EXAM 2 Chapter 4 Part 2: Cognitive and Physical Development in children Flashcards
Why do infants survive?
Survive because we take care of them (strong bond between parents) ; *Why do we take care of them( Complex reasons, Because they’re cute!!)
Their heads are huge compared to their bodies!
Their eyes are huge
Survive because they come equipped with survival skills known as reflexes
* Rooting reflex of latching on and sucking
Reflexes
genetically wired involuntary responses that are crucial for infant survival
Motor Development
the gradual development of muscle control, balance, and movement; motor control happens in an order(Neck -> arms -> upper torso-> legs, etc.)
Six Motor Milestones
- Raising the head
- Rolling over
- Propped Up
- Sitting up
- Crawling
- Walking
develops from head down
Perceptual Development
the gradual development of the senses and the interpretation of sensory information; sensory organs must work(being able to see/hear that), but ALSO what does it mean(how do interpret this? How do I interpret something moving/something still? Etc?)
Perceptual Abilites at Birth
Smell, Taste and Touch are the best, Hearing is average(why they like high pitches), and vision is the worst(cannot squeeze/stretch lens(cones) to focus, will stare at bright lights)
Vision test given to babies to make sure they can focus and follow the object; something often wrong if cannot do this
Cognitive Development
The development of thinking, problem-solving, and memory as we age; Babies, children make mistakes in thinking, better as we age
Jean Piaget’s Theory of Cognitive Development
Give tasks at certain ages, solve problems in round-a-bout ways, but think differently and efficiently as they age
Schema
skills and behaviors that allow child to interact with objects and others; you may have a particular schema of how you interact with something
Assimilation
incorporating new info into existing schemas; when you are gathering and practicing a skill to become better
Accommodation
changing a schema to new info; want to accomplish something to problem solve something without all of skills exactly to achieve it (might watch someone first)
- Work through this until reaching a critical point to do things at a new level
o Example: pre-language, post-language(thinking in whole different way as child before learning to speak)
Piaget’s 4 Stages of Cognitive Development
Sneorimotor, Preoperational, Concrete Operational, and Formal Operational
Sensorimotor
infants construct an understanding of the world through sensory experiences and motor actions; from birth to 2 years old
Hallmarks: development of object permanence (gaining knowledge that something is still there even when it is covered/changes/leaves room); gain pleasure from sensory and motor interaction
Preoperational
- child develops abilities for symbolic thought and pretend play, but not complex logical thought; from 2-7 years old
Hallmarks
- Language development: sounds lead to words/sentences/things related to objects and people around them(no complex convos)
Egocentrism: Not capable of putting themselves in another person’s shoes, cannot reason correctly from another person’s point of view; **Assumes everyone knows everything/all of the story, all the time
Incapable of reversibility: Cannot think backwards; Boy can say he has a sister, but cannot say she has a brother
- Incapable of conservation: Split cracker into 2, interprets as having more than being in 2 halves
Heuristics
Logical reasoning in older developmental people, yet limits in children; Logical reason to solve a problem, go-to problem solving from your brain
