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BEHL 1031 > Childhood Development > Flashcards

Childhood Development Flashcards

1
Q

What are 3 stages of prenatal period?

A
  1. Germinal period/Zygote
  2. Embryonic period
  3. Foetal period
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2
Q

Germinal period/Zygote

A

It’s the period between conception and approx 2 weeks. During this period, the fertilised egg implants in the uterus.

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3
Q

Embryonic period

A

The period between the start of 3 weeks to about 8 weeks of gestation. The central nervous system and it’s organs develop. The heart has begun to beat and embryo becomes a recognisable human

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4
Q

Foetal period

A

The period between 9 weeks to birth. During this stage muscular development is rapid. At 28 weeks, the foetus is capable of sustaining life on its own.

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5
Q

Define Teratogen

A

Any environmental agents that harm the embryo or foetus.
They include:
- drugs
- radiation
- toxic chemicals
- alcohol
- smoking
- stress

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6
Q

Newborns are born with reflexes, what are they?

A
  1. Rotting reflex - when babies are touched on the cheek their mouth opens and search for the nipple.
  2. Sucking reflex - babies will automatically suck if something touches their lips.
  3. Grasping reflex - babies their fingers when an object touches their palm. This is present in the first 3-4 months
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7
Q

What is cephalocaudal?

A

This terms refers to the principal describing the direction of growth and development. The child first gains control of their head, then their arms, and then then legs

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8
Q

Define maturation.

A

The biological processes that enble orderly changes in behaviour, relatively uninfluenced by experience.

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9
Q

What is epigenetics?

A

It means above genetics and has to do with how nature and nature interact.

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10
Q

Define intermodal processing.

A

The ability to associate sensations of an object from different senses or to match their own actions to behaviours they have observed visually.

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11
Q

Explicit VS Implicit VS Working Memory

A
  • Explicit memory refers to memories that can be consciously recalled.
  • Implicit memory is memory expressed in behaviour that may not be repeated consciously.
  • Working memory involves held briefly in consciousness.
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12
Q

Key Concepts of Jean Piaget’s Theory

A
  • Scheme - a concept or framework to organise & interpret information that changes with age.
  • Adaptation - the process of building schemes through direct interaction with the environment. Built up of 2 complimentary activities: assimilation & accommodation.
  • Assimilation - interpreting experiences in terms of existing schemes.
  • Accommodation - old schemes are adjusted and new ones created to incorporate new information.
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13
Q

Jean Piaget’s Theory
1. Sensorimotor Stage: 0-2 years

A
  • Infants develop the ability to coordinate the sensory input with their motor actions.
  • Object permanence - the awareness that objects continue to exist even when they cannot see them
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14
Q

Jean Piaget’s Theory
2. Preoperational Stage: 2-7 years
List the Principles.

A
  • Learns to use language and symbolic thought but does not yet comprehend the mental operations of concrete logic.
  • Principles of :
    * Conservation - certain physical characteristics of objects remain the same, even when their outward appearance changes
    * Centration - the tendency to focus on one aspect of a situation and neglect other important features
    * Irreversibility - the ability to envision reversing an action
    * Egocentrism - The limited ability to share another person’s point of view
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15
Q

Jean Piaget’s Theory:
Theory of Mind

A
  • The ability to infer others’ mental stages
  • Basic understanding develops around ages 3-4
  • Impaired in Autism
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16
Q

Jean Piaget’s Theory
3. Concrete Operational Stage: 7-11 years

A
  • Gain mental operations that allow logical thought about concrete events
  • Begin to understand arithmetic operations
  • Seriation - ability to arrange items along a quantitative dimension, such as length or weight
  • Transitive inference - ability to seriate mentally
  • Cognitive maps - mental representations of large-scale environments
17
Q

Jean Piaget’s Theory
4. Formal Operational Stage: 11+ years

A
  • Begin to think logically about abstract and scientific concepts
  • Hypothetico-deductive reasoning: Begin with a general theory of all possible factors affecting outcomes, deduce a specific hypothesis, test the hypothesis in orderly fashion
  • Propositional thought: can evaluate the logic of prepositions (verbal statements) without referring to real-world circumstances
  • Formal operation egocentrism: inability to distinguish the abstract perspective of the self and others
    • Imaginary audience: they are the focus of everyone else’s attention and concern
    • Personal fable: they are special and unique ( others cannot understand their thoughts and feeling)
17
Q

What are the 2 dimenstions of parenting style/behaviour?

A
  • warmth/responsiveness
    -control/demandingness
18
Q

What are Diane Baumrind parenting styles?

A
  • Authoritarian: high control, little warmth; no reason given to children
  • Permissive: low control, high warmth; no guidance or discipline
  • Authoritative: high control, high warmth; strict about rules but provide explanation to children
  • Uninvolved (neglectful): no control, no warmth; provde basic physical needs.
19
Q

Define attachment.

A

Close, emotional bonds between infant and their caregiver

20
Q

Harlow’s attachment experiment

A
  • Partial isolation: resulted in various abnormalities such as blank staring, stereotyped repetition circling in their cages and self-mutilation
  • Total social isolation: produced monkeys that were severely psychologically disturbed.
21
Q

State Bowlby’s ethological theory of attachment.

A
  • Innate signals initially calling the adult to a baby’s side
  • True affectionate bonds then develop
  • Development of attachment follows 4 stages
22
Q

What are the 4 stages of attachment discovered by Bowlby?

A
  1. Preattachement (birth to 6 weeks): different of signals; attachment not yet formed
  2. Attachment ( 6 weeks to 6-8 months): Respond differently to strangers; little protest when separated from parent
  3. Clear-cut attachment ( 6-8 months to 18-24 months): separation anxiety
  4. Formation of reciprocal relationship ( 18-24 months +): Understand reasons for parent ‘ coming and going’
23
Q

Ainsworth’s Attachment category

A
  1. Secure attachment: The child is distressed when the parent is absent but settles quickly when the parent returns; 60%
  2. Avoidant attachment: Unresponsive to parent absence and slow to greet parent when they return; 15%
  3. Resistance attachment: Children are clingy to their parents. In their parent’s absence, child does explore but upon parent’s return the child is angry (hitting and pushing). 10%
  4. Disorganised/disorientated attachments: Greatest insecurity. Confused/contradictory behaviour regarding approach vs avoidance, such as child crys out after calmed. 15%
24
Q

Types of research methologies

A
  • Cross-sectional: Compare groups of participants of different ages at one time. Doesn’t account for individual differences.
  • Longitudinal: Assess the same individual over time. Vulnerable to cohort effects which difference among the grounp such as cultural difference.
  • Sequential Studies: Studying multiple cohort longitudinally. Minimise cohort effect
  • Twin Studies: Effect case studies to investigate the role of nature and nurture

BEHL 1031 (8 decks)

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