Santrock11 Im Ch04

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Chapter 4: Prenatal Development and Birth

Learning Goals

Learning Goal 1: Describe prenatal development.

A. Define and describe the germinal period of prenatal development.B. Define and describe the embryonic period of prenatal development.

C. Define and describe the fetal period of prenatal development.

D. Define and describe the term teratogen and how teratogens affect the developing

organism.

E. Discuss the effects of prescription and nonprescription drugs on the developing

organism.

F. Discuss the effects of incompatible blood types between mother and fetus.

G. Discuss maternal factors and prenatal development.

H. Discuss paternal factors and prenatal development.

I. Discuss environmental hazards to prenatal development.

J. Discuss the impact prenatal care has on prenatal development.

K. Compare and contrast prenatal care in the United States with other countries around

the world.

L. Discuss cultural beliefs about pregnancy.

Learning Goal 2: Discuss the birth process.

A. Describe the three stages of birth.

B. Describe the childbirth options available to expectant parents.

C. Define the four methods of delivery.D. Discuss the transition from fetus to newborn.

E. Discuss two measures of assessing the newborn.

F. Compare and contrast low-birthweight infants, preterm infants, and small-for-date

infants.

G. Discuss some of the consequences of low birthweight.H. Describe kangaroo care and massage therapy for infants.

Learning Goal 3: !plain the changes that ta"e place in the postpartum

period.

A. Define the postpartum period.

B. Discuss the physical adjustments a woman’s body makes during the postpartum

period.

C. Discuss the emotional and psychological adjustments a woman may experience

during the postpartum period.

D. Discuss bonding in the parent–child relationship.

Overview of Resources



Chapter #utline $esources %ou Can &se

Prenatal Development Learning Goal 1: Describe prenatal development.

The Course of Prenatal Development

Hazards to Prenatal Development

Prenatal Care

Lecture Suggestion 1: Technology and Images ofPrenatal Development Lecture Suggestion : Principles of Teratogenic!ffects Lecture Suggestion ": Dangers of Drug #se duringPregnancy Lecture Suggestion $: %others& !'periences ofPregnancy~Classroom (ctivity 1: )illing %e Softly: *anningSmo+ing in Homes ,ith Pregnant -omen andChildren~Classroom (ctivity : The Court&s Treatment ofSu.stance/(.using Pregnant -omen~Classroom (ctivity ": 0etal (lcohol Syndromeuiz

Personal (pplication 1: In a 0amily -ayPersonal (pplication : The Pitter Patter of Little0eetPersonal (pplication ": Test 2our 0etal 3ro,th)no,ledge 4nlineL5esearch Pro6ect 1: -hy Do Some Pregnant-omen Drin+7 Smo+e7 or #se Drugs8

Birth Learning Goal 2: Discuss the birth process.

The *irth Process

(ssessing the 9e,.orn

Lo, *irth -eight and Preterm Infants

Lecture Suggestion : Increase in Cesarean *irths:Is It ( 3ood Thing8Personal (pplication $: 4h7 the Pain;

'he Postpartum Period Learning Goal 3: !plain the changes that ta"e

place in the postpartum period.

Physical (d6ustments

!motional and Psychological (d6ustments

*onding

~Classroom (ctivity $: Postpartum DepressionL5esearch Pro6ect : 0atherhood

Video: Transition to Parenting: Heterosexual

Married Couple

$evie( ~Classroom (ctivity : Critical/Thin+ing %ultiple/Choice uestions and (ns,ers~Classroom (ctivity <: Critical/Thin+ing !ssayuestions and Suggestions for Helping Students(ns,er the !ssays

Resources



Lecture )uggestions

Lecture )uggestion 1: 'echnolog* and +mages o, Prenatal Development


( compelling ,ay to .ring home the value of o.servation as a research techni=ue and7 at thesame time7 stress the importance of prenatal development as a pivotal period in humandevelopment7 is to present and discuss images of prenatal development> (mazing images of prenatal development are availa.le at ?The @isi.le !m.ryoA -e. siteBhttp://www.visembryo.com/ > The spiral represents the " stages occurring in the first trimesterof pregnancy and every t,o ,ee+s of the second and third trimesters> #se the spiral to navigatethrough the $ ,ee+s of pregnancy and previe, the uni=ue changes in each stage of humandevelopment> Images are provided for the first trimester ,ith in/depth descriptions for all $,ee+s of pregnancy>

Lecture )uggestion 2: Principles o, 'eratogenic ,,ects Learning Goal 1: Describe prenatal development.

The concept of an interaction ,as introduced in chapter " and can .e further ela.orated ,ith alecture a.out the principles that govern the effects of teratogens on the developing em.ryo> Theseeffects vary depending upon the genotype of the mother and the .a.y7 as ,ell as the amount andtiming of e'posure to the teratogen> Some of the principles of teratogenic effect are the fact that:

• The effects of a teratogen vary ,ith the developmental stage of the em.ryo>

Systems or organs in the process of development Borganogenesis are generally affectedmore than are completed organs and systems> Since the various organ systems .egin andend their prenatal development at different times7 their sensitivity to agents varies over

time>The most vulnera.le time for the .rain is from 1 to days postconception7 for the eyefrom $ to $ days postconception7 and the heart from to $ days postconception>

• Individual teratogens influence specific developing tissue ,hich leads to particular patterns

of developmental deviations>3erman measles affects mainly the heart7 eyes7 and .rain> Thalidomide7 the antinauseadrug from the 1E<s7 results in malformation of the lim.s>

• *oth maternal and fetal genotypes can affect the developing organism&s response to

teratogenic agents and may play an important role in the appearance of a.normalities inoffspring>

9ot all pregnant ,omen ,ho used thalidomide or had 3erman measles during early pregnancy produced infants ,ith a.normalities>

• The physiological or pathological status of the mother ,ill influence the action of a teratogen> 9ot only ,ill nutritional deficiencies themselves directly affect prenatal development7they may intensify the adverse effects on the fetus of certain drugs ingested .y themother> 4ther maternal factors such as o.esity7 high .lood pressure7 and liverdysfunction may increase the impact of damage .y teratogens>

• The level of teratogenic agent that ,ill produce malformations in the offspring may sho,

only mild detrimental effects on the mother7 or none at all>5adiation from F/rays7 drugs Balcohol7 thalidomide7 etc>7 and dietary deficiencies mayhave no impact on the mother7 .ut cause gross deviations in the infant>



(s you present each principle7 relate it to the concept of interaction as ,ell as other relevantdevelopmental concepts> 0or e'ample7 the first principle is an e'ample of an interaction in ,hichdevelopmental level mediates the influence of a specific e'perience> This idea is related to theconcepts of criticalGsensitive period7 fi'ation7 and developmental readiness> The third principle provides a complicated e'ample of heredityGenvironment interaction7 and an e'ample of dyadic

interaction Bphysiological level>

Sources:Hogge7 (> B1EE> Teratology> In I> 5> %er+atz > !> Thompson B!ds>7 New perspectives on prenatal

care> 9e, 2or+: !lsevier>%oore7 )>7 Persaud7 T> B1EE"> The developing human: Clinically oriented embryology Bth ed>>Philadelphia: Saunders>

Lecture )uggestion 3: Dangers o, Drug &se during Pregnanc*


Information a.out the teratogenic effects of ?everyday drug useA is very important to students,ho may .ecome parents in the future> 2ou may ,ish to underscore this ,ith a lecture thate'plores this issue in greater depth than is possi.le in the te't> Place special emphasis on the potential dangers of even normal everyday drug use7 in particular the use of caffeine Bcoffee7nicotine Bcigarettes7 and alcohol> Some important points to address include the follo,ing:

• These teratogens have graded effects ,hich ma+e it ris+y to tal+ a.out ?safeA levels of

e'posure> 0or e'ample7 having 6ust one serving of alcohol a day increases ris+s fordevelopmental disorders> 0etal alcohol syndrome can have mild7 moderate7 or severe effectson the developing fetus>

• !ffects of drug e'posure may .e direct or indirect> (lcohol use may lead to organic

a.normalitiesJ nicotine use may lead to temperamental difficulties in .a.ies ,hich can reduce

the =uality of their interactions ,ith their caregivers>• 5is+s can .e vitiated .y discontinuing use of the drugJ it is not reasona.le to continue using a

drug on the grounds that harm has already .een done and cannot .e reversed>

• 5is+s may .e dependent on the timing of prenatal e'posure Bsee Lecture Suggestion 1:

Technology and Images of Prenatal Development>

• The drug/use ha.its of .oth parents can affect the fetus7 either directly or indirectly>

Second/hand smo+e has .een found to adversely affect fetuses> %aternal e'posure toenvironmental to.acco smo+e for one hour or more per day is associated ,ithspontaneous a.ortion B-indham others7 1EE>The =uality of care and support a hus.and can provide to his pregnant ,ife couldinfluence the outcome of the pregnancy>

• Caffeine e'posure is common in pregnancy> (ccording to -is.org others B"7 pregnant

,omen ,ho dran+ eight or more cups of coffee per day during pregnancy had an increasedris+ of still.irth compared ,ith ,omen ,ho did not drin+ coffee>

• (n important addition to your lecture could .e an e'amination of ho, mothers Band fathers

can deal ,ith drug use ha.its that may endanger their un.orn .a.y> Classroom (ctivity :The Court&s Treatment of Su.stance (.using Pregnant -omen addresses issues related todrug use during pregnancy and the social ramifications for the mother7 father7 and child>

Sources:



%ills7 >7 et al> B1EE"> %oderate caffeine use and the ris+ of spontaneous a.ortion and intrauterine gro,thretardation> ournal o! the "merican #edical "ssociation$ %&'7 E"KE>-indham7 3> C>7 S,an7 S> H>7 0enster7 L> B1EE> Parental cigarette smo+ing and the ris+ of spontaneousa.ortion> "merican ournal o! (pidemiology$ 1)*$ 1"E$K1$">-is.org7 )>7 )esmodel7 #>7 *ech7 *>7 Hedegaard7 %>7 Henri+sen7 T> B"> %aternal consumption ofcoffee during pregnancy and still.irth and infant death in first year of life: prospective study> +#$

)%& B"M<:$>

http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=149440

Lecture )uggestion 4: -others !periences o, Pregnanc*


%ost life/span te't.oo+s focus on prenatal development from the perspective of the developing .a.y as opposed to from the mother&s perspective> Pregnant ,omen have a variety of e'periencesranging from changes in their .ody to changes in their emotions> If ,omen do not see+ supportduring that time7 these changes may .e confusing7 une'pected7 and even scary> There arehundreds of conditions or symptoms that can occur for ,omen during pregnancy> Some of theminclude:

0atigue from a little increased tiredness to e'treme fatigue> 9ausea often called ?morning sic+nessA7 some ,omen e'perience nausea andGor

vomiting in the morning or all day long> This symptom can last from afe, ,ee+s to the entire pregnancy>

0re=uent urination the urge to urinate more often*reast tenderness increasing levels of hormones cause tender .reastsHeadaches or dizziness circulatory changes in pregnancy can cause these symptoms-eight gain ,omen gain an average of to " pounds during pregnancy*ac+ pain the 6oints .et,een a ,oman&s pelvic .ones soften and loosen to prepare

for the .a.y passing through7 and the center of gravity changes as theuterus enlargesJ thus7 the .ody compensates ,ith resulting .ac+ pain or

strainLo,er a.dominal pain stretching ligaments can .e painful4ther symptoms leg cramps7 s+in changes Bdar+ening around the nipples and navel

Despite the many symptoms that may occur for some ,omen7 there are many e'citing sensationsand e'periences that occur ,ith pregnancy as ,ell7 including feeling the .a.y move7 e'periencingspecial food cravings7 .eing pampered .y those around you7 learning a.out your .ody7 learninga.out your developing .a.y7 preparing for parenthood7 etc>

If you are in a classroom ,ith the necessary technology7 call up the follo,ing -e. sites or referyour students to them:

Pictures of real ,omen&s .ellies at various ,ee+s of pregnancy can .e found athttp://pregnancy.about.com/cs/pregnancyphotos/l/blbellyindex.htm

Pregnancy/related sites can .e found on ivillage>com athttp://www.ivillage.com/pregnancy/topics/0,,4rpv,00.html

Source:ohnson7 5> @> B1EE$> #ayo clinic complete boo, o! pregnancy and baby-s !irst year > 9e, 2or+: %ayo0oundation for %edical !ducation and 5esearch>



Lecture )uggestion /: +ncrease in Cesarean Births: +s +t 0 Good 'hing

Learning Goal %: Discuss the birth process.

Discuss the increasing use of cesarean .irths and generate a discussion on the pros and cons> Here

are some ideas and =uestions to get you started:

#ntil the past 1 years or so7 cesarean delivery7 ,hen the .a.y is removed from the mother&suterus through an incision made in her a.domen7 ,ere used only in cases ,hen the .a.y ,as in a .reech position B,ith the .a.y&s .uttoc+s rather than its& head7 .eing the first part to emerge fromthe vagina>

*ut today7 more cesarean sections are performed in the #nited States than in any other country inthe ,orld> The cesarean delivery rate 6umped > percent from to N$ in the #nited State toE>1 percent of all .irths>

(.ility to identify .a.ies in distress earlier in the process may .e one e'planation7 as ,ell as

utilizing cesarean procedures on the increasing num.er of o.sese and seriously over,eight pregnant ,omen in this country>

*ut other reasons include doctor&s ,ishing to avoid even the slim chance of a malpractice claimif something goes ,rong in the normal .irth process and7 even more controversial7 doctors andmothers ,anting to schedule the .a.y&s .irth to the hour>

(s+ students ho, many ,omen they +no, have delivered through this method> I .et moststudents& mothers did not deliver them that ,ay7 and that&s ,orth as+ing> (s+ the ,omen if they,ould prefer cesarean .irth to normal .irth> -hy8

Higher medical costs are associated ,ith cesarean delivery> Should insurance companies pay for

?electiveA cesarean section8

Is it ethical to e'pose the mother and child to the ris+s of ma6or surgery ,ithout there .eing amedical need8

Here is a resource to provide further .ac+ground information for you and your students:

Child.irth Connectionhttp://www.childbirthconnection.org/article.asp?ClickedLink=274&ck=10168&area=27

~Classroom 0ctivities

Classroom 0ctivit* 1: illing -e )o,tl*: Banning )mo"ing in omes (ith Pregnant

omen and Children0rom arvis and Creasey7 ?(ctivities for Lifespan Developmental Psychology CoursesA


In %arch of 7 a child custody 6udge in #tica7 9e, 2or+7 ruled that a mother must =uitsmo+ing or lose visitation rights for her child> The 6udge said the mother could not smo+e in herhome or car ,hether the child ,as present or not> The ruling revolved around medical reports



a.out the harm of passive or residual smo+e to health> The ruling ,as intended to guarantee asmo+e/free environment for the child> Ho,ever7 there is controversy over the ruling as it raises acivil li.erties issue a.out the rights of the mother in her private home> This activity as+s studentsto consider the pros and cons of the ruling and provides a real application of course material tothe developing child> Discussion should e'tend to the role of passive smo+e in the homes of pregnant ,omen Bincluding the effects of teratogens and in restaurants and pu.lic .uildings>

Demonstration:

Instructors ,ill introduce the topic of teratogens and present the .asic case7 as given a.ove7 to theclass> Then7 instructors ,ill as+ students to discuss pros and cons for each side of this argument>Then the class should discuss their reasoning for their opinions and integrate course material onteratogens into the discussion>

Time: (ppro'imately 1 to minutes>

#aterials: Paper and pencil>

rocedures:

%aterial on teratogens and .iological hazards to developing infants and children should .ecovered .efore conducting this activity> The 9ational Center on *irth Defects and DevelopmentalDisa.ilities Bhttp://www.cdc.gov/ncbddd/ has a useful -e. site to visit prior to conducting thisactivity> It should .e emphasized that cigarette smo+ing during pregnancy can result in lo,/ .irth,eight .a.ies> It has .een associated ,ith infertility7 miscarriages7 tu.al pregnancies7 infantmortality7 and childhood mor.idity> (dditionally7 cigarette smo+ing may cause long/termlearning disa.ilities> Secondary smo+e may also harm a mother and her developing .a.y> It is .est7 ,hile pregnant and after the .a.y is .orn7 to avoid people ,ho are smo+ing according toleading scientists at the 9ational Center on *irth Defects and Developmental Disa.ilities>

Instructors should present the .asic case against passive smo+e as stated a.ove>

Students should .e as+ed to list t,o reasons for supporting the court ruling descri.ed a.ove7 .ased on class material7 and t,o reasons ,hy they thin+ the 6udge&s ruling may .e overturned onappeal> Then the class should discuss their reasoning for their opinions> Integrate course materialon teratogens into the discussion>

Classroom 0ctivit* 2: 'he Courts 'reatment o, )ubstance50busing Pregnant omen Learning Goal 1: Describe prenatal development.

In (ugust 1EME7 "/year/old ennifer ohnson ,as found guilty of delivering a controlledsu.stance to a minorJ the minor ,as her .a.y ,ho ,as .orn a cocaine addict> She could havereceived a "/year sentence7 .ut she ,as sentenced to a year of house arrest in a drug

reha.ilitation center and 1$ years of pro.ation> In your discussion7 inform students of typicaleffects of cocaine on offspring B.a.ies ,hose mothers used cocaine during pregnancy hadsignificantly lo,er cardiac output7 lo,er stro+e volume7 and higher mean arterial .lood pressure,ith a higher heart rate> Divide students into groups and have them discuss the =uestions listedin andout 1>

Logistics:

• %aterials: Handout 1 BThe Court&s Treatment of Su.stance/(.using Pregnant -omen

(ctivity>



• 3roup size: Small groups>

• (ppro'imate time: Small groups B" minutes>

Sources:5oeleveld7 97 @ingerhoets7 !>7 Oielhuis7 3> (>7 3a.reels7 0> B1EE> %ental retardation associated ,ith parental smo+ing and alcohol consumption .efore7 during7 and after pregnancy> reventive #edicine$ %1$

11K11E>@an *el7 0>7 @an de *or7 %>7 Sti6nen7 T>7 *aan7 >7 5uy7 > B1EE> Decreased cardiac output in infants ofmothers ,ho a.used cocaine> ediatrics$ /*$ "K">@an Pelt7 D> B1EEa> Smo+ers& offspring more prone to asthma> 0nsight$ 2 >@an Pelt7 D> B1EE.> Sperm a.normalities among cocaine users> 0nsight$ *3>-indham7 3> C>7 S,an7 S> H>7 0enster7 L> B1EE> Parental cigarette smo+ing and the ris+ of spontaneousa.ortion> "merican ournal o! (pidemiology$ 1)*$ 1"E$K1$">

Classroom 0ctivit* 3: 6etal 0lcohol )*ndrome 760)8 9ui


The purpose of this activity is to increase students& understanding of fetal alcohol syndromeB0(S> Have students get into groups of t,o or three and complete the ?0etal (lcohol SyndromeuizA in andout 2> (fter they have discussed the =uestions and indicated the ans,ers they .elieve to .e correct7 discuss the correct ans,ers as a class> The ans,ers are given in andout 3 Be'planations for some of the ans,ers can .e found in the -e. sites http://come-

over.to/multiplechoice/testexplain.htm7 http://www.well.com/user/woa/fsfas.htm7 andhttp://www.nofas.org/faqs.aspx>

Logistics:

• %aterials: Handout B0(S uiz and Handout " B(ns,ers>

• 3roup size: Small/group discussion and full/class discussion>

• (ppro'imate time: Small groups B1 minutes and full class B1 to 1 minutes>

Sources:Kellerman, T. (2006). Fetal Alcohol Syndrome Quiz. http://come-over.to/multiplechoice/fasquiz1.htm

http://www.well.com/user/woa/fsfas.htm; http://www.nofas.org/faqs.aspx

Classroom 0ctivit* 4: Postpartum Depression

Learning Goal ): (4plain the changes that ta,e place in the postpartum period.

The purpose of this activity is to increase students& understanding of psychiatric disorders thatcan accompany pregnancy> Pose the =uestion: Is it possi.le that a mother&s mental health duringthe postpartum period can cause her to harm herself andGor her child8 Have students get intogroups of t,o or three to discuss the ,ell/+no,n case of (ndrea 2ates as reported on theC99>com -e. site and discussion in the article ,ritten .y attorney and psychology professor!laine Cassel Bsee lin+ .elo,> > (fter they have discussed the case7 lead a full/class discussion providing information on postpartum depression7 including symptoms and ho, to help a personsuffering from this disorder>

Logistics:

• 3roup size: Small/group discussion and full/class discussion>

• (ppro'imate time: Small groups B1 minutes and full/class B1 to 1 minutes>

http://www.well.com/user/woa/fsfas.htm




Sources:Cassel7 !> B> The "ndrea 5ates 6erdict and Sentence: Did the ury Do the 7ight Thing8 B%s> Cassel is an attorney7 professor of psychology7 and contri.uted to the ancillaries for this course7including this Instructor&s %anual>http://writ.news.findlaw.com/cassel/20020318.html

-illiams7 D> B> ostpartum psychosis: " di!!icult de!ense>http://www.healthyplace.com/communities/depression/postpartum_depression.asp

Classroom 0ctivit* /: Critical5'hin"ing -ultiple5Choice 9uestions and 0ns(ers


Learning Goal %: Discuss the birth process. Learning Goal ): (4plain the changes that ta,e place in the postpartum period.

Discuss the ans,ers to the critical/thin+ing multiple/choice =uestions that are presented asandout 4> The ans,ers are provided in andout /.

uestion 1 continues the theme of applying the issues from chapter 1> 5evie, these as necessaryJagain7 you may ,ant to ,or+ ,ith a fe, e'amples from topics in chapter $>

uestion stresses the limitations of research involving teratogens> Some of the issues presented,ere not addressed in the te't.oo+J ho,ever7 these are important issues to consider> This=uestion re=uires students to thin+ a.out ho, the research is conducted and the conclusions thatcan .e dra,n from the various methodologies employed>

uestion " continues to provide practice in identifying inferences7 assumptions7 and o.servations>( good discussion prior to this e'ercise ,ould involve as+ing students ,hether they are .eginning to develop their o,n criteria or procedures for discriminating these different sorts of propositions> They may find the material for this =uestion difficult .ecause it is largelydescriptiveJ in fact7 three of the alternatives in this =uestion are o.servations> 2ou may ,ant to

alert your students to the fact that the pattern of t,o inferences7 t,o o.servations7 and oneassumption esta.lished in previous e'ercises has changed in this e'ercise>

Logistics:

• %aterials: Handout $ BCritical/Thin+ing %ultiple/Choice uestions and Handout

B(ns,ers

• 3roup size: Small groups B to $ to discuss the =uestions7 then a full/class discussion>

• (ppro'imate time: Small groups B1 to minutes7 then minutes for full/class discussion>

Classroom 0ctivit* ;: Critical5'hin"ing ssa* 9uestions and )uggestions ,or elping

)tudents 0ns(er the ssa*s Learning Goal 1: Describe prenatal development.



Discuss students& ans,ers to the critical/thin+ing essay =uestions presented in andout ;> The purpose of this e'ercise is threefold> 0irst7 ans,ering the essay =uestions further facilitatesstudents& understanding of concepts in chapter $> Second7 this type of essay =uestion affords thestudents an opportunity to apply the concepts to their o,n lives ,hich ,ill facilitate their

http://www.healthyplace.com/communities/depression/postpartum_depression.asp

http://www.healthyplace.com/communities/depression/postpartum_depression.asp



retention of the material> Third7 the essay format also gives students practice e'pressingthemselves in ,ritten form> Ideas to help students ans,er the critical/thin+ing essay =uestions are provided in andout <>

Logistics:

• %aterials: Handout < B!ssay uestions and Handout BIdeas to Help (ns,er>

• 3roup size: Individual7 then full class>

• (ppro'imate time: Individual B< minutes7 full/class discussion of any =uestions B"

minutes>

Personal 0pplications

Personal 0pplication 1: +n a 6amil* a* Learning Goal 1: Describe prenatal development.

The purpose of this e'ercise is to demonstrate the significance of pregnancy from a cultural

standpoint> !ach culture ta+es its o,n particular vie, of the ma6or stages of life: .irth7 childhood7 pu.erty7 parenthood7 ,or+7 old age7 and death> It is interesting and important to .e a,are of thedifferent cross/cultural perspectives7 especially in our multicultural society>

0nstructions !or Students: Descri.e your cultural vie,s of pregnancy> Ho, are pregnant ,omenvie,ed and treated .y society8 -hat .eliefs are held a.out the .iological processes occurring,ith regard to her .ody8 -hat is the perception of the developing fetus8 -hat preparations aremade for the upcoming la.or7 delivery7 and .irth8 Ho, is impending parenthood anticipated8

9se in the Classroom: If you are fortunate and have an ethnically diverse group of students7 ma+ea grid on the .oard comparing and contrasting .eliefs for each of the a.ove categories> If youhave a homogeneous class7 put students in groups and assign them particular cultures to research

,ith regard to the various aspects of pregnancy and child.irth> !ach group ,ill then present theirfindings to the class>

Personal 0pplication 2: 'he Pitter Patter o, Little 6eet Learning Goal 1: Describe prenatal development.



The purpose of this e'ercise is to prompt students to thin+ a.out all that is involved in preparingto .ecome parents> It is not 6ust .ecoming a parent that is demanding and has numerousimplicationsJ planning7 conceiving7 and sustaining a healthy pregnancy also re=uire a great deal

of preparation as ,ellNfrom .oth the mother and the father; The more ,e understand a.out each person&s role in this delicate process7 the more ,e can ensure a successful outcome>

0nstructions !or Students: If you are not yet a parent7 thin+ and ,rite a.out the follo,ing>

• -omen: 2our physical condition prior to .ecoming pregnantNho, ,ill you ta+e care of and

prepare your .ody for conception8 (ddress nutrition7 physical shape7 drugs7 alcohol7smo+ing7 and other environmental stressors> -hat might .e your health/care plansBphysician7 mid,ife7 etc>8 -hat +ind of la.or and delivery e'perience do you ,ant Bhospital



versus home delivery8 -ho ,ill you ,ant ,ith you during this time8 -hat postpartumsituation do you anticipate8 Ho, might you prepare yourself to .e an e'ceptional mother8

• %en: 2our physical condition prior to conceptionNaddress nutrition7 physical shape7 drugs7

alcohol7 smo+ing7 and other environmental stressors> Ho, do you plan to support the motherduring pregnancy8 La.or and delivery8 Postpartum8 -ere you surprised to read of theimportant role fathers play in this e'tensive process8 Ho, might you prepare yourself to .e

an e'ceptional father8

9se in the Classroom: Put together several different profiles of couples7 or single ,omen7 ,ho,ant to conceive or are already e'periencing pregnancy> Present the profiles to students to read7then have a class discussion on the implications of the various circumstances surrounding each pregnancy and impending .irth> !mphasize the dangers of poor choices7 the ris+s of particular .ehaviors7 and the .enefits of planning7 preparation7 and healthy living>

Personal 0pplication 3: 'est %our 6etal Gro(th no(ledge #nlineFrom Jarvis and Creasey, “Activities for Lifespan Developmental Psychology Courses”


(s students may thin+ they have prenatal development and pregnancy +no,ledge mastered .y theend of this chapter7 ,e offer an opportunity to test their +no,ledge in class using an online =uiz>This activity is useful at the end of material on fetal gro,th>

Demonstration:

Instructors ,ill access an online 0etal 3ro,th )no,ledge uiz at the i@illage -e. site in classand have students complete it> Discussion of the correct ans,ers should follo, the =uiz>

Time: (ppro'imately to 1 minutes>

#aterials:

Instructors ,ill need access to the Internet to find the online 1/item 0etal 3ro,th uiz>

rocedures:

1 0etal gro,th and development should .e covered .efore conducting this activity> Instructors ,ill access an online =uiz on fetal gro,th from follo,ing -e. site:

http:GG=uiz>ivillage>comGlamazeGtestsGfetalgro,th>htm -hile the a.ove -e. site address ,or+ed for us7 instructors may also simply use theirfavorite search engine B,e use 3oogle>com to go to ivillage>com and then go to Lamaze>com=uizzes and clic+ on ?Is It *igger than a *read *o': The 0etal 3ro,th uizA to vie, the =uizfor this activity>

" The =uiz has 1 items and as+s a.out the size of the fetus at various points in development7the purpose of the notochord in the si'th ,ee+7 ,hen fingers and toes are visi.le7 changes in

the mother&s .ody to accommodate the developing fetus7 the function of verni'7 responses .ythe .a.y to e'ternal stimuli7 ,hen the .a.y&s head moves into the mother&s pelvis7 and ho,the .a.y .reathes ,ithin the mother> It is designed for prospective parents .ut is interesting tostudents studying development and nicely summarizes some of the main points covered in thecourse on prenatal development>

$ Students ,ill ta+e the online =uiz in class7 and instructors should discuss correct ans,ersafter the =uiz is ta+en ,ith the students> To o.tain the correct ans,ers7 the instructor shouldans,er the =uestions online ,ith the help of the class7 after students have had a chance toans,er on their o,n> -hen the =uiz is ans,ered completely7 a score sheet is offered ,ith the

http://quiz.ivillage.com/lamaze/tests/fetalgrowth.htm

http://quiz.ivillage.com/lamaze/tests/fetalgrowth.htm



correct ans,ers> Those students ,ho missed more than one or t,o =uestions should .einstructed to revie, material on fetal gro,th more thoroughly and re/ta+e the =uiz on theiro,n if they ,ould li+e to do so>

This -e. site offers lin+s to other resources a.out pregnancy that instructors and studentsmay find helpful>

Personal 0pplication 4: #h= the Pain> Learning Goal %: Discuss the birth process.

The purpose of this e'ercise is for students to recognize the various ,ays the human .ody carriesout and e'periences the same .iological processes> %ammals giving .irth is one of nature&s mostfundamental e'periences> It involves a series of physiological stages that all mem.ers of the samespecies are programmed to go through> Ho,ever7 rarely are they e'perienced in the same ,ayand to the same degree .y different mothers> (s ,e have .een studying the influences of .oth .iology and environmental factors on human .ehavior7 it is important to recognize the varyingcontri.utions of .oth to such a fundamental life process>

0nstructions !or Students: (s+ your mother if she can recall her e'perience giving .irth to you andyour si.lings> If you are a parent7 recall the e'perience of the .irth of your childGchildren> -hat isdifferent a.out each situation8 -hat is similar8 -hat might account for the differences8 -hatfactors might contri.ute to the variety of .irthing e'periences ,omen have8

9se in the Classroom: Comparing la.or and delivery stories can .e very interesting andinformative> If you feel comforta.le7 share your o,n stories of the .irth of your children7 and .ring in contrasting stories from friends and family> Have students share their stories7 and follo,these up ,ith a discussion of ,hat might contri.ute to each mother&s particular e'periences> Havestudents then try to conclude ,hich of those factors result from nature and ,hich may .e due toenvironmental circumstances> -ere there any aspects of la.or and delivery that the mother mayhave .een a.le to change someho,8 -ere there any mothers ,ho had drastically different .irthing e'periences ,ith their different children8 -hy might this have .een8

L$esearch Pro?ect +deas

$esearch Pro?ect 1: h* Do )ome Pregnant omen Drin"= )mo"e= or &se Drugs


The dangers of drin+ing alcohol7 smo+ing7 and other drug use on fetal development are no, ,ell+no,n and ,idely pu.licized> Despite this fact7 many ,omen continue to use these su.stances,hile they are pregnant> This research activity attempts to find out ,hy Bandout @>

Have students as+ a num.er of female friends ,ho smo+e or drin+ to tal+ to them a.out ,hetherthey ,ill do these things ,hen they are pregnant> Then have them as+ their friends ,hether they+no, that smo+ing and drin+ing endanger prenatal development and a.out ,hat they +no, indetail> Have them tal+ a.out the dangers7 and then as+ again ,hether their friends ,ill drin+ andsmo+e> 2ou may ,ant to suggest that students prepare an intervie, schedule of =uestions to as+>*e sure to instruct the students to avoid 6udgmental statements and to intervie, the ,omenindividually so their ans,ers ,ill .e confidential>



Discuss the findings in class> Do different people give different reasons8 4r are there commonreasons among many8 Discuss ,hether the ,omen suggested ,ays that the message a.out thedangers of drin+ing and smo+ing for prenatal development can .e made more convincing to prospective parents>

Source:Sal+ind7 9> B1EE> Child development > 0ort -orth: Holt7 5inehart7 -inston>

$esearch Pro?ect 2: 6atherhood


Ho, actively are fathers participating in the .irths of their children8 Have students find out .ycarrying out the intervie, pro6ect descri.ed in andout A> They should identify t,o first/time7e'pectant fathers and t,o fathers of children under the age of 7 and then intervie, these menusing the =uestions provided:

Instruct students to ,rite a .rief report summarizing their findings> They should descri.e theirsample and ho, they intervie,ed the fathers and soon/to/.e fathers7 and then summarizesimilarities and differences .et,een the t,o pairs of men> 0inally7 they should relate ,hat theylearned to material on fathers& participation in child.irth from the te't>

Have students form groups of three or four to discuss and compare their findings> Have eachgroup report to the class to identify any trends and generalizations that seem ,arranted .y theirfindings>

Source:Sal+ind7 9> B1EE> Child development > 0ort -orth: Holt7 5inehart7 -inston>

ideo 7,ound on the Li,e-ap student CD accompan*ing the

te!tboo"8

0D segment 33: 'ransition to ParentingEeterose!ual -arried Couple

The ,ee+s immediately after child.irth present a num.er of challenges for ne, parents and theiroffspring> It is a time ,hen the ,oman ad6usts7 .oth physically and psychologically7 to the process of child.earing> It lasts for a.out si' ,ee+s or until the .ody has completed its ad6ustmentand has returned to a nearly prepregnant state> The .a.y has to .e cared forJ the mother has torecover from child.irthJ the mother has to learn ho, to ta+e care of the .a.yJ the mother needs tolearn to feel good a.out herself as a motherJ and those close to the motherNsuch as her hus.and7

a partner7 grandparents7 si.lings7 or friendsNneed to provide help and support>

%ost of the video segments specifically integrated ,ith Santroc+Qs Li!eSpan Development$ 11th edition7 are found on one of the follo,ing %c3ra,/Hill video products for instructors>

-cGra(5ills isual 0sset Database 70D8 ,or Li,espan Development

Fasna Fovanovic= &niversit* o, +llinois &rbana5Champaign



%c3ra,/Hill&s @isual (sset Data.ase is a pass,ord/protected online data.ase of hundreds ofmultimedia resources for use in classroom presentations7 including original video clips7 audioclips7 photographs7 and illustrationsNall designed to .ring to life concepts in developmental psychology> In addition to offering ready/made multimedia presentations for every stage of thelifespan7 the @(D search engine and uni=ue ?%y %odulesA program allo,s instructors to selectfrom the data.ase resources to create customized presentations7 or ?modules>A Instructors can

save these customized presentations in specially mar+ed ?moduleA folders on the %c3ra,/Hillsite7 and then run presentations directly from @(D to the Internet/e=uipped classroom> Contactyour %c3ra,/Hill representative for a pass,ord to this valua.le resource>

-ultimedia Course(are ,or Child Development

Charlotte F. Patterson= &niversit* o, irginia

This video/.ased t,o/CD/54% set BIS*9 //$M/1 covers classic and contemporarye'periments in child development> 5espected researcher Charlotte > Patterson selected the videoand ,rote modules that can .e assigned to students> The modules also include suggestions foradditional pro6ects as ,ell as a testing component> %ultimedia Course,are can .e pac+aged ,iththe te't at a discount>

-edia $esources ,or 'eaching Ps*cholog*%c3ra,/Hill and The Discovery Channel R have formed an e'clusive partnership to .ring youvideo segments and interactivities for use in your psychology> They are availa.le either as aD@D CD/54% set BIS*9 //E"MM/$ or as a set of t,o @HS videocassettes CD/54%BIS*9 //E"MM$/<>

%c3ra,/Hill also offers other video and multimedia materialsJ as+ your local representativea.out the .est products to meet your teaching needs>

6eature 6ilm

In this section of the InstructorQs %anual7 ,e suggest films that are ,idely availa.le from localvideo rental outlets>

Mask 71A@/8

Starring !ric Stoltz7 Cher7 Sam !lliott7 Laura DernDirected .y Peter *ogdanovich

( .oy ,ith a massive facial s+ull deformity attempts to live a normal life> He is e'tremelyintelligent7 has a ,onderful personality7 and is an emotionally ,arm child> His mother lives a,ild lifestyle .ut is determined that her son .e given the same chances and happiness thateveryone else ta+es for granted>

ü eb site )uggestions

(t the time of pu.lication7 all sites ,ere current and activeJ ho,ever7 please .e advised that youmay occasionally encounter a dead lin+>



(pgar Scoringhttp://www.childbirth.org/articles/apgar.html

( Primer on Preemieshttp://kidshealth.org/parent/growth/growing/preemies.html

Child.irthhttp://www.childbirth.org/

Postpartum Depressionhttp://www.psycom.net/depression.central.post-partum.html

Pregnant *ellies .y -ee+ of Pregnancyhttp://pregnancy.about.com/cs/pregnanyphotos/l/blbellyindex.htm

Teratology Society: *irth Defects 5esearch !ducation Preventionhttp://www.teratology.org/

The @isi.le !m.ryohttp://www.visembryo.com/

http://www.childbirth.org/articles/apgar.html

http://kidshealth.org/parent/growth/growing/preemies.html

http://www.childbirth.org/

http://www.psycom.net/depression.central.post-partum.html

http://pregnancy.about.com/cs/pregnanyphotos/l/blbellyindex.htm

http://www.teratology.org/

http://www.visembryo.com/

http://www.childbirth.org/articles/apgar.html

http://kidshealth.org/parent/growth/growing/preemies.html

http://www.childbirth.org/

http://www.psycom.net/depression.central.post-partum.html

http://pregnancy.about.com/cs/pregnanyphotos/l/blbellyindex.htm

http://www.teratology.org/

http://www.visembryo.com/



Handout 1 BC(

'he Courts 'reatment o, )ubstance50busing Pregnant omen 0ctivit*

1> Do you thin+ that mothers ,ho use drugs during pregnancy should face criminal prosecution8

> %ight this policy +eep some pregnant ,omen from getting prenatal care and having ahospital delivery8

"> Ho, far should the prosecution go8

$> -hat alternative solutions can you suggest8

> Is fetal a.use e=uivalent to child a.use8

<> Should fathers ,ho use drugs during their partner&s pregnancy face criminal prosecution8U(ccording to -indham others B1EE7 maternal e'posure to environmental to.acco smo+efor one hour or more per day is associated ,ith spontaneous a.ortion> (ccording to5oeleveld others B1EE7 paternal smo+ing is related to mental retardation in offspring>V

> Do you thin+ a ,ife should .e a.le to sue her hus.and for infertility pro.lems caused .y useof cocaine8 BCocaine usage lo,ers sperm count7 increases a.normally shaped sperm7 and

decreases sperm mo.ility> Infertility pro.lems may last more than t,o years after a man =uitsusing cocaine>

M> 5esearch suggests that mothers ,ho smo+e to.acco during pregnancy and up to the time theirchildren are years old increase the ris+ of their offspring getting asthma> Should smo+ingmothers .e prosecuted8



Handout BC( "

6etal 0lcohol )*ndrome 760)8 9ui

1> -hich set of definitions .est matches these terms: fetal alcohol syndrome B0(S7 fetalalcohol effect B0(!7 fetal alcohol spectrum disorders B0(SD8

a 0(S is an um.rella term for all of the effects from alcohol consumption in pregnancyJ 0(! refers to a diagnosis given .y doctors for the com.ination of mentalretardation7 stunted gro,th7 and facial a.normalities in an infant7 caused .y alcoholconsumption .y the mother in pregnancyJ 0(SD refers to those effects of alcoholconsumption in pregnancy that are not part of the classic set of effects in a diagnosis of0(!>

. 0(S refers to a diagnosis given .y doctors for the com.ination of mentalretardation7 stunted gro,th7 and facial a.normalities in an infant7 caused .y alcoholconsumption .y the mother in pregnancyJ 0(! is an um.rella term for all of the effects

from alcohol consumption in pregnancyJ 0(SD refers to those effects of alcoholconsumption in pregnancy that are not part of the classic set of effects in a diagnosis of0(S>

c 0(S refers to a diagnosis given .y doctors for the com.ination of mentalretardation7 stunted gro,th7 and facial a.normalities in an infant7 caused .y alcoholconsumption .y the mother in pregnancyJ 0(! refers to those effects of alcoholconsumption in pregnancy that are not part of the classic set of effects in a diagnosis of0(SJ 0(SD is an um.rella term for all of the effects from alcohol consumption in pregnancy>

> -hat is the leading +no,n cause of mental retardation in -estern civilization today8

a Do,n syndrome . prenatal e'posure to alcoholc prenatal e'posure to illicit drugsd folic acid deficiencye prematurity

"> (ppro'imately ,hat percentage of ,omen of child/.earing age drin+ alcohol Bmany .eforethey realize they are pregnant8

a 1W . Wc "W

d We W

$> -hat is the cause of fetal alcohol syndrome8

a (lcohol in the pregnant ,oman&s .loodstream contracts her .lood vessels and prevents her from providing the fetus ,ith ade=uate nutrition



. (lcohol in the pregnant ,oman&s .loodstream crosses the placenta into theun.orn fetus&s system and disrupts its a.ility to get enough o'ygen for normal gro,thand development

c (lcohol in the pregnant ,oman&s .loodstream ma+es her rec+less and moreli+ely to fall or other,ise cause in6ury to the fetus

d (lcohol in the pregnant ,oman&s .loodstream ma+es her irrita.le and irrational7

and her .ad temper affects the fetus&s developmente (lcohol in the pregnant ,oman&s .loodstream upsets her hormonal .alances and

prevents her from delivering the right amounts of testosterone to a male fetus or estrogento a female fetus

> -hat is the incidence rate of 0(S in the #nited States8 !stimates vary .ut most are in therange of:

a to per 17 live .irths . 1 to 1 per 17 live .irthsc " to > per 17 live .irthsd >"" to 1> per 17 live .irths

e > to > per 17 live .irths

<> Ho, much does it cost each year to treat infants7 children7 and adults ,ith full 0(S in the#nited States8

a X7 each year . X17E7 each year c X7M7 each year d X7$77 each year e almost nothing7 as e'penses are incurred .y private insurance

> -hich of the follo,ing groups of ,omen are at high ris+ for drin+ing during pregnancy8

a ,omen ,ith a college education . unmarried ,omenc female studentsd ,omen in households ,ith greater than X7 annual incomee all of the a.ove

M> In ,hich of the follo,ing ,ays does alcohol affect a man&s a.ility to father healthy children8

a lo,ered levels of testosterone that interfere ,ith se'ual performance . reduced mo.ility of healthy sperm at time of conceptionc increased ris+ of inherited tendency to,ard alcoholismd possi.le adverse effects on D9( in sperm .efore conceptione all of the a.ove

Sources:uestions 17 7 <7 7 and 1 from http:GGcome/over>toGmultiplechoiceGfas=uiz1>htmhttp://www.nofas.org/faqs.aspx

http://come-over.to/multiplechoice/fasquiz1.htm

http://come-over.to/multiplechoice/fasquiz1.htm




Handout " BC( "

0ns(ers to the 6etal 0lcohol )*ndrome 760)8 9ui

1> c 0(S refers to a diagnosis given .y doctors for the com.ination of mental retardation7stunted gro,th7 and facial a.normalities in an infant7 caused .y alcohol consumption .y themother in pregnancyJ 0(! refers to those effects of alcohol consumption in pregnancy thatare not part of the classic set of effects in a diagnosis of 0(SJ 0(SD is an um.rella term forall of the effects from alcohol consumption in pregnancy>

> . prenatal e'posure to alcohol

"> d W Bthe actual figure is $>EW

$> . (lcohol in the pregnant ,oman&s .loodstream crosses the placenta into the un.ornfetus&s system and disrupts its a.ility to get enough o'ygen for normal gro,th anddevelopment

> d >"" to 1> per 17 live .irths

<> d X7$77 each year

> e all of the a.ove

M> e all of the a.ove

See the e'planation of these ans,ers on the follo,ing -e. sites:

(ns,ers 17 7 <7 7 and 1: http://come-over.to/multiplechoice/testexplain.htm

http://www.nofas.org/faqs.aspx




Handout $ BC(

Critical5'hin"ing -ultiple5Choice 9uestions

1> Chapter $ illustrates a num.er of the issues discussed in the 9ature of Development .o' presented in chapter 1> -hich of the follo,ing topics ta+en from chapter $ correctlyillustrates the chapter 1 topic paired ,ith it8 Circle the letter of the .est ans,er7 and e'plain,hy it is the .est ans,er and ,hy each other ans,er is not as good>

a germinal7 em.ryonic7 and fetal periods: sta.ility . em.ryonic development: maturation

c teratology: .iological determinants and influencesd miscarriageGa.ortion: discontinuitye ,hat to e'pect ,hen you are e'pecting: cognitive processes

> Teratology is the field that investigates the causes of .irth defects> 5esearch has found thatcertain agents influence the development of .irth defects> -hich of the follo,ing is not aconcern regarding the research methodology involved in teratology8 Circle the letter of the .est ans,er7 and e'plain ,hy it is the .est ans,er and ,hy each other ans,er is not as good>

a e'posure to many teratogens . long/term effectsc animal research

d correlational researche potential effects

"> During the past t,o decades7 parents7 researchers7 and physicians have reacted against the so/called standard child.irth7 once very ,idely practiced in (merican hospitals> %ost have .egun to favor a variety of prepared or natural forms of child.irth> -hich of the follo,ingstatements represents a .asic assumption of standard child.irth practice that critics havere6ected8 Circle the letter of the .est ans,er7 and e'plain ,hy it is the .est ans,er and ,hyeach other ans,er is not as good>

a Important individuals ,ere e'cluded from the .irth process> . The mother ,as separated from her infant in the first minutes and hours after

.irth>c 3iving .irth ,as li+e a disease>d *a.ies ,ere slapped or span+ed>e *a.ies ,ere scared .y the .right lights>



Handout BC(

0ns(ers ,or Critical5'hin"ing -ultiple5Choice 9uestions

1> Chapter $ illustrates a num.er of the issues discussed in the 9ature of Development .o' presented in chapter 1> -hich of the follo,ing topics ta+en from chapter $ correctlyillustrates the chapter 1 topic paired ,ith it8 Circle the letter of the .est ans,er and e'plain,hy it is the .est ans,er and ,hy each other ans,er is not as good>

a 3erminal7 em.ryonic7 and fetal periods do not illustrate the concept of

sta.ility> Prenatal development involves rapid and radical change7 not sta.ility> These phases .etter illustrate periods of development>

. !m.ryonic development illustrates the concept of maturation> !m.ryonicdevelopment illustrates a clear7 orderly se=uence of changes that most li+ely are dictated .y a genetic .lueprint>

c Teratology does not illustrate the concept of .iological determinants andinfluences> Teratogens do influence .iological development7 rather they areenvironmental influences>

d %iscarriageGa.ortion do not illustrate the concept of discontinuity> Theconcept of discontinuity is that development produces =ualitatively ne, and differentfeatures7 often in ,hat appears to .e a progression of stages> These events represent anend to development>

e -hat to e'pect ,hen you are e'pecting does not illustrate the concept ofcognitive processes> Cultural .eliefs live in the minds of people7 .ut their practicalinfluence on the developing fetus is socialNshaping the parental practices that dictate thefetus&s environment and the parents& relationships ,ith the un.orn child>

> Teratology is the field that investigates the causes of .irth defects> 5esearch has found thatcertain agents influence the development of .irth defects> -hich of the follo,ing is not aconcern regarding the research methodology involved in teratology8 Circle the letter of the .est ans,er7 and e'plain ,hy it is the .est ans,er and ,hy each other ans,er is not as good>

a !'posure to many teratogens is not the .est ans,er> 3iven that every fetus ise'posed to teratogens7 it is difficult to determine ,hich one influenced the .irth defect7

thus e'posure to many teratogens is a methodological issue> . Long/term effects is not the .est ans,er> 3iven that some of the effects of

teratogens are not evident until later in development Ba.out half are evident at .irth7long/term effects are a methodological concern>

c (nimal research is not the .est ans,er> %uch of teratology research isconducted on animals7 and there are =uestions as to the generaliza.ility to human prenataldevelopment of the animal research findings>



d Correlational research is not the .est ans,er> 3iven that e'perimentsinvolving e'posure to teratogens cannot ethically .e conducted on humans7 cause/and/effect statements should not .e made>

e Potential effects is the .est ans,er> 3iven the correlational nature ofteratogen studies7 one avoids methodological issues if potential effects are discussedrather than stating cause/and/effect relationships>

"> During the past t,o decades7 parents7 researchers7 and physicians have reacted against the so/called standard child.irth7 once very ,idely practiced in (merican hospitals> %ost have .egun to favor a variety of prepared or natural forms of child.irth> -hich of the follo,ingstatements represents a .asic assumption of standard child.irth practice that critics havere6ected8 Circle the letter of the .est ans,er7 and e'plain ,hy it is the .est ans,er and ,hyeach other ans,er is not as good>

a Important individuals ,ere e'cluded from the .irth process is an o.servation>It is a straightfor,ard statement a.out ,ho ,as allo,ed to .e present at a .irth>

. The mother ,as separated from her infant in the first minutes and hours after .irth is an o.servation>

c 3iving .irth ,as li+e a disease is an assumption and thus the .est ans,er>The statement does not descri.e any specific practice7 .ut rather e'presses the guidinganalogy that directed medical procedures for assisting a .irth>

d *a.ies ,ere slapped or span+ed is an o.servation> It is a practice thatLamaze vehemently re6ected>

e *a.ies ,ere scared .y the .right lights is an inference> It states the presumedB.ut not directly +no,n effect of .right lights on ne,.orn infants>



Handout < BC( <

Critical5'hin"ing ssa* 9uestions

2our ans,ers to these +inds of =uestions demonstrate an a.ility to comprehend and apply ideasdiscussed in this chapter>

1> Descri.e development during the germinal7 em.ryological7 and fetal periods> (lso7 e'plain,hat factors might contri.ute to complications at specific times during gestation>

> -hat is organogenesis7 and ,hy is this concept important to the process of development8

"> Discuss medical7 ethical7 psychological7 and personal issues pertinent to the decision to havean a.ortion>

$> Define teratogen and give at least t,o e'amples of teratogens and their specific effects>

> Compare and contrast the ris+s to e'pectant mothers ,ho are either teenagers7 t,enty/

somethings7 or thirty/somethings>

<> Descri.e the stages of .irth7 and also e'plain three .irth complications>

> Imagine that you are a.out to give .irth> -hat =uestions a.out cesarean sections and the useof drugs during delivery ,ould .e important to you8 -hat reasons ,ould lead you to acceptor re6ect a cesarean section and drugs such as tran=uilizers7 sedatives7 and analgesics duringdelivery8

M> Imagine that you are an e'pectant parent> -hat ,ould you do and learn in a parent educationclass on pregnancy7 prenatal development7 and child.irth strategies8

E> -hy and ho, have fathers .ecome more involved in child.irth8 Discuss the pros and cons ofthis involvement>

1> Ho, do preterm and lo,/.irth,eight infants differ8

11> -hat ,ould you learn a.out your ne,.orn from the (pgar and *razelton 9eonatal*ehavioral (ssessment Scales8

1> !'plain ,hy some claim that the postpartum period should .e termed the fourth trimester>



Handout BC( <+deas to elp %ou 0ns(er Critical5'hin"ing ssa* 9uestions

1. Create a timeline for the prenatal stages of development> 9ote developmental milestonesalong ,ith periods associated ,ith particular concerns a.out complications>

> In descri.ing the nature of organogenesis7 you ,ill automatically address ,hy it is importantto the process of development>

3. 0e, people can address this issue from an o.6ective standpoint7 yet that is your challengehere> %a+e a chart and include each of the four issues listed as pertinent to the considerationof an a.ortion> 5eferring to the te't7 list the relevant information in each category to compilea su.stantial presentation of information upon ,hich to .ase such a decision> (s you discuss,hat you have considered for each category7 ,eigh the significance of your information .ased on its scientific merit7 o.6ectiveness7 and meaningfulness ,ith regard to thecontri.ution to,ard a sound conclusion>

4. Do this in your o,n ,ords> 5ead the description in the te't7 then proceed to e'pand on it7including a presentation and discussion a.out e'amples and their particular effects>

5. Create a chart ,ith all the possi.le ris+s7 .oth physiologically and environmentally .ased7 forthe varying age groups of pregnant ,omen> Color code each maternal age group7 thenindicate the particular groups associated ,ith each ris+> This ,ill provide a concreteillustration of maternal age and the associated ris+s of pregnancy shared .y7 and different for7each group>

6. Imagine you are teaching a child.irth class7 and your 6o. is to inform e'pectant parents of thestages of .irth and to e'plain the three particular .irth complications> (nticipate their particular =uestions and concerns to create a more complete presentation of the information>

7. *egin .y rereading the relevant sections of the te't7 imagining that either you are pregnant oryour ,ife is a.out to give .irth> (s you .ring this personal perspective to your consideration

of the information7 you should easily .egin to develop =uestions as you ,ould if you ,ereactually facing these circumstances yourself>

8. If you are an e'pectant parent7 you ,ill approach pregnancy7 prenatal development7 andchild.irth in very practical terms> 2ou are less interested in the information for theinformation itself7 .ut rather you ,ant to .e a.le to apply it> This is a primary reason for thee'istence of child.irth classesNto inform parents regarding ,hat they can do to successfullye'perience each of these stages .ased on the scientific information>



9. *egin .y thin+ing a.out your o,n father&s involvement> (s+ your mother or your father7a.out the e'tent of his role during your mother&s pregnancy7 la.or and delivery7 andchildrearing> Compare ,hat you find out to ,hat you no, +no, a.out the ne, and changingrole of fathers>

10. Preterm infants al,ays e'perience lo,/.irth,eight7 .ut the opposite is not true> !'plain ,hy

that is7 and ,hat leads to each>

11. Present this information as if you ,ere a pediatrician e'plaining these assessments to ne, parents> 5emem.er7 they are most li+ely to have no ,or+ing +no,ledge of developmental psychology>

1> *egin .y descri.ing the ?firstA three trimesters to esta.lish the conte't for e'plaining thevie,s a.out the postpartum period> Then discuss ,hether or not it should .e considered thefourth trimester>

Handout M B5P 1

h* Do )ome Pregnant omen Drin"= )mo"e= or &se Drugs

The dangers of drin+ing alcohol7 smo+ing7 and other drug use on fetal development are no, ,ell+no,n and ,idely pu.licized> Despite this fact7 many ,omen continue to use these su.stances,hile they are pregnant> This research activity attempts to find out ,hy> (s+ a num.er of female friends ,ho smo+e andGor drin+ to tal+ to you a.out ho, a future pregnancy may affect these .ehaviors> Determine ,hat your friends +no, a.out the effects ofsmo+ing and drin+ing on prenatal development> Then tal+ a.out the dangers7 and as+ again,hether your friends ,ill smo+e andGor drin+ during pregnancy> 2ou may ,ant to prepare anintervie, schedule of =uestions to as+ .efore meeting ,ith your friends> 2ou ,ill ,ant to comeup ,ith a list of a.out 1 =uestions to as+> *e sure to avoid 6udgmental statementsG=uestions> 2ou

,ill ,ant to intervie, the ,omen individually so their ans,ers ,ill .e confidential>

Handout E B5P

6atherhood

Ho, actively are fathers participating in the .irths of their children these days8 0ind out .ycarrying out an intervie, pro6ect> Identify t,o first/time7 e'pectant fathers and t,o fathers ofchildren under the age of 7 and intervie, these men using the follo,ing sets of =uestions:

!'pectant 0athers:

• -hat are your feelings a.out .ecoming a father8• Ho, have you .een involved in your partner&s pregnancy8

• -hat part ,ill you play in your child&s .irth8 -hat part ,ould you li+e to play8

• -hat do you thin+ .eing a ?good fatherA means8

• Ho, ,ill having a child change your life8

0athers:



• -hat part did you play in the .irthBs of your child Bchildren8 -hat ,ere your feelings a.out

this e'perience8

• -hat are the three .iggest challenges you face as a father8

• -hat do you thin+ a ?good fatherA is8

• Ho, has having a child changed your life8

•

-hat advice ,ould you give a ne, father8

-rite a .rief report indicating ,hat you ,ere trying to find out7 descri.e your sample and ho,you intervie,ed the fathers and soon/to/.e fathers7 and then summarize similarities anddifferences .et,een the t,o pairs of men> 5elate ,hat you learn to material on fathers& participation in child.irth from the te't>

Documents

Santrock11 Im Ch04