262 Part Three Infants
Infants also learn how their
movements can affect other objects.
For example, a baby might move a
hand, bat a toy on a cradle gym, and
make the toy turn. This discovery
teaches the baby which objects are
part of himself or herself (the hand)
and which are not (the toy and the
cradle gym). When a baby crawls to
get a toy, the baby learns his or her
actions can make things happen.
At eight or nine months of
age, babies start to learn they are
individuals separate from others
(known as object concept). They
begin to realize they are not just
extensions of their parents. Feeling
separate leads babies to express
anxiety when caregivers leave them.
Adults can promote
self-awareness by using the baby’s
name as much as possible. Calling
the baby by name during happy
times gives the baby positive feelings
about his or her name. Happy times
include reunions between adult and
baby, such as after a nap or when
the adult returns from work. Parents
can also call the baby by name when
talking to him or her during child
care tasks or games.
Looking in mirrors also increases
self-awareness. Babies enjoy seeing
themselves in mirrors even before
they know the images they see are
their own. Calling the baby’s image
by name is helpful. Adults may also
place babies in front of mirrors so
they can watch themselves eat, dress,
and move. Babies also enjoy having
nonbreakable play mirrors as toys.
They like to point to their eyes, ears,
nose, mouth, and toes. They also like
fi nding these body parts in the mirror.
Toward the end of the fi rst year,
babies become possessive about some
objects. This should be encouraged,
because babies’ understanding that
some objects belong to them is part
of self-awareness. Also, babies must
possess things before they can learn
to share in a few years. Adults can
help teach possession by making
statements like “Here’s Barbara’s
dress,” or “Where are Keith’s blocks?”
Handling Special
Problems
All babies have some problems.
These may include feeding and
sleeping problems, fear of strangers,
or lots of crying. When problems
arise, these tips may help.
Decide if the problem is
temporary. Wait a few days,
unless the baby seems ill. Babies
do have mood changes. Also,
the problem may be because of
a hurried or tense caregiver. In
these cases, the problem will
likely end as soon as the adult
slows down or relaxes.
If the problem continues, talk
to an expert. Start with your
pediatrician or a family doctor.
Get help when needed. For
example, parents who have a
fussy baby may need to use loving
babysitters to give them time to
rest or leave home for a few hours.
Give in to a baby’s demands
sometimes, if the results are not
serious. Even babies have wills
of their own, and letting them
have their way sometimes is not
going to spoil or harm them.
For example, if a baby refuses
to eat peas, try other vegetables
with similar nutrients.
Remain calm. This helps the
baby and the adult.