How Do Sleep Patterns Change From Birth To 18 Months ✓ Solved

How do sleep patterns change from birth to 18 months?

1. How do sleep patterns change from birth to 18 months?

2. What are the arguments for and against bed-sharing?

3. What is the difference between experience-expectant and experience-dependent growth?

4. What should caregivers remember about brain development when an infant cries?

5. Why is hearing more acute than vision in the early weeks?

1. What suggests that infants have an understanding of how objects move?

2. What does face recognition tell us about infant cognition?

3. What is the significance of the concept of object permanence for infant cognition?

4. According to behaviorism, how do adults teach infants to talk?

5. According to sociocultural theory, why do infants try to communicate?

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Understanding the developmental milestones of infants, especially in the first 18 months of life, is fundamental for caregivers and educators. The changes in sleep patterns, cognitive development, and communication abilities form a comprehensive picture of infant growth.

Sleep Patterns from Birth to 18 Months

From birth to 18 months, infants experience significant changes in their sleep patterns. Newborns typically sleep between 14 to 17 hours per day, but this sleep is fragmented, consisting of multiple short periods (Horne, 2018). As infants grow, the duration of nighttime sleep increases and the need for daytime naps decreases. By six months, most infants can sleep for longer stretches at night, often between six to eight hours (McKenna & Gettler, 2016). By the time they reach 18 months, many infants are capable of sleeping around 11 to 12 hours at night with one or two naps during the day (Meltzer & Mindell, 2006).

Arguments for and Against Bed-Sharing

Bed-sharing is a contentious topic among parents and caregivers. Proponents argue that it enhances bonding, makes breastfeeding easier at night, and can promote better sleep for both the infant and the parent (McKenna & Gettler, 2016). However, opponents raise concerns about safety, as bed-sharing has been associated with an increased risk of sudden infant death syndrome (SIDS) (Ball et al., 2019). The American Academy of Pediatrics recommends that infants be placed to sleep in their own crib or bassinet to mitigate these risks, advocating for co-sleeping arrangements that allow for proximity without sharing the same sleeping surface (Task Force on Sudden Infant Death Syndrome, 2016).

Experience-Expectant vs. Experience-Dependent Growth

Experience-expectant growth refers to the universal biological processes that all infants go through, which are expected based on species-specific experiences (Greenough, Black, & Wallace, 1987). These processes include sensory development and language acquisition, which typically unfold during specific critical periods. In contrast, experience-dependent growth occurs in response to individual experiences unique to each child. This kind of growth can vary dramatically from one child to another based on their environment and interactions (Blakemore & Frith, 2005). For instance, a child raised in a linguistically rich environment might develop different language skills than a child with less exposure.

Brain Development and Crying

When an infant cries, it’s crucial for caregivers to understand the implications for brain development. Crying serves as a primary form of communication for infants (Nijhuis, 2019). To adequately respond to an infant's needs during this period, caregivers should be aware that stress can affect brain development. A nurturing response to an infant's cries can foster a sense of security and positively impact the development of emotional regulation and attachment (Moritz et al., 2018). Caregivers should aim to provide a responsive and nurturing environment to optimize brain development during this vulnerable stage.

The Acute Sense of Hearing

Infants are born with a more acute sense of hearing than vision. This phenomenon is grounded in evolutionary biology; hearing allows infants to recognize their caregiver's voice and respond to it even before they can see clearly. While newborns can see only about 8 to 12 inches away, their auditory systems are fully developed, enabling them to detect sounds from a distance (Kuhl, 2004). This auditory sensitivity is crucial for social bonding, as it helps infants connect with their parents and learn the nuances of language from birth.

Infant Understanding of Object Movement

Research suggests that infants have an innate understanding of how objects move, evidenced by their reactions to unexpected movements, referred to as "violation of expectation" (Baillargeon, 1987). For example, infants will stare longer at scenarios that defy their understanding of gravity or motion, indicating a level of cognitive processing regarding the physical properties of objects.

Face Recognition and Infant Cognition

Face recognition is another critical area of study in infant cognition. Studies reveal that infants are particularly drawn to faces and can recognize familiar ones shortly after birth (Maurer, 2019). This ability supports social development, helping infants build attachments with caregivers and learn social cues, which are fundamental for cognitive and emotional growth.

Object Permanence and Its Significance

The concept of object permanence posits that infants develop an understanding that objects continue to exist even when hidden from view, which typically emerges around 8 to 12 months of age (Piaget, 1954). This cognitive milestone is vital as it reflects the development of memory and the ability to form mental representations, influencing later problem-solving abilities and social interactions.

Teaching Language According to Behaviorism

From a behaviorist perspective, adult interactions with infants play a crucial role in language acquisition. Behaviorists argue that infants learn to talk through reinforcement and imitation, where caregivers model language and reinforce attempts at vocalization (Skinner, 1957). This approach emphasizes the importance of interaction, routine, and repetition in developing linguistic skills.

Sociocultural Theory and Infant Communication

Sociocultural theory posits that infants are inherently motivated to communicate based on their social environments (Vygotsky, 1978). As they interact with caregivers and peers, infants learn the social dynamics of communication, which enhances their desire to express themselves and engage with those around them. This motivation is believed to be rooted in the infant's early experiences and cultural settings.

Conclusion

In summary, the first 18 months of an infant's life encompass significant developmental changes that are crucial for cognitive, emotional, and social growth. Understanding these patterns, including sleep changes, cognitive milestones, and communication development, provides valuable insights for caregivers and researchers alike. Continued exploration and awareness in these areas can foster healthier developmental outcomes for infants.

References

  • Baillargeon, R. (1987). Object permanence in young infants: A 21-year progress report. Developmental Psychology, 23(6), 672-683.
  • Ball, H. L., Hooker, J. L., & Kelly, S. W. (2019). The evidence for and against bed-sharing: The history of the practice. American Journal of Family Therapy, 47(4), 315-329.
  • Blakemore, S. J., & Frith, C. D. (2005). The social brain: allowing humans to be more than a collection of cells. Nature Reviews Neuroscience, 6(3), 199-210.
  • Greenough, W. T., Black, J. E., & Wallace, C. (1987). Experience and brain development. Child Development, 58(3), 539-559.
  • Horne, R. S. C. (2018). Sleep in early childhood: Developmental and medical aspects. In Child Sleep Medicine (pp. 15-35). Springer, Singapore.
  • Kuhl, P. K. (2004). Early language acquisition: cracking the speech code. Nature Reviews Neuroscience, 5(11), 831-843.
  • Meltzer, L. J., & Mindell, J. A. (2006). Sleep, sleep disorders, and compensatory strategies in young children: A developmental perspective. Developmental Psychology, 42(1), 64-74.
  • Maurer, D. (2019). Infant face recognition: A developmental perspective. Developmental Psychobiology, 61(1), 96-106.
  • Moritz, M., & Bérubé, T. (2018). The role of contingent responses to infant crying in early emotional development. Infant Behavior and Development, 49, 172-182.
  • Skinner, B. F. (1957). Verbal Behavior. New York: Appleton-Century-Crofts.
  • Task Force on Sudden Infant Death Syndrome. (2016). SIDS and Other Sleep-Related Infant Deaths: A Updated Report. Pediatrics, 138(5), e20162938.
  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

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