Developmental Flashcards
Teratogens
Environmental things that can impact our pre-natal development. Alcohol, drugs, and other chemicals can effect us before we’re even born.
Developmental milestones
A part of “normative development theory.” This are the AVERAGE ages in which we are able to do certain things (e.g. speak words, sentences, walk, show empathy).
Rooting reflex
If something touches an infant’s cheek, they will try to suck it by instinct. No one taught them to do this.
Visual Cliff
experiments with an optical illusion tested whether babies would crawl off what appeared to be the edge of a table or “cliff.” Babies would not, even if coaxed by mothers. Animals will not either. This suggests that depth perception is innate or instinctual from birth.
Instinct
A genetic and in-born reflex or response to certain stimuli. We do not need to learn this behavior. Animals have lots of these.
Animal imprinting
Instinctual for some animals. They will “attach” to the first thing they see (which is hopefully their parent). Evolutionarily, this is usually very helpful for their survival.
Object permanence
0-2 years old we begin to understand that just because we cannot see something or someone anymore we know they probably still exist somewhere. This is why “peek a boo” and “hide and seek” become fun, rather than terrifying.
Phonemes
The smallest parts of sounds. Differ by language. In English we have lots of “th” “ssss” phonemes. Not the same for other languages. Practiced when babies “coo” and repeat single syllables. Later when they “babble” they’ll pair multiple phonemes together.
Morphemes
The smallest parts of meaning. So not full words, but we all understand what “un” means in a word, or “ies” at the end of a word.
Semantics
Semantics
Conservation
Piaget argues 2-7 years old we understand that the amount of something is the same, even if the shape or arrangement changes. Pouring 2 liters of soda into 4 different cups is still 2 liters of soda. This aids in several cognitive abilities like the maths we can understand.
Theory of Mind
Understanding that you have thoughts and feelings, and other people have their own thoughts and feelings. This corresponds to different styles of play and interacting with other people because we understand they are also thinking people. Can be tested with the mirror or “rouge” test. Humans and a half-dozen animals have theory of mind.
Self-Concept
Our understanding of who we are in the world. Having a grasp on our personality. Gender. Race. Other groups that we belong to and who that means we are.
Parallel Play
around 2 years old, children will play next to peers but will not often interact with them while playing. They may mimic the other child’s play, but will rarely involve themselves in each other’s play. This reflects their cognitive development and limited psychosocial skills for cooperative play.
Pretend Play
there are stages of this play. Kids as young as 18 months may begin using objects symbolically and mimicking things they’ve seen. At later ages kids will role play, and pretend to be other people doing things they’ve seen. Most kids will have imaginary friends. All of this helps us develop, as we practice new cognitive and social skills.
