Test #1 Flashcards
Various phases of the lifespan:
.Prenatal (conception to birth) Infancy and Toddlerhood (birth to 2) Early Childhood (2-6) Middle Childhood (6-11) Adolescence (11-18) Early Adulthood (18-40) Middle Adulthood (40-65) Late Adulthood (65+) Death
Prenatal phase:
Folic Acid helps the spinal cord. Single cell organism grows and multiplies. The fetus can hear and respond to stimuli
Infancy and Toddlerhood phase:
Developing personalities, very dependent of caregivers, tantrums. Show advances in language comprehension and self-awareness. Assertiveness kicks in and child becomes curious/wants to learn.
Early Childhood phase:
Preparatory phase. Steady growth and become better at coordination. Become more independent and develop a sense of right and wrong. Start making friends. School aged; structured classroom learning; theoretical and experimental behavior.
Middle Childhood phase:
Show improvements in ability to reason, remember and use arithmetic. Peers become more important. Growth slows. Industry phase; enhancing development.
Adolescence phase:
Physically and sexually mature. Discovering who they are apart from their parents. Rapid growth again. Who can I trust? Self-confidence. Pick people who they want as their friends.
Early Adulthood phase:
Many changes (moving out, college, careers, marriage). Healthy lifestyle choices are important as physical condition usually peaks in this phase. Connection with self and others; finding acceptance and who they are. Own sense of stability. Balance. Partner Life and child responsibilities.
Middle Adulthood phase:
Notice changes in vision, hearing, physical stamina. Family transitions. Stress arises from children becoming independent, assisting elderly parents. Phase of transition; maybe facing retirement.
Late Adulthood phase:
Slower reaction times. Less likely to form new friendships. Adjust to retirement and life after this, personal loss and impending death. Grandparents; we are organic machines.
Death phase:
A process that can be sudden or expected.
What does it mean to take an integrative approach to understanding development?
- Multiple perspectives; Considering multiple contexts and factors.
- Understanding how these factors and contexts combine.
Psychoanalytic theories:
- Freud’s psychosexual theory
- Ericsson’s psychosocial theory (stages of development)
What do psychoanalytic theories study?
Unconscious drives; things we cannot control
What does the Behaviorist & Social Learning theory examine?
Only behavior that can be observed and believe that all behavior is influenced by social and physical environment; what triggers us
Behaviorist & Social Learning theory:
- Classical conditioning: associate stimuli with physiological responses.
- Operant conditioning: Learn from the consequences of our behavior; punishment vs reward.
- Social learning: Based on the idea that we think and feel at the same time; emotions have an effect on behavior. We learn through observation of others.
What do Cognitive theories examine?
The role of thoughts on behavior
Piaget’s theory stages:
Sensorimotor (birth-2)
Preoperational (2-7)
Concrete Operation (7-12)
Formal Operations (12+)
Sensorimotor phase:
Infants understand the world around them through the information they take in through their senses and their actions on it.
Preoperational phase:
Young children can use mental symbols but do not think logically, and their thinking is egocentric.
Concrete Operation phase:
Now they think logically, but their thinking is concrete not abstract.
Formal Operation phase:
Adolescents can think both abstractly and logically.
-Information Processing Theory: Seek to understand the way people think by examining how they perceive, manipulate, store and recall sensory information
Vygotsky’s Sociocultural theory:
is important and how it is transmitted to other
generations. Beliefs, values, customs, and skills.
Brofenbrenner’s Bioecological Systems theory:
Development is impacted by the changing contexts in an individual’s life.
Sex determination:
The father determines the sex of the baby by donating either an x or a y. The 23rd chromosome is the sex of baby.
Twins:
Siblings who share the same womb. Twins occur 1 in every 30 births. Twins can be monozygotic (identical) or dizygotic (fraternal). Fraternal twins are the most common. Identical twins share the same genotype.
Alleles:
Homozygous (will display that trait), Heterozygous (will display the more dominant trait, but will be a carrier of the recessive)
Sex chromosome abnormality…
XYY
Males only, most go undiagnosed. May experience severe acne, more slender body type,
poor coordination
Sex chromosome abnormality…
XXY
Males only; short stature, overweight, breast enlargement, high-pitched voice,
Infertility, feminine body shape. Language/short-term memory impairment.
Sex chromosome abnormality…
XXX
Females only. Taller than average, long legs and slender torso, learning difficulties.
Sex chromosome abnormality…
X
Turner syndrome: females only. Born with 1 x chromosome. Abnormal growth pattern, short, lack of female characteristics, infertile, early puberty, at risk for thyroid problems and heart defects, vision/hearing issues.
Fetal period:
Week 9-birth
Second trimester:
-Second trimester (14th week-27 weeks): Limb movements, stronger heartbeat,
eyebrows/nails/tooth buds form, brain becomes more responsive. Substantial weight gain during
21-25 weeks. REM begins: Dreaming begins
Third trimester:
Third Trimester (27th week-40 week): Typically gain 5 pounds and 7 inches, brain signals body to have periods of rest and activity, pupils dilate at week 30, by week 35 the fetus has a firm grasp and orients to light.
Age of viability:
22-24 weeks
Teratogens:
is an agent that causes damage to prenatal development, producing a birth defect.
Examples: alcohol, drugs, maternal illness, cigarettes, marijuana, pollutants from environment
C-section is needed when…
Baby is in breech position, transverse position, labor process, or danger to mother/fetus
3 stages of vaginal delivery:
Dilation, Delivery, Expulsion of placenta
APGAR scale:
A- appearance (color) P- pulse (heart rate) G- grimace (reflex irritability) A- activity (muscle tone) R- respirations (breathing)
Fetal perception…
Auditory:
Taste/smell:
Visual:
Auditory: responds to sudden noises and familiar voices
Taste/smell: highly developed; prefers sweet to bitter amniotic fluid & familiar scents
Visual: capacity is limited to 18 inches
Fetal states of arousal…
Regular sleep:
fully asleep, no body movement.
8-9hrs
Fetal states of arousal…
Irregular sleep:
limb movements, facial grimaces.
8-9hrs
Fetal states of arousal…
Drowsiness:
half asleep/awake.
length varies
Fetal states of arousal…
Quiet alertness:
eyes are open and attentive. exploring the world with only their eyes.
2-3hrs
Fetal states of arousal…
Waking activity:
frequent bursts of uncoordinated activity. fussy and crying.
1-4hrs
Cephalocaudal development:
Growth proceeds from the head down
Proximodistal development:
Development proceeds from the center of the body outward
Infant growth norms:
Double birth weight at 5 months
Triple birth weight by 12 months
Over first year: increased 10-12 inches in height
Toddlerhood growth norms:
Gain 5-6 lbs during second year of life
Increased 5 inches in height
What are growth spurts?
Can grown up to ¼ of an inch overnight
At 2 years, boys and girls have reached half of their adult height
What percentage breastfeed after 6 moths?
49%
What percentage continue breastfeeding until 12 months?
27%
When do you start incorporating solid foods?
4-6 months of age
What is failure to thrive?
Condition in which the child’s weight is less than 80% of the norm for their age without medical reason.
Most common cause is inadequate nutrition or eating too few calories.
Child is typically irritable and emotional, delayed motor development.
Neurons:
brain cells that are specialized to communicate with one another to make it possible for people to sense the world, think, move their body, and carry their lives
Synapses:
connection between neurons
Neurogenesis:
the creation of new neurons or brain cells
Synaptogenesis:
the creation of new connections between neurons
Synaptic pruning:
cutting off all unnecessary neuron connections
Habituation:
Decrease in response to a stimuli after repeated exposure.
Classical conditioning:
associative learning (pairing something with something else).
Operant conditioning:
consequential learning
Imitation:
copying the parent (technique called mirror)
Gross motor development:
Large body movements; Ex. Rolling over @ 3 months
Fine motor development:
Small body movements; Ex. Reaching and grasping
Assimilation:
allow new experiences to be integrated into previous schemas
Accommodation:
new experiences that do not fit into previous schemas must be adapted to fit previous schema or a new schema must be made
What is meant by infant’s lack of mental representation?
They must act on an object to think about it. Ex. touch, smell, taste, see
Substage 1:
- Reflexes (Birth-1 month):
- Strengthen and adapt reflexes. Bodily motion that is out of our control.
Substage 2:
-Primary Circular Reactions (1-4 mo.)
-Repetitive motor actions that produce interesting outcomes.
Centered around the body. Focuses on body and repetitive movement.
Substage 3:
-Secondary “…” (4-8 mo.)
-Repetitive motor actions that produce interesting outcomes
Directed toward environment. Now about environment getting a reaction.
Substage 4:
- Coordination (8-12 mo.)
- Combines SCR to achieve goals and solve problems. Utilize action.
Substage 5:
- Tertiary Circular Reactions (12-18 mo)
- Experiments with actions to achieve the same goal or observe the outcome. Seeing if strategy works every time or some of the time.
Substage 6:
-Mental Representation (18-24 mo.)
-Thinking to solve problems
Internal representation of objects; stored in their memory.
Language development... 2-3 months: 6 months: 1 year: 16-24 months: 21 months:
2-3 months: cooing 6 months: babbling 1 year: first words 16-24 months: vocab spout 21 months: 2-word utterances
Learning theory:
Reinforcement, punishment, and imitation
Caregivers reward speech with smiles and attention
Nativist theory:
all children develop speech at the same time (biologically primed to learn it)
Interactionist theory:
complex process between maturation and context
Erikson’s stages:
Infancy (birth-2) Early childhood (2-6) Middle childhood (6-12) Adolescence (13-20)
Erikson’s infancy stage:
Trust vs mistrust; try to develop a sense of trust in caregivers and the environment.
Potential problems: View of world as mistrust, difficult to develop relationships in adulthood
Erikson’s early childhood stage:
Initiative vs guilt; try to develop a sense of autonomy.
Potential problems: May be shamed, hard to accept feelings in the future.
Erikson’s middle childhood stage:
Industry vs. inferiority. Achieve some mastery over basic skills in educational success.
Potential problems: may develop a negative self-concept.
Erikson’s adolescence stage:
Identity vs. role confusion
Potential problems: if they get caught up in too many pressures & too much turmoil they may develop a sense of role confusion.
Erikson’s pubescence stage:
No crisis identified.
Psychosocial needs of a child from birth-6 years:
- Attachment
- Individuality
- Caregiver time and attention
- Validation & Value
- Stability (Maslow’s Hierarchy)
Infantile narcissism:
Need to feel unique and special. Achieved through consistent caregivers response.
Mary Ainsworth:
Strange Situation experiment.
Children will exhibit different patterns of attachment
Dependent upon their perceived experience within the caregiving environment
Shapes, but does not determine adulthood interpersonal patterns
Secure attachment:
Seek comfort from caregiver, needs are responded to, will interact with others, recovers from “stressful” situations quickly and upon reunion will quickly interact with parent again. Interpersonal attachment child depends on caregiver.
Anxious-avoidant:
Withdrawn from caregivers, avoid unknown stimuli, do not trust that emotional support will be there for them, independent, when stressed child will become explosively angry or very calm. Overly independent and show no interest in playing with others or exploring environment.
Anxious-ambivalent:
Parent does not meet needs consistently, Fear a loss of parent at any moment so stays close with parent, shows anger and distress during stress, takes longer to reinteract with parent and environment
Disorganized:
Lack of attachment behavior, inconsistent behavior, They are unable to establish of pattern of attachment. Can’t depend on parent; parent is a major source of fear.
Reactivity vs. Regulation:
Reactivity: Response to stressor
Regulation: Ability to calm and return to normal
Fox and Henderson:
1999
Differentiated very reactive children; Negative vs. positive emotional response.
Thomas and Chess:
(1977, 1984)
Interaction between infant temperament and parenting style; well-matched vs less-well matched.
Difficult temperaments:
Quickly aroused, emotionally intense, very reactive and almost impossible to regulate and soothe.
