Exam #2 Flashcards
(215 cards)
1
Q
Reflexes?
A
Unlearned, organized involuntary responses that occur automatically in the presence of certain stimuli. Genetically determined and universal throughout all infants. Helpful diagnostic tool that something may be wrong/amiss in an infant’s development. Serves as protection. Some reflexes are lifelong and others disappear. Reason believed to be that learned behavior (voluntary muscle control ) overtakes some reflexes. Future behaviors incorporate earlier reflexes (stepping reflex exercises led to earlier mastery of more complex behavior of locomotion/walking)
2
Q
Rooting Reflex ?
A
neonate’s automatically turns head toward things that come in contact with their cheeks.(disappears at 3 wks) for food intake
3
Q
Stepping reflex ?
A
like cycling when upright position feet toward floor (disappears 2 months) prepares for independent locomotion (walking) A study showed that just practicing four sessions for 3 min at two weeks brought about earlier walking.
4
Q
Swimming reflex ?
A
tendency to wave arms and kick when placed faced down in water (disappears 4-6 months) avoidance of danger.
5
Q
Moro reflex ?
A
when sudden support of head and neck are gone infant will flail arms and grasp for something / tighten fists (disappears 6 mo) protection from falling.
6
Q
Babinski reflex ?
A
fans out toes in response to touch (disappears 8-12 mo) unknown
7
Q
Startle reflex ?
A
response to sudden noise / flings arms, arch back, spread fingers (protection) Remains life
8
Q
Eye-Blink reflex ?
A
rapid shutting and opening on exposure to light (remains) protection of the retina.
9
Q
Sucking reflex ?
A
suck at things that touch the lips (remains) for eating
10
Q
Gag reflex ?
A
ability to clear throat (remains) prevents choking
11
Q
Sucking and Swallowing?
A
reflexes are present before birth and allow for the ingestion of food
12
Q
Rooting reflex ?
A
involves turning of the head toward the direction of a source of stimulation (touch) near the mouth related to eating
13
Q
Coughing, sneezing and blinking are?
A
reflexes but not present before birth
14
Q
Habituation?
A
- the decrease in a response to a stimulus that occurs after repeated presentations of the same stimulus (the interest shown in a new toy diminishes after time and repeated play interaction, like your car no longer being new, fun)
15
Q
State?
A
The degree of awareness an infant displays to both internal and external stimulation (body’s tiredness/irritability / environment bright dull etc)
16
Q
Primary Behavioral States ?
A
(4) Awake States
(3) Transition States (sleep and waking)
(2) Sleep States
(1) Transitional Sleep State
17
Q
Rhythm?
A
repetitive cyclical patterns of behaviors. Change from wakefulness to sleep. Changes within sleep are wakeful states (some babies set their own routines between feedings and sleep 2-4 hours / thumb sucking may be fast or slow only when tired or for relaxing).
18
Q
Newborns weight on average ?
A
7lbs and 20 in length
19
Q
by 5 mo weight has?
A
doubled
20
Q
by 1 yr weight has?
A
tripled
21
Q
by 2 years the weight has?
A
quadrupled since birth
22
Q
Body parts grow at?
A
different rates
23
Q
@ birth head accounts for?
A
¼ of body size
24
Q
By 2 head is?
A
1/5 of body length
25
By adulthood head is?
1/8 of body size
26
Cephalocaudal?
(head to toe) growth follows a pattern that begins with the head and upper body parts and then proceeds down to the rest of the body. (both prenatally and after birth) Develop visual abilities before ability to walk. Eat and suck before kicking (head down)
27
Proximodistal ?
Development proceeds from the center of the body outward (trunk of the body grows before the extremities) Legs and arms before fingers and toes. Same for the ability of use. Effective use of the arms precedes the ability to use the hands. (center out)
28
Hierarchical Integration?
Simple skills develop separately and independently and later integrate into complex skills. (holding scissors doesn’t happen before mastering movement of individual fingers/cutting is integration of both.
29
Independence of Systems ?
Different body systems grow at different rates. Growth of one system doesn’t necessarily mean growth of another. Different body systems mature at different rates. (Ex nervous system if sully developed by age 10-12, body size by about 18 yrs yet sexual characteristics are only 60% developed by age 18 and more fully developed by age 20).
30
Nervous System?
is composed of the brain and nerves that extend the body
31
Neurons?
basic cells of the nervous system
32
Dendrites?
a cluster of fibers that allow neurons to communicate to one another through chemical messages
33
Neurotransmitters?
chemical messages travel across gaps known as synapses between neurons.
34
Synapses?
gaps between neurons where information is transmitted from one neuron to the next.
35
Synaptic Pruning?
allows more established networks of neurons to build more elaborate communication networks and the nervous system actually functions better through the loss of some cells.
36
Myelin?
a fatty substance that coats or insulates neurons which speeds nerve impulses and allows for rapid brain growth.
37
Cerebral cortex ?
upper layer of the brain responsible for higher order thought processes. Largest structure of the brain
38
Plasticity?
the degree to which the brain (or developing structure or behavior ) is modifiable due to experience. (Enriched environments produce different brain structure than that of infants with severely restricted environments)
39
Sensitive Period ?
Specific but limited time, usually early in an organisms life during which the organism is particularly susceptible to environmental influences relating to some particular facet of development.
40
States of Arousal ?
Different degrees of sleep and wakefulness through which newborns cycle, ranging from deep sleep to great agitation
41
REM?
Rapid Eye Movement = The period of sleep that is found in older children and adults and is associated with dreaming. (REM is a rhythm of a State)
42
Infants REM sleep?
1/2 REM and 1/2 non-REM
43
Adults REM sleep?
20% REM and 80% non-REM
44
Rhythms?
repetitive, cyclical patterns of behavior
45
SIDS ?
(Sudden Infant Death Syndrome) = 1:1000 / normal patterns of breathing are interrupted / ceasing to breath. American Academy of Pediatrics request that parents place infants on their backs when they sleep. This has reduced the incidence of SIDS
46
Respiratory Occlusion Reflex ?
Lewis Lipsitt presents a new theory on cause of SIDS / a reflex that causes infants when their breathing becomes obstructed to shake their heads and raise their hands to their face. Lipsitt suggest laying babies face down to practice behaviors to prevent obstructed breathing
47
Pincer grasp ?
thumb and index finger meet to form a circle. Children typically learn to pick up objects with their whole hand, later they learn more precise motor control.
48
Developmental Norms ?
the average performance of a large sample of children of a given age. Permits comparisons between a particular child’s performance on a particular behavior and average performance.
49
Brazelton Neonatal Behavior Assessment Scale (NBAS) ?
A measure designed to determine infants’ neurological and behavioral responses to their environment. Supplement to the Apgar Test
50
Brazelton Neonatal Behavior Assessment Scale (NBAS) has what categories?
27 categories of responses in four general aspects of infants’ behavior:
1. interactions with others, alertness, cuddliness
2. motor behavior
3. physiological control (ability to be soothed from upset) 4. responses to stress
51
Norm?
The term for the average performance of a large sample of children of a given age. Norms are useful if they are based on data from large, heterogeneous, culturally diverse sample of children.
52
Issues that Affect Motor Development?
Cultural, Environment, Nutrition, Malnutrition, Under nutrition, Marasmus, Kwashiorkor
53
How does culture affect motor development?
cultural factor may inhibit or advance certain motor development. Ache people of South America carry their infants often for the first two years of life due to the limitation of open space. Kipsigis people of Kenya Africa parent teach their infants to be independent, sit up and walk from very early ages (8 weeks)
54
How does environment affect motor development?
enriched environments that promote physical development can accelerate some motor skills
55
How does nutrition affect motor development?
physical growth is fueled by proper nutrients. Without good nutrients infants cannot reach physical potential and suffer cognitive and social consequences.
56
How does malnutrition affect motor development?
the condition of having an improper amount and balance of nutrients. Physical growth is stunted, IQ scores are lower, 2 million children in the US live in poverty which puts them at risk for malnutrition.
57
What is marasmus?
a disorder of sever malnutrition during infancy causing infants to stop growing (results in death)
58
What is Kwashiorkor?
disease swelling of water in face, stomach & limbs
59
Dynamic Systems Theory was developed by who?
Esther Thelen / Developmentalist = a theory of how motor skills develop and are coordinated.
60
What is the Dynamic Systems Theory?
How motor behaviors are assembled through the coordination of a variety of other skills. For example in order for an infant to be able to pick up a small object like a marble they must have the visual ability to do such as well as the environment enabling such activity. (muscles, perception, cognition and motivation) Children’s interaction with their environment lead to advancements in motor activity.
61
Sensation?
the physical stimulation of the sense organs
62
Perception?
the sorting out, interpretation, analysis and integration of stimuli involving the sense organs and brain. Mental processing. Infants’ understanding of the world around them are sensation and perception.
63
Obesity?
weight greater than 20% above the average for a given heights
64
Breast or Bottle? 1940's
1940’s led a belief that bottle feeding was preferred and breast feeding put babies at risk. The amount of milk could be measured in bottle fed babies. Bottle fed babies helped mothers maintain rigid schedules.
65
Breast or Bottle? Today
Today breast fed babies is what is encouraged for the first 12 months. Nutrients and immunity against respiratory illnesses, ear infections, diarrhea, allergies, easily digested sterile, convenient, some evidence indicates it may enhance cognitive development. Only 70% of US woman breast feed (highest rate among women of higher SES, more education, older woman, and social and cultural support). Babies that sleep with the mother and nurse at will wake frequently.
66
Solid Foods for infants?
infants usually start solids around 4-6 months. Foods are introduced gradually for allergy purposes.
67
Weaning?
the gradual cessation of breast or bottle-feeding is subjective and culturally driven.
68
Nonorganic Failure to Thrive ?
infants that show similar signs of being deprived of food. By the age of 18 mo children stop growing due to a lack of stimulation and attention from their parents. (underdeveloped, listless, and apathetic) lack of emotional stimulation.
69
Distance Vision ?
20/200 – 20/600 infants only accurately see material up to 20 feet as compared to the adult accuracy of 200 and 600 feet. This is only 1/10 to 1/3 that of an adults distance vision. By six months an infant’s distance vision is 20/20 that identical of an adult’s
70
Binocular Vision ?
the ability to combine the images coming to each eye to see depth and motion (achieved around 14 weeks). Before this infants do not integrate images coming from both eyes and sight is blurred.
71
Auditory Perception ?
hearing begins prenatally, infants are more sensitive than adults to certain very high and very low frequencies which increases in the first two years. Later middle range frequency improves.
72
Sense of Smell ?
babies 12 – 18 days old can distinguish their mothers on scent alone. Bottle fed babies could not distinguish mother on smell alone.
73
Multimodal Approach to Perception ?
How information that is collected by various individual sensory systems is integrated and coordinated. Can an infant recognize something by sight that they have only felt. If you gave an infant a pacifier but he could never see it would his touch senses allow him to identify the pacifier as such?
74
Affordances?
the discovery of options that a given situation or stimulus provides and infant. Falling down when walking down a ramp (ramp affords the possibility of falling down) (a toy that can be grasped, thrown, listened to has several affordances).
75
Piaget’s Cognitive Development Theory ?
What we know effects behavior. Action = Knowledge, Infants’ knowledge is a direct product of motor behavior, hands on learning. All children pass through a series of 4 universal stages in a fixed order from birth to adolescence
76
What are the 4 stages in Piaget’s Cognitive Development Theory ?
1. Sensorimotor
2. Pre Operational
3. Concrete Operational
4. Formal Operational
77
Sensorimotor stage?
birth – 2 yrs - initial major stage of cognitive development. Development of motor skills, object permanence (existence of things that cannot be seen). 6 substages.
78
6 substages of Piaget's Cognitive Development Theory
The order of the substage does not change from child to child but timing of development within a stage does. The age which an infant reaches a particular stage varies (timing is the interaction between infants’ level of physical maturation and social environment)
79
substage 1?
Simple Reflexes – First month of life, the center of baby’s physical and cognitive life determining interactions with the world. sucking, rooting, moro – lack of support of head and neck – stepping, Babinski – toes on foot- startle – arch in back, blinking, gagging. Some reflexes accommodate infants’ development with the world around them. Breast fed babies who also take bottles suck differently depending on the device for food.
80
substage 2?
First Habits and Primary Circular Reactions – 1-4 months, integration of actions (grasping an object with sucking on it). May repeat the skill for entertainment but also builds cognitive schemes through repetition known as Primary Circular Reactions (repeated pleasurable activities that involve infants’ own body). Thumb sucking at first may be by chance but repeated for sensation and pleasure it becomes a primary circular reaction.
81
substage 3?
Secondary Circular Reactions 4-8 months (act on the outside world) – Purposeful – Direct actions with objects by chance would attempt to repeat it. Schemes regarding repeated actions that brings about desirable consequences. A baby who repeatedly shakes a rattle in different ways to create different sounds is modifying her cognitive schemes about shaking rattles. Vocalization increases in this stage and is a Secondary Circular Reaction that leads to development of language and formation of social relationships
82
Difference between PCR and SCR ?
whether the infant’s activity is focused on the infant and own body or involves relating to the world outside.
83
Substage 4?
Coordination of SCR = 8-12 months, has goal directed behavior (several schemes are combined to create a single act to solve a problem. Moving one item to get to another that is partly visible. Anticipate things to come. A baby will stop crying if they hear the microwave in anticipation of their feeding or stop sucking when they hear air in the bottle when formula is almost gone.
84
Object Permanence?
The realization that people and objects still exist even when they can’t be seen. (out of sight but not out of mind) creates further cognitive development, helps in social attachments, and desires for object obtainment.
85
substage 5?
Tertiary Circular Reaction – 12-18 months = schemes regarding deliberate variation of actions that bring about desirable consequences. Mini experiments where modifications in behavior brought about a change in the situation and consequences.
Dropping objects from different heights or positions to understand and explain unanticipated events.
86
substage 6?
Beginnings of thought 18mo – 2 years Capacity of Mental Representation or symbolic Thought, internal image of a past event or thought creating an understanding of causality. An infant understands a ball that rolls under furniture will likely roll out the other side if it doesn’t the infant will look for the cause.
87
Deferred Imitation ?
Internal mental representation leads to deferred imitation or ability to pretend = to imitate a person or action that is no longer there. Driving cooking, children witness reality and later display deferred irritation – clear evidence that children form internal mental representation.
88
Preoperational Stage?
2-7 yrs. Development of language and symbolic thinking, egocentric thinking.
89
Concrete Operational stage?
7-12 yrs. – Development of conservation (idea that quality is unrelated to physical appearance) Mastery of concept of reversibility (notion that processes transforming a stimulus can be reversed, returning it to its original form – a ball of play doe that has been molded into a snake shape can be put back to its original state. The concept is important for later cognitive development in critical thinking of if 3+5=8 then 5+3 also = 8 as well as in time, distance and speed. (increase in speed can compensate for greater distance)
90
Formal Operational stage?
12 yrs – adulthood – development of logical and abstract thinking
91
Schemes ?
mental structures organized patterns of functioning that adapt and change with metal development. (Directs and determines how people deal with events and objects) Infancy schemes are related to physical or sensorimotor activity. As children develop thinking schemes move to a mental level reflecting thought.
92
Adaptation?
the way children respond to new information 2 basic principles.
93
Assimilation?
understanding an experience in terms of their current stage of cognitive development and way of thinking. When a stimulus or event is acted on or perceived and understood in accordance with existing patterns of thought – A flying squirrel would be thought of as a bird.
94
Accommodation?
Changes in existing ways of thinking, understanding or behaving in response to encounters with new stimuli or events.
95
exploration of the environment?
modifies earlier schemes
96
Arguments against Piaget’s theory ?
is that cognitive development is not discontinuous (stage development) but rather continuous. Building upon existing learned knowledge and capabilities culturally that some people never reach the forth stage in western culture cognitive skills develop earlier than Piaget suggests. stage development is gradual perhaps continuous
97
Thousands of studies support Piaget’s view that ?
children learn by acting on objects in their environment. The order in which infants develop cognitively are generally accurate.
98
Information processing Approaches?
The way individuals take in, use and store information. Cognitive growth is characterized by increasing sophistication, speed and capacity in information processing.
99
Three Basic Components of the Information processing Approach?
Encoding = the process by which information is recorded in a form of usable memory – doesn’t guarantee later use.
Storage = placement of information into memory
Retrieval – Material in memory storage is located brought to awareness and used.
Automation = the degree to which an activity requires attention – little attention is automatic, large amounts of attention – are controlled.
100
encoding?
the process by which information is recorded in a form of usable memory – doesn’t guarantee later use.
101
storage?
placement of information into memory
102
retrieval?
Material in memory storage is located brought to awareness and used.
103
Automation?
the degree to which an activity requires attention – little attention is automatic, large amounts of attention – are controlled.
104
infants at 5 months old can perform basic skills in what area?
math
105
Memory Capabilities ?
the process by which information is initially recorded, stored and retrieved.
106
infants memory?
increases with age, 2 month olds retain memory for shorter duration (2 days) vs. six month olds (3 wks) We don’t forget entirely what we learn we need reactivation or reminders for retrieval.
107
Infantile Amnesia ?
the lack of memory for experiences occurring before 3 years of age. Language could be a factor in retrieval due to memory is stored using vocabulary at the time of the event.
108
Mis-recollection ?
early memories are susceptible to other related and contradictory information following the initial formation of a memory.
109
Cognitive Neuroscience of Memory ?
Neurological basis of memory
110
Long-term memory = 2 components:
explicit memory and implicit memory
111
explicit memory?
memory that is conscious and can be recalled intentionally. 2nd half of first yr or 6 mos
112
implicit memory?
memory that is recalled unconsciously – motor skills, habits, riding a bike, walking, stair, our earliest memories.
113
Intelligence?
one definition cannot be agreed upon.
114
Gesell (1946) ?
Developed the earliest measure for infant development between normally developing and atypical developing babies. Measured performance of behavior at different ages to calculate a norm. If an infant varied significantly he/she was determined to be developmentally advanced or delayed.
115
Bayley Scales of Infant Development ?
2-24 months, focuses on mental and motor skills, Mental (senses, perceptions, memory, learning, problem solving, & language) motor (fine and gross) Norm or average is a score of 100. Not useful for predicting a child’s future level of development – association between most measures of behavior during infancy and adult intelligence is minimal.
116
Quick and slow Individuals ?
the speed at which infants’ process information may correlate most strongly with later intelligence as measured by IQ Tests.
117
Habituation tests ?
calculate whether infants process information quickly. Infants who process information quickly would be bored and turn away from a given stimulus/the phenomenon of habituation
118
Visual Recognition Memory ?
the memory and recognition of a stimulus that has been previously seen (also relates to IQ)
119
Language ?
the systematic, meaningful arrangement of symbols, which provides the basis for communication.
120
Phonology?
refers to the basic sounds of language, called phonemes, that can be combined to produce words and sentences. “a” mat, mate (phonemes)
121
Morphemes ?
the smallest language unit that has a meaning (s for plural) (ed for past tense)
122
Semantics ?
are the rules that govern the meaning of words and sentences (Elle was hit by a ball vs. A ball hit Elle past tense vs. present)
123
Babbling ?
Making speech like but meaningless sounds is universal
124
Holophrases?
(da or ma) One-word utterances that stand for a whole phrase, whose meaning depends on the particular context in which they are used.
125
Learning Theory Approaches:
Language as a learned skill = language acquisition follows the basic laws of reinforcement and conditioning.
126
Referential Style ?
A style of language use in which language is used primarily to label objects
127
Expressive Style ?
A style of language use in which language is used primarily to express feelings and needs about oneself and others.
128
Nativist Approach ?
Noam Chomsky = is a genetically determined, innate mechanism that direct the development of language which emerges automatically due to maturation.
129
Universal grammar ?
Noam Chomsky = theory that all the worlds languages share a similar underlying structure. The human brain is wired with LAD Language-acquisition device permits the understanding of language structure and provides a set of strategies and techniques for learning the particular characteristics of language.
130
Infant-Directed Speech ?
(motherese) a style of speech that characterizes much of the verbal communication directed toward infants. Short simple sentences, pitch becomes higher, range of frequencies increases and intonation is varied, repetition of words. At about a year takes on more adult like qualities. Worldly with differences in culture.
Exaggerated intonation – see the baaaby
High pitch – Oh it’s so cute
Repetition – say bye-bye
131
What Parents can do to promote infants’ cognitive development?
Provide infants the opportunity to explore the world – choose environments that promote learning. Be responsive to infants on both a verbal and nonverbal level. Read to your infants. Keep in mind that you don’t have to be with an infant 24 hours a day. Don’t push infants and don’t expect too much too soon
132
Emotions in Infancy ?
Infant’s display facial expressions that seem indicative of their emotional states. Most are universal across cultures
133
Nonverbal Expressions ?
of Emotions are called Nonverbal Encoding = smiles, scowls etc...
134
Emotions at Birth ?
interest, distress, disgust
135
Emotions at 4 Months ?
Social Smile, Anger, surprise, sadness
136
Emotions at 6 Months ?
Fear, shame, shyness
137
Emotions at 2 years ?
Contempt, Guilt
138
MAX = Maximally Discriminative Facial Movement Coding System ?
Researchers believe that infants do in fact use nonverbal expressions to represent actual emotional experiences. However, there really isn’t any proof that infants who appear to show emotional expressions are truly experiencing the emotion attached to that expression. If nonverbal expressions are innate then they may appear regardless of the involvement of the emotion.
139
Stranger Anxiety ?
The caution and wariness displayed by infants when around an unfamiliar person
140
Separation Anxiety ?
The distress displayed by infants when the customary care provider departs, universal across cultures. 7-8 months peaks at 14 months then decreases.
141
Smiling?
6-9 weeks. Smile at the sight of stimuli.
142
Social Smile ?
A baby’s smile is response to other individuals (If an adult is non responsive smiling decreases
143
Non-verbal Decoding ?
babies ability to interpret other’s facial expressions at an early age. As well as being able to discriminate vocal expressions – happy or sad and tones. Babies 6-8 weeks have limited visual precision and cannot focus on others’ facial expressions. By four months their visual acuity (sharpness, precision) and understanding of facial expressions increase.
144
Social Referencing?
The intentional search for the information about others’ feelings to help explain the meaning of uncertain circumstances or events. Reliance on others’ reactions for own appropriate responses when there is uncertainty or ambiguity.
145
Researchers don’t know if social referencing is _______?
emotionally learned or cognitively reinforced. Does it bring about a true emotion in the observer or is the others’ actions just stored information?
146
Self-awareness ?
Knowledge of oneself, that you are an independent social entity to which others react and you attempt to present to the world in ways that reflect favorable on you. (red powder on the baby’s nose)
147
Theory of Mind ?
Jean Flavell = knowledge and beliefs about how the mind works and how it affects behavior, (explanations that children use to explain how others think).
148
Compliant Agents?
Infants begin to understand that others’ behaviors have some meaning (intentionality and causality) that people have their own power to behave and respond
149
Empathy ?
An emotional response that corresponds to the feelings of another person (understanding, compassion). The awareness of others’ emotional states.
150
Attachment?
The positive emotional bond that develops between a child and particular individual. The most important aspect of social development. The nature of our attachment during infancy affects how we relate to others our whole life. There is research to support that attachment is both biologically and need based.
151
Boys that form secure attachment ?
at the age of 1 show fewer psychological difficulties at older ages. Infants with secure attachment tend to be ore socially and emotionally competent later and re viewed by others as positive.
152
Harlow’s Study with monkeys ?
showed that baby monkeys will spend the majority of their time with a soft warm cloth monkey that has no food over a hard wire monkey that provided food. Form of attachment
153
Bowlby ?
attachment is based on infant’s needs for safety and security most often provided for by the primary caregiver (mother) – allows children to become individuals and move away safely (independence) Highly influential. Research suggests that attachment is biological
154
Ainsworth Strange Situation ?
Psychologist Mary Ainsworth – a sequence of 8 staged episodes that show the strength of attachment between child and typically the mother or main care provider. Observed infant’s reactions upon mother’s return. Three types of attachment (a fourth added later)
155
Secure attachment Pattern ?
When a child uses the mother as home base and are at ease when she is present, when she leaves the child becomes upset and goes to her when she returns.
156
Avoidant Attachment Pattern ?
Children do not seek proximity to the mother, after the mother has left; they seem to avoid her when she returns as if they are angered by her behavior. (not distressed) 20% of 1 yr olds are in this category.
157
Ambivalent Attention Pattern ?
combination of positive and negative reactions to their mothers. Will seek to be close but will display negative behavior like kicking and hitting.
158
Disorganized – Disorientated Attention Pattern?
Through further research a fourth attachment style was formed: Least attached children of all. Show inconsistent, contradictory confused behavior.
159
Mother’s Attention ?
sensitivity to their infant’s needs and desires. In just the right amount (appropriate level of response) too much or too little can both lead to insecurely attached children.
160
Interactional Synchrony ?
caregivers respond to infants appropriately and both caregiver and child match emotional states are more likely to produce secure attachment. (If a caregiver is sensitive to an infants cry for attention, food, needs then secure attachment is more likely) (A mother who lets a child self-sooth too often or too much develop other types attachment. Mothers typically respond to their infants based on their own attachment styles. Attachment patterns pass from generation to generation. The child has to provide effective cues.
161
Fathers’ Attachment ?
fathers expressions of nurturance, warmth, affection, support and concern are extremely important for children’s social emotional wellbeing. Psychological disorders (substance abuse, and depression are more related to fathers than to mother’s behaviors).
162
Cultural based studies contradict Bowlby’s beliefs?
that attachment is biological.
163
Multiple Attachments ?
infants form multiple attachment and primary attachment may change over time.
164
Multiple Regulation Model ?
The model in which “infants and parents” learn to communicate emotional states to one another and to respond appropriately. Mutual influence on responses to emotional states – repeated behaviors set tone and timing on each other’s behaviors “turn taking” behavior. (smile = smile, harsh tone = crying, peek a boo, pat a cake)
165
Reciprocal Socialization ?
A process in which “infant’s behavior” invites further responses from caregivers which in turn brings about further responses from infant. (circular reactions) actions and reactions of parent and child lead to an increased attachment “you do this to or for me and I do this to or for you. (Infant signals crying = cuddling, feeding etc; infant stops signaling. Infant learns to recognize caregiver and caregiver feels competent as a caregiver.
166
Personality ?
the sum total of the enduring characteristics that differentiate one individual from another.
167
Temperament ?
Patterns of arousal and emotionality that are consistent and enduring characteristics of and individual. Child rearing practices can modify temperament. How children behave not what they do and why (how do they do it? Fast, slow?)
168
Activity Level ?
degree of overall movement – proportion of active time periods to inactive time periods.
169
Irritability?
nature and quality of an infant’s mood. Easily disturbed, cry easily, fussiness, easily upset, difficult to soothe (relatively stable at birth same at the age of 1).
170
Approach – withdrawal ?
The response to a new person or object, based on whether the child accepts the new situation or withdraws from.
171
Adaptability?
How easily the child is able to adapt to changes in his or her environment.
172
Quality of mood ?
The contrast of the amount of friendly, joyful and pleasant behavior with unpleasant, unfriendly behavior.
173
Attention Span and Persistence ?
The amount of time the child devotes to an activity and the effect of distraction on that activity.
174
Distractibility ?
The degree to which stimuli in the environment alters behavior.
175
Rhythmicity (regularity) ?
The regularity of basic functions such as hunger, excretion, sleep and wakefulness
176
Intensity of reaction ?
The energy level or reaction of the child’s response.
177
Threshold of Responsiveness ?
The intensity of stimulation needed to elicit a response.
178
Categorizing Temperament:
Alexander Thomas & Stella Chess (1980) large-scale study (New York Longitudinal Study) Babies can be described as one of several profiles: easy babies, difficult babies and slow-warm babies
179
easy babies?
Babies who have a positive disposition; their body functions operate regularly, and they are adaptable.
180
difficult babies?
Babies who have negative moods and are slow to adapt to new situations; when confronted with a new situation, they tend to withdraw
181
slow-to-warm babies?
Babies who are inactive, showing relatively calm reactions to their environment
182
children's long term adjustment depends on?
goodness of fit, benefits of childcare, and choosing the right infant care provider
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Goodness-of-fit ?
The notion that development is dependent on the degree of match between children’s temperament and the nature and demands of the environment in which they are being raised. For instance children who have low activity level and low irritability may do well in an environment where they are able to direct their own behavior and explore at leisurely. Whereas children with high activity and high energy levels may do best in environments that are directives and kept busy.
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Benefits of Childcare:
peer learning, greater social skills, greater independence, greater academic competence, In 2002 National Center for Health Statistics, Child Health USA 47 % of children are still cared for by a family member 28 % Center care 14% Child Care Homes
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Choosing the Right Infant Care Provider?
Ratio Adults to children: 1:3 good, 1:4 adequate
Regulations and licensing – is the provider licensed
Knowledgeable Staff -Trained and Staff/Experience
Environment? Appropriate, Cheerful, Clean, Promotes Learning, Supports Staff needs,
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Brain?
grows at a faster rate than does any other part of the body
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Brain Lateralization ?
The process in which certain functions are located more in one hemisphere than in the other. Related to gender and culture. There are periods during childhood when the brain demonstrates unusual growth spurts which is linked to cognitive development.
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Nightmare ?
a vivid bad dream, usually occurring toward morning
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Night Terror ?
an intense physiological arousal that causes a child to awaken in a state of panic
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Minor Illnesses ?
Preschoolers average 7-10 minor colds a year
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Most Frequent Major Illness for preschoolers is?
CANCER
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Lead Poisoning?
High levels of lead have been linked to higher levels of antisocial behavior, including aggression and delinquency in school-aged children.
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Child Abuse ?
The physical or psychological maltreatment or neglect of children
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Cycle- of – Violence Hypothesis ?
The theory that abuse and neglect that children suffer predispose them as adults to abuse and neglect their own children.
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Psychological Maltreatment?
Harm to children’s behavioral, cognitive, emotional, or physical functioning caused by parents or other caregivers verbally, through their actions, or through neglect.
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Child Neglect ?
Ignoring one’s children or being emotionally unresponsive to them.
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Resilience ?
The ability to overcome circumstances that place a child at high risk for psychological or physical damage.
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Gross Motor ?
Physical skills developed through use and control over large muscles
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Fine Motor ?
Physical skills developed through use and control over small muscles more delicate body movements and practice.
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Handedness?
a clear preference for the use of one hand over the other
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states of arousal?
the degree to which the infant is alert, attentive and awake.
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states of arousal influence?
infants' interactions with others and with their environment.
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the cerebral cortex?
controls higher thought processes such as problem solving, consciousness and language.
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The cerebral cortex is divided into?
halves, called hemispheres, each of which has areas specialized for certain functions.
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the left hemisphere for most people controls? and develops?
left controls language processing and develops rapidly around the age of 2.
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the right hemisphere for most people controls? and develops?
right controls recognition of spacial relationships and develops much later than the left.
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plasticity?
the degree to which the brain or another structure is modifiable due to experience
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what is the strongest sense for infants?
smell
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reflexes are important for?
the aiding of a childs survival
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cruising is?
a milestone; walking around but holding on to things for support
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Dynamic Systems Theory
a change in motor skills results in reorganization of behavior into a more complex behavior/scooting, crawling and cruising will all lead to walking.
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How many children under 3 years old do not receive immunizations (%)?
20% approx
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malnourished children? how many?
1 in 4 children are malnourished
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how many % of mothers breast feed?
60%
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colostrum?
a pre-milk substance containing antibodies from the mother that protect the baby from infections.
