HD1 Flashcards
1
Q
transactional nature of development
A
children affect their environment at the same that the their environment affects them
2
Q
Cultural influences
A
- culture influences every aspect of human development through childrearing beliefs and practices
- how and when babies are fed, where and with whom they sleep, customary response to crying, rules of discipline, developmental expectations
3
Q
Self regulation
A
- the growth of self-regulation is a corner-stone of early childhood development
- our biological and social existence depends on self regulation
- during development, manageable challenges promote healthy development
- unmanageable challenges (STRESS) may result in maladaptations
- individual differences in regulation abilities are based on biology and environment
4
Q
Children as active participants in development
A
- intrinsic drive to explore and master environment
- facilitated or hindered by environment
- powerful inborn tendencies are apparent from birth
5
Q
Relationships
A
- human relationships, and the effects of relationships are the building blocks of healthy development
- intimate and caring relationships are the fundamental mediators of successful human adaptation
- early relationships constitute the basic structure for development
- early childhood disturbances develop within the context of the care giving relationship
6
Q
Development
A
- can progress gradually, cumulatively, and continuously
- qualitative changes are accompanied by developmental transitions, major reorientation
- developmental transitions are periods of psychological disequilibrium
7
Q
Human development
A
- shaped by ongoing interplay among sources of vulnerability and sources of resilience
- development takes place within the tension between risk and protective factors’
- these can be located within the individual or within the environment
8
Q
early experiences matter!
A
- sensitive periods: times in development when specific structures or functions become especially susceptible to particular influences
9
Q
Developmental plasticity
A
- capacity of the brain to re-organize its structure or function in response to specific events. plasticity diminishes with age.
10
Q
intervention
A
the course of development can be changed in early childhood through effective intervention
11
Q
GASKINS
A
- patterns of social engagement in infants:
- expressing inner experience
- influencing another person
- gaining and exchanging information about the world
- infants are biologically social but also biologically cultural
12
Q
Brazelton and Cramer
A
- role of parental histories and fantasy in development
- parents inject meaning into infant behavior
- infant’s objective behavior VS. perceived behaviors (interpretations)
- injected meanings stem from parents own personal interpretation of the world
- colored by parent’s own history too!
- projection
- projections are universal and part of relationships
- help with empathy and bonding
- process by which child comes to enact the parent’s projections is called contagion
- parents communicate their fantasies, expectations and inner conflicts to child
13
Q
Brazelton and Cramer: three forms of parental fantasies
A
1) the baby as ghost, representing an important person from the parent’s past (unable to respond to actual baby)
2) reenactment of past modes of relationship
3) baby represents a part of the parent’s own unconscious
14
Q
Biopsychosocial Model
A
- development begins with biology as infant works to survive, adjust and thrive during early months. Development is then mediated through relationships and is therefore also psychological and socio-cultural
- shaped through relationship with caregivers
- development is biological, psychological, and social
15
Q
Trust Vs. Mistrust
A
- begins in the body but is clearly also a psychological and social concept, dependent on the quality of the infant/caregiver relationship
16
Q
Gradual Nature of Development
A
- as infant matures and engages in more complex ways with his environment, other psychological issues or conflicts emerge and are negotiated throughout the lifespan
- infant’s developmental potential is realized through interaction with a gradually widening social environment
17
Q
Society’s role in development
A
- society respects child’s growing readiness to interact with a widening social environment and to engage in increasing exposure to social interaction
- society is organized to protect and support the child’s unfolding potential for social interaction and developmental achievements
18
Q
crying curve
A
between 4-6 weeks, decreases around 6-7 weeks
19
Q
biobehavioral shifts
A
- a time of transformation or qualitative shift in the child’s relation to and experience of their environment, reflecting shifts in the central nervous system (biologically, socially, emotionally— things are changing!!)
- with each shift, comes qualitative changes in relationships, behavior, competencies, and the child’s role in their own developmental progression. In addition, each shift also produces changes in the caregiver’s role!
- disorganization before organization
20
Q
Sanders
A
birth to 2.5 months (initial adaptation) 2.5 to 5 months (reciprocal exchange) 5 to 9 months (early directed activities) 9 to 15 months (focalization on mother) 12 to 18 months (self-assertion)
21
Q
Emde
A
- saw biology as fundamental base for social and emotional development
- focused on infant-caregiver relationship
- believed that infant could not survive without consistent, committed intimate care
- saw infant development as synonymous with caregiving relationship
- child is biologically prepared for social interaction
- child is biologically prepared for potential of self-regulation
- parent is biologically prepared to socially interact and care for infant
- affect is important
22
Q
Emde’s shifts
A
2 months (awakening of sociability)
7 to 9 months (onset of focused attachment)
12 to 13 months (toddlerhood begins)
18 to 21 months (growing autonomy)
23
Q
temperament
A
- characteristic phenomena of an individual’s emotional nature
- biologically rooted individual differences in behavior tendencies
- relatively stable across various kinds of situations and over course of lifespan
- emotionality, inhibition, activity and sociability
- GOODNESS OF FIT between parental expectations and child’s characteristics
24
Q
shared meaning/intersubjectivity
A
- Stern
- begins to realize that one can share the content of his mind and read what is going on in minds of others
- 7-9 months
- sharing attention, sharing intentions, sharing affective states (inter-affectivity, affect attunement)
- a new world of experience and communication opens up with this
- new form of intimacy
0 for both, there is a potential to know and to be known by the other
25
Q
Attachment theory
A
- warm sensitive care leads to independence as opposed to creating dependence (not “spoiling them”)
- helps parents move away from notion that picking up babies will spoil them, reinforces idea that it is natural to hold and cuddle distressed babies
- allows caregivers to see that the infant can communicate their needs
- differs from culture to culture
