Submitted to:
MA’AM MAHAM ARSHAD
Submitted by:
Haleema Sadia
Roll # 231520091
BS (Hons) 2ndSemester
Session (2023-2027)
Humanities and Social Sciences Department
GIFT University, Gujranwala
CHILD DEVELOPMENT
ACTIVITY: 01
Describe myths related to pregnancy?
Myths about Pregnancy:
1. Eating Certain Foods Will Affect the Baby’s Gender: Many believe that eating
specific foods can influence whether a baby will be male or female. For example,
some think that consuming more sweets will result in a girl and spicy foods will
result in a boy. Scientifically, the baby’s gender is determined by genetics and is
not affected by maternal diet.
2. Pregnant Women Should Avoid Certain Fruits: There’s a belief that
consuming fruits like papaya and pineapple during pregnancy can lead to
miscarriage or premature labor. In reality, these fruits are generally safe to eat in
moderation unless advised otherwise by a healthcare provider due to specific
health conditions.
3. Pregnant Women Should Not Exercise: There’s a misconception that physical
activity during pregnancy is harmful. In fact, moderate exercise is generally
beneficial for both the mother and the baby, though it’s essential to consult with a
healthcare provider about appropriate activities.
4. Pregnancy Will Always Lead to Weight Gain: While weight gain is common
during pregnancy, the amount varies for each woman. Factors such as pre-
pregnancy weight, health, and lifestyle play a role. Not all pregnant women will
experience excessive weight gain.
5. Pregnant Women Should Avoid Attending Social Events: Some believe that
attending social events or traveling can harm the pregnancy. Generally, attending
social events and traveling are safe if the pregnancy is progressing normally,
though it’s always wise to check with a healthcare provider.
SUMMARY RELATED TO MYTHS
OF WHOLE GROUP
We all observe that there are many myths and misconceptions surrounding
pregnancy, such as the idea that expectant mothers should eat for two or that
the gender of the unborn child can be determined by the position of the
uterus. Another widespread misconception is that because of the possible
risk to the unborn child, hair treatments and particular activities, such as
hard work or social gatherings, should be avoided.
There are also theories that suggest the gender of the unborn child may be
revealed through cravings and that eating particular foods or fruits may
affect the course of a pregnancy. While there are certain customs and
preventative measures done to guarantee a safe pregnancy, most of these
misconceptions are refuted by scientific research. For example, a healthy
diet and moderate exercise are good, and genetics, not the mother's diet,
determines the gender of the offspring.
Pregnant women should speak with healthcare professionals to get precise
advice and learn how to deal with these myths.
Submitted to:
MA’AM MAHAM ARSHAD
Submitted by:
Haleema Sadia
Roll # 231520091
BS (Hons) 2ndSemester
Session (2023-2027)
Humanities and Social Sciences Department
GIFT University, Gujranwala
Activity:02
Activity 2: Case Studies (Case studies to explore various prenatal factors (e.g.,
maternal stress, nutrition, substance abuse) effect on child development
Case studies can offer important insights into the ways in which various prenatal
circumstances influence the development of the kid. Improving the health of pregnant
mothers and newborns requires an understanding of how prenatal influences affect child
development. The experiences and circumstances during pregnancy have a fundamental
impact on how a kid develops physically, mentally, and emotionally. We can investigate
the ways in which several prenatal factors, including age, diet, stress on the mother, and
substance addiction, impact developmental outcomes through a series of in-depth case
studies. Every case study offers a different perspective on how these elements affect a
child's development from birth to the early years of life. We hope to demonstrate the
value of prenatal care and provide methods for encouraging healthier developmental
trajectories by looking at these examples.
Case Study 1: Maternal Stress
Background:
Mother: Sarah, 32, had a stressful work and a recent family problem, which
contributed to her elevated levels of stress during her pregnancy.
Pregnancy: Throughout pregnancy, there were elevated cortisol levels and self-
reported anxiety.
Developmental Observations:
Early years: Emma, Sarah's infant daughter, was a fussy sleeper who had
problems falling asleep at night.
Early Years: Compared to her contemporaries, Emma shown evidence of greater
anxiety and sensitivity to unfamiliar settings.
School Age: Emma's early experiences may have contributed to her attention and
focus issues in school.
Analysis:
Excessive amounts of mother stress during pregnancy can raise the fetus's stress hormone
levels, which may have an impact on the developing child's brain and stress management
mechanisms. Later in life, this may show themselves as emotional and behavioral
problems.
Case Study 2: Maternal Nutrition
Background:
Mother: Throughout her pregnancy, Lisa, 28, ate a well-balanced diet high in
fruits, vegetables, and whole grains.
Pregnancy: Lisa visited her doctor on a regular basis and took prenatal vitamins.
Developmental Observation:
Infancy: Jack, Lisa's child, was born healthy-weight and without any serious
health problems.
Early Childhood: Jack's cognitive and physical growth were good, and he
reached developmental milestones on schedule.
School Age: In addition to being academically gifted, Jack had good physical
health and social graces.
Analysis: The ideal growth of the fetal body and brain is supported by enough nutrition
for the mother. Ensuring enough consumption of vital minerals such as calcium, iron, and
folic acid is crucial in mitigating the likelihood of health issues and developmental
delays.
Case Study 3: Exposure to Environmental Toxins
Background:
Mother: Olivia, a 35-year-old resident, was exposed to significant levels of air
pollution as a result of adjacent industrial activity.
Pregnancy: Throughout her pregnancy, Olivia was exposed to high
concentrations of environmental pollutants.
Developmental Observations:
Early life: Ethan, Olivia's kid, had a little lower birth weight and respiratory
problems at delivery.
Early Years: Ethan displayed impairments in fine motor skills and a history of
respiratory illnesses.
School Age: Ethan struggled with attention-grabbing and problem-solving
cognitive tasks, and he still had breathing issues.
Analysis:
Fetal development can be negatively impacted by exposure to environmental pollutants,
such as air pollution, especially in the respiratory and cognitive domains. Developmental
delays and long-term respiratory disorders are two possible health effects.
Submitted to:
MA’AM MAHAM ARSHAD
Submitted by:
Haleema Sadia
Roll # 231520091
BS (Hons) 2ndSemester
Session (2023-2027)
Humanities and Social Sciences Department
GIFT University, Gujranwala
ACTIVITY:03
Infant and Toddler Developmental Checklist Report
Introduction:
Child Name: Noor Fatima
Child Age: 12 Months
Date of Assessment: 12-June-2024
Purpose of Checklist
A 12-month-old child’s baby and toddler checklist outlines important
developmental milestones that are common for their age, allowing caregivers to keep an
eye on and assists the child’s growth and development. The progress in physical
development (e.g., Crawling or walking), social interaction like playing with others or
demonstrating interest in people, communicating skills like making sounds, saying simple
words, or obeying instructions and cognitive abilities like solving simple problems or
exploring their environment can all be monitored by parents and caregivers with the help
of this checklist. Caregivers can use this checklist to make sure the kid is hitting
developmental goals and to spot any areas where further assistance may be required to
promote healthy growth.
Physical Development
Gross Motor: Noor is still learning how to maintain the control necessary to
gently lower themselves without falling, as well as how to bend down and pick up the
toys from the floor while clinging to furniture. She has not yet begun to move alongside
furniture while only using one hand to grasp on. She can move ahead many steps without
stumbling or falling with assistance, and occasionally she can move forward steps while
holding on with other hand. Noor is still unable to walk by herself or stand up in the
center of the floor, though. These observations suggest that while Noor is making
progress in walking with assistance, there are still several motor skills to develop for
more advanced gross motor milestones.
Fine Motor: Noor’s fine motor abilities are still growing. She can use their thumb
and first finger to pick up a piece of string and to put down a tiny toy without dropping it
after making one or two attempts. Sometimes, both with and without help, she is able to
use the tips of their thumb and finger to pick up a crumb or cheerio. She is still unable to
toss a little ball with a forward arm, motion, though.
Cognitive Development
Problem-Solving: Noor can clap little toys together, poke objects inside clear
bottles, and try to place toys into containers. However, she is still working on finding
hidden objects and writing on their own. She is still working on finding hidden toys and
mimicking scribbled movements, even though she can imitate dropping toys into a
container and placing toys into a dish. Although some skills are still developing, she is
generally making progress in these developmental activities.
Personal-Social: Noor is displaying both developing and emerging talents. She
can roll or toss a ball back to you, and she can lift their foot to dress. She still hasn’t
mastered the ability to offer a toy without clinging to it or to give it up when requested,
though. She is occasionally forcing their arm through a sleeve when getting dressed, and
still struggle to give a toy or stuffed animal a hug. All things considered, she is
continuing to learn new abilities and improving in certain areas.
Language and communication
Communication: Noor is learning a number of critical comprehension and
communication skills. She can speak at least three words clearly and produce repeating
noises like "Baba" or "da-da." She also points to convey what they want and obey simple
orders without making any movements. But kids don't always play nursery games by
themselves, and they don't know how to search for an object when someone asks.
Although some skills are still developing, your baby is making improvement in verbal
communication and comprehension overall.
Social-Emotional Development: She laughs at funny faces and plays simple games of
peek-a-boo, demonstrating a developing sense of humor. She also shows that she
comprehends boundaries when someone says "no" by halting or demonstrating. She
doesn’t, however, yet employ a number of expressive gestures or turn to known adults for
solace. She also displays symptoms of stranger anxiety, including as sobbing when she is
separated from their primary caregiver and becoming reticent or anxious around
strangers.
Health and Motor Development: Noor has a number of growing social and motor skills.
She is able to move freely, stand up, and carry out simple tasks like putting things in and
out of containers, slamming objects together, and waving goodbye. In addition, she sips
from a cup with assistance, claps her hands, and picks up tiny objects with her thumb and
pointer finger together. She does not, however, yet stand by herself, dance to music, walk
or cruise while clinging to furniture, or finger feed herself.
Cognitive Development: Noor is able to remember and locate objects hidden under a
cloth or cup. She also engages in deliberate acts, including as crawling away to avoid
changing her diaper. She does not, as of yet, offer an object to an adult upon request and
demand that it be returned right away.
Language and Literacy Development: Noor can glance at things or photos when they
are identified, and she shows that she understands a few words and simple phrases. Noor
also opens and closes books and spends a few minutes focusing on a story. But as of yet,
she doesn't touch or indicate certain body parts, babble in a way that sounds like actual
speech, mimic noises that are known to her, speak one or two meaningful words, or
express a preference for one book over another.
Concerns and Recommendations
Green Flags:
Noor enjoys and participates in games like peek-a-boo and pat-a-cake.
Noor demonstrates understanding of a few words and simple phrases, such as
"hi," "bye," and "no."
Noor can bang two small objects together, put objects in and out of containers,
and pick up small objects between the thumb and pointer finger.
Noor opens and closes books, looks at objects or pictures when named, and pays
attention to a story for a few minutes.
Noor responds to "no" by stopping or protesting, shows a sense of humor by
laughing at funny faces, and experiences stranger anxiety.
Red Flags:
Noor does not use several communicative gestures, such as showing, pointing,
giving, or waving bye-bye.
Noor does not seek comfort from familiar adults.
Noor does not cruise or walk while holding onto furniture, nor does she stand
alone. Noor does not babble in a way that mimics real speech, imitate familiar
sounds, or say one to two words with meaning beyond simple sounds.
Noor does not finger feed herself or show a preference for one book over another
when offered two choices.
Activity with Child
To keep Noor interested, I read interactive books with flaps and
textures. I encouraged her to point to the pictures and feel the various
textures as she read.
Noor was able to engage with the book and improve her recognition
skills by lifting the flaps and feeling the different textures. I then
encouraged Noor to do the same by pointing to and exploring these
elements. As we turned each page, I asked her questions like, "Can you
find the teddy bear?" and praised her when she touched the right spots
or pointed at the pictures. Noor seemed engaged and excited, and her interaction with the
book helped her develop her tactile and visual recognition skills.
Conclusion
Steps for Supporting Child’s Development:
Make a play space for Noor where she can practice standing and walking while
holding on.
To improve fine motor abilities, introduce toys that require picking up and
stacking, as well as soft, throwable balls.
Place toys beneath clothing and let Noor discover them; give her pencils so she
can practice writing.
Play with toy animals to practice giving and receiving; model and encourage
movements such as waving and pointing.
To reduce Noor's fear of strangers, spend more time with her, console her, and
introduce her to new people little by little.
Submitted to:
MA’AM MAHAM ARSHAD
Submitted by:
Haleema Sadia
Roll # 231520091
BS (Hons) 2ndSemester
Session (2023-2027)
Humanities and Social Sciences Department
GIFT University, Gujranwala
Activity: 04
Seminar on Parenting
Note on Unlocking Emotional Development in Children
An essential component of a child’s development is their emotional growth, which affects
their capacity to recognize, communicate, and control their emotions. Doing emotional
awareness, imparting regulating techniques, and establishing a supportive environment
are all necessary to unlock this crucial component. Early emotional development
intervention helps caregivers and educators equip kids to negotiate social situations, form
deep connections, and become resilient in the face of adversity. A well-rounded and
emotionally intelligent person is built on a foundation of understanding and developing
these emotional talents.
Understanding emotions
Positive emotions: Joy, thankfulness, and love are examples of positive
emotions that improve general well-being and life satisfaction. They
increase resilience, foster happiness, and reinforce bonds between people.
A happy and positive view on life is a result of feeling and nourishing
these emotions.
Negative emotions: Anger, grief, and fear are examples of negative
emotions that can be uncomfortable yet have valuable purposes. They can
encourage problem-solving by pointing out problems that require
attention. They are necessary for dealing with problems and enacting
changes, even though they can cause stress if not properly handled.
Guilt and Shame: When someone believes they have wronged others or
transgressed their own moral principles, guilt sets in. It entails regret and a
feeling of accountability. While guilt can inspire self-improvement and
remedial action, too much guilt can also breed self-blame and worry.
Shame is a profound sense of unworthiness or inadequacy that has an
impact on one's perception of oneself. Unlike guilt, which is more
concerned with deeds, shame is more about the self. Low self-esteem and
withdrawal may result from it. Developing self-compassion and realizing
one's intrinsic value despite mistakes are key components in addressing
shame.
Normal Emotional Development
Early Childhood: Children begin to recognize and communicate their
basic emotions, growing in empathy and their ability to control their
emotions with assistance.
Middle Childhood: Children improve their social skills, obtain a more
stable self-concept and self-esteem, and have a greater grasp of
complicated emotions.
Emotional Regulation Strategies
Deep Breathing: To reduce tension and soothe the nervous system, practice taking slow,
deep breaths.
Mindfulness: Practice awareness to remain in the moment and observe your feelings
without passing judgment.
Positive Self-Talk: To change perspective, swap out negative thoughts with positive ones
by using affirmations or words of encouragement.
Physical Activity: To relieve stress and improve mood, go moving and do physical
activities.
Creative Expression: Express and process your feelings through writing, sketching, or
other creative endeavors.
Progressive Muscle Relaxation: To ease physical stress and encourage relaxation, tense
and then relax various muscle groups.
Practical Strategies for Emotional Regulations
Time-Outs: To de-stress and obtain perspective, take a few minutes to remove yourself
from a stressful situation. This gives people enough time to defuse the situation and stop
acting out.
Cognitive restructuring: It involves challenging unfavorable notions by casting doubt on
their veracity and substituting them with more sensible or upbeat ideas. This lessens the
influence of negative emotions and aids in perspective shifting.
Creative outlets: Take up arts and crafts like painting, music, or drawing. This offers a
positive means of expressing and controlling feelings.
Social Support: Seek guidance and support from friends, relatives, or a counselor. This
provides perspective on difficult situations and emotional assistance.
Structure and Routine: Create daily routines and adhere to regular timetables. This
reduces stress and fosters emotional stability by establishing a sense of regularity and
constancy.
Additional Techniques
1. Gratitude Practice: Take some time each day to list your blessings and express
your gratitude. This can improve general wellbeing and divert attention from
unpleasant feelings.
2. Visualization: To ease tension and encourage relaxation, picture a serene and
tranquil environment.
3. Self-compassion: Try treating yourself with the same consideration and kindness
that you would a friend when facing difficult circumstances.
4. Progressive Relaxation: To assist reduce stress and tension, combine deep
breathing exercises with physical relaxation methods like yoga or stretching.
5. Healthy Diversion: Take a break from overpowering feelings by indulging in
pleasurable or absorbing pursuits like reading, hobbies, or watching a favorite
show.
6. Regular Check-Ins: Make time every day to evaluate your emotional condition
and deal with any problems before they get out of hand.
Summary:
Children's growth depends on their emotional development since it affects their capacity
to recognize and control their emotions. While negative emotions like fear and rage are
essential for problem-solving, positive emotions like gratitude and joy enhance
wellbeing. While shame lowers one's sense of self-worth and necessitates self-
compassion, guilt entails regret for deeds and can lead to self-improvement. Early infancy
marks the beginning of children's ability to identify and communicate their emotions; by
middle childhood, social skills and knowledge of complicated sentiments are further
developed. Practical tactics like time-outs and reaching out for social support are
combined with effective treatments like deep breathing, mindfulness, and creative
expression.
