Question 1: Competency of newborns and infants
From the outset, display many complex abilities. Consider how these capabilities
contribute to the formation of he first social relationships during the newborn period
an
...
Question 1: Competency of newborns and infants
From the outset, display many complex abilities. Consider how these capabilities
contribute to the formation of he first social relationships during the newborn period
and infancy.
- Discuss the nature of the infants capabilities
- Relate the characteristics of newborns and infants to their skilled and capable
nature
- Indicate how these capabilities may contribute to the forming of social
relationships with parents, caregivers, siblings, and adults.
Introduction
The developmental changes that occur during the first year of a child’s life represents
infancy. Infants display an inherent drive to master and explore their world. Many theorists
believe that newborns are born with few or no abilities; however, they are born with a
plethora of capabilities to ensure not only their survival, but also elicit awareness and
concern from adults. Studies have proven that infants are equipped with abilities that make
them “skilled, capable beings”. The developmental rate during infancy is noteworthy, as they
develop at a rate faster than any other stage in an individual’s development. Infants display
early reflexes, the ability to quickly master motor skills, and perceptual capacities. This essay
will discuss primary responses that are common to infants regardless of their environment.
Reflexes
According to Berk (2013), reflexes are considered inborn, automatic responses to stimuli.
The presence of certain reflexes are considered to be integral indicators of the
responsiveness of the nervous system. Infants are born with various reflexes to enhance the
neonates survival rate. The rooting reflex enables the baby to find and attach to the nipple
during breastfeeding. Their sucking reflex adjusts to accommodate the flow of milk from the
nipple. When in water, their swimming reflex helps them stay afloat. The moro reflex, or
embracing reflex, researchers believe help the baby grasp onto their primary caregivers, this
will aid bonding. During breast feeding the baby turns their head towards the mother’s
nipple, and when the baby attaches well, the mother may experience a sense of
accomplishment and competence. When babies struggle to latch or drink well, mothers often
feel distressed, which could be a hinderance to bonding. Other reflexes allow infants and
their parents to develop gratifying interactions, and some form the foundation of complex
motor skills. As the cerebral cortex develops, infants are able to gradually increase their
voluntary control over their behaviour. This means that most newborn reflexes disappear
during the first six months of development.
States
Sleep
Infants spend majority of their time asleep, and move through 5 states of arousal.. Newborn
babies spend 50% of their sleeping time in the rapid-eye-movement state (REM) cycle,
which is crucial for growth of the Central Nervous System. If there is an absence of
organised transition from REM to non-REM sleep, it means the infants brain cycles are
disturbed and could be an early indicator of brain damage. When infants engage in
disorganised sleep patterns, their will display disorganised behaviour and find learning
difficult. Babies develop a 24 hour sleep-wake pattern, and cultural values, in particular
individualism and collectivism, influences the sleeping patterns. When infants sleep for
longer periods of time, parental care will be sensitive and responsive because they too are
well rested. If babies are aroused, or cry more, it places great strain on the parents, as they
have to spend much energy soothing them. When the parents are unable to do this, they
might become demotivated and feel less competent, which will impact attachment between
primary caregivers and the child.
Crying
Crying is the infants only means of initial communication. It forms part of their survival
instincts.. Infants usually cry because one of their biological needs are not being met, mostly
in response to hunger. Babies also cry due to sudden changes in their immediate
surroundings such as temperature, sudden sounds or a painful stimulus. Babies often also
cry in response to hearing another baby crying which reflects their inborn capacity to
respond to others pain. Crying often arouse feelings of discomfort in adults, which some
researchers believe speaks to the human’s capacity to ensure that babies are cared for and
protected. All babies become fussy at one stage or another, but most of the time the nature
of the cry combined with previous experience helps parents understand its underlying cause
When parents are unable to differentiate the rationale behind the cry, they are less in tune
and display worrisome infant care which will impact the behaviour the baby may display as a
toddler. When crying is promptly attended to, the bay will cry less over time. When the
caregiver brings the baby in close contact, as a means to soothe, the caregiver unknowingly
encourages the baby to develop other means of communication. In some cases, crying does
not invoke caring behaviour from adults. When a baby is colicky, have birth complications or
brain damage they may have shrill or piercing crying patterns, and the parents may become
frustrated and resentful towards the baby due to lack of sleep.
Learning capacities
Babies are born with the ability to learn, and learn by means of classical conditioning or
operant conditioning.
Classical conditioning
Two stimuli are linked together, one conditioned to evoke a response and the other neutral,
to result a conditioned response. Babies are easily classically conditioned when the
association between the two stimuli has survival value. Classical conditioning help babies to
recognize actions and patterns so that they can predict what will happen next.
Operant conditioning
The infant exhibits a particular behaviour, and the stimuli that follows the behaviour (the
reaction of the caregivers) will determine the probability of the infant repeating the behaviour.
When the stimuli increase the probability, the stimulus is considered a reinforcer. A punitive
stimulus will decrease the probability of the behaviour. This type of learning plays a crucial
role in the formation of social relationships. When the behaviour of the caregiver and the
baby influences or reinforces the other, it generates a stronger infant-caregiver attachment to
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