Infants: A Short Story

Once babies are grown in test tubes, there would be no need for parents and therefore vanish the incredible bond between the mother, father, and child. The childhood of a child that was grown in a test tube would be completely unconventional, since that child would not have loving parents to teach them anything. Adults raised this way would grow up to be unusual as a result of not knowing what love is since people first know about love because of the love between them and their parents. The adults grown from test tubes would most likely be independent and isolated from the rest of the world because they would not have created a bond with anyone or even interacted with anyone as a child.

Today is my first day doing my practice observation in the Infant Room Classroom Number 3, my fears are how the infants go reaction to see me because I am new person for them that they never have seen before, how the teacher go feel to have a student in the classroom, if they will support me and cooperate with practice, and how the parents will response to see a new teacher in the classroom, I know for my teaching experience that parents are very special about the people who is round to their children.

‘Babies’ is a documentary film which chronicles the first year of life of four babies spanning the globe. Documentarian Thomas Balmès fans out to the grasslands of Namibia, the plains of Mongolia, the high rises of Tokyo and the busy streets of San Francisco in a study of culture, societal structure, geography and tradition, along with parental love and the impact all these elements have on child rearing. In the hunting and gathering society of Namibia and pastoral Mongolia, Balmès follows Ponijao and Bayar and in postindustrial Tokyo and San Francisco we are introduced to Mari and Hattie. While the 1:18 film has no real dialogue, viewers are able to get a distinct feel for each baby’s personality, the role they play within the family

Based on her reaction it appears she has developed deferred imitation. According to Piaget, deferred imitation is defined as ¨a sequence in which and infant first perceives something that someone else does and then performs the same action a few hours or even days later¨ (Piaget 166). According to table 6.1, stage six intellectual accomplishment, involving both thinking and memory appears at around 18-24 months. Based on this information, Isabella, at 20 months of age, would be within the age range for development and therefore within the norm for her age (Piaget 162).

During my observation at the preschool here at Harper, I looked around and realized a lot of similarities and differences it has; compared to other daycare and preschool centers. The age of children in the room I observed was ages 3-5 with one lead teacher, and depending on the ratio of how many kids showed up on that day, about three or four helping teachers. The program was set up to a very open, happy and overwhelming setting. Every furniture and object in the room had a sign saying what it was, and then underneath the typed out word was the children’s way of writing what the object was. For example, a book shelf was in the corner of the room; on the book shelf was the word printed out “Book

Or does it make a truer picture if we imagine the newborn child as a blank slate upon which the harshness of experience soon prints its indelible and frightening patterns?

Obiel Macedo, a one year and seven month old infant accomplished many tasks on the developmental checklist. I went to his house, his mother and baby sister were present while I was with him. We sat down and I handed the infant a small container filled with different size blocks. Immediately he grabbed the container, poured out the blocks and began to build a tower quickly. Once he was done creating the tower of blocks, a few seconds later he knocked it down vigorously and started all over again. Then, I handed him a red crayon and a blank sheet of paper, but instead of writing on the paper he went up to the wall and scribbles spontaneously.

The costs of this expansion will mostly go toward labor, as labor is the single largest component of costs for early infant and toddler care centers (Marshall et al., 2004). For teachers to stay invested in the children they teach and care for, they must be fairly compensated to maintain the high quality of care. According to a study in Massachusetts, 72 percent of typical full-time, full-year center expenditures go toward labor (Marshall, et al., 2004). In dollar amounts, “average expenditures per child care hour were $4.42 for centers serving infants and $4.28 for centers serving toddlers. These correspond to full-time care expenditures of $10,343 and $10,015 for the two groups of centers [infants and toddlers, respectively]”

The cold October wind blew the drizzle right into my face as I got out my car. The fog coated my glasses as soon as I walked into the Hinsdale United Methodist Church. I was invited to play the violin at a ceremony hosted by the local hospital for women who had a miscarriage. In pain of sorrow there is consolation, in the face of despair there is hope, and in the midst of death there is life. October is the Pregnancy and Infant Loss Awareness Month and the first candle to honor the experience, validate the brief life and pay tribute to the loss of babies.

Infant attachment is the first relationship a child experiences and is crucial to the child’s survival (BOOK). A mother’s response to her child will yield either a secure bond or insecurity with the infant. Parents who respond “more sensitively and responsively to the child’s distress” establish a secure bond faster than “parents of insecure children”. (Attachment and Emotion, page 475) The quality of the attachment has “profound implications for the child’s feelings of security and capacity to form trusting relationships” (Book). Simply stated, a positive early attachment will likely yield positive physical, socio-emotional, and cognitive development for the child. (BOOK)

For this assessment I chose to observe my six- month old daughter, Abigail, interacting with her mother, Melissa. Abigail is our third child and Melissa is comfortable with her role as mother. Abigail was born full term and is a healthy baby. All developmental milestones have been reached up until this point. She is a happy baby.

I observed a child named Caiden Rawson. He is 24 months old. I observed him on his farm in Kosciusko, MS for two hours. According to chapter one of our book, he is currently in the developmental stage of infancy.

Since my observation took the course of three days I have several findings. So day one’s observation begin with Regina and Gabriella who appear to be accompanying Annabel to what appears to be a building of great interest. While the exterior looked plain the inside does not the walls are lined with these brilliant garments the walls are also adorned with several looking glass. When they enter Annabel begins communicating with another human who then leaves and the three appear to sit on these rectangular prisms. The human from earlier comes back and she is followed by four other humans who each appear to be bringing a square on wheels and in these squares each appear to be carrying five brilliant garments. When I first entered the building there

Infants and caregivers have a very special bond, it’s created through communication and understanding. Infants are very young and therefore cannot properly communicate yet and still there can be levels of understanding between infant-caregiver. There is two theories that explain how this can be done.

I used to think that dolls were nothing except perfect little pieces of glass. I didn’t really care for me as much as my mother did, but soon enough...every look, every word, every sound started to run my life.