HDF UNIT 1

interaction theory

children gain knowledge through interactions with parents, peers, family, etc.

intervene

in order for child to gain language development → go on playdates, speech therapy, reading

prenatal

• fertilization and rapid physical growth

• learn to respond to stimuli, parents voice

gestation

period between conception and birth

germinal stage

(fertilization to 2 weeks)

• zygote divides → complex

• forms into blastocyst (fluid filled sphere) and implants in uterus after 6 days

embryonic

• organogensis- rapid organ and body system development (respiratory, digestive, nervous)

• critical period

  • miscarriage

fetal

• fetus grows 20x larger

• nails / eyelids develop

• strong movements via ultrasound

• senses by 8 weeks

• memory at 30

cephalocaudal principle

• proceeds from head to trunk (head, brain, and eyes first)

proximodistal principle

proceeds from center of body and outwards

critical period

specific time when the occurrence or absence of an event has a specific impact on development

sensitive period

developing person is especially responsive to certain experiences

piaget’s cognitive-stage theory

development begins with an inborn ability to adapt to the environment

organization

creating schema from observations

assimilation

• (incorporating new info) 

  • dog is 4-legged but there’s different kinds

accommodation

adjusting old info.

dog is not cat

equilibration

striving for balance.

cat is doing different things than dog

vygotsky’s sociocultural theory

• children learn collaboratively through interactions and activities

zone of proximal development

gap between what a child can do by themselves and what they can do with help

information-processing theory

• views brain like a computer. focuses on the processes involved in making sense of information and how to react.

  • memory, attention, decision making

  • development becomes more sophisticated with age

• Bronfenbrenner's bioecological theory

development occurs through a person’s interactions with systems of influence

mesosystem

interaction between microsystems

microsystem

everyday environment

exosystem

interaction between microsystems and institutions

macrosystem-

 culture and society

chronosystem

time

• garcia-coll’s integrative model of developmental competencies in minority children

• places social factors (race, gender) and social stratification mechanisms (segregation, oppression) at the center of development

  • directly/indirectly impacts development

fertilization

process by which sperm and ovum combine to create a zygote

ovulation

ovum is expelled from ovary and travels through fallopian tubes towards the uterus

in-vitro fertilization

 ova are surgically removed, fertilized in lab, implanted in uteruscy

dizygotic (fraternal)-

- 2 separate fertilized eggs

monozygotic (identical)-

- one fertilized egg split in 2

chromosomes

coils of DNA where genes- the functional units of heredity- are located

• multifactorial transmission

• how environmental experience modifies the expression of a genotype

  • nature vs. nurture

eg) heart disease

 cystic fibrosis

overproduction of mucus in lungs / digestive tract. abnormal growth and shortened life span.

- birth defect where spinal column and canal fail to close completely during final weeks of pregnancy

tay sach’s disease

degenerative disease of the brain and nerve cells

triple x syndrome (xxx)

• female characteristics

• normal appearance

• experience menstrual irregularities

klinefelter syndrome (xxy)

• male characteristics

• undeveloped secondary sex characteristics, small testes, learning disorders

turner syndrome (xo)

• female characteristics

• short stature, webbed neck, impaired spatial abilities, no menstruation

fragile X syndrome

• impacts both sexes, more severe in males

• severe intellectual disability, delayed speech and motor development

reaction rang

• - range of potential expressions of a hereditary trait

  • body size , weight

canalization-

metaphor for how heredity restricts the range of development for some traits

• eg) eye color is highly canalized bc there is little variance for expression

      personality is NOT highly canalized

• teratogens

lamaze method

• environmental agents that interfere with normal development

  • eg) radiation, drugs

lamaze method

breathing coaching, mental imagery, massage

bradley method

muscle relaxation, health, trusting body

hypnobirthing

focuses on mind & body connection, being present in the moment, positive reframing

neonatal period

•  (first 4 weeks)

  • length- 19 inches

  • 5 to 8 lbs

    • distinctive features

      • large head with soft spots where bones in skull don’t meet

      • pinkish skin tone

      • covered in vernix caseosa

anoxia

reduced oxygen supply; can cause brain injuries

meconium

stringy, greenish-black waste

neonatal jaundice

• yellowing of the skin/ eyes due to immaturity of liver

apgar sca

(outside functions)

• assessed 1 minute after delivery, 5 min after birth

• five subtests: appearance, pulse, grimace, activity, respiration

brazelton scale

• used for infants  up to 2 months old

• (brain function

• assesses motor organization, reflexes, changes in state, attention, nervous system instability

axon

send signals to other neurons

dendrites

• receives messages from axons

  • increase → brain growth

myelination

• coating of neural pathways that allows signals to travel faster

  • forms rapidly during infancy

primitive reflexes

 related to instincts for survival and protection

rooting

when baby’s cheek or lower lip is stroked → head turns and makes sucking movements for milk

postural reflexes

reactions to changes in positikon or balance

ecological theory of perception

motor development depends on infants’ sensitivity to the interaction between their changing bodies and environment

dynamic systems theory-

- motor behaviors occur due to the infant and environment forming a dynamic system