Ch. 7 Development in Infancy and Early Childhood Flashcards
Early vocalizations in Language development of the infant
Crying(from birth), cooing (3 weeks to 2 months), babbling (4-6 months), gestures (8-12 months)
Language skills 10-15 months
on average, children speak their first words, after which their vocabulary increases at a rapid rate
Language skills 18-24 months
Children begin this phase with a vocabulary of around 50 words, and by the end of it their vocabulary has expanded to include around 200 words
Language skills 24-36 months
by the end of this phase most children have a vocabulary of approximately 1,000 words and can speak in full sentences
Naom Chomsky
(1975) a well-known linguist who has argued that humans are prewired to develop language skills at certain times
language acquisition device (LAD)
a built-in mechanism for acquiring language that allows them to make sense of language and eventually master it
B. F. Skinner
(1938) along with other behaviorists posit that children learn language through listening to others in their environment and repeating the sounds, words, and phrases that they hear
emotion
constitutes affect, or a feeling that causes some kind of physiological, behavioral, or cognitive response
Izard’s definition (1991) “feeling that motivates, organizes, and guides perception, thought and action”
emotional developments: 4-6 weeks
Infants exhibit social smiling - that is, smiling in response to external stimuli
emotional development: 3-4 months
show anger, sadness, and surprise
emotional development: 5-7 months
children express fear
emotional development: 6-8 months
children exhibit shame and shyness
emotional development: 2 years
by this age, children typically can express guilt and contempt
emotional development: 2-3 years
children can use language to describe their emotions, and they have a better understanding of the causes and consequences of emotions
emotional development: 4-5 years
children begin to understand how events bring about emotions in themselves and others, and they become aware of the importance of controlling emotions
stranger anxiety
intense fear of unfamiliar people, tends to develop around 6 months
separation anxiety
a fear that many children have of being separated from their caregivers (typically appears around 12-18 months then starts disappearing)
social referencing
children can detect emotional cues in others and respond to them appropriately
gross motor skills
movements that use large muscles, such as walking or pushing an object
fine motor skills
small movements made by small muscle groups such as those found in the fingers and toes
Major milestones in gross motor development: 0-1 month
infants can stabilize the head and neck
major milestones in gross motor development: 2-4 months
infants can lift their chest and use arms for stabilization
major milestones in gross motor development: 2-5 months
infants can roll over
major milestones in gross motor development: 3-6 months
infants can use their legs to support weight
major milestones in gross motor development: 5-8 months
Infants can sit up unaided
major milestones in gross motor development: 5-10 months
infants can stand with some support
major milestones in gross motor development: 6-10 months
infants can use their arms to pull themselves to standing position
major milestones in gross motor development: 7-13 months
infants can walk using supports
major milestones in gross motor development: 10-14 months
infants can stand without support
major milestones in gross motor development: 11-14 months
infants can walk without support
cephalocaudal development
development occurs from head to toe
proximodistal development
the trunk area tends to develop before the extremities do
attachment
refers to the bond or relationship between an infant and her or his caregivers
Mary Ainsworth
described four different types of attachment styles between infants and their mothers; proposed that the quality of attachment in early infancy affects subsequent social behavior and development
secure attachment
the caregiver serves as a safe base from which an infant can explore the outside environment. The infant seems confident in exploring her world but will return to the caregiver if unsure or afraid
insecure avoidant attachment
infants show little interaction with the caregiver but will cry when the caregiver leaves. The infant shows reluctance in interacting with the caregiver when that person returns
insecure resistant attachment
the infant may be clingy with the caregiver and refuse to explore but try to push away when being comforted
insecure disorganized attachment
infants appear confused and fearful. They may show fear, anxiety, or resistance around the caregiver
reactive attachment disorder
characterized by strange and developmentally inappropriate social interactions that are present before the age of five, such as ambivalence toward a caregiver or unusual trust toward a stranger
gender identity
our perception of ourselves as male, female, both, or neither
intersex
a term used to describe those born with some combination of sexual anatomy not congruent with their gender appearance
gender roles
a set of culturally accepted activities, expectations, and behaviors assigned to males and females
gender expression
involves the ways in which we communicate our gender identity to others
gender normative or cisgender
usually a child’s gender identity and gender expression are congruent with the sex they were assigned at birth
transgender
children whose gender identity is not congruent with their assigned sex at birth
gender dysphoria
another term to describe this incongruency (though highly controversial term)
gender variance or gender fluidity
refers to the idea that there is a wider, more flexible range of gender experiences that people can have, that these experiences may or may not be congruent with socially acceptable binary definitions of gender, and that people’s identities and experiences may change with time (sometimes also referred to as gender queer)
temperament
thought of as the consistent ways in which we respond, behaviorally and emotionally, to our environment
3 main temperament styles developed by Stella Chess and Alexander Thomas (1977)
Easy child, difficult child, and slow-to-warm-up child
Easy child
these children generally display happy, positive moods and adapt easily to their environment
difficult child
these children are fussy, cry frequently, and have trouble adapting to changes in the environment
slow-to-warm-up child
these children tend to show low levels of activity, emotion, and adaptability and tend to be somewhat negative
autism
a developmental disability characterized by impaired social interaction and communication
autism spectrum disorders
characterized as neurodevelopmental disorders
neurodiversity and neurodivergent
used interchangeable and reflect the range of differences that occur in brain function and behaviors in the human population and help to describe variations from neurotypical patterns of development
sanism
the systematic discrimination or exclusion of people who are neurodivergent based on the belief that neurotypicality is superior
trauma-focused cognitive behavioral therapy
incorporates concepts from cognitive-behavioral, attachment, humanistic, empowerment, and family systems models
Diana Baumarind
identified different styles of parenting that help describe patterns that parents consistently use in child rearing
Baumrind’s Parenting Styles
Authoritarian, Authoritative, Neglectful, Indulgent
Authoritarian parenting style
parent is controlling and insists on conformity; establishes rules and ideas about how child should behave. This style is associated with children who are unhappy, fearful, and anxious and who lack initiative and communication skills
Authoritative parenting style
Parent offers some control, consistent support, and compromise; encourages independence with limits and negotiation. This style is associated with children who are cheerful, motivated, and self-directed and who demonstrate social competence in communication and cooperation
Neglectful parenting style
Parent is uninvolved with the child; offers little structure for or control over the child. This style is associated with children who have low self-esteem and poor self-control and who are immature and socially incompetent
Indulgent parenting style
Parent is highly involved with child; does not offer much structure for or control over the child; makes few demands of the child. This style is associated with children who show poor self-control and a lack of respect for others
Grandparenting styles
Fun seeker, distant figure, surrogate parent, formal figure, reservoir of family wisdom
Grandparenting styles: fun seeker
grandparent acts as a playmate to grandchild; both achieve mutual enjoyment out of the relationship
Grandparenting styles: distant figure
grandparent has only occasional contact with grandchild; grandparent has little involvement in grandchild’s life
Grandparenting styles: Surrogate parent
grandparent assumes much of the caregiving responsibility for the grandchild
Grandparenting styles: Formal figure
grandparent is involved only to provide babysitting services occasionally or to give special treats to the grandchild; all child rearing is left to the parents
Grandparenting styles: Reservoir of family wisdom
grandparent takes on an authoritarian role and acts as sage to pass on skills, traditions, stories, and so on
resource dilution model
this model posits that the larger the family, the fewer the resources available to give to each member
maltreatment
a broad term that encompasses both abuse and neglect
abuse
specific and repeated acts of sexual, physical, and emotional mistreatment
neglect
an ongoing pattern in which caregivers fail to meet their children’s basic needs
adverse childhood experiences (ACEs)
list of ten risk factors that are associated with negative impacts on social, emotional, and cognitive development as well as impairments on the brain and body
The ACE pyramid (bottom up)
- adverse childhood experiences
- social, emotional, and cognitive impairment
- adoption of health-risk behaviors
- disease, disability, and social problems
- early death
Child Abuse Prevention and Treatment Act of 1974
established to provide support to states in developing and delivering child protective services. Also mandated that professionals, including social workers, report suspected abuse, This act also provides some funds for research and pilot programs on maltreatment
Adoption and Safe Families Act of 1997
places a higher priority on the safety and well-being of the child than on family preservation
The role of CPS
to investigate reports of abuse and neglect and to assess the risks posed for the child
Permanency planning
focuses on long-term planning for children and families, either to prevent out-of-home placements or to make foster or adoptive placements as quickly as possible
Indian Child Welfare Act of 1978
Gave tribes the right to intervene in child welfare issues, including the right to assume legal jurisdiction over children and their care
Adoption Assistance and Child Welfare Act of 1980
Required CPS to make reasonable efforts to prevent adoptive placements and provide service plans to avoid them
Child Welfare Services, Foster Care, and Adoption Assistance Reforms of 1993
Created the Family Preservation and Support Services Program. This law was enacted to provide funding for family preservation and support and prevention services that are delivered by CPS and community agencies
Multi-ethnic Placement Act of 1994
Developed to address issues of interracial adoptions. This legislation prevents agencies from discriminating against prospective foster or adoptive parents based on ethnic or national origin, although it does require that children’s cultural needs be considered in placements
Adoption and Safe Families Act of 1997
Revisited and revised the Adoption Assistance and Child Welfare Act of 1980, specifying when adoption placements should not be made, pushing for permanency planning, and reducing the amount of time for placement from 18 to 12 months
The State Children’s Health Insurance Program (SCHIP)
expands health care benefits to uninsured children
Head Start Programs
developed to serve low-income children and families
