FSHD 3232/13-2/18- Neuron proliferation (neurogenesis): rapid appearance of neurons in the developing brain- Neuronal migration: movement of neurons within brain- Programmed cell death (neuronal death): elimination of some neurons that surround newly formed synapses around neighboring neurons - Synaptogenesis: development of new synapses- Synaptic pruning: deterioration and disappearance of synapses that are not used o Synaptic pruning and neuroal death process seve to: increace the speed efficiency and complexity of transmission amoung neuronso Allows space for new conncetions to form based on experience in the enviormentBrain plasticity: external environment, sensitive period is optimal time for individuals response to environmental influence brain 0-3 Physical DevelopmentPart I: Infants & Toddlers I. Reflexes – inborn, automatic response to a particular form of stimulationA. Controlled by the lower brain centers that control other involuntary processes like breathingB. Infants have approximately 27 different reflexes1. Some reflexes are permanent 2. Other reflexes disappear during infancy as other areas of the brain become more developed and infants have increasing control over their bodies (primitive)Youtube.com video primary reflexesC. Why reflexes1. Survival (rooting for feeding)2. Evolutionary adaptive function (cling to mothers) 3. Practice for later motor development (palmar grasping, stepping)4. Parent-Child bonda. Encourage responsivenessb. Signal need, encourage soothingD. Why are we interested in reflexes?1. Indicators of neurological development a. Ex: no Babinski reflex (fanning of toes out) means that there is a lower spine defect 2. Normative developmental progression a. Individual differencesII. Infant States – recurring patterns of arousal ranging from waking to sleepingFSHD 3232/13-2/18A. As with adults, infant states are organized, predictable and regulated by internal forces. 1. Become more adult-like by end of 2 years – total sleep declines,longer periods of wakefulnessB. Sleep patterns become more controlled by light dark (natural circadian)than by fullness – hunger (how newborns control sleep)C. Newborn States (table 4.2)1. regular sleep – 8-9 hours2. irregular sleep – 8-9 hours3. drowsiness - 0.5-3 hours4. quiet alertness - 2-3 hours5. waking activity and crying– 1-4 hoursIII. SleepA. Newborn spends 70% of time sleeping 1. by 4 weeks periods of sleep are longer and fewer2. 6 months – melatonin (drowsy when dark) active – prior to that fullness and hunger control sleep states 3. by 1 year most infants can sleep through the night 4. cultural differences in patternsB. REM (rapid-eye-movement) sleep – characterized by rapid jerky eye movements, fluctuating heart rates and blood pressure; brain-wave activity similar to awake1. associated with dreaming in adults2. Infants (starting in-utero) spend about 50% of sleeping time in REMsleepi. By 3-5 years and into adulthood about 20%3. Autostimulation Theory – During REM sleep the infant’s brain stimulates itself, in turn stimulating development of the central nervous systema. As people can perceive and process more of their environment, they require less autostimulation, so time in REM decrease(1) Pre-term infants spend more time in REM(2) Infants with more physical and social stimulation spend less time in rem sleep (3) Disturbed REM patterns linked to later motor cognitive and language difficultiesFSHD 3232/13-2/18IV. Crying (beginning is more a reflex)A. Developmental pattern: across cultures1. peaks at 6 weeks, then declines sharply by 3 monthsa. may become more related to psychological than physical needs 2. more crying at night 3. individual patterns B. 3 patterns – cross-cultural although adult response patterns may vary1. Basic – linked to hunger; starts low and gets louder and more rhythmic2. Angry – similar to basic pattern but less organized with longer periods of crying and shorter periods of inhaling 3. Pain – sudden, loud, long cry followed by holding breath and short gaspsC. Adult Responsiveness – human response1. diversity in response patterns within and across cultures2. beliefs about child development 3. own feelings or perceptions 4. differential skill in interpreting infant cries, in general:a. mothers are better than fathers, women better than men, parents better than non-parents 3. Soothing an Infanta. Individual differences in soothability – individuals differences in soothability can be tied to neurological damages or temperament b. Self-soothing – a goal of infants (and certainly of parents!) is to develop strategies to self-regulate emotions- sucking is a common response that is even seen in uteroo effectiveness decreases unless accompanied by contact with a caregiver- turning headc. parental soothing (fauckerizing child)i. the great debate – go to the baby or let him/her “cry it out”- regular controlled techniques 7month infant (videos study )ii. sleep training- either delayed response - slowly back away furthered and furthered awayfrom childiii. American research: holding baby on shoulder is most effective way to soothiv. Other cultures – swaddling(straight jacket wrapping)FSHD 3232/13-2/18V. Sensory Development major themes:A. Development of the senses and perception is a continuous process that begins in utero and continues to improve throughout infancy and in some cases throughout childhood.B. Development of the senses and perceptual capabilities should be seen as integrated and dynamic processes.C. Infants seem to be “hardwired” from birth for human interaction that in turnpromotes further development.VI. Smell, Taste and Touch – see textbookVII. HearingA. Develops in uteroB. Neonates:1. Babies actually need a higher pitch voices2. require louder volume (10-17 decibels)3. hear high pitch sounds better (by 2 years no pitch differences)C. Preference for human speech1. Neonates show preferences for their mothers’ voices.2. (pay more attention)Attend more to human speech 3. Infants can hear all possible language sounds.a) 6-8 months: @ around 6 we lose all range so candistinguish and prefer own language sound4. Statistical learning capacity – analyze speech stream forregular sound sequences a) Bababaca  Bababaca  BababadaD. Musical preference1. Show preference for music versus noise and for certain kinds ofmusic, including major chords and