Chapter 3

Question 1

Attachment

Answer 1

A strong affection all tie that binds a person to an intimate companion

Interaction between parent and child through emotional bonding

Question 2

Brain plasticity

Answer 2

The ability of the brain to change in response to stimuli. Indicates that the brain changes in response to what it experiences

Question 3

Rate of brain development during infancy

Answer 3

During infancy the brain develops rapidly. The brain triples due to the acceleration of synaptogenesis

Question 4

Developmental delay

Answer 4

An infant or toddler has a significant lag in development in any of the dimensions. Indicates failure to achieve given milestones by average age at which such milestones are achieved (i.e. Sitting up alone, walking)

Question 5

Developmental disability

Answer 5

When a child has a life long impairment that results in functional limitations in some dimensions, including such conditions as intellectual disabilities, autism, cerebral palsy

Question 6

Developmental niche

Answer 6

Culture guides every aspect of the developmental process. Physical/social settings of every day child rearing customs. Parents get their ideas about parenting and about the nature of children from cultural milieu, and parents’ ideas are the dominant force

Question 7

Motor skills

Answer 7

Ability to move and manipulate. Occurs in a more or less orderly, logical sequence

Question 8

Gross motor skills

Answer 8

Big muscles. Physical abilities involving large body movements, such as walking and jumping. Rapid development in the first year of life.

Ex. Rolling over

Sit on their own

Crawling

Walk without support

Question 9

Fine motor skills

Answer 9

Smaller muscles. Use of personalize and coordinated movements in such activities such as writing and cutting

Ex. Briefly hold objects

Reach for and hold onto objects

Can manipulate objects by pushing and pulling an object

Question 10

Object permanence

Answer 10

The ability to understand that objects exist even when they cannot be seen

Ex. Peek a boo

Question 11

Sucking reflex & why it is important

Answer 11

First 2-4 months
The infant instinctively sucks any object(nipple) of appropriate size that is presented to the infant.

Important because helps the infant feed/gain nutrition

Question 12

Rooting reflexes & why it is important

Answer 12

First 4 months. The head turns in the direction of a stimulus when the cheek is touched. To infant’s mouth opens in an attempt to suck.

Important for feeding because it guides the infant to the nipple

Question 13

Moro reflexes & why it is important

Answer 13

First 2 months. The arms thrust out word when the infant is released in midair, as if attempting to regain support.

Important because it encourages the caretaker to pick up the infant and is used to whether the infect can hear or not

Question 14

Sensorimotor stage

Answer 14

The first stage of Piaget’s theory of cognitive development. Infants (newborn-2 yrs) learn through sensory awareness and motor activities.

Egocentric, learning/develops sense that object exist independently

Question 15

Separation anxiety

Answer 15

(9 mos.)
When an infant becomes anxious at the signs of impending separation from parents. The fear of being away from the parent and the desire to avoid strangers

Question 16

Stranger anxiety

Answer 16

(9 mos.)

When an infant reacts to the fear or with drawl to unfamiliar person

Question 17

3 types of infant temperament

Answer 17

Easy: characterized by a good mood regular patterns of eating and sleeping, and general calmness

Slow to warm up: baby has few intense reactions, either positive or negative, and tends to be low in activity level. Somewhat shy

Difficult: characterized by negative mood, irregular sleeping and eating patterns and difficulty adapting to new experiences and people

Question 18

Transitional object

Answer 18

Comfort object. And object that promotes security in a young child. To help them cope with separations from parents to handle other stressful situations

Question 19

Physical development of infants and toddlers and factors that may impact it

Answer 19

Infants have rapid growth/physical development. When did they become toddlers their pace slows, though it’s still rapid.

Factors: nutrition, exposure to illness, environmental factors, genetics, and Ethnicity

Question 20

Key aspects of an infants sensory system( vision, hearing, touch)

Answer 20

Hearing-begins in utero; can’t discriminate between sound; preference for mothers voice

Vision-develops during the first six months; by around four months, the infant seats objects the same way and adult does; can see 8 to 10 inches in front of itself; at three months, the infant can recognize parents faces; at four months the infant can recognize facial expressions

Taste & smell- begins in utero; can differentiate between sweet, bitter, sour and salty taste is; preference for sweet taste is; prefers mothers sent

Touch- very important role in an infant development, preference for being held; use the sense of touch to learn about their world; can feel pain

Question 21

Infant social behavior and emotional control

Answer 21

Sociable; will respond to social stimulation; face-to-face interaction; develop social smile around 4 to 6 weeks old

Emotional control-range of techniques; holding, rocking, and vocalizing are the most effective methods of a soothing an infant/avoidance most important element in how infants learn to manage strong emotions is assistance provided by the caregiver for emotion management; sensitivity; positive regard, stimulation and animation; cultural differences exist

Question 22

Face-to-face interaction is important for infants

Answer 22

A part of how they learn facial expressions and their meanings as well as how social interactions work(rules and expectations) and allows them to become familiar with the facial characteristics of their caregivers & other important persons

Question 23

Outcomes for children without secure attachments

Answer 23

The orbital frontal cortex in the infants cannot develop well, feel insecure and fearful of exploring new environments; difficulty in future social relationships; clingy; avoid attachment behaviors; confused; angry; impatient

Question 24

4 patterns of attachment

Ainsworth’s secure attachment (pattern 1)

Answer 24

The child uses the mother as a homebase and feels comfortable leaving this base to explore the playroom. Easily soothed; cooperate with parents, better adjustment as toddlers and preschoolers

Question 25

4 patterns of attachment Ainsworth anxious attachment (pattern 2)

Answer 25

The child is resistant to explore the play room and clings to the mother. When the mother leaves the room the child cries for a long time. When the mother comes back this child six comfort but is still crying and throwing tantrums

Question 26

4 patterns of attachment Avoidant (pattern 3)

Answer 26

Some infants seem indifferent to the presence of their mother. When the mother is present or absent in the room, these children's responses are the same. This child seems careless. Doesn't show much emotion whether mom is in the room or not. He doesn't want to be played or held. He acts the same with the stranger as well. Not just distressed when mother leaves, equally comforted by stranger and mother, shows little interest when mother returns

Question 27

4 patterns of attachment Insecure disorganized (disoriented) (pattern 4)

Answer 27

This child might be distressed when the mother leaves the room and be relieved when she comes back. However, the child may not want to be held or may show anger once the mother approaches. He might hit a rock. Further research revealed that more than half of the mothers with a child who fell into this category had suffered trauma immediately before the birth of the child and had developed depression because of that trauma

Question 28

Critiques of Ainsworth's theory of attachment

Answer 28

Validity (is it valid/accurate) Different based on culture and ethnic diversity. Didn't experiment across culture

Question 29

Why attachment is important to brain development

Answer 29

It allows the orbital frontal cortex in the brain to develop well. The right orbitofrontal cortex develops, the infant can take higher and higher levels of arousal and stimulation.

Question 30

"Goodness of fit"

Answer 30

Between the infant in the environment does the infant fit. How well does that temperament fit the infant and what are the consequences

Question 31

Piaget's cognitive theory assumptions & critiques

Answer 31

Assumptions: they are learned in a fixed sequins and each stage builds up on the past stages. It all depends on his/her environment usually at the age of 2, 7 and 11 Critiques: He basted off of his three children. not objective. can't generalize.no environmental factors. "Average child" meaning that it does not talk about advanced or developmental delays

Question 32

Sensorimotor period:

Answer 32

The first stage Piaget's theory of cognitive development. Infants (newborn-2yrs) learn through sensory awareness and motor activities. Egocentric, learning/develops sense that objects exist independently

Question 33

Mental representation

Answer 33

Can realize and retain mental images of what is not in front of them (Ex. Toddlers, imitate what they see)

Question 34

Categorization

Answer 34

(0-12 mos) Infants can recognize similarities in a group of objects

Question 35

Erickson's psychosocial theory | Successful /unsuccessful resolution

Answer 35

Successful resolution Social strength meaning being able to love successfully in the next stage Unsuccessful resolution Problems with the future crisis( continue to deal with the crisis you can't deal successfully)

Question 36

Erickson psychosocial theory critique

Answer 36

Later mastery | Ericsson does not mention individualization. Not applicable to collectivistic society.

Question 37

Erickson's psychosocial theory STAGE 1 & its outcomes

Answer 37

Trust VS Mistrust Infants most form trusting relationships with caregivers or they will learn to distrust the world. Essential an attachment. Parent is consistent and protects the child. (+) outcome Development of trust in environment Hope- openness to new experiences and wariness that danger may arise (-) outcome Fearful/rage/withdraw. Lack of drive and motivation/miss trust of the environment/lack of intimate relationship

Question 38

Erickson's psychosocial theory STAGE 2: | Autonomy VS Shame& doubt

Answer 38

Manage their bodies, potty training. Limits to control themselves. Establish independence. Predictability and consistency. Example; bedtime routine, helps the child. The environment is controllable Outcomes (+) Autonmist Self-worth and pride. Will- within limits kids can act on their world intentionally (-) shame & doubt Loss of self-esteem – so doubt – need parental approval – doubt and others – ashamed of their abilities

Question 39

Autism spectrum disorder

Answer 39

Severe developmental disability. Major language and communication delay

Question 40

Symptoms of autism spectrum disorder

Answer 40

Failure to respond to his – her name Difficulty making eye contact with others at appropriate times Obsessive interest in usual objects/activities Limited emotional expressions Unusual speech patterns

Question 41

Risk factors to infant and toddler development

Answer 41

Poverty – 0-3 yrs = worldwide living in poverty(1 billion worldwide) -u.s= 2nd highest rate (infants and toddlers ) Infant mortality has a stronger change if living in poverty Inadequate caregiving: don't have time to be available for the child. They can become bipolar/depressed. Parents might be on drugs/alcohol

Question 42

Failure to thrive

Answer 42

3 to 2 months. Not a medical reason. Form of child maltreatment . Poor development due to lack of weight gain in the normal trajectory. Environmental neglect/deprivation

Question 43

Characteristics of children and parents whose children have failure to thrive

Answer 43

Children way less than normal weight/listless( no energy or no engagement)

Question 44

Postpartum depression

Answer 44

Can't form attachment with caregiver. Impacts family dynamic due to mother depression. Social factors(not being able to work) Hormonal changes(takes a while for hormones to recalibrate). This can happen to the point where the mother becomes psychotic. Medication- antidepressants/medical intervention

Question 45

Risk factors of postpartum depression

Answer 45

If I happen to the mothers before. Related to the menstrual cycle. Loss of jobs – house – income during pregnancy. Unexpected difficulties during pregnancy

Question 46

Three protective factors in infancy and toddler hood

Answer 46

Maternal education-helps with parenting. Mothers who have higher education have better parenting skills Social support for moms- found in informal nextworks like friends/ extended family. Or formal networks like churches orsocial workers. Buffers many risk factors such as stress experienced by parents. Easy temperament baby- infants with an easy temperament perceive the world more positively. Induce constructive & affirming responses from those in the environment