John Bowlby's Stages Of Development

After transition, labour progresses to the second stage, where the mother will push and give birth to the child, and that is where the life of an infant will begin and its stages of development will con-tinue.
Development is described as stability and relative continuing though the changes that have been made in the time in physical and neurological, thought procedures and behaviour.
It is important to comprehend the goals of development. Develop-ment is studied for many reasons, one to know the changes that emerge to be worldwide, secondly to justify individual changes among children, also to understand the education of children’s behaviour affected by the setting.
Infancy is the stage from birth to about two years of age. It is a time of

extreme swift growth and achievement in all areas of de-velopment. The body growth of an infant changes through many different stages of development.

Maturation of the Brain
Moving onto the brain development, when a child is born the brain is at 25% wired up and by almost one year its 75%. The sig-nificant brain growth is between the age of two and six, infants brain grows 90% of adult size. An infant’s brain is a mini version of an adult brain and it is a developing organ. In the first year of an infant’s brain, synapses can be recognised in the brain very quickly as the process of brain development is a process that is begun before birth. Whatever toy or object is around an infant, as soon as it looks around and notices it, it will try its very best to reach out and try to get their hands on it, this is shown in the first year of the infant as it is marked by the establishment of def-inite connections which include different parts of the brain.

Physical development
Infants gain about 50% in their height from birth to the age of one and then when it is has reached to the age of two it increases by 75%. However, they continue to gain fat until they are around nine months old, then just after nine months their body starts to get slimmer. Girls tend to be a little shorter than boys.

Immunisations, it is very important for infants to be immunised with vaccine. This should be done when they are at the age of eight, twelve and sixteen weeks old. This vaccine protects infants from any different stages. It also protects them from pneumococ-cal infection.

Influences and Physical Growth
Breast feeding is a process a bond and attachment that is devel-oped and created between a mother and infant. According to UNICEF, “if all children were exclusively breastfed from birth, it would be possible to save approximately 1.5 million lives.” (BabyMed, 2012).
There are many reasons and benefits of breastfeeding, it gives all the fat, calories, vitamins, nutrients and protein an infant would need at its first year.

When an infant is born, he/she is not able to see the difference an image or even be able to follow the image the direction it moves. At around three months If there is an object or a person that is 8 to 10 inches away from the face, it will then be able to focus and start to reach out for things that appear in front. Eye-body coordination starts to improve around five to eight months as well as the development of depth perception and colour vision. By nine to twelve months the infant hand-eye coordination im-proves.

When an infant starts to crawl, depth perception is important. An infant for example may stop crawling at the end of a stair case, yet they won’t have the mobility and coordination to get down the steps safely. This takes place when an infant has three-dimensional view of their surroundings.

Classical condition is a process, a learning process that appears through relations that are between an environmental stimulus and a naturally occurring stimulus.
Infants are not able to store and kind of information as they do not have strong conscious thought. Infants don’t think to what is being said, maybe in some moments or pictures they are able to, and that is because they are subject to a lot of classical condi-tioning.

The hearing of an infancy is developed from birth and before that. When the infant is in the mother’s womb (uterus). Infants are able to hear the mothers voice and other noises. However, it could take up to six months before an infant can hear clearly and understand the different sounds, even though the ears are fully developed at birth. Reason for hearing taking so long to develop is because, at birth the infant’s ears are full of fluid, which could take a while to clear out and the infants brain that deals with hearing is still in process and developing.

Sequence Motor Development
Gross motor development skills are physical movements that usu-ally need movement of the whole body and which include the core stabilising, muscles of the body that will perform daily func-tions, such as running, sitting up straight and walking. However, it also includes eye hand coordination skills for example ball skills, kicking throwing and catching.

Differentiation and Integration are two different related mecha-nisms that motor development generally proceed to. Differentia-tion is the process which gross and all the patterns of the behav-iour are broken down into fine and more practical actions. Inte-gration is the process of organising different segments of behav-iour patterns with one another.
The Integration of motor movements is apparent in the infants in the typical development of reaching behaviour, also known as the fine-motor development. Young infants swipe their hands towards objects they want to grasp because they have not yet learned to organise reaching and grasping actions. However, after a few months usually when they are from two to seven or eight months of age, they start to learn reaching and grasping so that they can reach out for and try to get hold of an object to bring it to their month. This usually happens around fourteen to sixteen months.

Emotional and Social Development
John Bowlby was a British psychiatrist, who was trained in psy-choanalytic theory but was open to the new ethological finings.

However, Bowlby exposed that human infants are set to produce certain behaviour that will cause caregiving from people around them and will keep adults nearby, behaviour that includes crying and smiling. Evaluation standpoint explains that these patterns have adaptive value because they help ensure that infants will receive the care necessary for their survival (Bowlby,1969).
A major result of mother infant interactions, according to Bowlby, is the infant’s development of an emotional attachment of the mother, the function of the infant’s attachment, from the infants point of view, is to provide psychological security. The sings of an infant’s attachment to a caregiver are evident in three phe-nomena. However the reason of the attachment behaviour is to lessen the unpleasant feelings through interaction with the target of attachment.

Cognitive

Development
Cognition is a theory, an approach to psychology that goes to ex-plain human behaviour by understanding process of thoughts. This process from childhood though to adulthood will include, remembering, solving issues also making decisions.
Cognitive development has been studied many ways in the histo-ry.

Jean Piaget, a psychologist born on August 9th 1898, is known as the most important and popular theorist of cognitive develop-ment. Piaget created theories that were extremely powerful, one of them were the four stages of development, Sensorimotor, Pre-operational, Concrete Operational and Formal Operational.

From the view of Piagets stages of development, Infants are said to be in the Sensorimotor stage. Sensorimotor is a stage where infants are described to be active. This stage of development was divided in to six stages and is only engaged for 18 to 24 months of life. Infants begin with responses and reflexes that involve cry-ing, sucking and engaging themselves with new sounds they hear around them.
Piaget featured that the Sensorimotor stage reasons infants very differently. He considered that infants are actively constructing their understanding of the world as they grow as well as their mind and body grows. Piaget thought this happens commonly in different stages and figured out that infants are more than just miniature adults.
Acceding to Piaget, infants develop an understanding about ob-jects through their actions with them, and this only appears through a pattern of stages that make up the sensorimotor

stage.

Language Development
Babbling and cooing is the first speech sounds of an infants. It is where infants start to join attention and show preverbal gestures also start becoming a communicator. Over the second year, in-fants understanding of the spoken language rises dramatically. However, if there is an issue in the infants hearing until after the age of two, this could affect the infant’s language development.