LANGUAGE DEVELOPMENT
The infant’s first verbal communication is crying. Crying as a biological sign conveys a message of urgency and signals displeasure, such as hunger. Crying is also a social event that affects the development of the parent-infant relationship.
In the first few weeks of life, crying has a reflexive quality and is mostly related to physiologic needs. Infants cry for 1 to 1.5 hours a day up to 3 weeks of age and then build up to 2, and even 4, hours by 6 weeks. Crying tends to decrease by 12 weeks. It is thought that the increase in crying for no apparent reason during the first few months may be related to the discharge of energy and the maturational changes in the central nervous system. During the end of the 1st year, infants cry for attention, from fear, from frustration usually in response to their developing but inadequate motor skills.
Play:
Play during infancy represents the various social modalities observed during cognitive development
During the 1st year, play becomes more sophisticated and interdependent. Pleasure is demonstrated by a quieting attitude (1 month), a smile (2 months), and a squeal (3 months).
Play involves sensorimotor skills. Repetition occurs in response. Infants choose whom they would interact
Stimulation is as important for psychosocial growth as food is for physical growth. Knowledge of developmental milestones allows us nurses to guide parents for proper play to infants. Play must provide interpersonal contact and recreational educational stimulation.
Temperament:
The infant’s temperament or the behavioral style influences the type of interaction that occurs between the child and the parents and family members.
Family interaction with the infant is perceived as a circular process wherein each family member affects each other and the family as a unit. The nurse has an important role in helping the family understand the infant’s temperament as it relates to family dynamics and the well-being of the child and family unit.
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