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Peoples > SPR L3 Childhood Development > Flashcards

SPR L3 Childhood Development Flashcards

1
Q

Learning Outcomes (for general perusal)

A

Describe the stages of perceptual-motor development in early childhood.

Describe Piaget’s stages of cognitive development.

Describe Vygotsky’s sociocultural theory of child development.

After reading, discuss how social and psychological factors may impact on early childhood development.

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2
Q

Perceptual and Motor Development

The Newborn:
Vision and Olfaction

  1. When are senses present?
  2. When can the abilities of neonates be studied?
  3. Describe the vision as a result of a neonates immature fovea
  4. What is the best focusing distance?
  5. What odour do they prefer in a few days?
A
  1. In the foetal stage of development
  2. When awake and inactive
  3. 0/600 vision, 20/120 by 1 month, 20/60 by 4 months, 20/30 by 8 months, then gradual improvement
  4. Able to focus best at distances of 20-25cm
  5. prefer odour of own mother’s breast milk.
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3
Q

Perceptual and Motor Development

The Newborn:
Audition and Gustation

  1. When does amniotic fluid clear in the ears?
  2. When is there a preference for maternal voice?
  3. What types of tones do they prefer?
  4. What can they differentiate between and react to?
A
  1. Within 2-3 days
  2. 3 days old
  3. Like rising tones spoken by women and children (“Motherese”, but more correctly “infant directed speech”)
  4. Can differentiate, milk, water and sugar water and react to bitter tastes
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4
Q

Perceptual and Motor Development

Reflexes

  1. Why are infantile reflexes tested and observed by medical professionals?
  2. What do possible symptoms occur with?
A
  1. to evaluate neurological function and development of CNS, nerve trunk and PNS
  2. Absence

Abnormality

Persistence

Redevelopment

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5
Q

Perceptual and Motor Development

Common Reflexes

Name the common reflexes

A

Babinski

Blinking

Grasping

Moro

Rooting

Stepping

Suckling

Swimming

Tonic Neck

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6
Q

Perceptual and Motor Development

How are the following common reflexes stimulated and what is their response?

  1. Babinski
  2. Blinking
  3. Grasping
  4. Moro
  5. Rooting
  6. Stepping
  7. Suckling
  8. Swimming
  9. Tonic Neck
A
  1. Sole of foot stroked
    1. Fans out toes and twists foot in
  2. Flash of light or puff of air
    1. Closes eyes
  3. Palms touched
    1. Grasps tightly
  4. Supported backwards fall, simulating loss of balance
    1. Startles; throws out arms and legs and then pulls them toward body
  5. Cheek stroked or side of mouth touched
    1. Turns toward source, opens mouth and sucks
  6. Moves feet as if to walk
    1. Moves feet as if to walk
  7. Mouth touched by object
    1. Opens mouth and sucks
  8. Placed face down in water
    1. Makes coordinated swimming movements
  9. Placed on back
    1. Makes fists and turns head to the right
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7
Q

Perceptual and Motor Development

Common reflexes

  1. Which reflexes disappear by 3-4 months?
  2. Which weakens at 3 months, and disappears at a year?
  3. Which weakens at 4 months?
  4. Which disappears at 6-7 months?
  5. Which disappears at 9-12 months?
  6. Which is the only permanent response?
A
  1. Moro, Rooting, Stepping, Sucking
  2. Grasping
  3. Tonic Neck
  4. Swimming
  5. Babinski
  6. Blinking
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8
Q

What are the milestones in motor development?

A

Sitting without support

Standing with assistance

Hands and Knees Crawling

Walking with Assistance

Standing Alone

Walking alone

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9
Q

Outline the two Views of Development

A
  • Developmental Continuity (Pine tree)
  • Developmental Discontinuity (Butterfly)
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10
Q

Cognitive Development

Piaget (1896-1980)

  1. What is Genetic Epistemology?
  2. What does Piagets theory comprise of?
A
  1. the way in which we learn about and adapt to our world is constant across all cultures and races, and proceeds as a set sequence in all.
  2. Stages themselves

Processes: how we move through stages

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11
Q

Processes: Schemas

  1. What is a schema?
  2. How are they hierarchical?
  3. Give examples
A
  1. framework on which the child bases their knowledge of its environment.
  2. builds on schemata to form more complex structures
  3. Examples:

Innate: sucking and grasping

Early simple: mum Vs other sources of food

Late complex: density, grammar, love

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12
Q

Equilibrium and Disequilibrium

  1. What is the importance of equilibrium?
  2. What is Disequilibrium, and how does the child react?
A
  1. The child requires a stable internal world. Desire for equilibrium is innate and drives us to learn.
  2. new experience does not match existing schema. Child needs to accommodate to restore the balance.
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13
Q

Operations

  1. What are operations?
  2. In which of Piaget’s stages do the childen NOT possess operations?
A
  1. mental transformations or manipulations that occur in the mind.
  2. Children in Piaget’s first two stages
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14
Q

Stages of Cognitive Development

What are Piaget’s Cognitive Development Stages?

A
  1. Sensorimotor (birth-2years old)
  2. Preoperational (2-7 years old)
  3. Concrete Operational (7-11 years old)
  4. Formal Operational (adolesence - adulthood)
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15
Q

Piaget’s stages of Congitive Development

Sensorimotor Stage (0-2 years)

Outline this stage

  1. What are the features of this stage?
A

lacks internal schemas or representations.

has no sense of self.

understands the world directly through its senses from moment to moment.

  1. –Egocentrism: unable to distinguish self from environment.

–Demonstrated by lack of object permanence

–Absence (6mo): http://tinyurl.com/4y99zu8

–Presence: (7mo):http://tinyurl.com/43cdv2e

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16
Q

Pre-Operational Stage (2-7 years)

Outline this stage

What are the features of this stage?

A

Child dominated by the external world, rather than their own thoughts.

Forms some simple internal representations of its world (schemas) through their increasing ability to use language.

  • Animism: attribute feelings to inanimate objects
  • Realism: Believing that psychological events, such as dreams, are real.
  • Egocentrism: inability to see things from other people’s perspectives
  • Inability to see things are the same despite looking different.: e.g. conservation absent

(Conservation of Number and Volume - 6-7 years, is this a real developmental effect or is it due to aquiescence?)

17
Q

Concrete Operations Stage
(7-11 years)

Outline this stage

Give features of this stage

A

child is now able to carry out operations on its environment and develops logical thought.

still requires concrete examples, being unable to think in abstract terms.

use thought and imagination more.

  • Reversibility: ability to mentally picture an action being carried out in reverse.
  • Transitivity (e.g. A > B > C ) only possible with concrete examples.
  • Categorisation: Hierarchies of groups
  • Conservation: is made possible by the ability to de-centre. (Correct answer AND explanation - N.B. Correct answer but unable to provide justification is NOT normally considered a sign this operation has been mastered)
18
Q

Formal Operational stage
(11 years onwards)

Outline this stage

Give features

A

children in this stage can concentrate on the form of an argument without being distracted by the content.

  • Abstract thought
  • Hypothetical thought
  • Hypothesis testing
  • solve syllogisms
  • Appreciation of values and ideals
19
Q

Outline the criticisms of Piaget’s Theory of Cognitive Development

A
  1. Ages and stages: happen earlier, later, not at all, overlap?
  2. Performance and ability: children do not always perform to the best of their ability.
  3. Other abilities: what about e.g. memory & social skills?
  4. Methods: overly complex, time consuming, small ‘n’
  5. Demand characteristics: children telling you what you want to hear?
20
Q

What are the two views of child development?

A
  • Developmental Discontinuity (Piaget’s Theory - Butterfly)
    • Genetic Epistemology
    • Assimilation/ Adaptation​
    • Stages
  • Developmental Continuity (Vygotsky - Pine Tree)
    • ​Social /cultural​
    • Scaffolding
    • Zone of Proximal Development
21
Q

Vygotsky (1896-1934)

Outline Vygotsky’s sociocultural theory of child development.

A

A child’s development is inseparable from social and cultural activity. Culture and social interaction guide cognitive development. Interaction different in every culture.

Elementary functions => Cultural Influence => higher functions

22
Q

Vygotsky’s Theory

Language, Social Interaction
& Thought

  1. What is language essential for?
  2. How does learning occur?
  3. What are closely linked?
A
  1. the communication of knowledge and ideas.
  2. Learning occurs by active internalisation of strategies picked up by communicating with others. Social interaction: With language, the child has the ability to learn from those with more knowledge, especially adults.
  3. Thinking and language are closely linked
23
Q

Vygotsky’s Theory

Language and Thought

Outline language (and thought) at the following ages

  1. 0-2 years
  2. 2-7 years
  3. 7 years onwards
A
  1. language and thought develop independently of one another.
  2. language has two functions:

Monitor and direct internal thoughts (inner voice we talk to ourselves with).

Communicate thoughts to others (talk out loud).

  1. The child distinguishes between the two functions of language. As our ability to use language improves, this increases our ability to think and vice versa.
24
Q

Zone of Proximal Development

What is this?

A

the difference between what the child can achieve on its own and what it can achieve with help from others (scaffolding)

25
Q

Give some criticisms of Vygotsky’s Theory

A
  • Motivation: child’s desire to learn?
  • Vague: what social interactions help us to learn best?
  • Social interactions: counter-productive?
  • Individual differences: sometimes help isn’t good enough. Genetics?
26
Q

What was covered in this lecture (for general perusal)

A

Perceptual and motor development in the newborn, including reflexive responses.

Cognitive development according to the theories of Piaget (genetic epistemology) and Vygotsky (sociocultural theory).

Assessing how psychological and sociological factors might impinge on cognitive development

27
Q

READING

A
  • Childhood and Child Health:

◦What demographic and/or social factors can influence the (i) psychological well-being of a child and (ii) the risk of accidental death?

◦Explain why children from lower social strata are thought to be more at risk from accidental death.

◦Why are males more at risk of accidental death and injury compared to females at all ages?

  • Development of Thinking:

◦List the central tenets of Piaget’s theory of children’s’ understanding.

◦Describe the aspects of Piaget’s theory that have been challenged by Donaldson and colleagues and summarise the latter’s arguments.

◦What factors influence a child’s understanding of illness?

◦How does a typical (i) 4 year old and (i) 7 year old explain illness?

◦How can an explanation of illness be best tailored to a child?

Peoples (10 decks)

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