2. Development in Infancy Flashcards
when does infancy begin and end?
begins at birth and ends around second birthday
how is infancy compared to other parts of the life span?
more rapid growth and more discontinuity
what is the predictability of the developmental changes in infancy?
most predictable stage in the life span both in timing and in nature
what senses has a new born developed?
tough, smell, taste and hearring
what sense is the newborn yet to develop?
vision
describe the sense of touch in a newborn.
Reflexes are present prenatally and responsive to touch, so the newborn’s acute tough and pain sensitive are no surprise
describe the sense of smell in a newborn
Newborn’s olfactory (smell) sensitivity is highly acute. They can distinguish the smell of their own mother’s milk from that of other nursing mothers (MadFarlane, 1975)
describe the sense of taste in a newborn
Foetuses have a keen sense of taste and swallow more amniotic fluid if it is sweetened: after birth a preference for sweet flavours remains
describe the sense of hearing in a newborn
Foetuses have acute hearing. At birth there is a temporary decline owing to the fluid in the inner ear, but this usually clears in a few days. One-month-olds can distinguish fine sound contrasts such as ‘bah’ versus ‘pah’ (Eimas et al, 1971)
describe the sense of vision in a newborn
the newborn’s visual organs and muscles are immature, precluding gaze control and focus. Visual acuity reaches the adult (20/20) level at age 6 months
what are the survival reflexes in an infant?
breathing reflex, Rooting reflex, sucking reflex, swallowing reflex
describe the breathing reflex
repetitive inhalation and expiration
describe the development of the breathing reflex
permanent, although becomes partly voluntary
describe the significance of the breathing reflex
provides oxygen and expels carbon dioxide
describe the rooting reflex
turning of cheek in direction of touch
describe the development of the rooting reflex
weaken and disappears by 6 months
describe the significance of the rooting reflex
orients child to breast or bottle
describe the sucking reflex
strong sucking motions with throat, mouth and tongue
describe the development of the sucking reflex
gradually comes under voluntary control
describe the significance of the sucking reflex
allows child to drink
describe the swallowing reflex
swallowing motions in throat
describe the development of the swallowing reflex
permanent, although becomes partly voluntary
describe the significance of the swallowing reflex
allows child to take in food and avoid choking
what are the primitive reflexes in infants?
moro reflex, graspin reflex, stepping reflex
describe the moro reflex
In response to loud noise, child throws arms outward, arches back, then brings arms together as if to hold something
describe the development of the moro reflex
arm movements and arching disappear by six months, but startle reaction persists for life
describe the significance of the moro reflex
indications normal development of the nervous system
describe the grasping reflex
curling fingers around any small object put into palm
describe the development of the grasping reflex
disappears by 3 months; voluntary grasping appears by around 6 months
describe the significance of the grasping reflex
indicates normal development of nervous system
describe the stepping reflex
if held upright, infant lifts leg as if to step
describe the development of the stepping reflex
disappears by 8 weeks, but later if practiced
describe the significance of the stepping reflex
indicates normal development of nervous system
what are motor skills
voluntary movements of the body or parts of the body
what are gross motor skills
movement of large muscles - arms, legs and torse
what are fine motor skills
movement of small muscles such as fingers, toes
what are the two trends that motor development follows?
cephalocaudal and proximodistal
what is cephalocaudal
motor development from head to tail
what is proximodistal
motor development from near to far
what is the main action a healthy child can do at 1 month old?
chin up
what is the main action a healthy child can do at 2 months
lifts head 45 degrees
what is the main action a healthy child can do at 3 months
grasp a rattle
what is the main action a healthy child can do at 4 months
Sits propped with head steady
what is the main action a healthy child can do at 5 months
rolls over
what is the main action a healthy child can do at 6 months
sits in highchair without propping
what is the main action a healthy child can do at 7 months
stands when propping
what is the main action a healthy child can do at 8 months
Sits without support for one minute or more
what is the main action a healthy child can do at 9 months
pulls to stand
what is the main action a healthy child can do at 10 months
crawls on hands and knees
what is the main action a healthy child can do at 11 months
walks when led
what is the main action a healthy child can do at 12 months
stands alone for 2 seconds
what is the main action a healthy child can do at 13 months
takes step or two without falling
what is the main action a healthy child can do at 14 months
stands alone for 2 minutes
what is the main action a healthy child can do at 15 months
walks well
what is the main action a healthy child can do at 17 months
walks confidently backwards
what is the difference between anglo-australian and aboriginal infants in their motor skill acquisition?
Aboriginal infants motor skills acquisition occur at a much earlier age than anglo-australian infants
what is the broader definition of thinking in infants (or cognition)
no language, non-verbal signs of thinking (e.g. redirected gaze, change in heart rate)
describe the process of cognitive development
it is a continuous process that starts at infancy, not something that emerges suddenly in later life
what are the elements of cognitive development
visual thinking, object permanence, anticipation of visual events, depth perception (& social referencing): visual cliff experiment
how many stages are there in Piaget’s sensorimotor stages model
6
what is the age range of stage 1 in Piaget’s sensorimotor stages model
Birth to 1 month
describe stage 1 of Piaget’s sensorimotor stages model
Reflex reactions
what is the age range for stage 2 of Piaget’s sensorimotor stages model
1-4 months
describe stage 2 of Piaget’s sensorimotor stages model
Primary circular reactions. Infants adapt reflex schemas to new situations (e.g. by sucking a toy in a different way from nursing at the mother’s breast
what is the age range of stage 3 of Piaget’s sensorimotor stages model
4-8 months
describe stage 3 of Piaget’s sensorimotor stages model
secondary circular reactions: Repeating acts found previously to be interesting
what is the age range of stage 4 of Piaget’s sensorimotor stages model
8-12 months
describe stage 4 of Piaget’s sensorimotor stages model
Coordinating secondary circular reactions: combining schemas purposefully to reach a goal (intentionality)
what is the age range of stage 5 of Piaget’s sensorimotor stages model
12-18 months
describe stage 5 of Piaget’s sensorimotor stages model
Tertiary circular reactions: Active means-ends experimentation with early insights into cause and effect
what is the age range for stage 6 of Piaget’s sensorimotor stages model
18-24 months
describe stage 6 of Piaget’s sensorimotor stages model
Beginnings of symbolic representation: Actions can represent other things (e.g. opening the mouth to represent the opening of a matchbox)
what are criticisms of Piaget’s cognitive development theories?
New research indicates that infants display cognitive understandings at a much earlier age than Piaget suggested. May confuse lack of motor skills with cognitive limitations. Memory limitations impacts on findings
what does new research on cognitive development tell us that differs from Piaget’s theories?
more continuity than change in cognitive development
with regard to psychosocial development, what are babies born with?
large repertoire of social-perceptual skills (e.g. detecting animacy, gaze following, social referencing, understanding other’s intentions and goals
what do infants adapt their behaviours to with regard to psychosocial development?
social cues given by trusted others (Visual cliff experiment)
what is the level of an infant’s reactivity to social interactions an what are their behaviours shaped by?
infants are extremely reactive to social interactions and their behaviours are shaped by social feedback they receive (Still face experiment)
what do infants realise throughout psychosocial development about other people?
that they are separate beings with different perspectives, one that can be shared (Shopping cart experiment)
what experiences enable infants to become confident and autonomous children?
the attachment styles they have with parents
what does the theory of attachment indicate?
that there is a string and enduring emotional bond that develops between an infant and a caregiver during the infant’s first years of life.
how is the emotional bond described in the attachment theory characterised?
by reciprocal affection and shared desires to maintain physical and emotional closeness. It is the basis for forming internal working models
In Bowlby’s theory of attachment, what are the phases of growth of attachment relationships during infancy?
pre-attachment, attachment in the making. clear-cut attachment, goal-directed partnership
what is the age range of the pre-attachment phase in Bowlby’s theory of attachment?
0-2 months
describe the pre-attachment phase in Bowlby’s theory of attachment?
Generalised sociability; indiscriminate social responsiveness
what is the age range for the attachment in the making phase in Bowlby’s theory of attachment?
3-7 months
describe the attachment in the making phase in Bowlby’s theory of attachment?
Maturation of readiness for attachment through visual face recognition, person permanence, stranger wariness etc
what is the age range for the clear cut attachment phase in Bowlby’s theory of attachment?
8-24 months
describe the clear cut attachment phase in Bowlby’s theory of attachment?
Differental proximity seeking, separation protest, clinging to attachment target(s) more than to other people
what is the age range in goal-directed partnership phase in Bowlby’s theory of attachment?
2 years onwards
describe the goal-directed partnership phase in Bowlby’s theory of attachment?
Relationships are mutual; child is sensitive to parents needs
how many episodes are there in the strange situation test?
8
what are the three patterns of attachment?
secure, anxious-resistent, anxious avoidant
what are the additional categories of the patterns of attachment?
disorganised-disorented attachment
what does disorganised or disoriented attachment indicate?
a great deal of insecurity
does a child with secure attachment explore when a caregiver is present to provide a secure base for exploration?
yes actively
does a child with resistant attachment explore when a caregiver is present to provide a secure base for exploration?
no, clings
does a child with avoidant attachment explore when a caregiver is present to provide a secure base for exploration?
yes, but play is not as constructive as that of a secure infant
does a child with disorganised-disorented attachment explore when a caregiver is present to provide a secure base for exploration?
No
does a child with secure attachment respond positively to a stranger?
yes, comfortable if caregiver is present
does a child with resistent attachment respond positively to a stranger?
no, fearful even with caregiver is present
does a child with avoidant attachment respond positively to a stranger?
no, often indifferent as with caregiver
does a child with disorganised attachment respond positively to a stranger?
no, confused responses
does a child with secure attachment protest when separated from caregiver?
yes, at least mildly distressed
does a child with resistent attachment respond negatively to a stranger?
yes, extremely upset
does a child with avoidant attachment respond positively to a stranger?
no, seemingly unphased
does a child with disorganised attachment respond positively to a stranger?
sometimes; unpredictable
does a child with secure attachment respond positively to caregiver at reunion?
yes, happy to be reunited
does a child with resistant attachment respond positively to caregiver at reunion?
yes and no, seeks contact but resents being left; ambivalent, sometimes angry
does a child with avoidant attachment respond positively to caregiver at reunion?
no, ignores or avoids caregiver
does a child with disorganised attachment respond positively to caregiver at reunion?
confused; may approach or avoid caregiver or do both
what is the parenting style of a child with secure attachment?
sensitive, responsibe
what is the parenting style of a child with resistant attachment?
inconsistent, often unresponsive (e.g. depressed)
what is the parenting style of a child with avoidant attachment?
rejecting-unresponsive of intrusive - overly stimulating
what is the parenting style of a child with disorganised attachment?
frightened (e.g. overwhelmed) and frightening (e.g. abusive)
how do secure infants react with organised strategies when encountered with fear that has a solution?
reach out to the caregiver
how do avoidant infants react with organised strategies when encountered with fear that has a solution?
defensively turn attention away from the fearful stimuli and focus on exploration
how do resistant infants react with organised strategies when encountered with fear that has a solution?
exaggerate attachment behaviour to gain attention of an inconsistency in the available caregiver
how to disorganised infants react to their caregiver when they encounter fear that has a solution?
they fear the caregiver they they rely on for protection and this face fear without a solution
