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Infancy (birth To 18/24m) Flashcards

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1
Q

Cephaloacude Patterns

A

Head (cephalo) to tail (caudal)

head occupies a huge proportion of the newborns body (grow head down)
* Physical growth and feature differentiation work their way from top to bottom 
* Same patterns occurs within the head area
* Top parts of the head ( eyes and brain) grow faster than the lower parts of the head
* Infants see objects before they can control their torso and can use their hand long bf hey can crawl or walk
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2
Q

Proximodistal Pattttern

A

Near to Far

growth starts at the denture of the body and moves toward the extremities
* Infants control the muscles of their trunk and arms bf they control their hands, and they use their whole hands bf they can control their fingers
* Exceptions to this patters
Touch w feet bf they use there hands

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3
Q

The Brain

A

app 2y age - brain is about 75% of adult brain weight
* Extensive brain development from birth through infancy
* Interactions with environment and individual neurons from connections lowing perception, language, and complex through

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4
Q

Neuron

A

Nerve cels that handles info processing. It sends electrical and chemical signals communication w each other

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5
Q

Among vs Dendrites

A

A = carry singles away from cell

D = Carry’s signal towards cells

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6
Q

Neutotasmitters

A

Terminal button at the end of Alton with releases chemical into synapse (gap between neuron’s) allowing info to pass

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7
Q

Lateralization

A

Function specialization in one hemisphere of the cerebral cortex or other other.
- starts before brith
- newborns greater electrical brain activity in left hemisphere then right when listening to speech

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8
Q

Sleep

A
  • the World Health Organization (WHO) recommends that infants 0-3m of age get 14-17h or good quality sleep daily
  • Many parents express concern abt their baby’s sleep patterns
  • Cultural expectations of sleep differ
  • Infants not only sleep more but also spend much greater amount of time in REM (rapid eye movement) sleep
    • Self stimulation
    • Promote the brains development and learning in infancy
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9
Q

Sleep and Cognitive Development

A

Short sleep durations during infancy have been linked to a lower level of cognitive and language development at 2y of age and to inattenstiveness and hyperactivity at 5y of age
* link between sleep and cognitive development
* role of sleep in brain maturation and memory consolidation; which may improve daytime alterness and learning

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10
Q

Nutrition

A

First 4-6m human milk or formula is all baby’s source or nutrients and energy

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11
Q

Breast Feedingbenifits

A

benefits of breast feeding include appropriate weight gain and reduce risk of of child and adult obesity, reduce risk of sudden infants death (SIDS), fewer gastrointestinal infections and lower respitract infections

  • New research shows this is not supported
  • There r circumstances when mothers should not breast feed
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12
Q

Motor Development

A

Not born completely helpless; ie born in water knows to hold breath or head will turn when check is stroked to see what is might be as well as know how to suck bf knowing that there food comes from a nipple. These reflexes adapt to increases there likelihood of survival

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13
Q

Reflexes

A

newborns have range of reflexes, reactions t stimuli that govern their movements
* Reflexes allow infants to respond adaptively to their environment bf they have had the

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14
Q

Rooting Reflex

A

infants cheek is stroked or the side of the mouth is touched, infant turns head toward that side in an apparent effort to find something to suck

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15
Q

Gross motor Skills

A

Large muscle activities

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16
Q

4 important skills for infants to develop w practice

A
  1. Rolling over
    2. Sitting without support
    3. Crawling
    4. Walking
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17
Q

Fine Motor Skills

A

Finely tuned movement like grasping a toy or using a spoon anything that require finger dexterity
- during first 2y of life infantry rely on FMS like crawling, holding objects, clapping, or walking

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18
Q

Cross Cultural Differences

A
  • influenced by rent beliefs and practice
    • Different across country’s / cultures
    • Important to examine HD in divers cultures
    • Nurture plays a role
      Motor development does not reflect the simple unfolding of genetic plans
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19
Q

Sensation

A

when info interacts w sensory receptors (sense: eye / ears / tongue / nose / skin)

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20
Q

Perception

A

interpretation of sense
* Infants have visual preferences; tend to look at patterned object (ie faces) less colour interest

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21
Q

Ecological view

A

Emphasizes that perception is designed for action

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22
Q

Vision

A

Visual experience begins at birth = newborn have 20/600
* visual acuity improves rapidly during first year of life and by 6m and average infants vision is 20/40

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23
Q

depth Perception

A

Infants bc mobile; there is clear adaptive value to perceiving depth. Babies must avoid crawling or walking over edges (Visual cliff experiment - LOOK

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24
Q

Hearing

A

Auditory experience being during last 2m of pregnancy
* right after birth; infants cannot hear soft sound as well stimulus must be louder for a newborn to hear
* Infants less sensitive to difference in pitch of a sound (age 2 = improvement)

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25
Intermdodal Perception
Integrating info from 2 or more sensory modalities
26
Adaption
Adjusting to new environments where infants and children build schemes to organize knowledge using to processes 1. Assimilation 2. Acccomodation
27
Assimilation vs. Accommodation
As = children use their existing schemes to deal w new info Ac = children adjust schemes to account fore new info and experiences
28
Sensorimotor stage
Birth to 2y of age Infants construct an understanding of the world by coordinating sensory expiences 9such as seeing and hearing) w physical, motor actions
29
Object Permanence
= the understanding that object continue to exist even when they cannot be seen, heard, or touched (develops 8/9m of age)
30
Core Knowlege Approache
Infants r born w domain specific innate knowledge systems - space, number sense, object permanence and language - The innate core knowledge domains from a foundation around which more mature congnitive functioning and learning develop - Argues that Piaget greatly underestimated cognitive abilities of infants
31
Conditioning
Infants behavior is followed by a reward so behaviour is likely recurring
32
Attention
Focusing mental resource on select info improves cognitive preocessing on many tasks
33
Joint Attention
Two individual focus on same object or event
34
Imitation
Potentially bioical bases as infant can imitate a facial expression within a few days of life
35
Memory
6m can remember information for 24hr vs 20m can remember inf for 12m earlier
36
Implicit Memory
nondeclative = memory without conscious rcoection (skills or routines)
37
Explicit Memory
Declarative = conscious memory of fas and experience
38
Deferred Limitation
Replicate actions after a delay
39
Concept
Congnitive groupings of similar objects, event, ppl , or ideas Infants may categories, but the nature of these categories change throughout infancy
40
Perceptual Catorgiazaation
Categories based on simar perecupula features of objects (size, colour, moment) as well as parts of objects
41
Language
Form of communication bases on a system of symbols
42
Spoken, written, or signed
language enables us to describe past event in detail and to plant for the future * It also allows us to pass down information from one generation to the next making a rich cultural heritage * Lang consists of the words and grammars (rules for varying and word combinations ) * Perceiving and Understanding Words * Recognizes Language Sounds * Phonemes = basic sounds units of a language (must earn to tell different phonemes apart / segmentation ) * Learning Words Meanings = mutual exclusivity bias and shape bias
43
4 paths to language developemt
1. Crying 2. Cooing - gurgling sounds 3. Babbling - daddy 4. Gesturing- pointing
44
First words
2y old u can speak abt 200 words - vocab spurt between 18m and 2y old
45
Two world utterance
To convey earning with just two word utterances: kids rely on gestures tone, and context
46
Telegraphic Speech
Use a short precise words without grammatically markers
47
Biological Influence
- ability to speak and understand language requires vocal apparatus as nervuose systems w specific capabilities
48
Brocas Area vs. Wernickes Area
B = left frontage lobe of the brain involved in producing words W = region of brain left hemispheres used in language comprehension
49
Environmental Influences
- shape both word leaning and development of syntax. Interactions w caregivers benefit from parents involvement 1. Socioeconomic Status 2. Monolingual vs. Bilingual environment 3. Infants direct speech
50
Emotional Development
Feeling of affection that occurred when a person is in a state or an interaction that is important to well being. (+) or (-)
51
Early Emotions (2 types)
First 6m of life - primary emotions = surprise, or, anger, sadness, fear, and disgust Vs. - Self Conscious emotions = jealousy, empathy, embarrassment, pride, shame, ugly (develop later)
52
Biological Influence
Born blind at birth will have never seen a smile or frown but still can smile and frown the same as other baby’s.
53
Facial Expressions of basic Emotions Similar across Cultures
- emotion limed interchanges provide foundation for the infants attachment to parent - critical for understanding how infants experience and regulate emotions - emotional exchange vary from culture to culture
54
Infants Emotions Expressions
Crying is the most importance mechanism new words have to communication thoughts. Basic / Anger / Pain cry 1. Andy Cox 2. The Image Bank 3. Getty Images
55
Crying in Context
- regardless of gender or wheather ppl r parents or not - mothers wee more accuate then fathers, and parents more accurate than no rents - graduates extinction for night waking CRY IT OUT?
56
Fear
* fear = one of earliest emotions; first appears at abt 6m and peaks at 18m * Finding support the general belief that ppl r predisposed to quickly detect threatning stimuli * Most frequent expression involves stranger anxiety which emerged gradually at about 6m as way relations (environment, location of mother, characterisitics of stranger imat feelings of stranger anxiety)
57
Social Referecing
SR = reading emotions cues in other to determine how to act in situations. Which helps infants interest ambiguous situations more accrue to 2nd year
58
Emotions Regulation and Coping
during 1st year the infant gradually develops and regulates their emotions by having the ability to inhibit or minimize the intensity and duration of emotional reactions * May use thumb to smooth the sees in infancy; 2nd year may say things late may redirect their attention or distract themselves * Caregivers influence the infants neurobiological regulation f emotions * Context can influence emotion regulation
59
Temperament
Individual behaviour and emotion characteristics was of respond Chess and Thomas Classification - 40% (1) - 10% (2) - 15% (3) - 35% (none of just 1)
60
Easy vs Difficult vs Slow to warm up CHILD
1. Generally + mood, quickly establishes routines and adapts easily 2. Reacts -, crise a lot with irregulars routines 3. Low activity level somewhat - low internists mood
61
Keagan’s Concept of Behaviour Inhibition
- infants to the unfamiliar - react to aspects of unfamiliar with avoidance, distress or subdued affect being around 7 to 9m = developing social anxiety
62
EffortfulControl
Involves the executive attention system where an infant with inhibit their docmiant response in favour of a more adaptive sub dominant one. Develops by the first year of life and is influenced by heredity, maturation, and experience over time
63
Height EC vs. Low EC
H = keep arousal from getting to intense; self soothing L = often unable to control arousal; easily agitated, intensity emotional
64
Biological Foundations
- biological Influence - experience - gender, culture, and temp Cultural context and how parents promote certain behaviours can influence temperament
65
Goodness of Fit and Parenting
GofF refers to the match between the infants temperament and the environmental demands the infant must cope w * pay attention to the respect the child individuality * Structure the child’s environment * Avoid applying negative labels to the child
66
Trust
According to Erik Eikson - first year of life is characterized by trust versus mistrust - infants must learn they r cared for in a consistent manners -
67
Developing Senseof Self
Rudimentary form of self recognition appears as early as 3m; use of a mirror techniques (rouge on nose)
68
Independence
= autonomy veruse shame and doubt
69
Social Ordination and Understanding
As infants develop the ability to crawl, walk, run = able to explore and expand social world
70
Intention Goal Directed Behaviour and Cooperation
- perceive other in intestinal, goal directed behaviour is social Congnitive accomplishment at end of the year. Joint attention helps infants understand other ppls interntions
71
Social Sophitication and Insight
More socially sophisticated and insightful at a younger age
72
Attachment (3 theories)
Close emotional bond that infants develop w their caregiver 1. Freud = attachment due to oral satisfaction 2. Erickson = physical conmoft 3. Bowlby = biological predisposition
73
4 Phases of attachment
- birth to 2m - 2-7m - 7-24m - 24m
74
Birth to 2m
infants direct their attachment to human figures; strangers, siblings, and parents r equally likely to licit smiling or crying from the infant
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2-7m
attachment focused on one figure (usually primary caregiver); baby distinguishes between familiar / unfamiliar ppl
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7-24m
specific attachments develop; locomotor skills allow babies to actively seek contact w caregivers
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24m
children aware of others feelings, goal, plans; take into account in their own actions
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Securely Attached
Use caregiver as secure base from which to explore the environment
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Insecure Avoidant
Show insecurity by avoiding the caregiver
80
Insecure Resistant
Cling to caregiver then resist by fighting the closeness
81
Insecure Disorganized
Disorganized and hour disoriented; might appear dazed, confused, and fear
82
Developmental Cascades
Connections among with wide range of biological, cognitive, and socioemotional processes can also involve social contexts
83
Attachment and Culture
Criticism of attachment theory is what it ignores the diversity f socializing agents and context that exists in an infants world * in some cultures; infants show asstachment to many ppl. Focusing on dyad relationships between aregiver and infant is a Western perspective on attachment * Security of attachment is important t development regardless.
84
Caregiving Styles and Attachment
Securely attached infants have caregivers who r sensitive to their signals and r consistently available to respond to the infants needs
85
Family
constellation of subsystems; complex whole made up of interrelated, interacting parts. Each family member participates in several subsystems which have reciprocal influence
86
Transition of Parenhood
parenting causes disequilibrium; adapt to develop / maintain strong attachment to infant, spouse, friends, careers
87
Reciprocal Socialization
bidirectional socialization; children socialize parents just as parents socialize heir children
88
Synchrony
Coordianationos social interactions w infants
89
Scaffolding
temporarily supports the infants needs and abilities for the purpose of helping them to master the next task in a given learning process
90
Maternal and Paternal Caregiving
- Maternal interactions usually centre on childcare activities - Paternal interactions r more likely play, especially fought-and-tumble play - Fathering researchers have acknowledged the importance of fathers and their unique contributions to their infants development - The quality of care that fathers provide varies across families
91
Parental Leave
* parents of infants and young children must balance the demands of paid employment w caring for their children * This challenge is especially acute during infancy * Childcare policies around the world vary * In CND; both the federal and provincial / terrritorial governments have parental leave policies
92
Child Care
many CND children today experience multiple caregivers * Children may receive childcare; where others provide the care * Need for childcare is growing steadily * Finding the most appropriate childcare arrangement can at times be extremely challenging * High quality childcare is important for both congnitive and socioemotional development

Human Development (6 decks)

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