Child Development midterm 1 flashcards

I made these flashcards to study for midterm 1

Prenatal Development

The process of growth and development of a fetus from conception to birth.

Epigenetics

Changes in gene expression influenced by environmental factors without altering the DNA sequence.

Teratogens

Substances that can cause negative effects on prenatal development, particularly harmful during the fetal period.

Zygote

The fertilized egg that undergoes division and growth during the germinal period (first 2 weeks).

Embryo

The developing organism from 2 to 8 weeks, where major organs and body systems begin to form.

Ectoderm

The outer layer of the embryo that develops into skin, hair, teeth, sense organs, brain, and spinal cord.

Endoderm

The inner layer of the embryo that produces the digestive system, liver, pancreas, and respiratory system.

Mesoderm

The middle layer of the embryo that becomes muscles, bones, blood, and the circulatory system.

Cephalocaudal Development

The pattern of growth that proceeds from the head downward.

Proximodistal Development

The pattern of growth that occurs from the central areas of the body outward.

APGAR Scale

A quick assessment of a newborn's health, measuring heart rate, respiration, muscle tone, reflex response, and color.

Low Birth Weight (in newborns)

A weight of less than 5.5 lbs at birth, which can lead to health complications.

Small (for Gestational Age)

Infants who weigh less than 90% of others at the same gestational age, indicating potential growth issues.

Reflexes

Involuntary movements in response to stimuli, such as rooting and sucking in newborns.

Gross Motor Skills

Voluntary movements that use large muscle groups, such as crawling and jumping.

Fine Motor Skills

Precise movements involving smaller muscle groups, such as grasping and manipulating objects.

Piaget's Sensorimotor Stage

The first cognitive stage of development, where intelligence is based on sensory experiences and motor actions.

Erikson's Trust vs mistrust

The first psychosocial stage, where infants learn to trust caregivers for their needs.

(vygotsky) Scaffolding

Support provided to a child to help them learn and solve problems, promoting independence and growth.

APGAR scale

scale that assesses need for intensive care for babies after birth; measures heart rate, respiration, muscle tone, reflex response

associative play

2+ children interact by sharing or borrowing toys of materials, although they do not do the same thing

authoritatian parents

• Parents who are controlling, punitive, rigid, and cold

• Value strict, unquestioning obedience from their children and do not tolerate expressions of disagreement

period of the zygote

• Shortest stage of prenatal period (2 weeks)

• Zygote divides and grows in complexity

• Travels to the uterus

• Implants in the uterine wall

• Placenta forms

period of the embryo

• 2 to 8 weeks

• When embryo grows

• Significant growth occurs in the major organs and body systems

• Embryo has three distinct layers:

  • 1. Ectoderm -- forms skin, hair, teeth, sense organs, brain and spinal cord

  • 2. Endoderm -- produces digestive system, liver, pancreas, and respiratory system

  • 3. Mesoderm -- becomes the muscles, bones, blood, and circulatory system

period of the fetus

• 2 to 8 weeks

• Is  about 1 inch long

• Appears to have gills and a tail like structure

• Has rudimentary eyes, nose, lips, and teeth

• Has stubby bulges that form arms and legs

• Undergoes rapid head and brain growth -- 50% of it's length and 100,000 neurons in a min

• Nervous system starts functioning around the 5th week, producing weak brain waves

sensory capabilities (fetus) vision

• Vision:

  • Typically cant see further than 8-16 inches away from their face

  • Can discriminate levels of brightness

  • Can distinguish different colors and may have  color preference

    • Through infancy, favor high-contrast images/toys/objects

sensory capabilities (fetus) hearing

• Hearing:

  • Evidence for hearing as early as 7 months gestation (before birth, aka 7 months from conception)

  • Exhibit familiarity with certain sounds

  • acuity /accuracy is not fully developed

sensory capabilities (fetus) touch

• Touch:

  • most well-developed sense at birth

  • Respond to stimuli (reflexes) and pain

sensory capabilities (fetus) smell and taste

• Smell and taste:

  • Well-developed

  • Pucker lips when a sour taste is placed on them

  • Respond with suitable facial expressions to other tastes

4 types of teratogens

1. physical teratogens (high heat)

2. metobolic conditions affecting pregnancy

3. infections

4. drugs and chemicals

sensory capabilities (newborn) vision

• Vision

  • Typically can’t see farther than 8-16 in

  • Can discriminate levels of brightness

  • Can distinguish diff colors and color preferences

    • Typically: favor high contrast, images toys and objects

sensory capabilities (newborn) hearing

• Hearing

  • Evidence for hearing as 7th months gestation

  • Exhibit familiarity w/sounds

  • Acuity is not fully developed (20/400 vision)

sensory capabilities (newborn) touch

• Touch

  • Most well dev sense at birth

  • Respond to stimuli (reflexes) and pain

    • Ppl used to believe that they didn’t feel pain so they didn’t give them pain meds 🙁

sensory capabilities (newborn) smell and taste

• Smell and taste

  • Well dev

  • Pucker lips when sour

  • Respond w/suitable facial expressions to other tastes

language development stages

1. Intentional Vocalizations (first couple months)

   • Cooing - repeating sounds, vocalizations, gurgling

     1. Practice for vocalizations

     2. Vowel sounds (ooo, nanana)

   • Speaking turns - pausing in conversation, waiting for other ppl to talk 

2. Babbling and gesturing (4-6 months)

   • Babbling: Elaborate vocalizations, inc. sounds req for language

   • Gesturing: For deaf babies, use gestures for wants, reactions, feelings

     1. Rhythm and pattern of language used when deaf babies sign is same as when babies babble

3. Understanding (10 mo)

   • Understand more than what they say

4. Holophrastic speech (12-13 mo)

   • Partial words to convey thoughts

   • Ex: ju → for juice

5. Underextension

   • Word for an object can only be used for that object 

     1. Ex: they may the word doggie only applies for that one dog

   • over extension (more often): generalizing, think a label applies to all objects

     1. Ex: every animal is a doggie

6. 1st words and Cultural Influences: first word differ based on culture

   • English: nouns

   • Chinese: verbs bc it verb friendly

   • May be bc diff emphasis given to objects based on culture

7. Vocab growth spurt

   • 1 yr: 50 words

   • Toddlers: 200

8. telegraphic speech

   • stringing minimal words together to get message across

gross motor skills (infant)

• Gross motor skills:Voluntary movements that use large muscle groups (typ: arm mvnt, crawling)

  • First skills developed

  • Milestones (phys skills seen in all children as they grow)

fine motor skills (infant)

• Fine motor skills

  • Exact mvnts of feet, hands, toes, fingers (reach and grasp)

    • Real grasps start at 4 mo (tho w/o thumbs)

    • 9 mo: PINCER grip - finger and thumb PINCH

  • Dev slower bc proximodistal dev

  • Progress made in first two years

functional play

• Simple, repetitive activities, typical of 3 year olds

• May involve objects of repetitive muscular movements

  • Ex: playing with dolls, skipping, jumping, rolling, and unrolling a piece of clay

• Doing something for the sake of being active rather than creating

• Declines with age

constructive play

• Manipulate objects to produce or build something

• Evident by age 4

  • Ex: building with lego or putting together a puzzle

• Has and ultimate goal of producing something

• Provides opportunity to test developing physical and cognitive skills and practice fine muscle movements

parallel play

• Children play with similar toys, in a similar manner, but do not interact with each other

• Typical during early preschool years

onlooker play

• Children simply watch others at play but do not actually participate themselves

• May be silent of may make comments of encouragement or advice

cooperative play

Children genuinely interact with one another, taking turns, playing games, or devising contests

pretend play

• Becomes increasingly unrealistic and more imaginative - children understand/use symbols more

• Pretend play is important to expanding cognitive skills

  • Able to practice activities that are a part of their culture

collectivistic

promotes independence; Tend to regard themselves as parts of a larger social network, where they are interconnected with and responsible to/for others

individualistic

emphasizes personal identity, uniqueness; See themselves as self-contained and autonomous, Children focus on what sets them apart from others

permissive parenting

• Parents who provide lax and inconsistent feedback

• Have inconsistent expectations for children

  1. Sometimes they are reality laid back, other times they are more strict

• Research finds: children of permissive parents tend to be dependent and more difficulty with social connections and self regulating

authoritative parents

• Parents who are firm, setting clear and consistent limits, but try to reason with their parents

• Explain why they should behave in particular way

• Research finds: children of authoritarian parents, generally independent, friendly, self-assertive, cooperative, motivated to achieve, able to regulate their own behavior

  1. Some authoritative parents display supportive parenting. Parental warmth, proactive teaching, calm discussion, and interest in involvement

uninvolved parents

• Parents who show virtually no interest in their children, displaying indifferent, rejecting behavior

• In it's most extreme form, it results in neglect

• Research finds: children of uninvolved parents tend to have disrupted emotional development; impedes physical and cognitive development

gross motor skills (early childhood)

fine motor skills (early childhood)

conservation

the quantity is unrelated to the arrangement and physical appearance of objects

egocentrism during preoperational stage (piaget)

• Thinking does not usually take the viewpoints of others into account

  • Lack of awareness that others see things from a different physical perspective

  • Failure to realize that others may hold thoughts, feelings, and points of view that are different

• At the heart of several behaviors in children

  • Talking to themselves

  • Ignoring what others tell them

  • Being bad at hide and seek

learning (vygotsky)

• Cognitive development: a result of social interactions

• Children learn through guided participation

• Children gradually grow intellectually and begin to function on their own because of assistance provided by partners

• Contended that the nature of partnership between developing children and adults/peers is determined largely by cultural and societal factors

  • Culture and society established institutions that promote development

• Culture and society emphasize particular tasks

  • Toys

  • Gender roles

scaffolding (vygotsky)

• Scaffolding: support for learning and problem-solving that encourages independence and growth

  • Includes cultural tools -- actual, physical items, as well as and intellectual and conceptual framework for solving problems

    • Pencils, paper, calculators, computers, language, alphabetical and number systems, mathematical and scientific systems, religion, etc.

differences between piaget and vygotsky (key concepts, role of stages, importance of social factors, educational perspective)