chapter 5 Flashcards
Piaget
Child’s progression through developmental stages
was based on biological predisposition and their
own interactions with the world
Vygotsky
Child’s progression through developmental stages
was largely influenced by physical interactions and
that adults and peer interventions was a much
more important part of the development. He believed that development is not just an individual, biological process but is heavily influenced by social and cultural contexts.
Erik Erikson
Concerned with emotional and identity
development through social experiences. proposed that development occurs in a series of eight stages, each of which involves a specific psychosocial conflict or challenge. Successfully resolving these challenges leads to a healthy psychological state and contributes to the development of a person’s identity and emotional well-being.
Cognitive Milestones At 2 months
- Pays attention to faces
- Begins to follow things with eyes
and recognize people at a
distance - Begins to act bored (cries, fussy) if
activity doesn’t change
Cognitive Milestones At 4 months
- Lets you know if she is happy or
sad - Responds to affection
- Reaches for toy with one hand.
- Uses hands and eyes together,
such as seeing a toy and reaching
for it - Follows moving things with eyes
from side to side - Watches faces closely
- Recognizes familiar people and
things at a distance
Cognitive Milestones At 6 months
- Looks around at things nearby
- Brings things to mouth
- Shows curiosity about things and
tries to get things that are out of
reach - Begins to pass things from one
hand to the other
Cognitive Milestones At 9 months
- Watches the path of something
as it falls - Looks for things he sees you
hide - Plays peek-a-boo
- Puts things in mouth
- Moves things smoothly from one
hand to the other - Picks up things like cereal o’s
between thumb and index finger
Cognitive Milestones At 12 months
- Explores things in different ways, like
shaking, banging, throwing - Finds hidden things easily
- Looks at the right picture or thing when
it’s named - Copies gestures
- Starts to use things correctly; for
example, drinks from a cup, brushes hair - Bangs two things together
- Puts things in a container, takes things
out of a container - Lets things go without help
- Pokes with index (pointer) finger
- Follows simple directions like “pick up
the toy”
Cognitive Milestones At 2 years
- Finds things even when hidden under
two or three covers - Begins to sort shapes and colors
- Completes sentences and rhymes in
familiar books - Plays simple make-believe games
- Builds towers of 4 or more blocks
- Might use one hand more than the other
- Follows two-step instructions such as
“Pick up your shoes and put them in the
closet.” - Names items in a picture book such as a
cat, bird, or dog
Intentional Vocalizations
That gurgling, musical vocalization called
cooing can serve as a source of entertainment
to an infant. Cooing serves as practice for vocalization. Cooing initially involves making vowel sounds like “oooo”. Later, consonants are added to vocalizations such as “nananananana”
Babbling and gesturing
At about four to six months of age, infants begin
making even more elaborate vocalizations that
include the sounds required for any language. Eventually,
these sounds will no longer be used as the infant
grows more accustomed to a particular
language. The rhythm and pattern of language
is used when deaf babies sign just as it is when
hearing babies babble.
Understanding
At around ten months of age, the infant can
understand more than he or she can say.
Holophrastic speech
Children begin using their first words at about 12
or 13 months of age and may use partial words
to convey thoughts at even younger ages. These
one-word expressions are referred to as
holophrastic speech. For example, the child
may say “ju” for the word “juice”
Underextension
A child who learns that a word stands for an
object may initially think that the word can be
used for only that particular object.
overextension
More often, however, a child may think that a label applies to all objects
that are similar to the original object. I
First words and cultural influence
First words if the child is using English tend to
be nouns. children from the United States may be taught to name an object and its qualities (color, texture, size, etc.)
Vocabulary growth spurt
One-year olds typically have a vocabulary of
about 50 words. But by the time they become
toddlers, they have a vocabulary of about 200
words and begin putting those words together in
telegraphic speech
telegraphic speech
as ‘text message’ speech because texting is more
common and is similar in that text messages
typically only include the minimal number of
words to convey the message
Language Milestones At 9 months
- Understands “no”
- Makes a lot of different sounds like
“mamamama” and “bababababa” - Copies sounds and gestures of
others - Uses fingers to point at things
Language Milestones At 4 months
- Begins to babble
- Babbles with expression and
copies sounds he hears - Cries in different ways to show
hunger, pain, or being tired
Language Milestones At 2 months
- Coos, makes gurgling sounds
- Turns head toward sounds
Language Milestones At 6 months
- Responds to sounds by making
sounds - Strings vowels together when
babbling (“ah,” “eh,” “oh”) and likes
taking turns with parent while
making sounds - Responds to own name
- Makes sounds to show joy and
displeasure - Begins to say consonant sounds
(jabbering with “m,” “b”)
Language Milestones At 12 months
- Responds to simple spoken
requests - Uses simple gestures, like shaking
head “no” or waving “bye-bye” - Makes sounds with changes in tone
(sounds more like speech) - Says “mama” and “dada” and
exclamations like “uh-oh!” - Tries to say words you say
Language Milestones A two years
- Points to things or pictures when
they are named - Knows names of familiar people
and body parts - Says sentences with 2 to 4 words
- Follows simple instructions
- Repeats words overheard in
conversation - Points to things in a book
Operant Conditioning
is a type of learning in which behavior is controlled by consequences, such as rewards and punishments. It was developed by psychologist B.F. Skinner and focuses on how behaviors are influenced by the consequences that follow them.
Reinforcement is to
Increase Behavior
Punishment is to
Decrease Behavior
Reinforcement is
is a more powerful and positive in influencing behavior than is punishment
In classical conditioning
a neutral stimulus (something that does not initially cause a response) becomes associated with an unconditioned stimulus (something that naturally and automatically triggers a response). Over time, the neutral stimulus alone can trigger the same response, now called a conditioned response.
