6 Child Development: Early Stages Through Age 12
204
Part Three Infants
205
Chapter 8
Physical Development of the Infant
Review and Reflect
Write your answers to the following
questions on a separate sheet of
paper.
1.
Most babies add _____ (half,
double, triple) their birthweights
during the fi rst year.
2.
True or false. The rate of
growth over the months is
more important than the
measurement of total growth.
3.
True or false. In the fi rst year,
the baby gets longer because
the legs grow.
4.
What are three changes that
occur in the bones during
development?
5.
True or false.
Motor
development
is the way
children learn how to play with
others and share their toys.
6.
True or false. There is a
pattern to children’s physical
development.
7.
True or false. Infants learn in
the same sequence, but the
rate varies.
8.
List the following motor skills
in order of occurrence: sits
without support with back
straight; raises the head while
on abdomen; creeps; walks;
rolls over from front to back;
stands without help; picks
up object with thumb used in
opposition to fi nger.
9.
Refl exes are _____ (learned,
unlearned).
10.
Voluntary movements are _____
(learned, unlearned).
Cross-Curricular Link
11. Math.
Interview at least six
parents of young children. Ask
each parent what the baby’s
weight and height were at
birth, six months, and one
year. Record these fi gures in a
master list. Showing your work,
fi gure the average weight and
height for this group of babies
at each age.
12. Science, Writing. As a
group or class project, write
a one- or two-page brochure
that explains at what ages
parents can expect their
children to learn certain
motor skills. You may also
fi nd pictures or drawings to
illustrate the various skills. The
brochure could be checked
by a physician before making
copies. Find out whether copies
could be given to new parents
at the hospital, posted in
medical offi ces, or printed in a
local newspaper.
13. Speech.
Find a quality infant
toy that would encourage an
infant to develop gross- and
fi ne-motor skills. Make an
oral presentation to the class
showing how your selected toy
promotes both types of skills.
14. Technology.
Work with a
partner to visit a Web site
designed for parents. Search
for information that would
help the parents of infants
understand their child’s physical
development in the fi rst year.
Based on what you have
learned in the chapter, does
the advice seem sound to you?
Why or why not? Create an
electronic presentation of your
fi ndings. Adhere to all copyright
laws and cite any sources you
may use for the presentation.
Share your presentations with
the class.
Making Observations
15.
Observe a doctor giving a
well-baby exam. Ask the doctor
to explain each procedure. Note
weight and length as well as
head and chest measurements.
Also note heart and breathing
rates and refl exive and
voluntary movement. How does
the baby’s progress compare to
age norms? What progress has
the baby made since the last
checkup?
16.
Visit a child care program that
serves infants of various ages.
Choose four or fi ve babies who
represent different ages. Watch
the babies closely and record
your observations. Compare
the babies’ abilities to sit, move
about, and grasp objects.
17.
Observe two infants who are
the same age. How do they
differ in their physical maturity?
How do they differ in their motor
skills? Does one infant have a
lag in maturity or skills? If so,
did the parent say anything that
explains the lag, such as low
birthweight or serious illness?
18.
Observe how several babies
move toward a toy. Describe
exactly how each baby moves
toward the toy. (Often babies
use more than one motor skill
to reach a toy.)
Thinking Critically
19.
Some people believe babies
should be fat. Why do some
people have this perception?
Can such a perception lead to
problems?
20.
Parents sometimes push their
babies to walk early. Can this
be harmful to babies? Why or
why not?
21.
As you read, the grasping refl
ex
is not highly developed until
almost one year of age. Does
this mean parents can assume
their baby is not able to grasp
small objects on the fl oor and
insert them into his or her mouth,
nose, or ears? Why or why not?
Review and Refl ect
helps you recall important
chapter information
Cross-Curricular Link
activities strengthen
academic skills in core
areas, such as
history, math, science,
social studies, reading,
and speech
p p
Phy hy sic sic ical ca cal al al D D D
Dev
Making Observations
offers observation
activities for use in
formal and informal
settings
Thinking Critically
activities challenge you
to use critical-thinking
skills in group
discussion and
individual refl ection
T T
Chapter Review