Child Psych - Test #2 Flashcards
Features of Human Growth
Cephalocaudal Principle:
- Physical + motor development progresses from head-to-toe.
- Muscles grow
- Layer of fat added
- Bone replaces cartilage
Variation on the Average Profile
- Secular growth trend (i.e. medieval knight = 10 yr old today)
- Average and normal are NOT the same
Mechanisms of Physical Growth
- Heredity (influences adult height)
- Pituitary Gland (releases growth hormone)
- Nutrition (important during infancy)
- Picky Eaters (2 yrs old = growth slows)
Breastfeeding = Good for Baby
- Sterile
- Right temperature
- Vitamins
- Digestion
- Immunity
- Bond w/ mom
- Less taste pickiness
- Weight management
Breastfeeding = Good for Mom
- Free
- Quick (no preparing bottle)
- Easy
- Decrease cancer risk
- Return to pre-pregnancy weight faster
Baby Food (ages)
6-9 months: - Cereals, strained veggies, strained fruits 7-9 months: - Protein foods 9-10 months: - Finely chops meat, toast, crackers 10-12 months: - Egg yolks
Challenges to Healthy Growth + Great Risks
- Malnutrition
- Diseases
- SIDS
+ - Teen pregnancy
- Low birth weight
- Premature
- Poor prenatal care
- Males 2-4 months old
- Accidents = #1 cause of death after 1 yrs old
Organization of Mature Brain
Frontal: Personality, emotions, motor Parietal: Somatosensory Temporal: Hearing Occipital: Vision Left Hemi: Language Right Hemi: Spatial
Developing Brain
10 weeks: Neuron production
28 weeks: Fetus has all neurons
- Brain regions specialize early but continue through childhood.
- Flexible/neuroplastic brain organization
Infant Reflexes
- Babinski: Toes fan out - sole is stroked
- Blink: Eyes close - bright light or loud noise
- Moro: Throws arms out/in - loud noise or head falls
- Palmar: Grasps object in palm
- Rooting: Turns head toward person + opens mouth - cheek is stroked
- Stepping: Step rhythmically - held upright then moved forward
- Sucking: Sucks - object is placed in its mouth
- Withdrawal: Withdraws its foot - sole pricked w/ pin
Motor Skills: Reflexes
Survival - rooting/sucking
Protect - blink/withdrawal
Later behaviour - stepping/palmar
Gross Motor Skills
Large body movements
- Roll (2m)
- Sit (7m)
- Crawl (7m)
- Stand (12-14m)
- Walk (12-15m)
- Kick (15m+)
Fine Motor Skills
Small movements of hands
Skills: - Hold + grasp (4m) - Reach + manipulate (6m) - Fist to fingers Behaviours: - Toys - Eating - Colouring - Dressing Tools: - Eating - Writing - Clothing
Maturation vs Experience (Motor Skills)
Maturation = genes Experience = motivation, opportunities, culture, surroundings
Smell, Taste, Touch, Move
- React positively or negatively to smells (recognizes mom’s milk)
- Differentiate salty, sweet, sour… (prefer sweet - mom’s milk)
- Respond to pleasure or pain from touch
- Always in motion in uterus - soothes baby
Hearing
- Fetus can hear at 7-8m
- Inferior to adults = need louder sounds
- Superior to adults = distinguish sounds in any language
Seeing
- Newborns see at 6 meters what adults see at 60-120 meters
- 3-4m = see colour
- 8m = see depth
- 1 year = see like an adult
- Experience is necessary!
Integrating Sensory Information
1m = integrate sight + touch 4m = integrate sight + sound 4-7m = can match facial appearance w/ voice
Dynamic Perception
- Focus on movement and change
- Attention period is not long
Principles of Piaget’s Theory
- Schemas: Categories of experience (i.e. Boy has learned schema of cat)
- Assimilation: Incorporate new experiences into existing schemas (i.e. Boy sees cub and calls it cat; sister corrects him)
- Accommodation: Change schemas based on experience (i.e. Boy accommodates new schema of cub)
- Object Permanence: Object is still there if not seen or heard (i.e. Baby understands mom does not disappear when playing peek-a-boo)
Piaget’s Sensorimotor Stage (0-2 yrs)
- Reflexes (0-1m)
- Learn to adapt (1-4m): Coordinate 2 actions
- Make interesting events (4-8m): Repeat pleasing actions
- Use means to achieve ends (8-12m): More purposeful actions
- Experimenting (12-18m): Old actions on other objects
- Mental representation: Think before/without action (make-believe, play jokes, known consequences)
Memory
- Babies remember, forget, can be prompted to recall forgotten material
- Infantile amnesia: Inability to remember events from early life (i.e. immature brain development, language, sense of self)
First Steps to Speaking
- Cry = newborns
- Cooing, gurgling = 2m
- Babbling = 6m
- Words = 1yr
- 2 word sentences = 18m
- Multi-word sentences = 2yr
Meaning to Words
- Name explosion (18m)
- Underextensions = apply word too narrowly
- Overextension = overgeneralize words
Basic Emotions + Complex Emotions
- Happy, sad, angry, scared (0-6m)
- Social smiles (2m)
- Stranger wariness (6m)
- Separation anxiety (8m)
+ - Guilt, embarrassment, pride, shame (18-24m)
- Cognitive development + understanding self
Recognizing Others’ Emotions
- Match their emotions to others’
- Social referencing in unfamiliar environments
Regulating Emotions
- Begins in infancy
- Look away
- Move close to parent
- Self-talk
- Genetics/parenting
Attachment
- Have single attachment figure by 6-7m
- Know mom-dad roles
- Erikson’s trust vs mistrust stages
Attachment Study
- Observer shows room to mom and infant, then leaves.
- Infant explores for 3 mins; mother does not participate.
- Stranger enters room + remains silent for 1 min, then talks to baby for 1 min. Mom leaves.
- Stranger does not play w/ baby but attempts to comfort.
- After 3 mins, mom returns + consoles baby.
- When baby returns to playing, mom leaves again but now says “bye”.
- Stranger tries to calm and play w/ baby.
- After 3 mins, mom returns + stranger leaves.
Types of Attachment
1. Secure: Leaves = cry or not Returns= goes to mom, happy, missed her 2. Avoidant: Leaves = not upset Returns = independent 3. Resistant: Leaves = upset Return = upset/inconsolable 4. Disorganized: Leaves = confused Returns = dazed/doesn't know to laugh or cry
Quality of Attachment
- Secure attachment in infancy = secure in later relationships
- Predictable, appropriate, responsive parenting = secure
- Reactive attachment disorder = lack of attachment in infancy (privation)
High Quality Daycare
- Qualified educators
- Low child-educator rations
- Stimulates all 3 domains: physical, cognitive, social/personality
Playing with Peers
- Nonsocial play: Plays alone or watches others (6m)
- Parallel play: Plays alone but near + interested in others (12m)
- Simple social play: Similar activities, talk/smile, exchange toys (15-18m)
- Cooperative play: Themes, roles, alternate roles (24m)
Self
Baby knows they exist by 2 yrs old;
- Mirror-task (twins)
- Photos of self
- “I” or “me” or “mine”
- Know their age and gender
Temperament
- Consistent mood/behaviour
- 3 dimensions = emotionality, activity, sociability
- “Personality”
Causes of Temperament
- Genetics = Biological theory
- Parent’s Temperament = Learning theory - Modelling
- Reward/Punishment = Learning theory - Operant
- Experiences = Contextual theory
- Ego = Personality theory
Stability of Temperament
- Active fetus is more likely to be difficult child
- Newborns who cry under moderate stress react same in later on months
- Quite stable throughout infancy
Temperament Influences
- School success
- Peer interactions
- Compliance w/ parents
Movie Questions
Fine Motor: Ponijao: Hitting rocks on ground Mari: Placing small stickers Bayar: Playing with/ripping toilet paper Hattie: Peeling/eating banana
Gross Motor: Ponijao: Bend over to begin standing Mari: Crawl mainly on arms/legs Bayar: Climb barrel Hattie: Using doorway jumper
Reflexes:
Ponijoa: Falling asleep, he catches himself falling
Bayar: Blinks when brother hits his face with objects
Hattie: Puts adult’s finger in his mouth (sucking)
Social Referencing:
Mari: Copies other toddlers emotions at daycare
Bayar: Copies brother’s laughter
Emotional Regulation:
Mari: Afraid of animals at zoo - turns to mother
