Midterm 1 Flashcards
(54 cards)
Plato
Plato believed experience could not be the source of knowledge because human senses are too fallible - children are born with innate knowledge of many concrete objects and well as with knowledge of abstractions
In plato’s view children’s sensory experiences trigger knowledge they’ve had since birth
Aristotle
Aristotle denied the existence of innate knowledge, believing that knowledge is rooted in a perceptual experience
Locke
asserted that the human infant is a blank slate and can be shaped anyway
Rousseau
claimed that children are born with sense of morality and justice that unfolds naturally as the child grows
Hall
generated child dev theories based on evolution, founded first e english journal for dev psych research, was first president of APA
Applied developmental science
- new branch of child dev research - uses developmental research to promote healthy development particularly for vulnerable children and families
Maturational Theory
child dev reflects a specific and prearranged scheme or plan within the body
Ethological Theory
views development from an evolutionary perspective - believes many behaviours are adaptive and have survival value, theorists assume people inherit most of these behaviours
Ethologists believe that animals are biologically programmed in such a way that some kinds of learning occur only at certain ages
Critical Period
time when specific type of learning can take place, before or after the critical period the same learning is difficult or even impossible
Psychosocial approach
Erikson - dev comprises a sequence of stages each defined by a unique crisis or challenge
Social Cognitive
Bandura - bobo doll - observational learning
Experience gives children sense of self efficacy about own abilities and talents
Cognitive Developmental - Piaget
how children think and how it changes as they grow
Piaget - children naturally try to make sense of their world
Sensorimotor, preoperational, concrete operations, formal operations
Contextual Perspective - Vygotsky
extended environment/ culture of the child really matters - including extended relationships, religion, media, workplace of parent
Culture provides context in which child develops
Vygotsky - adults convey beliefs, customs and skills of culture to children
Ecological systems theory
Views child as developing within a complex system of relationships affected by multiple levels of surrounding environment
bi-directional : figures influence child, child influences figures (parents, siblings, teachers)
Micro, meso, exo, macro systems
Micro refers to activities and interaction patterns in child’s immediate surroundings, these environments affect child’s behaviour, but child’s behaviour affects environment (poorly behaved child will get more negative reaction out of the same teacher who gives positive reaction to a well behaved child)
Mesosystem comprises connections between microsystems like home and school, child with lots of intellectual stimulation at home will do better academically than a child who does not
Exosystem consists of less immediate settings like school board, parent’s workplace, media, local government, and extended family - can affect the child indirectly either positively or negatively
Macrosystem refers to values, laws, and customs that are dominant within society
Genotype/ phenotype
Genotype - individuals complete set of inherited traits
Phenotype - directly observable characteristics that represent the combined effects of their genotype and environmental influences
When we look at someone we don’t see their genotype, we see whatever variation of genes within the genotype are turned on
Niche Construction
tendency to actively choose environments that complement our heredity
Germinal Period
From conception until zygote enters uterus and becomes implanted
Organism has grown from a single cell to hundreds of cells
Placenta forms - contains nutrients and oxygen - connected via umbilical cord that contains a vein that delivers blood loaded with nutrients from the placenta to the zygote and two arteries removing waste products
Embryonic period
From implantation until end of week 8
Groundwork is laid for all major organs
Embryo is extremely susceptible to mother smoking/ drinking
Sexual differentiation has begun
One month: nervous system develops, neurons produced at rate of 250,000 per minute, heart pumps blood, muscles and digestive tract appear
Two months: limbs emerge, eyes, ears, nose, jaw, neck form. Embryo can move and respond to touch but can’t be felt by mother
Fetal Period
9th week until birth
Grows dramatically, brain and all organ systems develop fully
During last three months cerebral cortex enlarges, connects with other areas of lower brain, fetus spends more time awake
Basic sensory capacities developing
Environmental influences from outside and inside the mother can affect fetal development
At 28 weeks fetus can distinguish tone and rhythm from different voices and sounds
Six principles applying to teratogens
Susceptibility of organism depends on stage
Teratogens effects are likely to be specific to particular organ
Individual organisms vary in susceptibility to teratogens
Mother’s physiological state influences susceptibility to teratogens
Greater concentration of teratogenic agent, greater risk
Teratogens that have little or no effect on mother can be detrimental to developing fetus
Three stages of labour
Dilation of cervix - caused by contractions of uterus, 12-14 hours for first birth
Delivery of baby - contractions continue, mother feels natural urge to push, 1 hour for baby to propel down the birth canal
“Birth” of placenta - separates from wall of uterus and is delivered within 10-15 minutes
Epidural analgesia
can weaken uterine contractions which prolongs labour, affects baby temporarily causing drowsiness when born
Apgar Scale
assesses physical conditions in newborn
Heart rate
Respiratory effort
Muscle tone
Reflex responsivity
Color
Each of five factors is given rating out of 2, perfect score of ten would mean baby is healthy in all 5 areas
brazelton neonatal assessment scale -
brazelton neonatal assessment scale - assesses subtle behavioral aspects of newborn’s condition
Includes tests of reflexes, motor capacities, responsiveness to objects and people
Low score may indicate brain damage, neurological problems, or that infant is at risk for insecure emotional attachment