Infancy Flashcards

1
Q

Infant’s growth in the first year

A

Babies grow at a faster rate in their first year than at any later time of life. Birth weight doubles by the time the infant is 5 months old, and triples by the end of the first year, to about 10 kilograms on average.

Height also increases dramatically in the first year, from about 50 centimetres to about 75 centimetres, at the rate of about 2.5 centimetres per month.

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2
Q

Cephalocaudal principle

A

Where growth begins at the head and then proceeds down the rest of the body.

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3
Q

Proximodistal principle

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Where growth proceeds from the middle of the body outwards.

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4
Q

First tooth

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For most infants the first tooth appears between 5 and 9 months of age and causes discomfort and pain called teething.

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5
Q

Brain growth in infants

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At birth, the brain is one-third the size of the adult brain; after birth, the brain resumes its explosive growth. Initially, the brain increases in volume by 1% per day, and by 3 months has increased 64%.

There are about 100–200 billion brain cells, or neurons, in the average infant brain. Brain growth in first year primarily involves building connections, not producing more neurons. The number of neurons at the age of 2 is about half of the amount at birth.

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6
Q

overproduction or exuberance

A

Dendritic connections multiplying vastly. By age 2, each neuron is connected to hundreds or even thousands of other cells.

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7
Q

Myelination

A

The process by which the axons become encased in a myelin sheath, an envelope of fatty material that increases the speed of communication between neurons.

Myelination is especially active in the early years of life but continues at a slower rate past the age of 40.

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8
Q

Synaptic pruning

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As neurons create vast networks of dendrites to connect to other neurons, a process begins that enhances the precision and efficiency of the connections. ‘Use it or lose it’ is the principle that applies, as dendritic connections that are used become stronger and faster and those that are unused wither away.

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9
Q

The cerebellum

A

Part of the hindbrain, coordinates muscles and movement, and is the fastest growing part of the brain after birth, doubling its size in the infant’s first 90 days.

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10
Q

The hippocampus

A

Part of the limbic system in the forebrain, crucial in memory, especially the transfer of information from short-term to long-term memory. It is the part of the brain with the slowest growth initially, increasing only 47% in the first 90 days of life.

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11
Q

The cerebral cortex

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Outermost part of the forebrain, far larger in humans than other animals, three to four times larger than a chimpanzee.

It accounts for 85% of the brain’s total weight, and it is here that most of the brain’s growth takes place after birth. The cerebral cortex is the basis of our distinctively human abilities, including the ability to speak and understand language, to solve complex problems and to think in terms of concepts, ideas and symbols.

Because the infant’s brain is not as specialised as it will be later in development, it is high in plasticity, meaning that it is highly responsive to environmental circumstances.

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12
Q

Plasticity

A

Because the infant’s brain is not as specialised as it will be later in development, it is high in plasticity, meaning that it is highly responsive to environmental circumstances.

Damaged parts of brain can have functions replaced, however, deprivation can also have permanent effects.

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13
Q

Infant’s sleep changes

A

By 3–4 months old, infants sleep for longer periods, up to 6–7 hours in a row at night, and REM sleep has declined to about 40%. By age 6 months, cultural practices influence how much infants sleep. Infants around 6 months old in Australia, New Zealand and the United States sleep about 14 hours, including overnight and daytime naps.

However, among the Kipsigis people of Kenya studied by Charles Super and Sara Harkness, infants slept only about 12 hours a day at 6 months of age, perhaps because they spent much of the day strapped to their mothers or an older sibling, and so expended less energy than infants in other cultures do. A study in Israel examined cultural differences among families and found significant differences in overnight sleep, with Arab infants sleeping about 1.5 hours less than Jewish infants. This difference was due to Arab children having later bedtimes and waking more at night, which is likely related to cultural parenting practices involving co-sleeping, frequent settling and soothing.

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14
Q

Sudden infant death syndrome (SIDS).

A

Infants at 2-4 months are at highest risk. Sleeping on back is a protective factor. So is sleeping in a room with parents, breast feeding, dummy use, and immunisation. Infants who die of SIDS do not have any apparent illness or disorder; they simply fall asleep and never wake up. SIDS is the leading cause of death for infants 1–12 months of age in developed countries.

Indigenous Australian infants are at much greater risk, with rates about three to four times higher than non-Indigenous infants.

Back sleeping halved mortality rates in New Zealand after campaign for awareness.

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15
Q

Theories for SIDS

A

One theory is that babies’ vulnerability to SIDS at 2–4 months old reflects the transition from reflex behaviour to intentional behaviour.

For their first 2 months of life, whenever infants’ breathing is blocked, a reflex causes them to shake their heads, bring their hands to their face and push away the cause of the obstruction. After 2 months of age, once the reflex disappears, most babies are able to do this as intentional, learned behaviour, but some are unable to make the transition, perhaps due in part to respiratory and muscular vulnerabilities.

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16
Q

Co-sleeping

A

If either parent smokes, has been using drugs or alcohol, or has taken a sedative, it is not safe to co-sleep with a baby.

Safe co-sleeping recommendations include keeping the infant on the back, using a firm mattress free from bedding that can cover the infant’s face and avoiding situations where the infant can be trapped (between the bed and a wall, pillows or two parents).

Outside the West, nearly all cultures have some form of co-sleeping during infancy. Many parents from Western cultures believe it is better for infants to have their own cot (and maybe in their own room) within a few weeks after birth.

In Japan and South Korea, almost all infants co-sleep with their mothers, and children continue to sleep with or near their mothers until puberty.

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17
Q

Custom complex

A

A distinctive cultural pattern of behaviour that is based on underlying cultural beliefs.

Parents in an individualistic culture may fear that co-sleeping will make infants and children too dependent. However, children who co-sleep with their parents in infancy are actually more self-reliant (e.g., able to dress themselves) and more socially independent (e.g., can make friends by themselves) than other children are.

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18
Q

Nutritional needs for infants

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During the first year of life nutritional energy needs are greater than at any other time of life, per kilogram of body weight. Infants also need more fat in their diets than at any later point in life to fuel the growth of their bodies and (especially) their brains.

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19
Q

Marasmus

A

a disease in which the body wastes away from lack of nutrients. The body stops growing, the muscles atrophy, the baby becomes increasingly lethargic and eventually death results.

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20
Q

Introduction of solid foods

A

Age 4–5 months is common, in part because that is an age when infants can sit up with support and often begin to show an interest in what others are eating. Still have a gag reflex that causes them to spit out any solid item that enters their mouths.

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21
Q

Infant mortality

A

Most infant mortality is in fact neonatal mortality. That is, it takes place during the first month of life and is usually due to birth complication, infections, birth defects or preterm birth.

In Australia, infant mortality for Indigenous infants is 1.9 times higher compared to non-Indigenous infants.

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22
Q

Causes for infant mortality

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In addition to deaths due to malnutrition, diseases are another major cause of infant mortality worldwide. Respiratory infections, primarily due to pneumococcus and Haemophilus influenzae type b (types of bacteria), are a major cause of death.

Malaria is a major killer of infants, responsible for about 1 million infant deaths per year, mainly in Africa.

Dysentery, an illness of the digestive system, is also one of the top sources of infant mortality, especially in tropical regions where dysentery bacteria thrive.

Overall, the number-one cause of infant mortality beyond the first month but within the first year is diarrhoea. In developing countries, infants who bottle-feed have a mortality rate five times higher than those who breastfeed, and many of the deaths are due to diarrhoea caused by mixing formula powder with unclean water.

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23
Q

COVID 19 and immunisations

A

23 million children missing regular vaccinations due to disruptions in health care and immunisation efforts, and 17 million did not receive a single vaccine that year. The countries that were the most critically impacted were India, Pakistan and Indonesia.

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24
Q

Cultural beliefs to protect children

A

The people of Bali, in Indonesia, believe that infants should be treated like gods, since they have just arrived from the spirit world, where the gods dwell. Consequently, for the first 3 months of life, infants should be held constantly and their feet should not touch the ground, out of respect for their godly status.

The Fulani people of West Africa believe that a sharp knife should always be kept near the baby to ward off the witches and evil spirits that may try to take its soul. Compliments to the baby should be avoided at all costs, as this may only make the baby seem more valuable and beautiful, and therefore more attractive to the evil spirits. Instead, the Fulani people believe that parents should give the infant an unattractive nickname, such as ‘Cow Turd’, so that the evil spirits will think the baby is not worth taking.

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25
gross motor development
Includes balance and posture as well as whole-body movements such as crawling.
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fine motor development
Which entails more finely tuned movements of the hands such as grasping and manipulating objects.
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Milestones of gross motor development
Attempting to crawl: 5 - 7 months Rolling over: 2 - 7 months Crawling: 7 - 11 months Cruising: 10 months Walking: 11 - 13 months
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Differences with traditional cultures
In the Gusii culture in Kenya, infants are held or carried 80% of the time in their first 6 months, and 60% of the time from 6 to 12 months, gradually declining to less than 10% of the time by the end of the second year. The Kipsigis people of Kenya begin encouraging gross motor skills from early on. When only 2–3 months old, infants are placed in shallow holes and kept upright by rolled blankets, months before they would be able to sit on their own. At about the same age, parents start encouraging their infants to practise walking by holding them up and bouncing their feet on the ground. Similarly, in Jamaica, mothers massage and stretch their babies’ arms and legs beginning in early infancy to promote strength and growth, and like the Kipsigis, beginning at 2–3 months of age they help their babies to practise walking. Ache mothers have extremely close contact with their infants, strapping, carrying or holding them 93% of the time during the day and 100% of the night hours. Consequently, Ache children do not typically begin walking until about age 2, a year later than the norm across cultures.
29
Pre-reaching
Neonates will extend their arms awkwardly towards an interesting object, an action called pre-reaching, although it is more like a swipe or a swing than a well-coordinated reach. By 2 months, however, pre-reaching no longer takes place. Pre-reaching is a reflex that occurs in response to an object, and like many reflexes it disappears within the first months of life.
30
Grasping
Neonates will automatically grasp whatever is placed in their hands. Like reaching, grasping becomes smoother and more accurate during the first year, as infants learn to adjust the positions of their fingers and thumbs even before their hand reaches the object, and to adjust further once they grasp the object, in response to its size, shape and weight.
31
Fine motor development
At about 3 months of age, reaching reappears, but in a more coordinated and accurate way than in the neonate. Reaching continues to develop over the course of the first year, becoming smoother, more direct and more capable of adjusting to changes in the movement and position of the object. By 5 months of age, once they reach and grasp an object, they might hold it with one hand as they explore it with the other or transfer it from one hand to the other. However, by 9–12 months of age infants learn the ‘pincer grasp’, which enables them to hold a small object such as a marble between their thumb and forefinger. Can feed themself with a utensil.
32
Depth perception
An important aspect of vision that develops during infancy, the ability to discern the relative distance of objects in the environment. The key is binocular vision, the ability to combine the images of each eye into one image (developes by about 3 months).
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Eleanor Gibson and James Walk (1960) experiment
The infants in the study (aged 6–14 months) were happy to crawl around on the ‘shallow’ side of the cliff, but most would not cross over to the ‘deep’ side, even when their mothers stood on the other side of it and beckoned them encouragingly. This showed that they had learned depth perception.
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Intermodal perception
The integration and coordination of sensory information.
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Mental structures
In Piaget's theory of cognitive development, the cognitive systems that organise thinking into coherent patterns so that all thinking takes place on the same level of cognitive functioning.
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Maturation
Concept that an innate biologically based program is the driving force behind development. Along with maturation, Piaget emphasised that cognitive development is driven by the child’s efforts to understand and influence the surrounding environment.
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Schemes
Cognitive structures for processing, organising and interpreting information.
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Assimilation
Assimilation occurs when new information is altered to fit an existing scheme.
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Accommodation
Accommodation entails changing the scheme to adapt to the new information.
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Piaget's sensorimotor stage
The first 2 years, cognitive development in this stage involves learning how to coordinate the activities of the senses (such as watching an object as it moves across your field of vision) with motor activities (such as reaching out to grasp the object). During infancy, the two major cognitive achievements are the advance in sensorimotor development from reflex behaviour to intentional action and the attainment of object permanence. Divided into six substages
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Substage 1
Simple reflexes (0–1 month). In this substage, cognitive activity is based mainly on the neonatal reflexes described in the chapter ‘Birth and the newborn child’, such as sucking, rooting and grasping. Reflexes are a type of scheme because they are a way of processing and organising information. However, unlike most schemes, for which there is a balance of assimilation and accommodation, reflex schemes are weighted heavily towards assimilation because they do not adapt much in response to the environment.
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Substage 2
First habits and primary circular reactions (1–4 months). In this substage, infants’ activities in relation to the world become based less on reflexes and more on the infants’ purposeful behaviour. Specifically, infants in this substage learn to repeat bodily movements that occurred initially by chance. For example, infants often discover how tasty their hands and fingers can be in this substage. While moving their hands around randomly one ends up in their mouth and they begin sucking on it. Finding this sensation pleasurable, they repeat the movement, now intentionally. The movement is primary because it focuses on the infant’s own body and circular because once it is discovered it is repeated intentionally.
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Substage 3
Secondary circular reactions (4–8 months). Like primary circular reactions, secondary circular reactions entail the repetition of movements that originally occurred by chance. The difference is that primary circular reactions involve activity that is restricted to the infant’s own body, whereas secondary circular reactions involve activity in relation to the external world.
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Substage 4
Coordination of secondary schemes (8–12 months). In this substage, for the first time the baby’s actions begin not as accidents but as intentional, goal-directed behaviour. Furthermore, rather than exercising one scheme at a time, the infant can now coordinate schemes.
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Object permanence
This is the awareness that objects (including people) continue to exist even when we are not in direct sensory or motor contact with them. Not developed for most of the first year of life (until 8 to 12 months). When infants under 4 months drop an object, they do not look to see where it went. Piaget interpreted this as indicating that, to the infants, the object ceased to exist once they could not see or touch it. From 4 to 8 months, infants who drop an object will look briefly to see where it has gone, but only briefly, which Piaget interpreted as indicating that they are unsure whether the object still exists.
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A-not-B error
The infants were used to finding the object under blanket A, so they continued to look under blanket A, not blanket B, even after they had seen the object hidden under blanket B. To Piaget, this error indicated that the infants believed that their own action of looking under blanket A was what had caused the object to reappear. They did not understand that the object continued to exist irrespective of their actions, so they did not yet fully grasp object permanence.
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Critiques of Piaget’s sensorimotor theory.
Fail to search for objects due to underdeveloped motor coordination. One line of research by Renée Baillargeon and colleagues has tested this hypothesis by using the ‘violation of expectations method’. This method is based on the assumption that infants will look longer at an event that has violated their expectations, and if they look longer at an event violating the rule of object permanence this indicates some understanding of object permanence, without requiring any motor movements. At age 5–6 months, infants will look longer when a toy they have seen hidden at one spot in a sandbox emerges from a different spot. Even at 2–3 months infants look longer at events that are physically impossible. Some critics of Piaget’s sensorimotor theory argue that mistakes regarding object permanence may reflect memory development rather than a failure to understand the properties of objects.
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The information processing approach
Rather than viewing cognitive development as discontinuous (i.e., as separated into distinct stages, the way Piaget did), the information-processing approach views cognitive change as continuous, meaning gradual and steady. In this view, cognitive processes remain essentially the same over time. The original model for the information-processing approach was the computer. Information-processing researchers and theorists have tried to break down human thinking into separate parts in the same way the functions of a computer are separated into capacities for attention, processing and memory.
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Habituation
Gradual decrease in attention to a stimulus after repeated presentations. During the course of the first year of life, it takes less and less time for habituation to occur. When presented with a visual stimulus, neonates may take several minutes before they show signs of habituating (by changing their looking time, heart rate or sucking rate). By 4–5 months old, habituation in a similar experiment takes only about 10 seconds, and by 7–8 months only a few seconds. Bilingual households improve habituation rates.
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Dishabituation
The revival of attention when a new stimulus is presented following several presentations of a previous stimulus.
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heart rate and sucking rate
Heart rate declines when a new stimulus is presented and gradually rises as habituation takes place. Infants suck on a dummy more frequently when a new stimulus is presented and gradually decline in their sucking rate with habituation.
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Joint attention
In the second half of the year, infants pay attention to what important people are attending to, not just salient stimuli.
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Long term memory improvement
In a now classic experiment, researchers tied a string to the foot of infants who were 2 and 6 months old and taught them to move a mobile hanging above their cribs by kicking their foot. The 2-month-olds forgot the training within a week—they no longer kicked to make the mobile move when the string was tied to their legs—but the 6-month-olds remembered it for about 3 weeks, demonstrating better long-term memories. After the mobile-kicking trick appeared to be lost from the infants’ memories, the researchers gave the infants a hint by making the mobile move. The infants recognised this clue and began kicking again to make the mobile move, up to a month later, even though they had been unable to recall the memory before being prompted. The older the infant was, the more effective the prompting. From infancy onwards, recognition memory comes easier to us than recall memory.
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Infantile amnesia (one theory)
The hippocampus is immature at birth and adds neurons at a high rate in the early years of development. The addition of so many new neurons may interfere with the existing memory circuits, so that long-term memories cannot be formed until the production of neurons in the hippocampus declines in early childhood as it becomes more fully developed.
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Arnold Gesell
Gesell constructed an assessment of infant development that included four subscales: motor skills (such as sitting), language use, adaptive behaviour (such as exploring a new object) and personal–social behaviour (such as using a spoon).
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Bayley Scales of Infant Development (4) subscales
The Bayley-IV can assess development from 16 days to 3½ years. Cognitive scale. This scale measures mental abilities such as attention and exploration. For example, at 6 months it assesses whether the infant looks at pictures in a book; at 23–25 months it assesses whether the child can match similar pictures. Language scale. This scale measures use and understanding of language. For example, at 17–19 months it assesses whether the child can identify objects in a picture, and at 38–42 months it assesses whether the child can name four colours. Motor scale. This scale measures fine and gross motor abilities, such as sitting alone for 30 seconds at 6 months or hopping twice on one foot at 38–42 months.
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developmental quotient (DQ)
An overall measure of infants’ developmental progress.
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Habituation assessment
Longitudinal studies have found that short-lookers in infancy tend to have higher IQ scores later in development than long-lookers do. In one study, short-lookers in infancy had higher IQs and higher educational achievement when they were followed up 20 years later in emerging adulthood.
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Milestones of infant language development
2 months - Cooing (pre-verbal and gurgling sounds) 4–10 months - Babbling (repetitive consonant–vowel combinations) (universal) 8–10 months - First gestures (such as ‘bye-bye’) 10–12 months - Comprehension of words and simple sentences 2 months - First spoken word
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Infancy word comprehension
Can understand their own name at 4 months. Only speak one or a few words at 1 years old, but may know up to 50. Even at only a few weeks old, can distinguish changes in language sounds.
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Infant directed (ID) speech
In ID speech, the pitch of the voice becomes higher than in normal speech and the intonation is exaggerated. Grammar is simplified and words and phrases are more likely to be repeated than in normal speech. Infants prefer it as early as 4 months old. Not used with the Gusii of Kenya or the Ifaluk of micronesia. They see no point in speaking to infants. However, infants are still surrounded by speech and learn langauges.
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Temperament
Innate responses to the physical and social environment, including qualities of activity level, soothability, emotionality and sociability. Biological basis.
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Dimensions of temperament
Activity level - Frequency and intensity of gross motor activity Attention span - Duration of attention to a single activity Emotionality - Frequency and intensity of positive and negative emotional expression Soothability - Responsiveness to attempts to soothe when distressed Sociability - Degree of interest in others, positive or negative responses to social interactions Adaptability - Adjustment to changes in routine Quality of mood - General level of happy versus unhappy mood
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Alexander Thomas and Stella Chess in 1956 began the New York Longitudinal Study (NYLS).
They asked parents to evaluate their babies on the basis of dimensions such as activity level and adaptability, then classified the babies into three categories: Easy babies (40% of the sample) were those whose moods were generally positive. They adapted well to new situations and were generally moderate rather than extreme in their emotional reactions. Difficult babies (10%) did not adapt well to new situations and their moods were intensely negative more frequently than other babies. Slow-to-warm-up babies (15%) were notably low in activity level, reacted negatively to new situations and had fewer positive or negative emotional extremes than other babies. Followed baby in studies to predict some development. The difficult babies in their study were at high risk of problems in childhood, such as aggressive behaviour, anxiety and social withdrawal. Slow-to-warm-up babies rarely seemed to have problems in early childhood, but once they entered school they were sometimes fearful and had problems academically and with peers because of their relatively slow responsiveness.
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Goodness of fit
Children develop best if there is a good fit between the temperament of the child and environmental demands. Studies have found that parents that are nurturing, understanding and patient will have children that better regulate negative emotions by the age of 3. Asian babies tend to be less irritable, regulating emotions earlier and better. Also more shy, as this is a more favoured attribute compared to western cultures.
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Primary emotions
The most basic emotions, the ones we share with animals, such as anger, sadness, fear, disgust, surprise and happiness. Gradually, in the first months of life, these three emotions become differentiated into other primary emotions: distress into anger, sadness and fear; interest into surprise; and pleasure into happiness. (Disgust also appears early, but unlike distress, interest and pleasure, it does not develop more complex forms.)
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Secondary emotions
Emotions that require social learning, such as embarrassment, shame and guilt. Secondary emotions are also called sociomoral or self-conscious emotions because infants are not born knowing what is embarrassing or shameful but have to learn this from their social environment.
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Development stages
By 7 months old, clearly visible. At 4 months starting to. Sadness at about 3 months. Fear 7 to 8 months. Surprise 6 months. Happiness after a few weeks. Social smile after 2 or 3 months. Laughter a month after social smiles. Can discriminate between emotions on faces at about 2 to 3 months old after sight has developed.
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Emotional contagion
Infants crying when they hear someone else cry. Evident from just a few days old.
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Social referencing
Gradually over the first year, infants become more adept at observing others’ emotional responses to ambiguous and uncertain situations and using that information to shape their own emotional responses. Developed by 9 to 10 months and humour in secong half of first year.
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Common patterns in society
Infants are with their mothers almost constantly during the early months of life. After about 6 months, most daily infant care is done by older girls rather than the mother. Infants are among many other people in the course of a day. Infants are held or carried almost constantly. Fathers are usually remote or absent during the first year.
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John Bowlby’s attachment theory
Focused on the crucial importance of the infant’s relationship with the primary caregiver. Origins in evolutionary theory.