Module 15 Flashcards
Newborn
Arrives with automatic reflex responses that support survival
Ex: Sucking, tonguing, swallowing, and breathing
Newborn
Cries to elicit help and comfort
Newborn
Searches for sights and sounds linked to other humans, especially mother
Brain cells
Are sculpted by heredity and experience
Birth
Neuronal growth spurt and synaptic pruning
3-6 Months
Rapid frontal lobe growth and continued growth into adolescence
Early Childhood
Critical period for some skills
Ex: Langauge and vision
Throughout Life
Learning changes brain tissue
Brain Maturation & Infant Memory
Infants are capable of learning and remembering. Infantile amnesia many reflect conscious memory
Motor Skills
Develop as nervous system and muscles mature and are guided by genes and influenced by environment.
25% walk by
11 Months
50% walk by
12 Months
90% walk by
15 Months
Piaget
Mind develops through series of universal, irreversible stages from simple reflexes to adult abstract reasoning.
Sensorimotor Stage
Birth to nearly 2 years
Tools for thinking and reasoning change with development
Adaptation, Assimilation, Accommodation
Preoperational Stage
About 2 to 7 years, child learns to use language but cannot perform concrete logic
Conservation
Principle that properties such as mass, volume, and number remain the same despite changes in shape
Theory of Mind
Involves ability to read mental state of others
Concrete Operational
(7 to 11 years
Children gain the mental operations that enable them to think logically about events
Begin to understand change in from before change in quantity, and simple math
Formal Operational
(12 through Adulthood)
Children are no longer limited to concrete reasoning based on actual experience
Able to think abstractly
Vygotsky and the Social Child
Children’s minds grow through interaction with the physical environment, age 7 children are able to think and solve problems with words
Autism Spectrum Disorder
Impaired theory of mind, social deficiencies, and repetitive behaviors
ASD
Underlying cause of ASD are attributed to poor communication among brain regions that facilitate theory of mind skills and genetic influences.
Reading faces and social signals is challenging
ASD
Has differing levels of severity
Infant Attachment
Emotional tie with another person, shown in young children by their seeking closeness to the caregiver, shows distress on separation.
Stranger Anxiety
Fear of strangers that infants commonly display, beginning by about 8 months of age
Critical Period
Optimal period early in the live of an organism when exposure to certain stimuli or experiences produces normal development
Imprinting
Process by which certain animals form strong attachments during early life
Secure Attachment
Shown by 60% of infants
In their mothers presence, they are comfortable, when she leaves they become upset, when she returns, they seek contact with her
Insecure Attachment
Infants avoid attachment or show insecure attachment, avoidance of trusting relationship, less likely to explore their mother, when she leaves they might cry loudly and remain upset
Avoidantly Attached
Do not notice or care about mothers departure or return
Self Concept
An understanding and evaluation of who were are, emerges gradually
6 Months
Self-awareness begins with self-recognition in mirror (darwin)
15-18 Months
Schema of how face should look apparent
School Age
More detailed descriptions of gender
8-10 years
Self-image stable by 8-10 years
Parenting styles reflect varying degrees of control
Baumrind
Authoritative Parents
Tend to have children with the highest self-esteem, self-reliance, and social competence
Permissive Parents
Tend to have children who are more aggressive and immature
Authoritarian Parents
Tend to have children with less social skills and self-esteem
Culture
Cultural values vary from place to place and from one time to another within the same place
