100% satisfaction guarantee Immediately available after payment Both online and in PDF No strings attached
logo-home
Previously searched by you
Previously searched by you
logo
Summary Chapter 3 SLK 210 notes- The Neonatal Phase and infancy CA$8.04   Add to cart
Quickly navigate to
Preview
  2.  
  3. University Of Pretoria (UP)
  4.  
  5. SLK 210

Summary

Summary Chapter 3 SLK 210 notes- The Neonatal Phase and infancy
 9 views  0 purchase
  • Course
  • SLK 210
  • Institution
  • University Of Pretoria (UP)
  • Book
  • Child and Adolescent Development

This chapter summary includes a detailed review of the prescribed textbook of the University Of Pretoria in SLK 210. This summary includes all sections of the chapter that were in the demarcation for semester test 1 (2024).

Preview 4 out of 38  pages

Document information

  • No
  • Chapter 3
  • March 29, 2024
  • 38
  • 2023/2024
  • Summary

Subjects

  • chapter 3

Connected book

book image

Book Title:

Author(s):

  • Edition:
  • ISBN:
  • Edition:

More summaries for

  • CAD1501 Assignment 3 (COMPLETE ANSWERS) 2024 - DUE July 2024 ;100% TRUSTED workings, explanations and solutions.
  • Exam (elaborations) CAD1501 Assignment 3 (COMPLETE ANSWERS) 2024 - DUE 31 July 2024 • Course • Child and Adolescent Development (CAD1501) • Institution • University Of South Africa (Unisa) •...
  • Exam (elaborations) CAD1501 Assignment 3 (COMPLETE ANSWERS) 2024 - DUE 31 July 2024 • Course • Child and Adolescent Development (CAD1501) • Institution • University Of South Africa (Unisa) •...
All for this textbook (26)

Written for

  • University of Pretoria (UP)
  • SLK 210
All documents for this subject (26)

Seller

avatar-seller
erinpoly1

Reviews received

Content preview

SLK 210 CHAPTER 3

FEEDING

 Advantages of breastfeeding:
o The antibodies in breast milk provide the baby with vital protection against a
variety of diseases, such as intestinal and respiratory diseases and allergic
reactions.
o The nutrients in the milk, stimulate brain growth and myelination of the axons of
neurons, while cow’s milk primarily stimulates muscle growth.
o The baby digests milk more easily.
 Less constipation and diarrhoea.
o Breastfed infants gain less weight and are leaner at 1 year than bottle-fed infants.
 Growth patterns may prevent overweight and obesity.
o Sucking on the mother’s nipple rather than an artificial nipple, helps to avoid
malocclusion (the upper and lower jaw do not meet properly).
o You do not need to add other foods to the infant’s diet.
 The milk of other mammals is low in iron.
o Breastfed infants accept new solid foods more easily than bottle-fed infants do.
o Breast milk is sterile and available at the correct temperature.
o Mothers who breastfeed have a lower incidence of breast and ovarian cancer.
 If bottle-fed babies are held while they are drinking and not left to drink alone in their
cots, there is little difference between the two methods of feeding as far as
psychological advantages are concerned.
 Breastfed babies may also ingest substances such as nicotine, alcohol, dagga, and other
drugs, as well as HIV, via their mother's milk.
 Some mothers are biologically not able to breastfeed.
 The mother who breastfeeds her baby merely because she feels obliged to do so could
harm the baby more because of her negative attitude, than if she is a relaxed, loving,
bottle-feeding mother.

, PIAGET’S VIEW OF THE FIRST 2 YEARS: SENSORIMOTOR
DEVELOPMENT

Piaget divides the cognitive development of children into 4 stages.

 The sensorimotor stage
o Refers to infants who obtain their information through sensory input and motor
activities.
o Infants gradually develop the ability to coordinate information.
 Eg. Seeing something and reaching out to touch it.
o Occurs in 6 substages.
 Each substage represents a definite advance over the previous one.
o Early cognitive development occurs through circular reaction, through which the
infant learns to repeat pleasurable or interesting situations that were discovered
by chance previously.
 This repetition becomes a cycle in which cause and effect continuously
influence each other.
o Substage 1: Reflexes (Birth- 1 month)
 Newborns are tied to the immediate present, responding to whatever
stimuli are available.
 Their actions are mostly reflexive, such as grasping or sucking.
 Eg. If you stroke a baby’s mouth with your finger, it will suck
reflexively.
 They do not seem to remember events or things from 1 encounter to the
next and do not appear to plan or intend.
o Substage 2: Primary circular reactions (1-4 months)
 This is marked by the beginning of coordination between listening and
looking, looking, and reaching, and reaching and sucking (ways infants
explore the world).
 This is achieved through primary circular reactions, which refer to the
repletion of actions involving infants’ bodies.
 Eg. Infants may accidentally suck their thumbs, find it pleasurable and
repeat it, and later repeat the action intentionally.

,o Substage 3: Secondary circular reactions (4-8 months)
 This co-occurs with a new interest in the manipulation of objects.
 Infants begin to repeat an action intentionally to trigger a response in the
environment.
 Eg. The baby does something, the mother responds favourably, and
the baby repeats the behaviour, or the baby shakes a rattle
repeatedly to hear the sound.
 The first connections between bodily actions and external consequences
are automatic, almost like operant conditioning.
o Substage 4: Coordination of secondary reactions (8-12 months)
 Characterised by purposeful behaviour where there is a means to an end.
 Eg. Pushing something out of the way to get to a toy, or to crawl
towards something that they are seeing.
 They modify, coordinate, and try earlier schemas to find one that works.
 This is the beginning of understanding cause and effect relationships.
o Substage 5: Tertiary circular reactions (12-18 months)
 Infants now vary their circular reactions to discover new methods of
meeting challenges.
 Eg. Trying out different sounds or actions to get the attention of their
mothers.
 During this stage, infants begin to walk, making exploring their
environment explore.
 Infants in this substage have been described as young scientists who
conduct experiments.
 They show originality in problem-solving and use trial and error to try to
find the best way to reach a goal.

, o Substage 6: Mental representation (18-24 months)
 Marks the beginning of insight and real creativity.
 The infant develops the ability to use mental symbols such as words,
numbers, or images to represent objects, events, or actions.
 Mental representation also indicates that the infant is beginning to use
mental planning instead of the trial-and-error approach.
 Eg. A 2-year-old who knows there are cookies in the cookie jar on the
kitchen counter can figure out how to get one, even pulling a chair
closer to climb on, to reach the desired object.
 Cognitive skills in the sensorimotor stage
o One of the most important characteristics that develop during the sensorimotor
stage is object permanence.
 This is the understanding that objects continue to exist when they cannot
be seen anymore.
o Before 8 months old, it is a matter of ‘out of sight out of mind.”
 Eg. Infants will not search for a toy when it is covered with a blanket.
o 8-12 months infants start grasping the concept of object permanence.
 Eg. If you cover a toy with a blanket, the baby will pull the blanket away to
uncover the toy.
o Object permanence is not complete in substage 4.
 Eg. Should you hide infants’ toys under a container (A) where they will
discover it multiple times, then hide in front of them into another container
(B), infants usually continue to look under container (A).
o This A-not-B error is also called preserving search.
o During substage 5 (12-18 months), infants still have problems with certain aspects
of object permanence, especially invisible displacement.
 Eg. If you have a toy in your hand and put it under a pillow and then
remove your hand, leaving the toy under the pillow, the infant will look for
the toy in your hand.
o Infants fully master the understanding of object permanence only at the age of 18-
24 months.

The benefits of buying summaries with Stuvia:

Guaranteed quality through customer reviews

Guaranteed quality through customer reviews

Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.

Quick and easy check-out

Quick and easy check-out

You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.

Focus on what matters

Focus on what matters

Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!

Frequently asked questions

What do I get when I buy this document?

You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.

Satisfaction guarantee: how does it work?

Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.

Who am I buying these notes from?

Stuvia is a marketplace, so you are not buying this document from us, but from seller erinpoly1. Stuvia facilitates payment to the seller.

Will I be stuck with a subscription?

No, you only buy these notes for CA$8.04. You're not tied to anything after your purchase.

Can Stuvia be trusted?

4.6 stars on Google & Trustpilot (+1000 reviews)

75323 documents were sold in the last 30 days

Founded in 2010, the go-to place to buy study notes for 14 years now

Start selling

Recently viewed by you

Class notes ·

(0)

Juice notes of Fintree for FRM Part 1

CA$8.04
  • (0)
  Add to cart