Development (3.1-3.6)

teratogens

chemical agents that can harm prental environment such as alcohol or drugs

fine motor skills

involve finely tuned movements such as using chopsticks

gross motor skills

involves large muscle activities like walking

maturation

biological growth patterns. timing of growth may be different, but sequence is mostly universal (like how we crawl, stand, then walk)

rooting reflex

baby turns to search and suck when cheek is touched

critical period

specific time frame during in which as physical/ emotional/ social milestone is developed that will not/ cannot occur at a later date

sensitive period

more flexible time frame during where brain is more receptive to stimuli and experiences

imprinting

animal forms attachment and develops concept of our own identity. birds and mammals born ewith pre-programmed drive to imprint on mother

piaget stages

sensorimotor; preoperational; concrete operationl; formal operational

sensorimotor stage (0-2)

learn through senses and movements; object permanence at around 8 months

preoperational stage (2-7)

children start using symbols to represent words, images, and ideas. leading to pretend play, symbolic representation, and ability to mimic behaviors. struggles with logic and understanding multiple perspectives. lacks conservation.

concrete operational stage (7-12)

can start thinking logically, but lack abstract and hypothetical thought. develops conservation, reservibility, schemas, and less egocentric.

formal operational stage (12+)

last stage around age 12 and can think hypothetically and abstract. can use symbols and variables in thinking. potential for mature moral reasoning.

object permanence

aware that things continue to exust even when they cannot be sensed

pretend play

children use their imagination to create scenarios and act out different roles

conservation (lack thereof)

a child to understand that a quantity (like mass or volume) remains the same even if its appearance changes

reversibility

the cognitive ability to mentally reverse a sequence of actions or events

animism

the cognitive belief that inanimate objects possess lifelike qualities or are capable of actions

egocentrism

where an individual has difficulty understanding perspectives other than their own. believing that everyone sees the world from their viewpoint and experiences things exactly as they do

theory of mind

starts forming at 4-5 yo. notion that other people have their own thoughts, plans, and beliefs.

zone of proximal development (vygotsky)

the space between what a person can do alone and what they can achieve with support (the importance of social interaction in learning)

scaffolding (vygotsky)

temporary support or guidance provided to an individual, particularly a child, to help them accomplish a task or develop a skill that they would not be able to do independently

phonemes

smallest distinctive unit of sound

morphemes

snakkest unit of language that conveys meaning

grammar

suystem of rules in a lanfuage that enables us to communicate with and understand others

semantics

set of rules which we derive meaning in a language (eg. adding ed at the end of words to mean past tense)

syntax

the rules for combining words into gramatically sensible sentences (eg. adjectives before nouns for english)

cooing

2-4 months is only speaking in vowels

babbling

beginning at 4 months, the infant spontaneously utters various sounds of consonants and vowels

one-word stage

around first birthday, child starts speaking in one words

two-word stage (telegraphic speech)

by 2nd year, child starts to speak in two-word phrases

overgeneralization of language rules

children begin using syntax, but often incorrectly. misapplication of grammar rules

seperation anxiety

when children experience heightened anxiety or fear when away from caregiver or in presence of a stranger

attachment styles

secure; insecure anxious; insecure avoidant; insecure disorganized

secure attachment

positive emotional bond where a child feels safe, confident, and comfortable with their caregiver

insecure attachment

avoidant; anxious; disorganized

avoidant attachment

individuals, often children, show little distress when their caregiver leaves and avoid or ignore them upon their return, demonstrating a lack of emotional connection and a preference for independence

anxious attachment

a deep fear of abandonment and a constant need for reassurance and validation in relationships; stemming from inconsistent or unreliable caregiving experiences

disorganized attachment

children display inconsistent, contradictory behaviors towards their caregivers, often stemming from inconsistent or frightening caregiving

temperament

an individual's characteristic level of emotional excitability or intensity

authoritarian parenting

high demands and low responsiveness, where parents enforce strict rules with little explanation or negotiation

authoritative parenting

where parents are both demanding and responsive, setting clear rules and expectations while also listening to their child's perspective

permissive parenting

parents set very few limits or rules, are highly responsive to their child's needs, and generally allow their children to do what they want

stability vs change

emphasizes the importance of early experiences in shaping future development vs the influence of environmental factors and life experiences on shaping behavior and personality

nature and nurture

nature refers to genetics and biology, while nurture refers to environmental factors

continuous vs stage-like development

continuous refers to changes that happen over time while stage-like development happens in seperate stages with distinct, qualitive leaps between them

visual cliff

a device used to study depth perception in infants and other animals by creating illusion of a drop-off

growth spurt

dramatic change in height and weight

puberty

age which a person becomes capable of sexual reproductive changes

primary sex characteristics

the sex organs that make sexual reproduction possible

secondary sex characteristics

physical traits that develop during puberty and distinguish between males and females, but are not directly involved in reproduction

menarche

female’s first period

spermarche

beginning of sperm productive (ejaculation)

menopause

45-55 years old, the end of women’s periods

crystallized intelligence

the accumulation of knowledge and skills acquired through experience and education over time

fluid intelligence

the ability to solve problems, reason abstractly, and adapt to new situations without relying on previously acquired knowledge or experience

dementia

decline in cognitive abilities, including memory, language, and reasoning, severe enough to disrupt daily functioning

logic thinking

analyzing information and drawing conclusions from evaluating evidence and coming logical conclusion using reasoning skills

schemas

a cognitive framework or mental structure that helps people organize and interpret information based on past experiences

assimilation

the cognitive process of incorporating new information or experiences into existing mental frameworks or schemas

accommodation

cognitive process where an individual modifies their existing schemas to incorporate new information or experiences that don't fit within their current understanding

abstract thinking

cognitive ability to understand and manipulate complex concepts that are not directly tied to concrete experiences or physical objects

hypothetical thinking

cognitive ability to imagine possible scenarios, situations, or outcomes that are not currently present, and then mentally explore the potential consequences of those imagined scenarios

ecological system theory

microsystem, mesosysten, exosystem, macrosystem, chronosystem

erikson’s psychosocial development

8 stages of psychosocial development are a theory that describes eight stages of human growth

trust vs mistrust (0-1)

an infant learns to either trust their caregivers to meet their needs, developing a sense of trust, or to mistrust them if their needs are not consistently met

autonomy vs shame and doubt (1-3)

children are focused on developing a sense of independence and self-control, with a positive outcome leading to a feeling of autonomy and a negative outcome resulting in feelings of shame and doubt about their abilities

initiative vs guilt (3-5)

children learn to assert themselves, take initiative, and explore their environment, but may also develop feelings of guilt if their actions are overly criticized or restricted by caregivers

industry vs inferiority (5-puberty)

children focus on developing a sense of competence by learning new skills and achieving goals, or conversely, feeling inadequate and inferior if they struggle to master these tasks

identity vs role (puberty-20s)

individuals grapple with developing a sense of self and identity by exploring different roles and values, essentially asking "who am I?"

intimacy vs isolation (20s-40s)

individuals focus on forming close, committed relationships and experiencing love, or risk feeling isolated and alone if unable to do so

generativity vs stagnation (40s-60s)

individuals focus on contributing positively to society and leaving a lasting legacy, or conversely, feeling stagnant and unproductive if they don't feel they are making a meaningful impact on the world around them

integrity vs despair (60s+)

individuals reflect on their life and either feel a sense of satisfaction and acceptance (integrity) or regret and bitterness over missed opportunities (despair)

marcia’s identity status theory

achievement, diffusion, foreclosure, moratorium

identity achievement

high comittment, high exploration

identity diffusion

low comittment, low exploration

identity foreclosure

high comittment, low exploration

identity moratorium

low comittment, high exploration

adverse childhood experiences (ACEs)

any traumatic event that happens under the age of 18 (e.g sexual abuse, domestic violence, etc.)

microsystem

the immediate and most impactful environment surrounding a person (e.g their parents)

mesosystem

the connections and interactions between different parts of a person's immediate environment (e.g relationship between child’s family and school)

exosystem

external social environments that indirectly influence a person's development, even though they are not directly involved in those settings (e.g parent’s workplace)

macrosystem

societal and cultural context that influences an individual's development (e.g culture)

chronosystem

time and major life events impact a person's development (e.g divorced parents at 5 kid vs no divorced parent kid)

parallel play

when children play next to each other, but don’t directly interact. happens 2-3 years old.

adolescent egocentrism

teenagers tend to focus excessively on themselves, believing that others are constantly observing and judging them

imaginary audience

individual believes that a large group of people are constantly watching

personal fable

a belief of an individual that they are unique

social clock

social expectations of events (e.g married at 28)

emerging adulthood

not fully independent, an extention of adolescence