GROWTH AND DEVELOPMENT Overview

THE INFANT

FEU – IN MCN FACULTY LECTURERS 2020

THE INFANT THE INFANT

Topic Outline
Topic Outline
I. Physiologic Development VII. Concerns and Problems Related to Normal
Infant Development
II. Motor Development
VIII. Assessment of an Infant
III. Freud’s Theory of Psychosexual Development
IX. Nursing diagnosis for an infant and family
IV. Erikson’s Theory of Psychosocial Development
X. Implementation of safe and quality nursing
V. Piaget’s Theory of Cognitive Development
interventions
VI. Nutrition and Feeding of an Infant
XI. Evaluation

THE INFANT
THE INFANT

Definition of Terms Definition of Terms

1. Binocular vision – the ability to fuse two images 3. Colic - paroxysmal abdominal pain that generally
a
-

teabag
as one at 2 months. occurs in infants under 3 months of age and is
2. Baby-Bottle Syndrome – also known as infant marked by loud, intense crying. may persist up to 9 months

caries. Tooth decay that occurs while an infant 4. Diaper Dermatitis - Also known as diaper rash,
sleeps liquid from the propped bottle continuously when child’s diaper is not frequently changed, feces a
-
advise them to

use cotton instead

soaks the upper front teeth and lower back teeth. is left in contact with skin, and irritation may result of wet wipes
in the perianal area.
" "

diaper rash

THE INFANT THE INFANT

Definition of Terms "

Definition of Terms
the 7am for 10 15 mins
do not
overexpose them to ;
''
bun gang araw -17 sun -

→
5. Miliaria - or prickly heat rash. Clusters of 7. Parachute reaction - When infants are
pinpoint, reddened papules with occasional suddenly lowered toward an examining table
vesicles and pustules surrounded by erythema. from ventral suspension, the arms extend as
6. Milk teeth – It is the first baby tooth (typically if to protect themselves from falling.
a central incisor) usually erupts at age 6
months.
"
"

deciders teeth
THE INFANT THE INFANT

Definition of Terms At 6 months advise parents

to feed infants
Definition of Terms
µ
,

with food rich in Iron

8. Physiologic anemia – condition present at 2 9. Solitary play – or the independent play; when
to 3 months of age. This occurs because the infants play alone
life of a red cell is 4 months so the cells the 10. Ventral suspension – The position of an infant
child had at birth are disintegrating, but new when held in midair on a horizontal plane,
cells are not yet being produced in adequate supported by a hand under the abdomen. It is
replacement numbers. used to test gross motor ability.
•

THE INFANT THE INFANT

I. PHYSIOLOGIC DEVELOPMENT I. PHYSIOLOGIC DEVELOPMENT

Physiologic development proceeds in a Physical Growth
continuous fashion after birth although some of the The physiologic changes that occur in the infant
body systems remain immature during infancy. The year reflect both the increasing maturity and
immaturity of the systems accounts for the infantile growth of body organs. The following sections will
patterns of behavior and of physical and mental discuss the changes that are typically seen in the
abilities characteristics of this stage. first year of life.

THE INFANT THE INFANT

I. PHYSIOLOGIC DEVELOPMENT I. PHYSIOLOGIC DEVELOPMENT

B. Height measure infants lying supine on a measuring board

A. Weight
▪ Increase in height during first year by 50%, or from
During the first 6 months, infants typically average a average birth length of 20 inches to about 30 inches
weight gain of 2 lb per month. (50.8 to 76.2 cm).
6 months = Birth weight X 2 double their weight ▪ During the early months growth most apparent in the
trunk.
During the second 6 months, weight gain is approximately
▪ During the second half of the first year, growth more
1 lb per month.
apparent as lengthening of the legs.
1 year = Birth weight X 3 triple their weight
▪ At end of first year, child’s legs may still appear
disproportionately short and bowed.

THE INFANT supine or on back when sleeping THE INFANT

prone or on
tummy when
playing
PHYSIOLOGIC DEVELOPMENT D. Body Proportion
C. Head Circumference ▪ Body proportion changes from that of a newborn to
▪ end of first year, brain is two thirds of its adult size. a more typical infant appearance.
brain
▪ Head circumference increases rapidly growth of →
▪ The mandible becomes more prominent
▪ Some infants’ heads appear asymmetric until the ▪ End of infant period, lower jaw is prominent
second half of the first year.
▪ Chest circumference is less than that of the head at
▪ Place infant on his back to sleep and prone when
playing birth by about 2 cm.
▪ Persistence of asymmetry may suggest an infant ▪ 6 to 12 months, CC = HC
lacks stimulation or most of the time lying in bed.
head circumference
 THE INFANT The infant Body Systems

A. Cardiovascular system
D. Body Proportion
▪ Heart rate slows from 120 to 160 beats
▪ Abdomen remains protuberant
per minute to 100 to 120 beats per minute sinus arrhythmia
▪ Cervical, thoracic, and lumbar vertebral curves
▪ Slightly elevated blood pressure (from an average of
develop 80/40 to 100/60 mm Hg).
▪ 7 months lower extremities lengthens ▪ Physiologic anemia at 2 to 3 months of age.
▪ Changes appearance from “baby-like” to “toddler- ▪ 5 to 6 months, Hemoglobin converted from fetal to
like.” adult hemoglobin
▪ 6 to 9 months, second decrease in serum iron levels

The infant Body Systems The infant Body Systems

C. Gastrointestinal system
B. Respiratory System
▪ Gastrointestinal tract mature gradually
▪ Respiratory rate slows from ▪ Amylase deficient until 3rd month ( digestion of complex carbs

30 to 60 breaths per minute to ▪ Lipase is decreased ( liver -

digestion of saturated fats )

20 to 30 breaths per minute ▪ Liver remains immature

month is thinned
▪ Extrusion reflex fades at 3 to 4 months →
food placed on the
moved
and
La respiratory infections in infants are worse
compared to adults ▪ 6 months, eruption of first baby tooth or milk teeth outward

(central incisor) →
may introduce mashed solid food

The infant Body Systems The infant Body Systems

D. Renal System E. Endocrine System

▪ Kidneys remain immature ▪ Unable to respond to stress effectively
▪ Prone to dehydration because of fluid shifting in body due to immature endocrine system
fluid compartments
in response to pituitary stimulation
- due to difference in ECF and ICF in the
body
-
monitor urine I 8 O C sign
for dehydration )
-
hook with IV fluid
could
fatal
-

be

The infant Body Systems The infant Body Systems

F. Immune system
G. Integumentary System
▪ 2 months, immune system becomes functional
▪ Skin is more permeable so insensible water loss and
▪ At 1 year, can actively produce both IgG and IgM
penetration of invasive materials are increased.
antibodies
▪ Milia and cradle cap develop due to increased sebum
▪ Levels of other immunoglobulins (IgA, IgE, and IgD)
production
are not plentiful until preschool age
▪ Sweat glands do not actively form perspiration
▪ 6 months, can shiver if cold and has developed
additional adipose tissue for insulation
la risk
lower
of hypothermia
The Infant’s Senses The Infant’s Senses
Like other facets of development, maturation of the
senses proceeds step by step during the infant year. 3 months - can follow an object across their midline.
Has hand regard -
holds hands in front of their face and studies them

1. Vision 4 months - recognizes familiar objects, follow

1 month - regards an object in the midline of their parents’ movements with their eyes
increased accuracy
vision as close as about 18 inches (46 cm) away. 6 months- begin to perceive distances accurately. a
- has

of their reach
2 months - has achieved binocular vision, or the 7 moths - depth perception has matured transferring toys from one hand
to another

ability to fuse two images into one. still in the midline 10 months - beginning of object permanence
has follow and focus well
the
ability to
-

Encourage parents to read to their child soothing voice and increase language development
-

* auto acoustic emission test tests

hearing cozy )
-

-
o
.

The Infant’s Senses The Infant’s Senses * choose soft -

musical songs ( to not intimidate infants )

2. Hearing
2. Hearing
1month - quiets momentarily at a distinctive sound
6 months - able to locate sounds made above them
2 months - hearing awareness becomes so acute stops when
they
hear something 10 months - can recognize their name and listen
3 months - turns heads to attempt to locate a sound
acutely when spoken to
4 months - turns and looks in the direction of a
12 months - can easily locate sound in any direction
distinctive sound
and turn toward it. A vocabulary of two words plus
5 months - can localize sounds downward and to the
“ma- ma” and “da-da” also demonstrates an infant
side
can hear.

The Infant’s Senses The Infant’s Senses less salt and

sugar

3. Touch
4. Taste
▪ An infant need to be touched to experience skin-to- ▪ Infants demonstrate that they have an acute sense
skin contact. Clothes should feel comfortable and of taste by turning away from or spitting out a taste
soft; diapers should be dry rather than wet. Teach they do not enjoy. Urge parents to make mealtime
parents to handle infants with assurance and a time for fostering trust as well as supplying
gentleness. nutrition
▪ Feedings done at an infant’s pace
▪ Amount of feeding offered fits the child’s needs

THE INFANT
The Infant’s Senses

5. Smell MOTOR DEVELOPMENT

▪ Infants can smell accurately within 1 or 2 hours after Gross motor development
birth ▪ ability to accomplish large body movements
▪ Respond to an irritating smell by drawing back from it
▪ Enjoy pleasant odors and learn early in life to identify
Fine motor development
the familiar smell of breast milk
▪ ability to coordinate hand movements
La is advised ( allergens )
anything scented not
THE INFANT THE INFANT

A. Gross Motor Development A. Gross Motor Development

▪ To assess gross motor development, an infant is 1 month
observed in four positions: ventral suspension ▪ Lifts head momentarily, then drops it
(when held in midair on a horizontal plane,
again
supported by a hand under the abdomen), prone
▪ Turns head to the side
(when lying on their stomach), sitting (when placed
on the back and then pulled to a sitting position),
▪ Gross head lag as in the first days of life
and standing. ▪ Stepping reflex present

The Infant’s Gross Motor Development The Infant’s Gross Motor Development

2 months 3 months
▪ Lifts and maintains the head well above the plane of
▪ Raise their heads and maintain the position,
the rest of the body in ventral suspension
but they cannot raise their chests high ▪ Slight head lag when pulled to a sitting position
enough to look around yet ▪ Begins to try to support part of their weight when
held in standing position.

The Infant’s Gross Motor Development The Infant’s Gross Motor Development

4 months
5 months
▪ Lifts chest off the bed and look around actively,
▪ Rests weight on their forearms when prone
turns head from side to side, turns from back ▪ Turns over, front to back and back to front → tonic neck

to front; ▪ Continues to sustain a portion of weight

reflex

performed by
▪ No head lag when pulled to a sitting position
-

▪ Tonic neck reflex should be extinguished moving

the neck

▪ Stepping reflex has faded, begins to support ▪ Moro reflex is fading to the side

weight on legs also called startle reflex

The Infant’s Gross Motor Development The Infant’s Gross Motor Development

6 months
7 months
▪ Demonstrates parachute reaction from
▪ Reaches out to be picked up
a ventral suspension position
▪ Sits alone, but only when hands are held forward for
▪ Rests weight on hands with extended arms
balance
▪ Raises chest and the upper part of their abdomen
▪ Bounces with enjoyment in a standing position.
off the table
▪ Sits momentarily without support
▪ Supports nearly full weight when in a standing
position
The Infant’s Gross Motor Development The Infant’s Gross Motor Development

10 months
8 months
▪ Pulls self to standing
▪ Sits securely without support
11 months
9 months ▪ Cruises (walks with support)
▪ Creeps or crawls (abdomen off floor)
▪ Sits so steadily, can lean forward and regain balance
12 months
▪ Stands alone
▪ Some infants take first step

THE INFANT
The Infant’s Fine motor

B. Fine motor 3 months

▪ Follows object past midline with eyes
1 month
▪ Keeps hands fisted 6 months
▪ Able to follow object to midline with eyes ▪ Uses palmar grasp

2 months 7 months
▪ Demonstrate social smile ▪ Transfers objects to hand

THE INFANT
The Infant’s Fine motor
FREUD’S THEORY OF
10 months PSYCHOSEXUAL DEVELOPMENT
▪ Uses pincer grasp (thumb and finger)
▪ Oral stage of development
to pick up small objects Pincer
grasp
▪ The site of gratification is the mouth and receives
12 months gratification through sucking
▪ Holds cup and spoon well ▪ Sucking, biting, and crying are for enjoyment;
▪ Helps to dress (pushes arm into sleeve) release of tension and for nourishment

THE INFANT THE INFANT

FREUD’S THEORY OF
PSYCHOSEXUAL DEVELOPMENT SOCIAL AND EMOTIONAL DEVELOPMENT
▪ Conflict is
a. weaning →
introducing food and decreasing milk supply A. Emotional Development
b. introducing solid food ▪ Socialization, or learning how to interact
c. decreasing bottle feeding or breastfeeding
with others, is an extensive phenomenon.
until infant is fully weaned.
The Infant’s Social and Emotional Development The Infant’s Social and Emotional Development
A. Emotional Development A. Emotional Development
1 month - Differentiate between faces and other 4 months – recognizes primary caregiver
objects 5 months - shows displeasure when an object is
2 months - Social smile taken away
3 months - Demonstrates increased social awareness 6 months - aware of the difference between people
a. readily smiling at the sight of a parent’s face who regularly care for them and strangers.
b. laugh out loud at the sight of a funny face. 7 months - shows obvious fear of strangers; cries
when taken from parents

THE INFANT
The Infant’s Social and Emotional Development
A. Emotional Development Language Development
8 months – eighth month anxiety, or stranger anxiety
9 months - very aware of changes in tone of voice; A. Pre verbal stage
cries when scolded 2 months - makes cooing sound; differentiates a cry;

o 12 months - has overcome fear of strangers and is 3 months - laughs out loud

alert and responsive again when approached; 4 months - cooing, babbling, and gurgling when

likes to play interactive nursery rhymes and spoken to

rhythm games and “dance” with others.

The Infant’s Language Development The Infant’s Language Development

B. Holophrastic Stage (One-word speech)

A. Pre verbal stage
9 months - speaks a first word: “da-da” or “ba-ba”
5 months - says some simple vowel sounds
“goo-goo” and “gah-gah”) C. Telegraphic Stage
6 months – imitates sounds like a parent’s cough to 12 months - say two words besides “ma-ma” and
attract attention “da-da”; they use those two words with meaning.
7 months - imitates vowel sounds well “Baby sleep”
“oh-oh,” “ah-ah,” and “oo-oo”
D. Whole sentences Stage
“Doggie is big”

THE INFANT THE INFANT

Erikson’s Theory of Erikson’s Theory of

Psychosocial Development Psychosocial Development

▪ Trust vs Mistrust ▪ Body exploration is prominent as in manipulation of

▪ Child begins to separate himself from environment objects
and becomes aware that his actions can influence ▪ Infants first learn to trust others in the environment
others around him. to meet their needs.
▪ Social smile on the third month
 THE INFANT THE INFANT

PLAY
Give
toys that
stimulates the server PLAY
▪ Solitary play or independent play 3. Learn to recognize, explore, and control
1. Use their bodies as the primary avenue to objects, sights, sounds, textures, and tastes.
explore the world. 4. Explore, master, and learn to use their body
2. Learn to participate in and control simple parts.
social interactions with caregivers. 5. Learn how to get desired reactions from
people and objects.

THE INFANT THE INFANT

PIAGET’S THEORY OF
PLAY
COGNITIVE DEVELOPMENT
Examples of appropriate infant toys:
Mobiles, rattles, toys with wheels, stacking ▪ Piaget identifies four stages of cognitive development

and nesting toys, unbreakable mirrors, during infancy. He calls it the sensorimotor period

washable stuffed animals and dolls, cloth and Stage one (Reflexive Schema)

heavy cardboard books. ▪ birth to 1 month

(Try to avoid electronic toys that do things ▪ Infant’s innate reflex responses, such as sucking, are

infants can’t understand or control) organized into functioning patterns.

Piaget’s Theory of Cognitive Development Piaget’s Theory of Cognitive Development

Stage two (Primary Circular Reaction) Stage three (Secondary Circular Reaction)

▪ 1-4 months ▪ 4-8 months

▪ Infant actions lead to chance events that have ▪ Learns to make events happen with objects separate
positive value, and he gradually learns how to make from his own body. Through repeated activity, the
the event happen again and again. infant develops awareness of the outcome of his
actions. He keeps repeating the same acts with
different objects, learning about their properties in
the process

PIAGET’S THEORY OF COGNITIVE DEVELOPMENT THE INFANT

Stage four
I. PIAGET’S THEORY OF
(Coordination of Secondary Circular Reaction)
COGNITIVE
DEVELOPMENT
▪ 8-12 months
▪ The child becomes more coordinated in his movements,
more aware of objects about him and makes
interesting innovations in using and exploring them. He
recognizes that objects and persons as separate from
himself. Thus, he searches for the lost objects outside
his visual field.
 INFANT FEEDING AND NUTRITION INFANT FEEDING AND NUTRITION

Guidelines for introducing solid foods Guidelines for introducing solid foods
5-6 months 8 months
▪ iron-fortified cereal mixed with breast milk, orange ▪ fruits like banana, apple, and peach are
juice or formula.
introduced.
▪ Cereal is the least allergenic type of food and is 9 months
easily digested.
▪ boiled meat is added
7 months
10 months
▪ vegetables like boiled and mashed carrots,
potatoes, broccoli can be introduced. ▪ egg yolk is introduced

INFANT FEEDING AND NUTRITION INFANT FEEDING AND NUTRITION

0-3 months 4-6 months

▪ Feed only on breast milk or formula ▪ Introduce solid foods without added salt or sugar
▪ Limit water intake to ½ oz at a time for bottle and iron-fortified cereal.
feeding; no water for breast feeding infants ▪ Introduce one food at a time, waiting 5 to 7 days
▪ Avoid use of honey or corn syrup between new items.
▪ Allow non-nutritive sucking ▪ Introduce food before formula or breast feeding
when an infant is hungry

INFANT FEEDING AND NUTRITION INFANT FEEDING AND NUTRITION

4-6 months 7 – 9 months

▪ Introduce small amounts of new food (1-2 tsp at a time) ▪ Introduce finger foods & cup when infant is able to
▪ Use teaspoon only sit up
▪ Have infant join family at mealtimes
▪ Respect infant food preferences
▪ Allow self-feeding with observation to prevent choking;
▪ Use only minimal to no salt and sugar on solid foods
offer small piece of fruits or grapes, not large chunks
to minimize the number of additives ▪ Offer fluids after solids.
▪ To prevent aspiration., do not place food in bottles with ▪ Introduce limited amounts of diluted juice in a cup.
formula ▪ Avoid sugary deserts and soda.

INFANT FEEDING AND NUTRITION ASSESMENT OF AN INFANT

10 – 12 months ▪ Begins with an interview with the primary
▪ Offer 3 meals and healthy snacks. caregiver
▪ Begin to wean from bottle and beginning table ▪ Important areas to discuss include nutrition,
foods growth patterns, and development
▪ Avoid fruit drinks and flavored milk.
▪ Infant’s height, weight, and head
▪ Avoid infant to feed self with spoon.
circumference are important indicators of
▪ By 1 year, stomach can hold no more than
growth →
anthropometric measurements
approximately 1 cup (240 ml)
ASSESMENT OF AN INFANT
NURSING DIAGNOSIS
▪ Much of the assessment of an infant and family will
▪ Physical assessment must be done quickly
focus on basic needs such as sleep, nutrition, and
▪ Primary caregiver should be present to make
activity and the parents’ adjustment to their new role.
child feel comfortable
▪ Use calm approach so infant remain calm as Examples of nursing diagnoses are:
well ▪ Ineffective breastfeeding related to maternal fatigue
▪ Disturbed sleep pattern (maternal) related to baby’s
need to nurse every 2 hours

NURSING DIAGNOSIS FOR INFANTS NURSING DIAGNOSIS FOR INFANTS

▪ Delayed growth and development related to lack of
▪ Deficient knowledge related to normal infant growth stimulating environment
and development ▪ Risk for impaired parenting related to long
▪ Imbalanced nutrition, less than body requirements, hospitalization of infant
▪ Readiness for enhanced family coping related to
related to infant’s difficulty sucking
increased financial support
▪ Health-seeking behaviors related to adjusting to
▪ social isolation (maternal) related to lack of adequate
parenthood
social support
▪ Ineffective role performance related to new
responsibilities within the family

IMPLEMENTATION OF SAFE AND QUALITY IMPLEMENTATION OF SAFE AND QUALITY

NURSING INTERVENTIONS NURSING INTERVENTIONS

▪ Outcomes established for infant care need to be ▪ Suggest that caretaker talk to the infant more.
realistic based on the family’s new ▪ Spend additional time each evening reading or
circumstances. reciting nursery rhymes to the baby.
▪ Parents of infants must do a lot of adjusting,
▪ Teach new parents on how to care for their
and this takes time.
infant and keep the infant safe.
▪ Suggest activities that can be easily incorporated
into the family’s lifestyle.

THE INFANT EVALUATION

EVALUATION Examples of expected outcomes include:

▪ Evaluate expected outcomes at each visit to ▪ Mother states she feels fatigued but able to
detect changes in parents’ understanding of cope with sleep disturbance from night waking.
caring for their infant. Help parents understand all ▪ Parents state five actions they are taking daily
aspects of infant care, not just a single element. to encourage bonding.
▪ Father states both he and spouse are adjusting
to new roles as parents.
EVALUATION THE INFANT

1. Create a health teaching plan for a family with an

Examples of expected outcomes include:
infant on the following areas:
▪ Parents verbalize appropriate techniques they a. Normal growth and development
use to stimulate infant. b. Biologic
▪ Infant demonstrates age-appropriate growth c. Psychosocial
and development. d. Psychosexual

▪ Infant exhibits weight, height, and head and e. Cognitive

f. Concerns related to normal growth and
chest circumference within acceptable norms
development

THE INFANT

• Watch
Infant care
[Link]
 FAR EASTERN UNIVERSITY
INSTITUTE OF NURSING
1ST SEMESTER – AY 2020 – 2021
NCM 107 CARE OF MOTHER & CHILD, ADOLESCENT (WELL CLIENT)

MODULE 2: CARE OF A FAMILY WITH AN INFANT

True/False

F 1. As a rule, most infants double their birth weight by 4 to 6 months.

-

palmar
F 2. A major milestone at 6 months is the pincer grasp.
-

T 3. Fear of strangers reaches its height during the eighth month.

T
4. Solid food can be introduced when the infant is 4 to 6 months old.
play
F 5. The infant should be placed on his or her stomach to sleep. -

Fill in the Blank

extrusion
1. Until age 3 to 4 months, a(n) _____ reflex prevents some infants from eating.

8
2. A(n) _____-month-old child should be able to sit securely without any additional
support.
childproof
3. It’s important that parents _____ their home to help ensure safety of the child.

Colic is paroxysmal abdominal pain that generally occurs in infants under 3 months
4. _____
of age and is marked by loud, intense crying.

5. Miliaria
_____ or prickly heat rash can occur in warm weather or when the babies are
overdressed.

1|P a g e
NUR 1208 – MODULE 3: CARE OF INFANT AND FAMILY
Prepared by MCN FEU Faculty Lecturers 2020
 GROWTH AND DEVELOPMENT OF INFANTS

AGE Physiological Motor Social and Emotional Feeding and

Cognitive Nutrition
Vision Hearing Gross Motor Fine Motor Emotional Language

1 month Sees object at the Quiets momentarily Lifts head Keeps hands fisted; Differentiates faces Stage 1: Reflexive Milk only; no solid
midline at a distinctive sound momentarily, then able to follow objects and other objects Schema ​(birth to 1 food; no water in
drops it; turns head in the midline month) breastfeeding
to the side; gross Innate reflex are
head lag, stepping organized into
reflex present functional patterns

2 months Able to focus and Hearing awareness Raise their heads Demonstrates social Social smile Makes cooing sound;
follow; binocular becomes acute; and maintains it, but smile differentiates cry Stage 2: Primary
vision stops when spoken cannot raise their Circular Reaction
word is heard chests high enough (1-4 months)
to look around yet Infant’s actions lead
to chance events that
3 months Can follow objects Turns head to Lifts and maintains Follows object past Has increased social LOL have positive value;
across the midline; attempt to locate a the head above the midline with eyes awareness; smiles at he gradually learns
hand regard sound plane of the rest of the sight of parents’ how to make the
the body when in faces; LOL at funny event happen again
ventral position; lifts faces and again
the head and
shoulders well off the
table and looks
around when prone;
has slight head lag
when pulled into
sitting position;
begins to support
weight on legs when
standing

4 months Recognizes familiar Turns and looks in Lifts the chest of the Recognizes the Cooing, babbling,
objects; follows the direction where bed and looks primary caregiver and gurgling when
parents’ movements the sound was heard around actively; turns and prefer that spoken to
with their eyes front to back and person’s presence to
side to side; no more others
head lag when pulled
to a sitting position;
begins to support
weight on legs;
stepping reflex has
faded
5 months Can localize sound Rests weight on the Shows displeasure Says some simple Stage 3: Secondary Iron-fortified cereal
downward and to the forearms when when an object is vowel sounds (e.g. Circular Reaction mixed w/ breast milk,
side, by turning their prone; turns over taken away “goo-goo” and (4-8 months) orange juice or
heads and looking front to back and “gah-gah”) Learns to make formula
down back to front; tonic events happen w/
neck reflex; moro objects separate Don’t add salt or
reflex is fading from his own body. sugar; one food at a
Through repeated time; food before milk
6 months Capable of organized Able to locate Parachute reaction; Uses palmar grasp Aware of the Imitates sound like a activity, he develops
depth perception; sounds made above sits momentarily difference between parent’s cough to awareness of the
increased accuracy them without support; caregivers and attract attention outcome of his
in reaching objects supports nearly full strangers. May actions. Keeps
when in a standing drawback from repeating the same
position unfamiliar people acts with different
objects, learning
7 months Matured depth Reaches out to be Transfers objects to Shows obvious fear Imitates vowel about their properties Vegetables like boiled
perception; can picked up; sits alone hand of strangers; cries sounds (e.g. “oh-oh,” in the process and mashed carrots,
transfer toys from but only when hands when taken from “ah-ah,” and “oo-oo” potatoes, broccoli
hand to hand; pats are held forward for parents
own image in mirror balance; bounces (7-9 months)
with enjoyment in a Introduce finger foods
standing position and cup; allow
self-feeding; join
family meals

8 months Sits securely without Eight month anxiety Fruits like banana,
support or ​stranger anxiety apple, and peach

9 months Creeps or crawls; Very aware of the Speaks a first word: Stage 4: Boiled meat
sits so steadily, can changes in tones; “da-da” or “ba-ba” Coordination of
lean forward and cries when scolded Secondary Circular
regain balance Motion​ (8-12
months)
10 months Object permanence Can recognize their Pulls self to standing Uses pincer grasp to More coordinated Egg yolk
begins name and listen pick up small objects movements; more
acutely when spoke aware of objects
to about him; makes
interesting
11 months Cruises (walk with innovations in (10-12 months)
support) himself. Searches for Offer 3 meals and
the lost objects healthy snacks; begin
12 months Can locate sound in Stands alone; some Holds up spoon and Has overcome fear Says two words outside his visual to wean from milk;
any direction may take first step cup well; helps to of strangers; alert besides “ma-ma” and field. avoid fruit drinks and
dress and responsive when “da-da”; they use flavored milk
approached; likes to those words with
play nursery rhymes, meaning
rhythm games, and
dance with others