Development in Infancy

a time of transition from intrauterine to extrauterine life

Neonatal period

1. area on the baby’s head where bones do not meet to allow easy passage (gradually close in the first 18 months)

2. fuzzy prenatal hair

3. cheesy varnish, protects the baby against infection

A. Vernix Caseosa

B. Fontanels

C. Lanugo

1. B. Fontanels

2. C.

3. A.

1. complete absence of oxygen

2. reduced oxygen supply

3. Infants excrete _______ during the first few days and have no control over sphincter muscles. (Hint: Christel)

4. sudden death of an infant under age 1

1. Anoxia

2. Hypoxia

3. Meconium

4. Sudden death infant syndrome

1. first physical assessment that is administered a minute after delivery and 5 minutes after birth

2. first neurological and behavioral test that measures the neonate’s responses to the environment

HINT:
APG___

BRA___

1. APGAR scale

2. Brazelton

1. What part of the brain grows fastest at the first year of life

2. The _________ grows dramatically during childhood and reaches adult size by age 10

3. specialization of the brain hemispheres (HINT: LAT___)

1. Cerebellum

2. Corpus Collosum

3. Lateralization

As neurons multiply, they undergo complimentary processes of ________ and __________ (ID)

integration and Differentiation

automatic, innate response to stimulation

Reflex

Types of reflexes

1. related to instinctive needs for survival and protection

2. reactions to changes in position or balance

3. voluntary movements that do not appear until months after the reflexes have disappeared

1. Primitive reflex

2. Postural Reflex

3. Locomotion

Column A – Reflex

1. ___ Moro

2. ___ Darwinian (Grasping)

3. ___ Tonic Neck

4. ___ Babkin

5. ___ Babinski

6. ___ Rooting

7. ___ Walking

8. ___ Swimming

Column B – Description

A. Baby makes strong fist; can be raised to standing position if both fists are closed around a stick.
B. Baby turns head to one side, assumes fencer position, extends arm and leg on preferred side. Due to noises or being droped
C. Baby extends legs, arms, and fingers, arches back, and draws back head when startled.
D. Baby makes well-coordinated swimming movements.
E. Toes fan out; foot twists in when sole is stroked.
F. Head turns, mouth opens, and sucking movements begin when cheek or lower lip is stroked.
G. Baby makes steplike motions that look like well-coordinated walking when held upright.
H. Mouth opens, eyes close, neck flexes, and head tilts forward when both palms are stroked.

1. C.

2. A.

3. B.

4. H.

5. E.

6. F.

7. G.

8. D.

1. Out of all the senses, the _______ is the least developed in infants.

2. True or False: Senses of smell and taste begin to develop in the womb

3. True or False: Food taste preferences develops once first food from the outside is tasted.

1. Vision

2. True

3. False

Binocular vision does not develop until ____ months

4-5 months

1. Screening test given to children 1 month to 6 years old to determine whether they are developing normally in terms of motor function.

2. By ____ months, most infants can keep their heads erect while being held or supported in a sitting position

1. Denver Development Screening Test

2. 4

learn to look to caregivers for clues as to whether a situation is secure or frightening.

(SR)

Social Referencing

Perception

1. use of the eyes to guide hand movement

2. ability to perceive objects and surfaces in three dimensions

3. ability to acquire information by handling objects rather than just looking at them

A. Haptic Vision

B. Depth Perception

C. Visual Guidance

1. C.

2. B.

3. A.

1. This theory explains how babies learn to move and sense the world by using both their body and senses together.

2. views motor development as a dynamic process of active coordination of multiple systems within the infant in relation to the environment.

1. Ecological Theory of Perception

2. Dynamic Systems Theory

1. concerned with how behavior changes in response to experience, basic mechanics of learning

2. concerned with how the mind structures its activities and adapts to the environment

3. measures quantitative differences in abilities that make up intelligence

4. seeks to identify what brain structures are involved in specific aspects of cognition

5. Argued that social interactions with adults contribute to cognitive competence through

6. Focuses on perception, learning, memory, and problem solving. Researchers measure and draw inferences from what infants pay attention to and for how long

7. examines the effects of environmental aspects of the learning process

A. Information Processing Approach

B. Behavioral Approach

C. Cognitive Neuroscience Approach

D. Piagetian Approach

E. Psychometric Approach

F. Socio-contextual Approach

1. Behaviorist Approach

2. Piagetian Approach

3. Psychometric Approach

4. Cognitive Neuroscience approach

5. Socio-contextual Approach

6. Information Processing Approach

7. Socio-contextual Approach

Column A (Descriptions)

1. ___ Infants repeat pleasurable actions discovered by chance; exploring the self.

2. ___ Infants repeat actions to reach a goal and use past experiences to solve problems.

3. ___ Infants are governed by reflexes.

4. ___ Infants repeat actions to get results beyond their own body; exploring through objects.

5. ___ Trial-and-error behavior; known as the “little scientist” stage.

6. ___ The beginning of representational ability; transitional stage to the preoperational stage.

---

Column B (Stages)

A. Primary Reflexes
B. Secondary Circular Reactions
C. Tertiary Circular Reactions
D. Mental Representation
E. Coordination
F. Primary Circular Reactions

1. A.

2. E.

3. A.

4. B.

5. C.

6. D.

1. type of learning in which repeated or continuous exposure to a stimulus reduces attention to that stimulus

2. increase in responsiveness to a previous stimulus after presentation of a new stimulus.

1. Habituation

2. Dishabituation

Fast habituation means?

High IQ

1. ability to use information gained by one sense to guide another; most appear to be available at birth

2. ability to distinguish a familiar visual stimulus from an unfamiliar one when shown both at the same time.

3. Children follows adult gaze

A. Joint attention

B. Visual Recognition Memory

C. Cross-modal transfer

1. C. Cross-modal transfer

2. B.

3. Joint Attention

1. unconscious recall of habits/skills (procedural). It develops early

2. conscious recall of facts, names, events (declarative)

3. is our brain’s ability to hold and use information for a short time, like remembering where you placed a toy.

1. Implicit Memory

2. Explicit Memory

3. Working Memory

The slow development of working memory maybe the explanation for infant’s lack of understanding of _________

object permanence

1. characterized by vowel-like sounds (e.g., "ooh," "aah")

2. involves a combination of consonant and vowel sounds (e.g., "ba-ba," "da-da")

1. Cooing

2. Babbling

Noam Chomsky’s propositions

1. human’s inborn biological capacity for language, which predisposes them to acquire language

2. proposed that all human language share a deep structure rooted in a set of grammatical rules and categories

3. argued that there is an insufficiency in the linguistic input received by young children

A. Poverty of the stimulus

B. Language Acquisition Device

C. Universal Grammar

1. B.

2. C.

3. A

Characteristic of Early Speech

1. occurs when children inappropriately apply syntactic rule (Daddy goed to the store)

2. Definition: When a child applies a word or rule too broadly to things that don’t actually fit. Example: A child calls all four-legged animals "dog", even if it's a cat, horse, or cow.

3. Definition: When a child uses a word too narrowly, limiting it to only one specific case. Example: A child calls only their own pet "dog", and doesn’t use the word for other dogs.

1. Overregularization

2. Overgeneralization

3. Underextending

Bilingual developing children

1. use of elements of 2 languages. “Nagla-lunch kami sa office with the team kanina.”

2. Alternating between two or more languages in different sentences or phrases. “I’m going to the mall. Gusto mo sumama?”

1. Conde mixing

2. Code switching

relatively consistent blend of emotions, temperament, thought, and behavior that makes each person unique

Personality

subjective reactions to experience that are associated with physiological and behavioral changes

Emotions

primary way in which infants communicate their needs and is considered to be an honest signal of need

Crying

1. Rhythmic cry, which is not always associated with hunger

2. Variation of the rhythmic cry, in which excess air is forced through the vocal cords

3. Sudden onset of loud crying without preliminary moaning, sometimes followed by holding the breath

4. Two or three drawn-out cries, with no prolonged breath-holding

1. Basic Hunger

2. Anger

3. Pain

4. Frustration

Smiling

1. when newborn infants gaze and smile at their parents (2nd month)

2. silly, nonverbal behaviors used to elicit smiles and laughs from children

3. a smile that does not occur in response to external stimuli and appear during the first month after birth

4. infants smile at an object and then gaze at an adult while continuing to smile (12-15 months)

1. Social Smiling

2. Clowning

3. Reflexive smile

4. Anticipatory Smile

an early-appearing, biologically based tendency to respond to the environment in predictable ways

Temparement

Types of Temparement

1. more irritable and harder to please

2. generally happy, rhythmic in biological functioning, and accepting of new experiences

3. mild but slow to adapt to new people and situations

1. Easy Children

2. Difficult Children

3. Slow-to-warm-up children

This refers to how well a child’s temperament matches with their environment (especially parenting style, home life, cultural expectations, etc.).

Goodness of fit

1. wariness of a person she does not know

2. distress when a familiar caregiver leaves her

3. crying when caregiver leaves

1. Stranger Anxiety

2. Separation Anxiety

3. Separation Protest

1. our image of ourselves; it describes what we know and feel about ourselves and guides our actions

2. This occurs by around _________

1. Self-concept

2. 3 months

Compliance

1. extra assistance provided by their parents reminder and prompts to complete the task. (isa-isa)

2. they were committed to following request and could do so without their parents direct intervention. (isang prompt)

3. eager willingness to cooperate harmoniously with a parent, not only in disciplinary actions, but in variety of daily interactions. (No prompt)

1. Situational Compliance

2. Committed Compliance

3. Receptive cooperation

baby has a weak neck muscles, and a large, heavy head, shaking makes the brain bounce back and forth inside the skull

Shaken Baby Syndrome