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PSY2071 > W3- Infancy and early childhood > Flashcards

W3- Infancy and early childhood Flashcards

1
Q

Apgar scale

A

after birth at 1 min then 5 min
standardised measurement system
indicators of good health
heart rate efforts to breathe, muscle tone, skin colour, reflex irritability
7-10= healthy
4-6- less healthy, respond well to attention
3-0- immediate danger, require resuscitation

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2
Q

causes of low Apgar scale score

A

existing foetal problems
birthing process difficulties
temporary deprivtion of O2 (anoxia) wrapped or pinched umbilical cord

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3
Q

brain at birth

A

small and immature
25% of adult volume
processing lots of external and internal information

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4
Q

importance of sleep for infant

A

shut out external stimulation
get rest

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5
Q

non-Western vs Western infant sleep

A

Indigenous/non-Western- co-sleeping- wake more but awake for smaller duration- parents get more sleep
western- separate bed or room

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6
Q

newborn vs adult sleep requirements

A

newborn- 8hr awake, 8hr REM, 8hr non-REM
adult- 16hr awake, 6.4hr non-REM, 1.6hr REM

infant more REM- blocking out external stimulation, grow, cognitive development

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7
Q

reflexes

A

first observable signs of newborn motor responses
primitive, postural, locomotor
may provide basis for later voluntary movements
used as diagnostic indicators for neural health first few months of infant life- if persist for several months maybe nervous sytem damage

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8
Q

Cephalocaudal principle of body growth

A

growth starts at head and moves down to rest of body

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9
Q

major survival reflexes in newborn infants

A

breathing- becomes partly voluntary over time
rooting- turning cheek in direction of touch, disappears by 6 months, move towards breast/bottle
sucking- becomes partly voluntary, important for drinking
swallowing- becomes partly voluntary
eyeblink- becomes partly voluntary, protext eyes from objects and bright light
pupillary- changing pupil size to be small in bright light or big in dim light

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10
Q

primitive reflexes

A

moro- loud noise cause child throw arms out, arch back and bring arms together, 6 months
grasping- 6 months
tonic neck- turn head and limbs to one side when laid on back, and opposite side limbs flex, 2-3 months
babinski- stroking bottom of foot causes toes to curl and fan, 8-12 months
stepping- lifting leg if held upright, 8 weeks
swimming- moving arms and legs and holding breath in water, 4-6 months

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11
Q

grasping skills motor skills

A

before learning to walk, infants learn how to grap different objects by adjusting their grip

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12
Q

gross motor development milestones

A

sequence can vary
birth-2m- lift head
2-4m- push chest up with arms, roll from stomach
4-6m- pull up with assistance, sit upright without assistance
6-8m- sit up without assistance, pull self up to stand
8-10 months- stand with support, walk holding on to smth
10-12 months- stand well alone
12-14 months- walk well alone
14-16 months- walk backwards

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13
Q

cultural differences in motor development

A

some African and Australian Indigenous children- different childrearing practices result in different development
no sex differences in motor development- boys said to be more active but individual differences more important

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14
Q

Brazelton’s Neonatal Behavioural Assessment Scale (NBAS)

A

assess newborn (<2m) reflexes and motor responses

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15
Q

Bayley Scales of Infant and Toddler Development

A

motor and mental ability
1m to 3.5 years

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16
Q

Denver Developmental Screening Test

A

motor, social/personal and language skills
up to 6 yrs

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17
Q

Gestational age

A

duration of pregnancy
full term is 40 weeks

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18
Q

Preterm

A

born before 37 weeks of gestation
very preterm if before 32 weeks
extremely preterm if less than 28 weeks
significant cause of preinatal mortality and morbidity in industrialised countries
5-12%
50% have motor, cognitive or behavioural impairment- especially impairments in executive functioning

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19
Q

birth weight

A

normal- 2500g
very low- less than 1250g
small for gestational age- 90% or less of average weight for the same GA

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20
Q

postmature

A

still not born 2 weeks after expected due date

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21
Q

how do dev psychs study infant cognition?

A

using change in HR to indicate change in arousal, alertness and general contentment

recognition studies- how infants dinstinguish between new and familiar stimuli
habituation study- increased exposure to stimuli leads to decreased response

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22
Q

visual thinking

A

babies prefer contours and complexity
object perception
depth perception
anticipation of visual events

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23
Q

auditory thinking

A

used to study infant cognition
localisation of sounds- present from birth just take longer to respond
coordinating of vision and hearing- takes 5-6 months
intermodal perception- consistently combining sensory info- develop through infancy

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24
Q

categorical though

A

reversal shift easier for infants than nonreversal
ie change in colour easier than change in dimension
infants capable of solving problem by thinking about abstract qualities

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25
schemes
"organised patterns of functioning that adapt and change with mental development"
26
assimilation
from Piaget's stage theory understanding a new experience using existing schemes/way of thinking
27
accommodation
Piaget's theory in order tounderstand new experience, existing way of thinking, understanding or behaving in changed
28
Piaget's stage theory
Schemes form basic building blocks of how we understand world These schemes develop through assimilation and accommodation 4 stages of development
29
Piaget sensorimotor stage
birth-2 years thinking through sensory perceptions and motor actions- doing things with and to objects 6 substages- early reflexes, primary circular reactions, secondary circular reactions, coordination of secondary schemes, tertiary circular reactions, symbolic thought development of object permanence
30
Piaget Preoperational stage
2-7 years
31
Piaget concrete operational stage
7-11 years
32
Piaget formal operational stage
11-adulthood
33
early reflexes
stage 1 sensorimotor stage birth-1m actions based on reflexes and responses to external stimuli and grasping inborn reflex to know environment
34
primary circular reactions
1-4m stage 2 sensorimotor modification of reflexes to fit new objects and experiences intentionally look and listen coordinate senses
35
secondary circular reactions
4-8 m stage 3 sensorimotor repeated, learnt actions focused on objects actions have goal repeated actions- reinforcing early signs of object permanence
36
coordination of secondary schemes
stage 4 sensorimotor 8-12 m combining schemes/actions with intent imitate behaviour use events to obtain goal looking for object in location a even after seeing it moved to location b
37
tertiary circular reactions
12-18 m stage 5 sensorimotor systematic application of schemes/actions well-organised investigating new objects intentionally trial and error to solve problems
38
symbolic thought
stage 6 sensorimotor 18-24m mental representations of objects- object permanence deferred imitation solve problems using mental combinations symbolic play
39
critiques of Piaget's theory
infants display cognitive understanding earlier than suggested by Piaget findings do not contradict his suggested order of development motor vs cognitive limitations- confusinf lack of motor skills with lack of cognitive skills effects of memory- memroy develops continuously rather than in stages
40
behavioural learning theories of cognitive development
most important are classical conditioning and operant conditioning imitation- early attempt at communicating?
41
language acquisition
achieved through reinforcement and conditioning being rewarded for sounds that approximate speech doesnt explain how they learn language rules, how they apply rules to nonsense words, how they move from heard utterances to creating own phrases, sentences and constructions
42
language
"systematic, meaningful arrangement of symbols that provides the basis for communication"
43
phonology
basic units of sound which combine to form words babbling first
44
semantics
rules regarding meaning of words and sentences
45
morphemes
smallest language unit with meaning complete words or affixes
46
comprehension
understanding of speech
47
production
use of language to communicate
48
nativist approach
Chomsky lang ac theory genetically determined- innate mechanisms cause language development innate ability to develop language, develops as one matures
49
nativist approach pros
identification of genes related to speech production language processing in infant brain structures similar to adult speech processing
50
nativist approach cons
social experience needed to learn how to use language effectively primate researchers- findings countering uniqueness of language
51
interactionist approach
language develops as a result of genetic predispositions and env factors emphasise improtance of social factors in development
52
factors influencing language development
parental influences- infant directed speech, culturally specific (distal in western culture and proximal which encourages nonverbal communication) influence of others
53
attachment formation
formation of positive emotional bond between infant and particular individual- can be more than one person provides pleasure and security attachment model impacts on future relationships as adults
54
what did animal studies find about attachment formation
animal research- determined attachment formed from biologically determined factors Lorenz- goslings Harlow- contact-seeking monkeys
55
what has human research found about attachment formation?
Human research- form attachments to fulfil safety and security needs Bowlby- attachment is home base- qualitatively unique relationsnip with individual who provides safety and security independence gained over time, move away from home base
56
phase 1- indiscriminate sociability
birth-2 months active responding from infant- crying, smiling, cooing, gazing- for contact and affection want to be social limited attachment behaviours
57
phase 2- attachments in the making
2-7 months prefer individuals they are familiar with and who meet their needs- reinforces parents' affection accept certain attention and care from comparative strangers can tolerate temporary separation from parents
58
phase 3- specific, clear-cut attachments
7-24 months ability to have mental representations of people strengthens preferences for specific people walking and crawling ability allows infants to seek out proximity to caregiver verbal skills developing- more involvement with caregivers and others separation anxiety and stranger anxiety at start of phase
59
phase 4- goal-coordinated partnership
24m- improving representational and memory skills- remember objects and events understand perspectives and feelings of caregivers- adapt view accordingly tolerate short parental absences delays and interruptions in caregiver attention helps develop over time ability to cooperate with other to meet needs changing abilities to relate to secure attachment relationships
60
Ainsworth Strange Situation

PSY2071 (3 decks)

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