DOCSLIB.ORG

Prenatal Development, Birth, and the Newborn Baby

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Prenatal Development, Birth, and the Newborn Baby Prenatal Development, Birth, and the Newborn Baby Prenatal Development Conception • Period of the Zygote • Period of the Embryo • Period of the Fetus Prenatal Environmental Influences Teratogens • Other Maternal Factors • The Importance of Prenatal Health Care Childbirth The Stages of Childbirth • The Baby's Adaptation to labor and Delivery • Assessing the Newborn's Physical Condition: The Apgar Scale Approaches to Childbirth Natural, or Prepared, Childbirth • Home Delivery Medical Interventions Fetal Monitoring • labor and Delivery Medication • Cesarean Delivery Preterm and Low-Birth-Weight Infants Preterm versus Small -for-Date Infants • Con sequences for Caregiving • Interventions for Preterm Infants 1 A Cross-National Perspective on Health Care and Other Policies for Parents and Newborn Babies Birth Complications, Parenting, and Resilience The Newborn Baby's Capacities Newborn Reflexes • Newborn States • Sensory Capacities BIOLOGY AND ENVIRONMENT The Mysterious Tragedy of Sudden Infant Death Syndrome Adjusting to the New Family Unit As these parents share an intimate moment with their children, they convey a sense of delight in their growing family and help their older daughter welcome the new baby. 60 CHAPTER 3 Prenatal Development, Birth, and the Newborn Baby 61 hen I met Yolanda and jay one fall in my child de­ microscopic world, it is a giant-the largest cell in the human velopment class, Yolanda was just two months body, making it a perfect target for the much smaller sperm, 1 Wpregnant. After months of wondering if the time in which measure only /soo inch. their lives was right, they had decided to have a baby. Both were full of questions: "How does the baby grow before Conception birth?" "When is each organ formed?" " Has its heart begun to About once every 28 days, in the middle of a woman's menstrual beat?" "Can it hear, feel, or sense our presence?" cycle, an ovum bursts from one of her ovaries, two walnut -sized Yolanda and Jay wanted to do organs located deep inside her abdomen, and is drawn into one everything possible to make sure of two fallopian tubes-long, thin structures that lead to the hollow, soft-lined uterus (see Figure 3.1). While the ovum is their baby would be born healthy. traveling, the spot on the ovary from which it was released, now At first, they believed that the called the corpus luteum, secretes hormones that prepare the lin­ uterus completely shielded the ing of the uterus to receive a fertilized ovum. If pregnancy does developing organism from any not occur, the corpus luteum shrinks, and the lining of the dangers in the environment, but uterus is discarded two weeks later with menstruation. after browsing through several The male produces sperm in vast numbers-an average of 300 million a day-in the testes, two glands located in the pregnancy books, Yolanda and jay scrotum, sacs that lie just behind the penis. Each sperm devel­ realized they were wrong. Yolanda ops a tail that permits it to swim long distances upstream in the started to wonder about her diet female reproductive tract, through the cervix (opening of the and whether she should keep up uterus) and into the fallopian tube, where fertilization usually her daily aerobics routine. And she takes place. The journey is difficult: Only 300 to 500 reach their asked me whether an aspirin for a headache, a glass of wine destination. Sperm live for up to six days and can lie in wait for the ovum, which survives for only one day after being released at dinner, or a few cups of coffee during study hours might into the fallopian tube. However, most conceptions result from be harmful. intercourse occurring during a three-day period-on the day of In this chapter, we answer Yolanda and Jay's questions, ovulation or during the two days preceding it (Wilcox, along with many more that scientists have asked about the Weinberg, & Baird, 1995). events before birth. First, we trace prenatal development, With conception, the story of prenatal development begins paying special attention to environmental supports for to unfold. The vast changes that take place during the 38 weeks of pregnancy are usually divided into three phases: ( 1) the healthy growth, as well as damaging influences that threaten the child's health and survival. Next, we turn to the events of childbirth, including the choices available to women in in­ dustrialized nations about where and how to give birth. Yolanda and Jay's son joshua was strong, alert, and healthy at birth. But the birth process does not always go smoothly. We will consider the pros and cons of medical in­ terventions, such as pain-relieving drugs and surgical deliver­ ies, designed to ease a difficult birth and protect the health of mother and baby. Our discussion also addresses the devel­ opment of infants born underweight or too early, before the prenatal period is complete. We conclude with the remark­ able capacities of newborns. ,. Prenatal Development ~t------- In this photo taken with the aid of a powerful microscope, sperm The sperm and ovum that unite to form the new have completed their journey up the female reproductive tract and are beginning to penetrate the surface of the enormous-l ooking individual are uniquely suited for the task of reproduction. ovum, the largest cell in the human body. When one sperm success­ 1 The ovum is a tiny sphere, measuring /175 inch in diameter­ fully fertilizes the ovum, the resulting zygote begins to duplicate. the size of the period at the end of this sentence. But in its 62 PART II Foundations of Development CD 0 Zygote Fallopian tube • FIGURE 3.1 • Female reproductive organs, showing fertilization, early cell Trophoblast duplication, and implantation. Soft uterine lining (From Before We Are Born, 6th ed . by K. L. Moore and T. V. N. Persaud , p. 87. Copyright © 2003, reprinted with permission from Elsevier, Inc.) CD 0 Zygote Blastocyst Implantation As the zygote moves By the fourth day it forms a hollow, At the end of the first week, down the fallopian tube, fluid-filled ball , called a blastocyst. the blastocyst begins to it duplicates, at first slowly The inner cells, called the embryonic implant in the uterine lining. and then more rapidly. disk, will become the new organism. The outer cells, or trophoblast, will provide protective covering. period of the zygote, (2) the period of the embryo, and (3) the As many as 30 percent of zygotes do not survive these first period of the fetus. As we consider each, refer to Table 3.1, two weeks. In some, the sperm and ovum do not join properly. which summarizes milestones of prenatal development. In others, cell duplication never begins. By preventing implan­ tation in these cases, nature eliminates most prenatal abnor­ Period of the Zygote malities (Sadler, 2006). The period of the zygote lasts about two weeks, from fertiliza­ tion until the tiny mass of cells drifts down and out of the fal­ lopian tube and attaches itself to the wall of the uterus. The zygote's first cell duplication is long and drawn out; it is not complete until about 30 hours after conception. Gradually, new cells are added at a faster rate. By the fourth day, 60 to 70 cells exist that form a hollow, fluid-filled ball called a blastocyst (refer again to Figure 3.1) . The cells on the inside, called the embryonic disk, will become the new organism; the outer ring of cells, termed the trophoblast, will become the structures that provide protective covering and nourishment. • IMPLANTATION. Between the seventh and ninth days, implantation occurs: The blastocyst burrows deep into the uterine lining. Surrounded by the woman's nourishing blood, it starts to grow in earnest. At first, the trophoblast (protective outer layer) multiplies fastest. It forms a membrane, called the amnion, that encloses the developing organism in amniotic fluid, which helps keep the temperature of the prenatal world Period of the zygote: seventh to ninth day. The fertilized ovum constant and provides a cushion against any jolts caused by the duplicates rapidly, forming a hollow ball of cells, or bla stocyst, by woman's movements. A yolk sac emerges that produces blood th e fourth day after fertilization. Here the blastocyst, magnified thousands of times, burrows into the uterine lining between the cells until the liver, spleen, and bone marrow are mature seve nth and ninth day. enough to take over this function (Moore & Persaud, 2008 ). CHAPTER 3 Prenatal Development, Birth, and the Newborn Baby 63 • TABLE 3.1 • Milestones of Prenatal Development TRIMESTER PERIOD WEEKS LENGTH AND WEIGHT MAJOR EVENTS First Zygote The one-celled zygote multiplies and forms a blastocyst. 2 The blastocyst burrows into the uterine lining. Structures that feed and protect the developing organism begin to form­ amnion, chorion, yolk sac, placenta, and umbilical cord. Embryo 3-4 Xinch (6 mm) A primitive brain and spinal cord appear. Heart, muscles, ribs, backbone, and digestive tract begin to develop. 5-8 1 inch (2.5 em); Ji ounce Many external body structures (face, arms, legs, toes, fingers) (4 g) and internal organs form. The sense of touch begins to develop, and the embryo can move. Fetus 9-12 3 inches (7 .6 em); less Rapid increase in size begins. Nervous system, organs, and than 1 ounce (28 g) muscles become organized and connected, and new behavioral capacities (kicking, thumb sucking, mouth opening, and rehearsal of breathing) appear. External genitals are well­ formed , and the fetus's sex is evident. Second 13-24 12 inches (30 em); 1.8 The fetus continues to enlarge rapidly. In the middle of this pounds (820 g) period , fetal movements can be felt by the mother.
Load more

Recommended publications
  • Pregnancy and Prenatal Development Chapter 4
    Child Growth and Development Pregnancy and Prenatal Development Chapter 4 Prepared by: Debbie Laffranchini From: Papalia, Olds, Feldman Prenatal Development: Three Stages • Germinal stage – Zygote • Embryonic stage – Embryo • Fetal stage – Fetus • Principles of development: – Cephalocaudal* – Proximodistal* Germinal Stage • Fertilization to 2 weeks • Zygote divides – Mitosis – Within 24 hours, 64 cells – Travels down the fallopian tube, approximately 3 – 4 days – Changes to a blastocyst – Cell differentiation begins • Embryonic disk – Differentiates into two layers » Ectoderm: outer layer of skin, nails, hair, teeth, sensory organs, nervous system, including brain and spinal cord » Endoderm: digestive system, liver, pancreas, salivary glands, respiratory system – Later a middle layer, mesoderm, will develop into skin, muscles, skeleton, excretory and circulatory systems – Implants about the 6th day after fertilization – Only 10% - 20% of fertilized ova complete the task of implantation • 800 billion cells eventually Germinal Stage (cont) • Blastocyst develops – Amniotic sac, outer layers, amnion, chorion, placenta and umbilical cord – Placenta allows oxygen, nourishment, and wastes to pass between mother and baby • Maternal and embryonic tissue • Placenta filters some infections • Produces hormones – To support pregnancy – Prepares mother’s breasts for lactation – Signals contractions for labor – Umbilical cord is connected to embryo • Mother’s circulatory system not directly connected to embryo system, no blood transfers Embryonic Stage:
    [Show full text]
  • Prenatal Development
    2 Prenatal Development Learning Objectives Conception and Genetics 2.5 What behaviors have scientists observed 2.8 How do maternal diseases and 2.1 What are the characteristics of the zygote? in fetuses? environmental hazards affect prenatal 2.1a What are the risks development? associated with assisted Problems in Prenatal Development 2.8a How has technology changed reproductive technology? 2.6 What are the effects of the major dominant, the way that health professionals 2.2 In what ways do genes influence recessive, and sex-linked diseases? manage high-risk pregnancies? development? 2.6a What techniques are used to as- 2.9 What are the potential adverse effects sess and treat problems in prena- of tobacco, alcohol, and other drugs on Development from Conception to Birth tal development? prenatal development? 2.3 What happens in each of the stages of 2.7 How do trisomies and other disorders of 2.10 What are the risks associated with legal prenatal development? the autosomes and sex chromosomes drugs, maternal diet, age, emotional 2.4 How do male and female fetuses differ? affect development? distress, and poverty? efore the advent of modern medical technology, cul- garments that are given to her by her mother. A relative ties tures devised spiritual practices that were intended to a yellow thread around the pregnant woman’s wrist as cer- B ensure a healthy pregnancy with a happy outcome. emony attendees pronounce blessings on the unborn child. For instance, godh bharan is a centuries-old Hindu cere- The purpose of the thread is to provide mother and baby mony that honors a woman’s first pregnancy.
    [Show full text]
  • Prenatal Alcohol Exposure and Abnormal Brain Development: Insights from Animal Studies
    Prenatal alcohol exposure and abnormal brain development: Insights from animal studies Kathleen K. Sulik, Ph.D. Department of Cell Biology and Physiology and Bowles Center for Alcohol Studies, University of North Carolina, Chapel Hill NC, USA With Research Support from NIH/NIAAA and participation in the Collaborative Initiative on Fetal Alcohol Spectrum Disorders http://www.cifasd.org Studies of animal models allow:: Identification of critical exposure periods and dose-response relationships Detailed analyses of affected areas of interest Correlation of structural and functional changes Verification and expansion of diagnostic criteria Virtually all stages of prenatal development are vulnerable to alcohol-induced damage. • First trimester exposures cause major malformations as well as functional changes • Second and third trimester exposures typically yield functional changes in the absence of readily identifiable structural abnormalities The most severe outcomes result from heavy prenatal (especially binge) alcohol exposure. • Due in large part to individual variability in both people and animal models it appears impossible to determine a minimal alcohol exposure level that is safe for every individual. Much of embryogenesis occurs prior to the time that pregnancy is typically recognized Embryo Age = Days After Fertilization Menses (Beginning of Last Normal Day 1 Menstrual Period; LNMP) Day 9 Day 17 14 Days/2 Weeks Post-LNMP Day 22 Day 26 28 Days/4 Weeks Post- LNMP Day 32 ( First Missed Period) 6 Weeks Age Post LNMP = Embryo Age +
    [Show full text]
  • Maternal and Child Health Thesaurus Third Edition
    Maternal and Child Health Thesaurus Third Edition Compiled by: Olivia K. Pickett, M.A., M.L.S. Director of Library Services Maternal and Child Health Library National Center for Education in Maternal and Child Health Georgetown University Published by: Maternal and Child Health Library National Center for Education in Maternal and Child Health Georgetown University 2115 Wisconsin Avenue, N.W., Suite 601 Washington, DC 20007-2292 (202) 784-9770 [email protected] © 2005 by National Center for Education in Maternal and Child Health and Georgetown University. TABLE OF CONTENTS Introduction ...........................................................................................................................i Alphabetical List................................................................................................................... 3 Rotated Term List............................................................................................................. 147 Subject Categories ............................................................................................................ 213 MCH Thesaurus Introduction INTRODUCTION This third edition of the Maternal and Child Health Thesaurus was developed by the Maternal and Child Health Library, National Center for Education in Maternal and Child Health (NCEMCH), at Georgetown University, under Cooperative Agreement U02MC00001 with the Maternal and Child Health Bureau (MCHB), Health Resources and Services Administration, U.S. Department of Health and Human Services. The Maternal
    [Show full text]
  • A-1 Human Growth and Development Unit
    A-1 ❐❐❐ Human Growth and Development Unit - 1 : Approaches to Human Development Structure 1.1 Introduction 1.2 Objectives 1.3 Human developments as a discipline from infancy to adulthood. 1.4 Concepts & Principles of development 1.5 Developing Human Stages (Prenatal to Adulthood) 1.6 Nature vs. Nurture 1.7 Demains of Human Development 1.8 References 1.1 Introduction This course exposes student teachers to the study of child and human development in order to gain a better understanding about variations and the influence of socio- cultural-political realities on development. A critical understanding of theoretical perspectives of development would aid in their application in teaching learning process. Through close observation of children in their natural environments the teacher trainee- would be able to situate their theoretical knowledge within realistic frames. This course would also be able to equip the trainees to reflect and critique the normative notions of childhood and adolescence. 1.2 Objectives After studying the Unit 1 the student-teacher will be able to - ••• Explain the process of development from the pre-natal period to adulthood ••• Analyze the typical development of children from birth to five years of age ••• Comprehend the different domains of human development 1.3 Human Developments As A Discipline From Infancy To Adulthood Human development is a multifaceted process and involves different aspects. One aspect involves biological and physical development. The size and complexity of the human 1 body change dramatically between conception and maturity. Another aspect involves cognitive or intellectual abilities and processes. What children know, learn and can remember changes greatly as they grow with the time.
    [Show full text]
  • Biological and Environmental Foundations and Prenatal Development
    Biological and Environmental Foundations and Prenatal Development Learning Objectives Digital Resources 2.1 Describe the process of cell reproduction audio Growth Hormone and patterns of genetic inheritance. 2.2 Define and provide examples of genetic Lives in context Fostering Gross Motor disorders and chromosomal abnormalities. Skills in Early Childhood 2.3 Explain how the dynamic interactions of web Brain-Based Education (p. 172) heredity and environment influence development. FPO Chapter 2 2.4 Discuss the stages of prenatal development, journal Brain Plasticity stages of childbirth, and challenges for infants at risk. 2.5 Identify the principles of teratology, types of Premium Video The Development of teratogens, and ways that teratogens can be used Children’s Drawing Abilities (p. 178) to predict prenatal outcomes. Master these learning objectives with multimedia resources available at edge.sagepub.com/kuther and Lives in Context video cases available in the interactive eBook. oger and Ricky couldn’t be more different,” marveled their mother. “People “Rare surprised to find out they are brothers.” Roger is tall and athletic, with blond hair and striking blue eyes. He spends most afternoons playing ball with his friends and often invites them home to play in the yard. Ricky, two years older than Roger, is much smaller, thin and wiry. He wears thick glasses over his brown eyes that are nearly as dark as his hair. Unlike his brother, Ricky prefers solitary games and spends most afternoons at home playing video games, building model cars, and reading comic books. How can Roger and Ricky have the same parents and live in the same home yet differ markedly in appearance, personality, and preferences? In this chapter, we discuss the process of genetic inheritance and principles that can help us to understand how members of a family can share a great many similarities—and many differences.
    [Show full text]
  • Prenatal Substance Exposure and Human Development
    Prenatal Substance Exposure and Human Development Daniel S. Messinger, Ph.D. ([email protected]) Associate Professor of Psychology and Pediatrics University of Miami Barry M. Lester Ph.D. ([email protected]) Professor of Psychiatry and Human Behavior, Professor of Pediatrics Brown Medical School Director, Infant Development Center In press in Fogel, A. & Shanker, S. (Eds.) Human Development in the 21st Century: Visionary Policy Ideas from Systems Scientists. Council on Human Development, Bethesda, MD. February 12, 2005 Robert was small and slightly underweight at birth. He had been exposed to drugs while his mother was pregnant. His cries sometimes sounded high-pitched, and he was often tense and rigid. Robert’s mother moved twice before he was two-years old. First she moved in with her mother; then she moved out again. Robert was not quite as quick as other children at learning new words. He was not good at sorting blocks and learning to pick up beads. Robert had a new sister, a half-sister when he was three. There were not many books or magazines at home. When Robert began kindergarten, he had trouble learning the letters. Sometimes, he seemed a little tuned out and apathetic. A constellation of prenatal insults, neighborhood poverty, and family disorganization contributed to Robert’s delayed developmental course. But what about Robert’s mother’s substance abuse? Many drugs used during pregnancy travel freely through the umbilical cord and cross the fetal blood-brain barrier. What kind of effect would such drugs have on Robert’s development? A developmental systems model suggests that the interplay of many factors influence Robert’s development.
    [Show full text]
  • Embryonic & Fetal Development
    Embryonic Fetal Development Acknowledgments This document was originally written with the assistance of the following groups and organizations: Physician Review Panel American College of Obstetricians and Gynecologists SC Department of Health and Environmental Control Nebraska Department of Health Ohio Department of Health Utah Department of Health Commonwealth of Pennsylvania Prior to reprinting, this document was reviewed for accuracy by: Dr. Leon Bullard; Dr. Paul Browne; Sarah Fellows, APRN, MN, Pediatric/Family Nurse Practitioner-Certified; and Michelle Flanagan, RN, BSN 2015 Review: Michelle L. Myer, DNP, RN, APRN, CPNP, Dr. Leon Bullard, and Dr. V. Leigh Beasley, Department of Health and Environmental Control; and Danielle Gentile, Ph.D. Candidate, Arnold School of Public Health, University of South Carolina Meeting the Requirements of the SC Women’s Right to Know Act Embryonic & Fetal Development is one of two documents available to you as part of the Women’s Right to Know Act (SC Code of Laws: 44-41-310 et seq.). If you would like a copy of the other document, Directory of Services for Women & Families in South Carolina (ML-017048), you may place an order through the DHEC Materials Library at http://www.scdhec.gov/Agency/EML or by calling the Care Line at 1-855-4-SCDHEC (1-855-472-3432). If you are thinking about terminating a pregnancy, the law says that you must certify to your physician or his/her agent that you have had the opportunity to review the information presented here at least 24 hours before terminating the pregnancy. This certification is available on the DHEC website at www.scdhec.gov/Health/WRTK or from your provider.
    [Show full text]
  • Human Development: from Conception to Maturity Desenvolvimento Humano: Da Concepção À Maturidade
    Review Campinas, v. 20, e2016161, 2017 http://dx.doi.org/10.1590/1981-6723.16116 ISSN 1981-6723 on-line version Human development: from conception to maturity Desenvolvimento humano: da concepção à maturidade Valdemiro Carlos Sgarbieri1, Maria Teresa Bertoldo Pacheco2* 1 Universidade Estadual de Campinas (UNICAMP), Faculdade de Engenharia de Alimentos, Departamento de Alimentos e Nutrição, Campinas/SP - Brazil 2 Secretaria de Agricultura e Abastecimento do Estado de São Paulo (SAA), Agência Paulista de Tecnologia dos Agronegócios (APTA), Instituto de Tecnologia de Alimentos (ITAL), Centro de Ciência e Qualidade de Alimentos, Campinas/SP - Brazil *Corresponding Author Maria Teresa Bertoldo Pacheco, Secretaria de Agricultura e Abastecimento do Estado de São Paulo (SAA), Agência Paulista de Tecnologia dos Agronegócios (APTA), Instituto de Tecnologia de Alimentos (ITAL), Centro de Ciência e Qualidade de Alimentos, Avenida Brasil, 2880, Caixa Postal: 139, CEP: 13070-178, Campinas/SP - Brazil, e-mail: [email protected] Cite as: Human development: from conception to maturity. Braz. J. Food Technol., v. 20, e2016161, 2017. Received: Nov. 07, 2016; Approved: Jan. 13, 2017 Abstract The main objective of this review was to describe and emphasize the care that a woman must have in the period prior to pregnancy, as well as throughout pregnancy and after the birth of the baby, cares and duties that should continue to be followed by mother and child throughout the first years of the child’s life. Such cares are of nutritional, behavioral and lifestyle natures, and also involve the father and the whole family. Human development, from conception to maturity, consists of a critical and important period due to the multitude of intrinsic genetic and environmental factors that influence, positively or negatively, the person’s entire life.
    [Show full text]
  • Introduction to Human Development 3
    Introduction to Human 1 Development DEVELOPMENTAL PERIODS, 1 Embryology in the Middle Ages, 4 Stages of Embryonic Development, 1 The Renaissance, 5 Postnatal Period, 1 GENETICS AND HUMAN DEVELOPMENT, 6 Infancy, 1 MOLECULAR BIOLOGY OF HUMAN Childhood, 1 DEVELOPMENT, 7 Puberty, 1 DESCRIPTIVE TERMS IN EMBRYOLOGY, 7 Adulthood, 2 CLINICALLY ORIENTED PROBLEMS, 9 SIGNIFICANCE OF EMBRYOLOGY, 2 HISTORICAL GLEANINGS, 4 Ancient Views of Human Embryology, 4 Human development is a continuous process that begins weeks), when embryonic and early fetal development is when an oocyte (ovum) from a female is fertilized by a sperm occurring. (spermatozoon) from a male to form a single-celled zygote (Fig. 1.1). Cell division, cell migration, programmed cell POSTNATAL PERIOD death (apoptosis), differentiation, growth, and cell rearrange- ment transform the fertilized oocyte, a highly specialized, This is the period occurring after birth. Explanations of totipotent cell, the zygote, into a multicellular human being. frequently used postnatal developmental terms and periods Most developmental changes occur during the embryonic follow. and fetal periods; however, important changes occur during later periods of development: the neonatal period (first 4 INFANCY weeks), infancy (first year), childhood (2 years to puberty), and adolescence (11 to 19 years). Infancy is the period of extrauterine life, roughly the first year after birth. An infant age 1 month or younger is called a neonate (newborn). The transition from intrauterine to DEVELOPMENTAL PERIODS extrauterine existence requires many critical changes, especially in the cardiovascular and respiratory systems. If It is customary to divide human development into prenatal neonates survive the first crucial hours after birth, their (before birth) and postnatal (after birth) periods.
    [Show full text]
  • (FAS) and Other Alcohol-Related Birth Defects?
    Why Teach Middle and High School Students about Fetal Alcohol Syndrome (FAS) and Other Alcohol-Related Birth Defects? Maternal alcohol abuse results in irreversible emotional, mental and physical damage in approximately 50,000 U.S. newborns per year. (http://www.nofas.org, 2004) These alcohol-related birth defects affect all races and socio-economic groups. The annual cost estimates for FAS and related conditions in the U.S. is estimated to be as much as $7.8 billion. (Addiction Biology, Vol.9, No.2, 2004) FAS and other alcohol-related birth defects are 100% preventable. Middle and high school students need to be taught about this issue as they make their life-style choices. How to Use This Curriculum The Better Safe Than Sorry Curriculum is designed to promote education regarding alcohol-related birth defects and their prevention. It is available herein as hard copy, and also with printable pages on CD-ROM. This curriculum is designed to be flexible with respect to a range of student ages and experiences as well as the amount of class time that can be set aside for this topic. Based on available time, the curriculum appears as a one, two or three star program (pages 16-20). Classroom activities can range from viewing an informative video (15 minutes) to inclusion of a simple hands-on experiment, playing a fun and fact-filled game and conducting other teacher- or student- driven activities (>90 minutes). The subject matter readily lends itself to being taught in science or health classes and meets the National Science Education Standards for Science Content Standards.
    [Show full text]
  • Chapter 4: Prenatal Development and Birth the Developing Person Through Childhood and Adolescence
    Chapter 4: Prenatal Development and Birth The Developing Person Through Childhood and Adolescence 1 23 4 5 6 7 89 10 11 12 13 14 15 16 17 18 19 EclipseCrossword.com 13. A developing human organism from about the third Across through the eighth week after conception is now called a(n) ________. (p. 94) 2. Janine's son was born with very low birthweight. To enhance the child's development she practiced 14. The ninth week after conception, an embryo _________ care, in which her son was held close becomes a(n) ________. This is the term that the to her skin, between her breasts, for at least an baby will be called by through the end of the hour a day to let him feel body heat and hear her pregnancy. (p. 96) heart beat. (p. 121) 15. During this longest stage of prenatal development, 7. ________ is when the developing organism lasting approximately the last seven months of embeds itself in the lining of the mother's uterus pregnancy, organs grow in size and mature in and become protected by the placenta. (p. 94) functioning. This is the ________ period. (p. 94) 10. Some teratogens will cause no damage to a 17. The hormonal changes that occur in a women's developing child until there has been a minimum body after delivering a child can lead to amount of exposure achieved. That minimum ____________ depression, which leads to feelings amount, called a _______ effect, is different for of sadness, inadequacy, and in severe cases can various agents.
    [Show full text]