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Human Behavior in the Social Environment > Ch. 7 Development in Infancy and Early Childhood > Flashcards

Ch. 7 Development in Infancy and Early Childhood Flashcards

1
Q

Early vocalizations in Language development of the infant

A

Crying(from birth), cooing (3 weeks to 2 months), babbling (4-6 months), gestures (8-12 months)

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2
Q

Language skills 10-15 months

A

on average, children speak their first words, after which their vocabulary increases at a rapid rate

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3
Q

Language skills 18-24 months

A

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

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4
Q

Language skills 24-36 months

A

by the end of this phase most children have a vocabulary of approximately 1,000 words and can speak in full sentences

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5
Q

Naom Chomsky

A

(1975) a well-known linguist who has argued that humans are prewired to develop language skills at certain times

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6
Q

language acquisition device (LAD)

A

a built-in mechanism for acquiring language that allows them to make sense of language and eventually master it

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7
Q

B. F. Skinner

A

(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

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8
Q

emotion

A

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”

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9
Q

emotional developments: 4-6 weeks

A

Infants exhibit social smiling - that is, smiling in response to external stimuli

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10
Q

emotional development: 3-4 months

A

show anger, sadness, and surprise

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11
Q

emotional development: 5-7 months

A

children express fear

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12
Q

emotional development: 6-8 months

A

children exhibit shame and shyness

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13
Q

emotional development: 2 years

A

by this age, children typically can express guilt and contempt

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14
Q

emotional development: 2-3 years

A

children can use language to describe their emotions, and they have a better understanding of the causes and consequences of emotions

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15
Q

emotional development: 4-5 years

A

children begin to understand how events bring about emotions in themselves and others, and they become aware of the importance of controlling emotions

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16
Q

stranger anxiety

A

intense fear of unfamiliar people, tends to develop around 6 months

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17
Q

separation anxiety

A

a fear that many children have of being separated from their caregivers (typically appears around 12-18 months then starts disappearing)

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18
Q

social referencing

A

children can detect emotional cues in others and respond to them appropriately

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19
Q

gross motor skills

A

movements that use large muscles, such as walking or pushing an object

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20
Q

fine motor skills

A

small movements made by small muscle groups such as those found in the fingers and toes

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21
Q

Major milestones in gross motor development: 0-1 month

A

infants can stabilize the head and neck

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22
Q

major milestones in gross motor development: 2-4 months

A

infants can lift their chest and use arms for stabilization

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23
Q

major milestones in gross motor development: 2-5 months

A

infants can roll over

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24
Q

major milestones in gross motor development: 3-6 months

A

infants can use their legs to support weight

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25
Q

major milestones in gross motor development: 5-8 months

A

Infants can sit up unaided

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26
Q

major milestones in gross motor development: 5-10 months

A

infants can stand with some support

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27
Q

major milestones in gross motor development: 6-10 months

A

infants can use their arms to pull themselves to standing position

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28
Q

major milestones in gross motor development: 7-13 months

A

infants can walk using supports

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29
Q

major milestones in gross motor development: 10-14 months

A

infants can stand without support

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30
Q

major milestones in gross motor development: 11-14 months

A

infants can walk without support

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31
Q

cephalocaudal development

A

development occurs from head to toe

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32
Q

proximodistal development

A

the trunk area tends to develop before the extremities do

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33
Q

attachment

A

refers to the bond or relationship between an infant and her or his caregivers

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34
Q

Mary Ainsworth

A

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

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35
Q

secure attachment

A

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

36
Q

insecure avoidant attachment

A

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

37
Q

insecure resistant attachment

A

the infant may be clingy with the caregiver and refuse to explore but try to push away when being comforted

38
Q

insecure disorganized attachment

A

infants appear confused and fearful. They may show fear, anxiety, or resistance around the caregiver

39
Q

reactive attachment disorder

A

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

40
Q

gender identity

A

our perception of ourselves as male, female, both, or neither

41
Q

intersex

A

a term used to describe those born with some combination of sexual anatomy not congruent with their gender appearance

42
Q

gender roles

A

a set of culturally accepted activities, expectations, and behaviors assigned to males and females

43
Q

gender expression

A

involves the ways in which we communicate our gender identity to others

44
Q

gender normative or cisgender

A

usually a child’s gender identity and gender expression are congruent with the sex they were assigned at birth

45
Q

transgender

A

children whose gender identity is not congruent with their assigned sex at birth

46
Q

gender dysphoria

A

another term to describe this incongruency (though highly controversial term)

47
Q

gender variance or gender fluidity

A

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)

48
Q

temperament

A

thought of as the consistent ways in which we respond, behaviorally and emotionally, to our environment

49
Q

3 main temperament styles developed by Stella Chess and Alexander Thomas (1977)

A

Easy child, difficult child, and slow-to-warm-up child

50
Q

Easy child

A

these children generally display happy, positive moods and adapt easily to their environment

51
Q

difficult child

A

these children are fussy, cry frequently, and have trouble adapting to changes in the environment

52
Q

slow-to-warm-up child

A

these children tend to show low levels of activity, emotion, and adaptability and tend to be somewhat negative

53
Q

autism

A

a developmental disability characterized by impaired social interaction and communication

54
Q

autism spectrum disorders

A

characterized as neurodevelopmental disorders

55
Q

neurodiversity and neurodivergent

A

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

56
Q

sanism

A

the systematic discrimination or exclusion of people who are neurodivergent based on the belief that neurotypicality is superior

57
Q

trauma-focused cognitive behavioral therapy

A

incorporates concepts from cognitive-behavioral, attachment, humanistic, empowerment, and family systems models

58
Q

Diana Baumarind

A

identified different styles of parenting that help describe patterns that parents consistently use in child rearing

59
Q

Baumrind’s Parenting Styles

A

Authoritarian, Authoritative, Neglectful, Indulgent

60
Q

Authoritarian parenting style

A

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

61
Q

Authoritative parenting style

A

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

62
Q

Neglectful parenting style

A

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

63
Q

Indulgent parenting style

A

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

64
Q

Grandparenting styles

A

Fun seeker, distant figure, surrogate parent, formal figure, reservoir of family wisdom

65
Q

Grandparenting styles: fun seeker

A

grandparent acts as a playmate to grandchild; both achieve mutual enjoyment out of the relationship

66
Q

Grandparenting styles: distant figure

A

grandparent has only occasional contact with grandchild; grandparent has little involvement in grandchild’s life

67
Q

Grandparenting styles: Surrogate parent

A

grandparent assumes much of the caregiving responsibility for the grandchild

68
Q

Grandparenting styles: Formal figure

A

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

69
Q

Grandparenting styles: Reservoir of family wisdom

A

grandparent takes on an authoritarian role and acts as sage to pass on skills, traditions, stories, and so on

70
Q

resource dilution model

A

this model posits that the larger the family, the fewer the resources available to give to each member

71
Q

maltreatment

A

a broad term that encompasses both abuse and neglect

72
Q

abuse

A

specific and repeated acts of sexual, physical, and emotional mistreatment

73
Q

neglect

A

an ongoing pattern in which caregivers fail to meet their children’s basic needs

74
Q

adverse childhood experiences (ACEs)

A

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

75
Q

The ACE pyramid (bottom up)

A
  • adverse childhood experiences
  • social, emotional, and cognitive impairment
  • adoption of health-risk behaviors
  • disease, disability, and social problems
  • early death
76
Q

Child Abuse Prevention and Treatment Act of 1974

A

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

77
Q

Adoption and Safe Families Act of 1997

A

places a higher priority on the safety and well-being of the child than on family preservation

78
Q

The role of CPS

A

to investigate reports of abuse and neglect and to assess the risks posed for the child

79
Q

Permanency planning

A

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

80
Q

Indian Child Welfare Act of 1978

A

Gave tribes the right to intervene in child welfare issues, including the right to assume legal jurisdiction over children and their care

81
Q

Adoption Assistance and Child Welfare Act of 1980

A

Required CPS to make reasonable efforts to prevent adoptive placements and provide service plans to avoid them

82
Q

Child Welfare Services, Foster Care, and Adoption Assistance Reforms of 1993

A

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

83
Q

Multi-ethnic Placement Act of 1994

A

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

84
Q

Adoption and Safe Families Act of 1997

A

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

85
Q

The State Children’s Health Insurance Program (SCHIP)

A

expands health care benefits to uninsured children

86
Q

Head Start Programs

A

developed to serve low-income children and families

Human Behavior in the Social Environment (12 decks)

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