Summary: <p>Child Development 101: The Infant Stage<br> Presented by: Dr. Dawn-Elise Snipes<br> Executive Director, AllCEUs</p> <p>Continuing Education (CE) credits can be earned for this presentation at <a href="https://www.allceus.com/member/cart/index/product/id/613/c/">https://www.allceus.com/member/cart/index/product/id/613/c/</a></p> <p>Objectives<br> ~ Explore the developmental tasks and needs of the infant stage (0-2 years old)<br> ~ Maslow (Biological and safety needs)<br> ~ Erickson (Trust vs. Mistrust)<br> ~ Bowlby (Attachment)<br> ~ Piaget (Cognition/schema formation)<br> ~ Discuss how failure to get these needs met can result in later mental health issues<br> ~ Discuss how failure to resolve the trust vs. mistrust crisis results in later mental health issues<br> ~ Discuss how infant’s primitive cognitive abilities develop dysfunctional schemas for later in life</p> <p>Maslow—What Infants Need<br> ~ Biological Needs<br> ~ Food when hungry<br> ~ Shelter/Physical comfort<br> ~ Protection from overstimulation<br> ~ Sleep when sleepy<br> ~ Contact<br> ~ Safety<br> ~ Consistent presence vs. Abandonment (no object permanence)<br> ~ Startle / loud noises / pain</p> <p>Erickson's Stages Psychosocial Development: Trust Needs Will Be Met<br> Success<br> ~ Ability to interpret, trust and act on own feelings (self-confidence)<br> ~ Belief that others will help fulfil needs (hope)<br> ~ Self reliance<br> ~ Comfortable with attention<br> ~ Ability to be “alone”<br> ~ Contentment</p> <p>Failure<br> ~ Inability to trust own instincts/urges/feelings<br> ~ Reliance on others to tell them what they need<br> ~ Inability to trust others will be supportive<br> ~ Discomfort with and craving of attention (Abandonment fears)<br> ~ Irritability/anxiety</p> <p>Piaget– Cognitive Development<br> ~ Piaget (Cognition/schema formation)<br> ~ Sensorimotor:<br> ~ Children do not yet have object permanence<br> ~ Children do not yet have much of a frame of reference so they rely on parental feedback<br> ~ Schemas formed during this time rely heavily on<br> ~ Were needs adequately met (empowered vs. powerless)<br> ~ Parental reaction (stress-level/attentiveness/consistency)</p> <p>John Bowlby–Attachment<br> ~ Securely-Attached Infants<br> ~ Easily soothed by the attachment figure when upset.<br> ~ Caregiver is sensitive to their signals, and responds appropriately to their needs.<br> ~ Insecure-Avoidant Infants<br> ~ Very independent of the attachment figure both physically and emotionally<br> ~ Do not seek contact with the attachment figure when distressed.<br> ~ These caregivers are insensitive and rejecting of their needs and are often unavailable during times of emotional distress.</p> <p>John Bowlby–Attachment<br> ~ Insecure-Ambivalent children<br> ~ Exhibit clingy and dependent behavior, but are rejecting of the attachment figure when they engage in interaction.<br> ~ The child fails to develop any feelings of security from the attachment figure.<br> ~ Exhibit difficulty moving away from the attachment figure to explore novel surroundings.<br> ~ When distressed they are difficult to soothe and are not comforted by interaction with the attachment figure.<br> ~ This behavior results from an inconsistent level of response to their needs from the primary caregiver.</p> <p>Mindful Parenting<br> ~ Be attentive to the baby’s cries and cues before they become hysterical<br> ~ Accept the baby’s needs as they are/Validating environment<br> ~ Be consistent<br> ~ Calm yourself<br> ~ Stressed parent stressed baby<br> ~ Calm parent calm-able baby<br> ~ Keep a routine to help set baby’s circadian rhythms<br> ~ Feeding<br> ~ Sleeping<br> ~ View the world from ba</p>
