Module 2 Flashcards by HIRAH RABIAH TIU

takes place when the information interacts with the infant’s sensory receptors, which are the eyes, ears, tongue, nostrils, and skin.

Sensation

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refers to the interpretation of what is sensed

Perception

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proposed by Eleonor and James Gibson

Ecological View

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Who proposed the ecological view?

Eleonor and James Gibson

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our perceptual system can select from the rich information that the environment
itself provides.

Ecological View

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We directly perceive information that exists in the world around us. “It connects perceptual capabilities to information available in the world of the perceiver” (Kellman & Arterberry, 2006, p. 112). Thus, perception brings us into contact with the environment so we can interact with and adapt to it (Kretch & Adolph, 2017). Perception is designed for action.

Ecological View

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opportunities for interaction offered by objects that fit within our capabilities to perform activities

Affordances

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children become more efficient at discovering and using affordances through

perceptual development

(better at crawling and walking) (p. 126)

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The ability to relate and integrate information from two or more sensory modalities, such as vision and hearing, develops further in the first year of life

intermodal perception

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pertain to large-muscle activities such as moving one’s arm and walking.

Gross Motor Skills

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Involve finely tuned movements such as grasping a toy, using a spoon, buttoning a shirt, or activities that require finger dexterity.

Fine Motor Skills

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infants assemble motor skills for perceiving and acting

Dynamic Systems Theory

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Perception and action are coupled

Dynamic Systems Theory

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Infant’s action results from different converging factors such as:

• Development of the nervous system
• Physical properties of the body and possibilities for movement
• Goal that the child is motivated to reach
• Environmental support for the skill

(Mnemonic: Dog Plays GEntly)

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Development involves an ______ where an infant puts together a skill to achieve a goal within the constraints set by the infant’s body and environment

Active Process

(A clear example of how nature-nurture works together. )

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Babies “actively construct their own cognitive worlds” and that “information is not just poured into their minds from the environment”

Piaget and Constructivism Theory

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actions or mental representations that organize knowledge

Schemes

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occurs when children use their existing schemes to deal with new information or experiences.

Assimilation

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Occurs when children adjust their schemes to take new information and experiences into account.

Accommodation

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Piaget’s theory is the grouping of isolated behaviors and thoughts into a higher-order system

Organization

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Cognitive conflict or the child is constantly faced with counterexamples to his or her existing schemes and with inconsistencies

Disequilibrium

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cognitive “balance”, when schemes are consistent with external
world

Equilibration or Self-Regulation

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Process of Development

1 Sensorimotor (0-2)
2 Pre-operational (2-7)
3 Operational (7-11)
4 Formal Operational (11-adult)

Mnemonic: She Prays Openly Frequently

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Know self is separate from objective environment

Decentration

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Purposive action

Intentionality

Know objects exist outside of interaction with them

Object Permanence

Child learns to operate physically in the world Infants learn through senses and motor activity

Sensorimotor Stage

List the Substages:

1. Reflexive Schemes (0-1 m) 2. Primary Circular Reactions (1-3 m) 3. Secondary Circular Reactions (3-8 m) 4. Coordination of Secondary Circular Reactions (8-12 m) 5. TERTIARY CIRCULAR REACTIONS (12-18M) 6. MENTAL REPRESENTATION (18-24 M) (Mnemonic: Ready princess? So can travel meekly)

Substage: Infant interacts with the world entirely through reflexes (rooting, sucking, grasping)

Substage 1: Reflexive Schemes

Substage that Coordinates sensation & action

Substage 1: Reflexive Schemes (0-1 m)

• Learn to engage in reflex behavior even when the original stimulus is not present

Substage 1: Reflexive Schemes (0-1 m) E.g. scheme for sucking extended - sucks fingers instead of nipple

Processes by which an infant learns to reproduce desired occurrences originally discovered by chance

Substage 2: Primary Circular Reactions (1-3 m)

Engages in repetitive pleasurable body movements

Substage 2: Primary Circular Reactions (1-3 m)

Activities focus on the infant's body, and not on effects of the behavior on the environment

Substage 2: Primary Circular Reactions (1-3 m)

Beginnings of intentionality

Substage 2: Primary Circular Reactions (1-3 m)

Repeats events that occur outside of his body (still discovered by accident)

Substage3: Secondary Circular Reactions (3-8 m)

• Actions that bring interesting results, beyond the infant's own body

Substage 3: Secondary Circular Reactions (3-8 m)

• Beginnings of decentration

Substage 3: Secondary Circular Reactions (3-8 m) o Example: throws the toy repeatedly for the parents to bring back the toy (outside the body)

• Learned to generalize; emergence of intentionality and object permanence (search behavior)

Substage 4: Coordination of Secondary Circular Reactions (8-12 m)

• Behavior is more complex, deliberate, and purposeful

Substage 4: Coordination of Secondary Circular Reactions (8-12 m) E.g. • Example o reach the preferred toy that they like. o Entire body moving (crawling) to get that object (goal) o Progress cognitive skills – object permanence and able to search and reach o Deliberate and purposeful Actions

• Try out new behaviors, vary an action to get a similar result (e.g. stepping and squeezing)

SUBSTAGE 5: TERTIARY CIRCULAR REACTIONS (12-18M)

• Emergence of true decentration

SUBSTAGE 5: TERTIARY CIRCULAR REACTIONS (12-18M)

• Representational ability: ability to mentally represent objects/actions through symbols (words, numbers, mental pictures)

SUBSTAGE 6: MENTAL REPRESENTATION (18-24 M)

• Emergence of language, deferred imitation, pretend play

SUBSTAGE 6: MENTAL REPRESENTATION (18-24 M)

• Babies make the breakthrough to conceptual thought

SUBSTAGE 6: MENTAL REPRESENTATION (18-24 M) • Examples o Language development o They understand what one time only means o Kitchen Sets

• Infant engages in purposeful, inventive, trial-and-error exploration

SUBSTAGE 5: TERTIARY CIRCULAR REACTIONS (12-18M)

Coordination of sensation and action through reflexive behaviors.

Substage 1: Reflexive Schemes (0-1 m)

Coordination of sensation and two types of schemes: habits (reflex) and primary circular reactions (reproduction of an event that initially occurred by chance). Main focus is still on the infants body.

Substage 2: Primary Circular Reactions (1-3 m)

Infants become more object-oriented, moving beyond self-preoccupation; repeat actions that bring interesting or pleasurable results.

Substage 3: Secondary Circular Reactions (3-8 m)

Coordination of vision and touch—hand-eye coordination; coordination of schemes and intentionality.

Substage 4: Coordination of Secondary Circular Reactions (8-12 m)

Infants become intrigued by the many properties of objects and by the many things they can make happen to objects; they experiment with new behavior.

SUBSTAGE 5: TERTIARY CIRCULAR REACTIONS (12-18M)

Infants develop the ability to use primitive symbols and form enduring mental representations.

SUBSTAGE 6: MENTAL REPRESENTATION (18-24 M)

• The earliest and best developed sense • Serves a protective function to keep baby healthy and safe • A way of gaining information

Senses Touch is a way of gaining information

Least developed sense

Sight

characterized by regular bodily functions, a positive approach to new situations, adaptability, a positive mood, and a non-intense reaction to stimuli.

Easy Temperament

characterized by irregular bodily functions, withdrawal from new situations, slow adaptability, negative mood, and intense reaction. Highly Sensitive

Difficult Temperament

characterized by low activity level and low intensity of reaction although they also have a tendency to withdraw from new situations, slow adaptability, and somewhat negative mood.

Slow to warm up child

Difficult babies with an intense and highly reactive temperament tend to be crying a lot. They cry hard, they cry loudly and they are hard to soothe. They are also cranky babies. They tend to have sleep problems. They have a hard time falling and staying asleep. When they wake up in the middle of the night, they have trouble going back to sleep. These difficult babies are also called colic, spirited, stubborn, or ___

high need babies.

people who have a predisposition or vulnerabilities to suffer from a psychological disorder require a lower threshold to trigger the disorder.

Diathesis-Stress Model

temperament by itself does not determine how a child will turn out because of its cross-over interaction with the environment7.

Differential Susceptibility

Means young children with a difficult temperament are disproportionately affected by parenting. They react more (more susceptible or more sensitive) to the quality of parenting than easy children, for better and for worse.

Differential susceptibility

when the parents show a low level of emotional and autonomy support

Bad parenting

Provides high emotional and autonomy support, is the best according to numerous studies

authoritative parenting

Babies develop a sense of the reliability of the people and objects in their world.

trust versus mistrust stage

will enable them to form healthy relationships

Trust

will enable them to protect themselves

Mistrust

Children develop the virtue of ____ if they learn to trust, believing that they can fulfill their needs and obtain their desires

hope

If ________ predominates, they will view the world as unfriendly and unpredictable and may have trouble forming relationships.

mistrust

To develop trust, the key element is to provide babies with

sensitive, responsive, and consistent caregiving (Mnemonic: Saints Really Care)

Erikson characterized the second stage of psychosocial development that occurs in late infancy and toddlerhood (1 to 3 years)

autonomy vs. shame and doubt

After they gain trust in their caregivers, infants now discover that their behavior is their own. They begin to assert their sense of independence or autonomy. They begin to realize their own will.

autonomy vs. shame and doubt

If infants and toddlers are restrained too much or punished too harshly, they may develop

Shame and doubt

Who emphasized the importance of attachment between caregiver and infant during the first few months of life

John Bowlby

A close emotional bond between two people. It is an important aspect of infants' socioemotional development.

Attachment

Children are born with __________ that will draw caregivers to them

Mechanisms Infant behaviors like crying, smiling, clinging and cooing all get a response from adults.

a simple mental model of the caregiver, their relationship, and the self as one deserving of nurturant care.

internal working model of attachment,

A key component to attachment because the adults' consistency of it allows the child to develop a sense of security.

Reponsiveness

internal representation or schema of the OTHER and SELF in relationship

Internal Working Model (IWM)

mental representation formed through a child's early experiences with their primary caregiver

Internal Working Model (IWM)

Three Main Features of IWM

1. a model of others as being trustworthy 2. a model of the self as valuable 3. a model of the self as effective when interacting with others (Mnemonic: TV Excited)

Child becomes distressed when parents leave, but is easily comforted when parent returns

Secure

Child is not distressed when parents leave and ignores parent when they return. This is the child's covert way of managing their anxiety

Avoidant

Child is distressed when the parent leaves, and seeks to punish the parent by displaying overt feelings such as behavior

Anxious-Resistant

Child does not have a predictable pattern of achievement, includes child who displays signs of depression and disturbing behavior

Disorganized

Module 2 Flashcards

(84 cards)