Chapters 4-8 and film Flashcards
Born to learn film
Why are babies “universal citizens of the world”?
They can hear same differences between sounds. They are universal only before their first birthday.
What are effects of speaking “parentese” on language development?
Parentese - unique signal
Babies babbled and spoke more
What age will a child’s brain have developed to 90% of adult size?
Age 5
What age where their differences between children’s executive function tasks based in high and low income?
Before six months (Dr.Clearfield)
What do infants/newborns need?
Fed breast milk or iron-fortified infant formula, high-iron foods
When can they eat solid foods?
4-6 months
Motor development
Neoates move head to side to avoid suffocation: head lift - 1 mo, lift chest - 2 mo, hold up head - 3 to 6 mo
cephalocaudal vs proximodistal
cephalocaudal - growth starts from the head and moves down to the feet.
proximodistal - growth starts from the body’s center, and moves outwards, to the arms and the legs
Development of hand control
3 months - Ulnar grasp, clumsy movements toward objects
4 to 6 months - can transfer objects back and forth between hands, more successful at grasping objects
9 to 12 months - Pincer grasp, can pick up tiny objects
15 to 24 months - stacking ability
Locomotion
6 months - roll over, sit if supported
7 months - sit on their own
8 to 9 months - crawl, walk with support
11 months - pull themselves up
12 to 15 months - walk by themselves, fall easily
Age 2 - can climb, run, walk backwards, jump several inches
Visual preferences
Neonates - nearsighted, 20/600, poor peripheral vision, expands to 45 degrees at 7 weeks
Birth to 6 months - dramatic gains in visual acuity made, 20/50
3 to 5 - visual acuity reaches adult level 20/20
Depth perception
Gibson and Walk (1960) examined depth perception with the visual cliff, identified what age depth perception develops, ability to crawl indicated ability to perceive depth
Campos (1970) - 9 months, heart rate increased when infants placed on edge of cliff, newly walking infants more afraid of falling off
Jean Piaget - Cognitive development
Stage 1: Sensorimotor, 0 to 2 years
Stage 2: Preoperational, 2 to 7 years
Stage 3: Concrete Operational - 7 to 12 years
Stage 4: Formal Operational - begins 11/12 years
Schemes
Children’s concepts of the world aka cognitive structures
Assimilation
For many new experiences, we can process this information and actively incorporate it into existing schemes
Accommodation
Sometimes, new experiences cannot fit into an existing schema and we have to modify that schema
Sensorimotor substages (1-3)
1st (1mo)- simple reflexes, grasping, sucking, visual tracking
2nd (1 to 4 mo)- primary circular reactions, motor (moving hands) and sensory (looking) scheme
3rd (4 to 8 mo)- secondary circular reactions, focus shifts to objects and environmental events
Sensorimotor substages (4-6)
4th (8 to 12 mo)- coordination of secondary schemes, show intentional, goal-directed behavior
5th (12 to 18 mo)- tertiary circular reactions, trial and error
6th (18 to 24 mo)- use mental trail and error instead of physical
Object permanence
birth to 6 mo - out of sight out of mind
6 mo - some advances are made
8 to 12 mo - some make the A-not-B error, but others know exactly where to look
Prelinguistic vocalizations
2nd mo - makes vowel-like sounds (cooing)
6-9 mo - begins babbling
Echolalia (10-12 mo)
imitates and repeats words or sounds
Intonation (end of the 1st year)
rising or falling of voice
When is the first word spoken?
between 11-13 months
Vocabulary acquisition
Slow at first
3 to 4 mo - 10 to 30 words
18 mo - about 50 words
22 mo - about 300 words
Overextension
Children extend the meaning of one word to refer to things and actions for which they do not have words
Telegraphic speech
Brief expressions that have meanings of sentences
Types of telegraphic speech
Holophrases - single words that express complex meanings
Two word sentences - begin when vocab consists of about 50 to 100 words
Syntax
the arrangement of words and phrases to create well-formed sentences in a language
What is attachment?
An affectional bond characterized by seeking closeness with another and distress upon separation
4 types of attachments
Secure attachment
Resistant attachment
Avoidant attachment
Disorganized/disoriented attachment
Secure attachment characteristics
Mild distress at leave-takings and being readily soothed by reunion
Resistant attachment characteristics
Severe distress at leave-takings and ambivalent behavior at reunions
Avoidant attachment characteristics
apparent indifference to leave-takings by and reunions with an attachment figure
Disorganized/disoriented attachment characteristics
Dazed and contradictory behaviors toward an attachment figure
Establishing attachment
Attachment is related to the quality of infant care. Parents of secure infants are more affectionate, predictable, and cooperative
Fathers and attachment
Important contributors to emotional security and social competencies
Securely attached to both parents can give the child less anxious/ socially withdrawal, adjust better to challenges of attending school, better emotional regulation
Attachment stability
Patterns of attachment persists when caregivers conditions are the same over time
Attachment styles can change
Early attachment styles endure throughout life
Stranger anxiety
Appears 6 to 9 mo
Peaks at 9 to 12 mo
Declines in second year
children are less distress when mother is presents
Social referencing
Sometimes an infant will look to a caregiver for cues to help them know how to respond, occurs 6 mo
Development of self-concept
Self-awareness appears at 18 mo, develop notions of sharing and cooperation, emotions; embarrassment, envy, pride, guilt, and shame
Gross and Fine motor skills
Gross - by 4 to 5 yrs most have mastered large motor skills
Fine - involve the small muscles used in manipulation and coordination EX: drawing
Piaget’s preoperational stage (1-3)
- Egocentrism - putting oneself at the center of things such that one is unable to perceive the world from another’s POV
- Precausal thinking - reasons for natural causes of events based on egocentric explanations, not science
- animism - attribution of life and intentions to inanimate objects
Piaget’s preoperational stage (4-6)
- Artificialism - the belief that environmental features were made by humans
- Centration - can only focus on one characteristic at a time when faced with a problem/situation
- Conservation - don’t understand that substances can change in shape, but still have the same amount of volume/mass/number
Scaffolding
Parents provides temporary support to a child who is learning a new task/skill
Zone of proximal development (ZPD)
adults or older children help in guiding by tailoring assistance to children’s capabilities
Development in vocab
fast mapping - children learn new words, quickly attach word to the appropriate concept
Whole object assumption - assume words refer to the whole object, not just parts
Contrast assumption - assume objects have only one label
Development in grammar
3rd year sentence structures increase, end of 3rd year 5W’s questions appear
Overregularization - they acquire grammatical rules
Development in pragmatics
the practical aspects of communications
Dimensions of childrearing
warmth ~ coldness
restrictiveness ~ permissiveness
Inductive methods
Teach knowledge that will help children to generate desirable behavior on their own
Reasoning or explaining why one behavior is better than another
Power- assertive methods
Physical punishment and denial of privileges
Rationalize physical punishment due to noncompliance of children
Child is less likely to develop internal standards of conduct
What are some methods to get a preschooler to comply?
They comply better when asked to do something rather to stop doing something
Engage child in something else when they are acting in unacceptable way
Authoritative Parenting
Controlling but flexible, make reasonable demands, provides explanations for the need to follow rules, accepting and responsive to child’s viewpoints
Authoritarian Parenting
Very restrictive, expect strict obedience, rarely explain why rule compliance necessary, insensitive to child’s viewpoint
Permissive - indulgent Parenting
Accepting but lax, make few demands, permit children to express self freely, do not closely monitor child’s activities
Rejecting - neglecting Parenting
Extremely lax and undemanding, low in responsiveness and support
Functional play
occurs during sensorimotor stage, repetitive motor activity
Symbolic play aka pretend play
occurs at end of sensorimotor stage, involves creating settings and scripts
Constructive play
common in early childhood, child uses objects or materials to make something
Formal games
Games with rules; may be invented by the child, involves social interaction as well as physical activity and rules
Prosocial behavior and empathy
Prosocial - behavior that benefits other people, generally without expectation of reward
Empathy - sensitivity to the feeling of others
Development of and theories of aggression
preschoolers display instrumental aggression, 6 or 7 - aggression is hostile
Genetic factors may be involved in aggression
Aggressive children lack empathy and perspective taking
Children who receive physical punishment tend to be more aggressive
Gender identity
at age 2 yr - know whether they are male or female
Gender stability
At 4 to 5 yr - realize one’s sex if for lifetime
Gender constancy
At 5 to 7 - realize changing dress, hair, or wearing an apron does not change your gender
Jean Piaget
Cognitive development theory
Vygotsky
Factors in cognitive development
Baumrind
Parenting styles
Kohlberg
Gender development
