Growth, Development, And Learned Behaviors

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Growth, Development, And Learned Behaviors

Growth, Development, And Learned Behaviors

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The growth, development, and learned behaviors that occur during the first year of infancy have a direct effect on the individual throughout a lifetime. For this assignment, research an environmental factor that poses a threat to the health or safety of infants and develop a health promotion that can be presented to caregivers.

Create a 10-12 slide PowerPoint health promotion, with speaker notes, that outlines a teaching plan. For the presentation of your PowerPoint, use Loom to create a voice over or a video. Include an additional slide for the Loom link at the beginning, and an additional slide for references at the end.

Include the following in your presentation:

  1. Describe the      selected environmental factor. Explain how the environmental factor you      selected can potentially affect the health or safety of infants.
  2. Create a health      promotion plan that can be presented to caregivers to address the      environmental factor and improve the overall health and well-being of      infants.
  3. Offer      recommendations on accident prevention and safety promotion as they relate      to the selected environmental factor and the health or safety of infants.
  4. Offer examples,      interventions, and suggestions from evidence-based research. At least      three scholarly resources are required. Two of the three resources must be      peer-reviewed and no more than 6 years old.
  5. Provide readers      with two community resources, a national resource, and a Web-based      resource. Include a brief description and contact information for each      resource.
  6. In developing      your PowerPoint, take into consideration the health care literacy level of      your target audience, as well as the demographic of the caregiver/patient      (socioeconomic level, language, culture, and any other relevant      characteristic of the caregiver) for which the presentation is tailored
Language
Infants’ language abilities normally emerge shortly after their first birthday, and they make tremendous growth in this area during their second year. 
Language is symbolic type of communication that entails understanding words and sentences on the one hand and expressing feelings, thoughts, and ideas on the other. 
Phonemes, morphemes, and words are the fundamental units of language. 
Phonemes are the fundamental sounds that are combined to form words; most languages have around 30 phonemes, which roughly correspond to the sounds of the alphabet’s spoken letters. 
Although one-month-old babies can distinguish between different phonemes, they are unable to produce them. 
Infants often exhibit vowelllike aspects in their vocalizations by to months of age, and by 11–12 months of age, they are articulating distinct consonant-vowel utterances like “dada” and “mama.”

 

Several months before they speak their first meaningful words, almost all children begin to comprehend some words. 
In fact, one- to three-year-olds often comprehend five times the number of words they use in ordinary conversation. 
By 12–14 months, the average infant speaks his first words, which are usually simple labels for people, objects, or actions, such as “mommy,” “milk,” “go,” “yes,” “no,” and “dog.” 
The child has speaking vocabulary of roughly 50 words by the time he reaches the age of 18 months. 
He employs single words that could be used to make complete phrases. 
As result, “eat” may imply “Can eat now?” while “shoe” could mean “Take off my shoe.” 
“Want juice,” “Daddy gone,” and “Mommy soup” are examples of two-word combinations used by the youngster to make simple requests or describe the environment. 
Adult sentences have been condensed into these basic statements. 
“Where’s the ball?” becomes “where ball?”; “That’s the Ball” becomes “that ball.” 
Nouns, verbs, and few adjectives make up the majority of these early two-word combinations. 
At this point, articles (a, an, the), conjunctions (and, or, but), and prepositions (in, on, under) are essentially non-existent. 
Children frequently put the subject, object, and verb in the correct order in their telegraphic sentences, within some wide constraints for their native language. 
For example, if statement means “I want the ball,” an American youngster will say “want ball” rather than “ball desire.”
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