Intro - Infancy and Toddlerhood Flashcards
(116 cards)
1
Q
social construct
A
the view of child development, it is simply a concept or practice that is an invention of a particular culture or society
2
Q
individual differences
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differences in characteristics, influences, or developmental outcomes
- heredity, environment, maturation, normatice and non normative influencess
3
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heredity/environment
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4
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maturation
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the unfolding of a universal, natural sequence of physical changes and behavior patterns
5
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nuclear family
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household unit of parents and their children
6
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extended family
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everyone besides the nuclear family (aunts, uncles, grandparents, cousins, etc.)
7
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race vs. ethnic group
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race: a group of humans distinguished by their outward physical characteristics or social qualities from other groups
ethnic group: consists of people united by a distinctive culture, ancestry, religion, language, or national origin
8
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ethnic gloss
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an overgeneralization that obscures or blurs variation within heterogenous groups
9
Q
socioeconomic status
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based on family income and the educational and occupational levels of the adults in the household
10
Q
normative history-graded
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a group of people strongly influenced by a major historical event during their formative period
11
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normative age-graded
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biological and environmental experiences that have a strong correlation with chronological age
12
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non-normative influences
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characteristic of an unusual even that happens to a particular person or a typical event that happens at an unusual time of life
13
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historical generational effects
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a group of people strongly influenced by a major historical event during their formative period
14
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cohort
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a group of people born at about the same time
15
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imprinting
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the automatic and irreversible bone with a mother or some type of first thing they see
16
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critical period vs sensitive period
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critical period: a specific time when a given event or its absence has a specific impact on development (if a specific event does not occur during critical period of maturation normal development will no occur
sensitive period: when a developing person is especially responsive to certain kinds of experiences
17
Q
plasticity
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modifiability or the ability of the brain to change
18
Q
types of theroetical perspectives
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psychoanalytic perspective: psychosexual (freud) and psychosocial (Erickson)
learning perspective: behaviorism
cognitive perspective: cognitive stage theory, sociocultural theory, information-processing
contextual perspective: biological theory
evolutionary/sociobiology perspective
19
Q
psychoanalytic perspective
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psychosexual development and psychosocial development
20
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psychosexual perspective
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- developed by Freud who believed that unconscious universal biological drives shaped development
- newborns act under the id (pleasure principle and immediate satisfaction)
- the ego is the reason and gradually develops
- the superego then develops and involves the shoulds and should not in the child value system
- psychosexual development is the sensual pleasure shifts (oral 12-18 mo, anal 12/18 mo-3 yrs, phalic 3-6 yrs, latency 6 yrs-puberty, gentical puberty to adulthood)
21
Q
psychosocial development
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- developed by erikson implementing the life span perspective looking at qualitative changes
- 8 stages, across the life span and each has its own crisis
22
Q
learning perspective
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- development was the result of learning led into behaviorsim
- classical conditioning looks at the relationship between stimulus and behavior
operant conditioning looks at the relationship between behavior and consequence - reinforcement: something added to either promote or stop a behavior
- punishment: taking something away to promote or stop a behavior
- social learning theory: behaviors were greatly influenced by the environment
23
Q
recipricol determinism
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a part of social learning theory where it is believed that the child acts on the world as the world acts on the child
24
Q
observational learning
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watching other people and learning different behaviors is how children develop
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cognitive perspective
cognitive stage theory (piaget), sociocultural theroy (vygotsky), information processing approach
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cognitive stage theory
- developed by piaget
- schemes: ways to organize information about the world
adaptation: how children handle new information in light of what they already know
- assimilation: taking in new information and incorporating it into existing cognitive structures/schemes
accommodation: adjusting ones cognitive structures to fit new information
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sociocultural theory
using social interactions to help guide children through development
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zone of proximal development
the imaginary psychological space between what children can do on their own what they could achieve with another person's assistance
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scaffolding
the breaking down of tasks or things to a child development stage to help them learn
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information processing approach
looking to break down the mind into smaller chunks and how those chunks affect and interact with each other
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contextual perspective
bioecological theory: microsystems, mesosystems, exosystems, macrosystem, chronosystem
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evolutionary/sociobiology perspective
focuses on the evolutionary and biological basis of behavior
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fertilization
zygote: the fertilized egg (ovum) with sperm
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DNA
the genetic code of individuals
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chromosomes
condensed DNA strands that encode for specific genes
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genes
the specific code for a given traits. these are exchanged/mixed upon fertilization
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sex chromosomes
Y and X chromosomes that determind the sex of the individual upon a certain mix.
XX = female
XY = male
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hormones
natural chemicals that are produced and released throughout the body. male and females have different hormones that are present
male = testosterone, androgen
female = estrogen, progesterone
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dominant trait
the alleles that are involved in the specific trait will determine what the phenotype of the individual is
- if complete dominance is present then the homozygous and heterozygous options both present as the dominant phenotype
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recessive traits
only possible to be expressed in the homozygous scenario.
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polygenic traits
traits that involve the interaction of multiple factors
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phenotype vs. genotype
phenotype: the physical characteristics that the gentoype presents
genotype: the combination of alleles
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incomplete dominance
when there is a third phenotype for the heterozygous allele pairing
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sex linked inheritance
traits that are linked to the X chromosome, females can be carriers males if have the X chromosome will have the phenotype
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multifactoral transmission
when multiple factors cause the expression of certain traits or conditions. external factors, lifestyles, etc
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epigenesis
the turning of genes on and off, controlled by different factors but ultimately condenses or decondensed specific regions of the DNA strand based on what wants to be replicated
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chromosomal abnormalities
depending on different mutations or mix ups in chromosomes, different outcomes may occur (typical in errors from cell division)
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genetic counseling
process of early tests/detection of chromosomal or gentic defects
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heritability
staistical estimate of how much heredity contributes to variations in a specific trait at a certain time within a given population
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reaction range
a range of potential expressions of a hereditary trait
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nonshared environmental effects
result from a unique environment and how that effects the child development
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cephalocaudal principle
the development of an infant from the top down
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proximal-distal principle
the development of an infant from the head and trunk outwards to the limbs and fingers/toes developing last
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germinal stage
the first two weeks of development after fertilization
- the zygote divides, becomes more complex, and attaches to wall of uterus
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embryonic stage
- 2-8 weeks after fertilization
- organs, major body systems-respiratory, digestic and nervous systems develop rapidly
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fetal stage
8 weeks - birth
- the final stage of gestation, fetus grwos rapidly and final touches are added to the organs and body systems
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teratogens
chemicals that are harmful to the baby and its development
- fetus is most vulnerable to teratogens during the embryonic stage
- e.g. smoking, alcohol, drugs
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ultrasounds
high-frequency sound waves that are used to detect the outline of the fetus
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amniocentesis
uses ultrasound to guide a needle into the amniotic sac and gets some of the baby's skin cells in the amniotic fluid
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maternal blood test
takes moms blood and detects the alpha feto proteins present in the blood
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prenatal cell-free DNA
takes blood from mom and can find baby's DNA in there and can detect for trisomy 13, 18 etc.
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chorionic villus sampling
needle goes through the belly or the cervix and takes a sample of membrane around the embryo to get fetal cells
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umbilical cord sampling
needle used to get sample of babies blood in umbilical cord
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preimplantation genetic diagnosis
in in-vitro fertilization can detect chromosomal make up prior to implantation to see if there are chromosomal defects at all
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stages of childbirth
stage one: dilation of the cervix (lasts until the cervix is dilated to 10 cm)
stage 2: descent and emergence of the baby, typically lasts up to 1-2 hours, officially starts when the baby moves through the cervix and enters the vaginal canal
stage 3: delivery of placenta
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electronic fetal monitering
tracks the baby heart rate to detect any distress
- can report false positives and adds cost to the birth
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cesarean delivery
surgically remove the baby from the uterus
- may be bc the baby is breach, or when labor isn't progressing
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prepared childbirth
go to birthing classes e.g. lamaze, learns how to breathe and meditate throughout the birthing process
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anoxia
an absence of oxygen
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neonatal jaundice
infants skin and eyes are yellow
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apgar scale
assesment performed one min after delivery and 5 min after that
- appearance, pulse, grimace (relfexe iratability0, activity (muscle tone), respiration
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premature infants
birth before 4 weeks
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small for date infants
full term child but smaller in size
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low birth weight
less than 5 lbs
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postmature
baby is born after 42 weeks
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stillbirth
baby is born dead
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arousal cycless
sleep and wake cycles
- newborns sleep around 14 hours.day waking up every 2-3 hours
- after 2 weeks, cycles are more uniform
- 8 weeks start to develop night/day schedule
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myelination
formation of the myelin sheath around the axon
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primitive reflexes
survival reflexes
- behaviors baby is orn with to promote survival
- moro reflex: when feeling like being dropped with spread from center out
- darwinian reflex: when something is placed in baby's hand baby will grasp (strong grip)
- rooting reflex: when cheek is brushed baby will turn head and try to latch
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locomotor reflexes
preparation for movement
- crawling: baby will move limbs as if crawling
- walking: baby shows stepping is genetically programmed
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brain plasticity
flexibility of the brain
82
sensory capacities and preferences
- pain and touch beleived to not be passed by babies but that's false
- sounds: preference for female and familiar sounds
- smell: good smells rather than bad
- taste: sweet rather than bitter
- visual: novice sights, complex patterns, curved vs. straights, faces
- color: color perception begins at 2 mo (green and red), 3 mo (blue), 4 mo (yellow)
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depth perception
understanding of depth can only occur after locomotion occurs (visual cliff experiment)
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haptic perception
ability to acquire information by handling things
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infant mortality rate
due to differences in access to healthcare, pretern and low birth weight children
86
SIDS
sudden infant death syndome
- sudden unexpected death of infants under age 1
- believed to be due to inability to detect/react to buildup of CO2 in the system
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maltreatment and abuse
shaken baby syndrome
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behavioral approach in cognitive development in infancy and toddlerhood
looking at classical conditioning and operant conditioning in this age group
- mobile studies showed that babies are able to learn things if the outcome is desired
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piagetian approach in cog. devel. in infancy and toddlerhood
- focuses on the quality of what can and cant do
- sensorimotor stage (birth-2 yrs): children learn about the world using their senses and motor skills
90
circular reactions
how a child learns to reproduce a pleasurable event
- primary (1- 4 mo): simple action and response boh involve baby's own body
- secondary (4 - 8 mo): results go beyond the baby's body (e.g. laughing and cooing = adult attention = more cooing)
- tertiary (12-18 mo): varies in original action instead of repeating but the outcome is still the same
91
deferred immitation
child can immitate someone or something despite it happening in the past, shows that the child has ability to hold onto ideas and recall
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object permanance
- the idea that an object continues to exist despite it being covered or hidden in front of the face
- child does not have at this point
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information processing approach in cog. dev. in infancy and toddlerhood
looking to conceptualize and break the mind into smaller pieces
- habituation, dishabition, violations of expectations
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habituation
specific type of learning process by which repeated exposure decreases the response
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dishabituation
the reaction to a new response
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violations of expectations
babies stare at impossible events longer, understanding of object permanence, causality: the idea that one thing causes another thing to happen, understand mathematical situations
97
prelinguistic speech
early vocalizations and gestures
97
early vocalizations
- sounds babies make before they speak words
- crying: parents can decipher the differences in cries
- cooing (11/2 - 3 mo): vowel sounds, emotional intensity, babies also begin to laugh
- babbling ( 6-10 mo): pair of consonants and vowel sounds, sign language babbling can also occur as well
- immatations (9-10 mo): intentionally immatating the sounds around them w/o understanding of meaning
97
gestures
pointing (9-11 mo): directing attention to desired things
conventional gestures (12 mo): things we teah them (wave bye, blow kiss)
representational gestures (13 mo): more complex gestures functionally acting like words
symbolic gestures (14-14 mo): gestures represent specific words (sign language)
98
linguistic speech
- spoken language to communicate
- first words (10-14 mo): single word at a time
- holophrase: syllable used to express complete thought
- naming explosion (16-24 mo): vocab jump from 15 to like 400 words
- first sentences (18-24 mo): linking of 2 words normally verb and noun
- syntax (20-30 mo): starts t learn grammar, more parts of speech, plural etc.
99
telegraphic speech
the first sentence stage of linguistic speech, bc telegraphs were normally by the word so the use of only a noun and verb
100
child directed speech
we change the way we speak to children, gentler, slower, simple tones, reptetition
101
temperment
characteristics styles of appropriately reacting to people and situations (the earliest form of personality)
102
3 types of temperment and their characteristics
easy: easily forms scheudles/patterns, adapts easily, happy
difficult: angry, easily irritated, doesn't like change, doesn't easily form schedules
slow to warm: combo of the two, doesn't like change but will adapt, wary of strangers
103
goodness of fit
good match betweenn babies and environemnt is important
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behavioral inhibition
how badly/cautiously child approaches new objects and situations
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erikson's stage of psychosocial development in infancy and toddlerhood
trust vs mistrust
- learning how to trust others cautiously, if resolves in the negative will view the world as unpredictable
- if resolved in the negative children may develop hope
106
attachement styles
- secure: cries at first when mom leaves but greets mom positively when comes back
- avoidant: doesn't cry/get upset when mom leaves, doesn't acknowledge when comes back
- ambivalent: really upset when mom leaves mom comes back seeks mom out but immediately wants down or even resorts to slapping
- disorganized: overwhelmed by the whole situation
107
stranger and separation anxiety
children express this during 8 months
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mutual regulation model
uses both baby and parent in reading emotions and responses
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social referencing
in ambiguous situations baby looks to caregiver
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self concept in infancy and
earliest signs of self awareness is 18 mo (rouge study)
111
autonomy vs. shame and doubt
erikson's next stage (18 mo- 3 yrs old)
- needs autonomy but also shame and doubt to stay safe and controls the autonomy
112
self regulation
control of ones behavior to conform
113
conscience
internal standards of behavior
- situational compliance: extra assistance by parents or other people to follow through with tasks
committed compliance: internalizes requires, follows through w/ tasks without reminders or parental present
receptive cooperation: beyond willingness to cooperate with parents
114
gender differences in infancy and toddlerhood
boys: treated differently, more phusical reaction, crying = angry, boys toys
girls: treated more gentle, if cryiing = console them
