cord and brain stem which control the basic processes of life such as respiration, reflexes, sleep, etc. are well developed by birth (Gross, 2008).  Neurons interconnect with other neurons to create synapses by axons and dendrites forming together (Gross, 2008).  Axons carry information away from the cell they work with and dendrites carry the messages to that cell (Gross, 2008). 

Synaptogenesis occurs rapidly in the sensorimotor cortex, thalamus, brainstem and cerebellum prior to the infant reaching five weeks of life (Gross, 2008).  At the three month marker, most of the synaptogenesis activity is associated with the visual cortex (Gross, 2008).  Different regions increase activity at different time frames.   After the first year, pruning begins and decreased production of neural activity, varying according to the age and brain region (Gross, 2008).   The limbic system and cerebral cortex, which is needed for higher learning tasks, develop at a much slower rate (Gross, 2008).  Research indicates that two million synapse are produced every second during the active periods of the cerebral cortex (Gross, 2008). 

Learning is dependent upon experiences.  Experience activates neurons to fire and repeating the experience causes the neural networks formed to strengthen (Gross, 2008).  Environmental influences, however, can have a negative impact on brain development.  Early physical and psychological stress has been found to delay the development or hinder growth in the hypothalamus and brainstem (Gross, 2008).   Researchers using MRI techniques have found that severely neglected and abused children have a smaller head and decreased brain mass (Gross, 2008).  Another study using MRI technique found that the greater the abuse the smaller the brain volume (Gross, 2008).  Studies of abused and neglected children in early childhood have detected delays in cognition, emotional factors, social skills, and physical development (Gross, 2008). 

Valerie Poling

References:

Gross, D. (2008). Physical Growth Health and Nutrition. In D. Gross, Infancy: Development from Birth to Age 3 (pp. 141-152). Pearson Education, Inc: Allyn and Bacon.

So, knowing this, what do we do?  How do we reduce the Shaken Babies?  Improve the experiences and expectant learning opportunities?  Prevent influences that negatively impact the development...?  share!

Infant Tempermant

Heredity is indicated to contribute to temperament and personality (Gauvin, 2009).  Temperament is described as the emotional expression, activity level, and sociability of an individual (Gauvin, 2009).  Research indicates, however, as an individual ages, personalities and temperament become influenced by the experiences of their life (Gauvin, 2009).  Other theories related not only genetics to temperament, but the prenatal and postnatal environment (Gauvin, 2009). 

Research by Thomas and Chess defined temperament as the attitude and response to environment on a routine basis (Gauvin, 2009).  This attitude and response included the emotional expressions, amount of energy relevant to specific activities, and ability to interact socially (Gauvin, 2009).  These researchers labeled temperament in infants into difficult, easy, and slow to warm up (Gauvin, 2009).  Difficult babies had irregular sleeping and eating patterns, became agitated and upset in new situations, displayed increased fussiness and crying bouts (Gauvin, 2009).  The Slow to Warm Up incants had decreased responses or negative responses to initial new stimuli but would eventually adapt to the stimuli presence (Gauvin, 2009).  Easy babies seemed happy and easily adapted to new stimuli and environmental changes (Gauvin, 2009). 

Another researched theory suggested by Rothbart indicated that temperament changes as individuals mature and change based on their personal experiences (Gauvin, 2009).  Rothbarg suggested an Infant Behavior Questionnaire which categorized temperament on specific categories such as positive affect, irritable distress, fearful distress, activity level, attention span, and rhythmicity (Gauvin, 2009). 

The outcome for these children and the influence their temperament may have is variable upon the responses received from their caregivers (Gauvin, 2009).  Temperament elicits varying responses from caregivers, thus creating the learned response for certain behaviors and stimuli.  Furthermore, cultural beliefs assist in shaping temperament (Gauvin, 2009).  Research indicates that the reactions of the caregiver help to shape the temperament of the child.  For example, it has been noted that difficult babies have higher rates of developmental problems later in life (Gauvin, 2009).  The etiology of these problems is based on the increased stress of the infant, and the difficult expressions may result in negative social responses from the caregivers (Gauvin, 2009).  However, research has also found that difficult babies whom receive supportive and patient responses from their caregivers have decreased risk of long term developmental problems.  The child’s temperament being responded to appropriately is termed the Goodness of Fit (Gauvin, 2009).

Temperament it seems relies on the reactions received from their caregivers and immediate environment (Gauvin, 2009).  Temperament can change over time as new experiences are added to the infant’s knowledge base (Gauvin, 2009).  Cultural behaviors assist in shaping the infants social skills which has been supported by research (Gauvin, 2009).  It has been noted that Chinese American infants are calmer and faster to adapt  (Gauvin, 2009).  Similarly, Japanese infants have been found less reactive and distressed by environmental changes (Gauvin, 2009).  This is likely learned from their caregiver’s responses to them and the stimuli.  In studies of pre term infants it has found that social and emotional support is critical for social adjustment (Berk, 2008).

Valerie Poling

 References:

Berk, L. E. (2008). Foundations of Development. In L. E. Berk, Infants, Children and Adolescents (pp. 129-145). Allyn and Bacon.

Gauvin, P. (2009). Child Psychology: A Contemporary Viewpoint, 7th ed. In C. U. HASOP, Psychology Human Prenatal Development (pp. 3-36). McGraw-Hill Primis.

Gross, D. (2008). Physical Growth Health and Nutrition. In D. Gross, Infancy: Development from Birth to Age 3 (pp. 141-174). Pearson Education, Inc: Allyn and Bacon.