Exam 2

Question 1

Film* What does Patricia Kuhl mean by babies are “universal citizens of the world?” How long are they universal citizens?

Answer 1

Babies can hear all these very small diff. between the sounds that distinguish words. Adults cannot do that.(culture bound listener) Meaning they can learn new languages. Before they reach their 1st b-day

Question 2

Film* Effects of “parentese” on language development

Answer 2

language development increases w/ 433 words

Question 3

Film* Age at which child’s brain is developed to 90% of adult size

Answer 3

5 yrs

Question 4

Film* Dr.Clearfield, what did she study? What did she find?

Answer 4

Examined diff. in executive function tasks between babies in high & low income groups. She found by age 6mths, these differences began

Question 5

Film* What is the Early Achievers Program?

Answer 5

Training program for early learning professionals. Purpose is quality & to address current problems in our system. Boost quality in under resourced environments
goals:
- take what’s been learned in brain science & apply it (applying new techniques)

Question 6

Nutritional needs for newborns & infants. What do they need? When can we start solid food (baby food)?

Answer 6

-From birth, should be fed breast milk or iron-fortified infant formula (first year or longer)
-Solids (baby food) generally introduced 4-6 months of age
-Avoid overfeeding or underfeeding
-Provide some fat & cholesterol
-Do not overdo high-fiber foods
-Avoid added sugar and salt
-Encourage eating of high-iron foods

Question 7

Motor development (e.g. head control)

Answer 7

Neonates can move head to side to avoid suffocation.
– First they lift head: 1mths
– Then they lift chest: 2 mths
Can hold up head between 3 to 6 months old

Question 8

Motor development(hand control)

Answer 8

3 months
– Can make clumsy,swiped movements toward objects (ulnar grasp)
• 4 to 6 months
– More successful at grasping objects
– Can transfer objects back and forth between hands.
– Good age for giving rattles, large plastic spoons,etc.
• 9 to 12 months
– Pincer grasp:can pick up tiny objects
• 15 to 24 months
– Children show progression in stacking ability

Question 9

Motor development (locomotion)

Answer 9

• 6 months
– Infants roll over, turn from back to stomach and vice versa
-Infants can sit if supported
• 7 months
– Infants usually sit on their own
• 8 to 9 months
– Infants begin to crawl or creep
– May walk with support of adult
• 11 months
– Infants can pull themselves up
• At12to15months
– Walk on their own – now a toddler!
– Fall easily because they are top heavy

Question 10

Visual preferences In infancy

Answer 10

By 2mths, they show preference for the human face

Question 11

Development of depth perception

Answer 11

• Gibson and Walk (1960) examined depth perception with the visual cliff study
– Identified age at which infants have depth perception
– Ability to crawl indicated in ability to perceive depth
• Campos et al. (1970)
– At 9 months, heart rate increased when infants placed on edge of cliff
– Newly walking infants more afraid of falling off

Question 12

Piaget Sensorimotor 6 substages

Answer 12

• First substage (1st month after birth)
– Simple reflexes
– grasping, sucking, visual tracking – reflexes operate independently
» Don’t grasp objects they visually track
• Second substage (1 to 4 months)
– Primary circular reactions
- Beginning to coordinate various sensorimotor schemes -motor scheme (moving hands)
-sensory scheme (looking)
- focus on the infant’s own body
• Third substage (4 to 8 months)
-Secondary circular reactions
-include repeated patterns of activity due to effect on the environment
-focus shifts to objects and environmental events
• Fourth substage (8 to 12 months)
– Coordination of secondary schemes
-Infants begin to show intentional, goal-directed behavior
– pick up cloth (means) to reach for toy (goal)
• Fifth substage (12 to 18 months)
– Tertiary circular reactions
-Become little scientists(trial &error time)
• Sixth substage (18 to 24 months)
– External exploration replaced by mental exploration
-Can now use mental trial-and-error instead of physical trial- and-error
-Can use mental combinations to solve problems

Question 13

Object Permanence

Answer 13

• Birth to 6 months
– out of sight means out of mind!
• 8 – 12 months
– some make the A-not-B error (choosing choice A even when they saw you move choice A from red cup to blue cup)

Question 14

Prelinguistic vocalizations

Answer 14

-At about 2nd month infant makes vowel-like sounds (cooing)
-Appears to be linked to pleasure
-At 6 – 9 months begin Babbling

Question 15

When is 1st word spoken?

Answer 15

11-13mths
-1-2 syllables

Question 16

Vocabulary acquisition-characteristics & timeline?

Answer 16

– Slow at first
– 3 or 4 months after first word is spoken they learn 10-30 words
– 18mths:about 50 words
– 22mths:about 300 words

Question 17

Overextension

Answer 17

Child learns word & uses that word to describe everything similar to that word

Question 18

Telegraphic speech- what is it and what are the types?

Answer 18

• Brief expressions that have meanings of sentences
– Holophrases
• Single words that express complex meanings
– “Dada” means… “There goes Dada”
– Two-word sentences
• Begin when vocab consists of about 50 – 100 words
– “That doll”; words is and a are implied
• Shows understanding of syntax(understanding to put words in proper order to make sense)

Question 19

Attachments and 4 types & characteristics

Answer 19

• Secure Attachment= wants mom to come back & console them
• Resistant Attachment= baby’s upset mother leaves, mom comes
back but doesn’t want to be near mom
• Avoidant Attachment= no effort for baby to be back on track w/mom (avoidant behavior)
• Disorganized/disoriented Attachment= baby is disoriented/confusion not sure what to do
- ex: child abuse

Question 20

Fathers & attachment

Answer 20

• Fathers are important contributors to emotional security and social competencies of their children
• Children securely attached to both parents are -
– less anxious /socially withdrawn
– adjust better to challenges of attending school
– display better emotional self-regulation, greater social competencies and fewer problem behaviors throughout childhood and adolescence

Question 21

Attachment stability

Answer 21

• Patterns of attachment persist when caregiving conditions are the same over time.
• Attachment styles can change
– Can improve or deteriorate depending upon quality of relationship between caregiver and child
• Early attachment patterns endure into middle childhood, adolescence, and even adulthood.

Question 22

Stranger anxiety

Answer 22

– Is normal and most infants develop it
• Appears at 6 to 9 months of age
• Peaks at 9 and 12 months of age

Question 23

Social referencing

Answer 23

• Sometimes an infant will look to a caregiver for cues to help them know how to respond
– Occurs as early as 6 months

Question 24

Development of self-concept

Answer 24

-18 mths infants show self-awareness
Tested by:
placing something on child’s face, have them look In a mirror & If they point/touch themselves, that is self-awareness. If they point to themselves in the mirror, theyre not yet self-aware.
-affects infant’s social and emotional development.
-contributes to the development of the “self-conscious” emotions or “secondary emotions”
– Embarrassment, envy, pride, guilt, and shame

Question 25

Gross & fine motor skills

Answer 25

• Gross motor skills – By 4 to 5yrs old most have mastered large motor skills. Boys: better in strength & speed Girls: balance/coordination • Fine motor skills involve the small muscles used in manipulation and coordination. -ex:drawing

Question 26

Piaget Preoperational stage

Answer 26

-2-7 yrs -language ability greatest symbolic activity -symbolic play(pretend) begins 12-13 mths -Egocentric -Precausal thinking: “why is the sun shining today?” Child: “Bc I’m gonna go play, it’s out for me.” -Animism: inanimate objects have human feelings/intentions -Artificialism: anything that exists must have been made by a conscious entity, who is responsible for its qualities/movements -Centration: to focus on one characteristic at a time -Conservation: do not understand substances can change in shape but still have same amount of mass/volume

Question 27

Imaginary friends

Answer 27

• 10 - 50% of preschoolers have imaginary companions. -More common among first born and only children than children with older siblings • Children with imaginary playmates are -less aggressive -more cooperative -more creative -show better ability to concentrate -are more advanced in language development compared to children without imaginary companions

Question 28

Language development (vocabulary, grammar & pragmatics)

Answer 28

Vocabulary: • Preschoolers learn an average of 9 words a day! -fast-mapping: quickly attach word to the appropriate concept -Whole object assumption: assume words refer to the whole object, not just component parts/characteristics - Contrast assumption: assume objects have only one label Grammar: -Children’s sentence structure increases during 3rd year – Also add lots of vocab -Overregulization: acquire grammatical rules, “mommy sitted down - End of 3rd yr: wh questions begin – What? Who? Where? appear first – Why? When? Which? How? then appear -Pragmatics: Use and understanding of body language, e.g. gestures, facial expressions, eye contact, taking turns in conversation, listening and speaking, using the appropriate volume, speed, intonation and body distance.

Question 29

Dimensions of child rearing

Answer 29

– warmth – coldness – restrictiveness - permissiveness

Question 30

Inductive & Power assertive methods

Answer 30

Inductive: – Teach knowledge that will help children to generate desirable behavior on their own – Reasoning or explaining why one behavior is better than another is the main technique Power Assertive: – Physical punishment and denial of privileges – Rationalize physical punishment due to noncompliance of children – The greater the use of this method, the less likely the child is to develop internal standards of conduct

Question 31

Methods for getting preschooler to comply

Answer 31

Asking them to do something rather than tell them to stop - Engage child in something else when they are acting in unacceptable way

Question 32

Baumrinds parenting styles

Answer 32

Authoritative: • Controlling but flexible, make reasonable demands, provides explanations for the need to follow rules • Accepting and responsive to child’s viewpoints, exercise rational, democratic control Authoritarian: Matildas dad • Very restrictive, expect strict obedience, rarely explain why rule compliance necessary • Rely on punitive forceful tactics, insensitive to child’s viewpoints Permissive Indulgent: Reginas mom • Accepting but lax, make few demands, permit children to express self freely • Do not closely monitor child’s activities, rarely exert firm control over behavior Rejecting Neglecting: Matildas Mom • Extremely lax and undemanding • Low in responsiveness and support

Question 33

Piagets 4 characteristics of play

Answer 33

• Functional play – Occurs during sensorimotor stage – Repetitive motor activity • Symbolic play (AKA pretend play) – Occurs at end of sensorimotor stage – Involves creating settings and scripts • Constructive play – Common in early childhood – Child uses objects or materials to make something • Formal games – Games with rules; may be invented by the child – Involves social interaction as well as physical activity and rules

Question 34

Pro social behavior & empathy

Answer 34

Pro-social: helping out, feelings of empathy Empathy: promotes prosocial behavior and decreases aggression

Question 35

Development of & 3 theories of aggression

Answer 35

• Preschoolers display instrumental aggression( wanting access to something) Hostile aggression: age 6/7 (more common in boys) Relational aggression: isolating someone from group/gossip (more common in girls) • Kokko et al., (2014) found aggressive 8-year-olds more aggressive than peers 22 years later Theories: -Genetic factors -receiving physical punishment -observational learning -lack of empathy & perspective taking

Question 36

Kohlbergs 3 theories regarding gender development

Answer 36

Gender typing occurs in 3 stages: – Gender identity • At 2 yrs old - know whether they are male or female – Gender stability • At 4 – 5 yrs old - realize one’s sex is for lifetime – Gender constancy • At 5 – 7 yrs old – realize changing dress, hair, or wearing an apron does not change your gender