capter pourrrrr life ience

Prenatal Development occurs in 3 stages

1.Germinal Period        2.Embryonic Period         3.Fetal Period

Full Gestational age averages to

40 weeks

1^st Year of life what will the child learn

physically the child will learn to sit, stand, crawl, climb, walk

2^nd Year

physical growth will slow down, but motor skills increase

Cephalocaudal Pattern

physical growth and functional MS development begins at the head (top) and makes its way down to the toes. aka “head to toe development

Proximodistal Growth

growth begins at the center of the body and moves towards the extremities

Growth Spurts

Periods of sudden and drastic growth

95% NBs measure height

18-22 inches

NBs average between weight

5-10 pounds

Infants average a growth rate of

1 inch/ month

EEG

is a test that measures electrical activity in the brain using  electrodes attached to the scalp

fNIR

uses low lvls of near- infrared light to monitor changes in blood oxygen lvls

How many lobes in the brain

4

Frontal lobe

involved in voluntary movement, thinking, personality

Parietal lobe

involving spatial location, attention and motor control

Temporal lobe

Facilitates hearing, language processing and memory

Occipital lobe

functions in visions

Dendrites

Bring information/ signals from other neurons IN

Axon

Sends information/ signals OUT of the cell body and into other neurons

Myelination

the process on covering axons w/ fat cells. This then helps to speed up neural transmissions

Connectivity

among neurons increases. Creating NEW neural pathways

The Neuroconstructivist View

Believes that the brain development depends on heredity and environment interaction

Why do we need sleep

1.Survival

2.Sleep is critical for brain plasticity and brain development in general

Infant Sleep

Typical NB needs to sleep  at least 18 hrs/ day

Arnold Gesell theory

discovered that the development of motor skills occurs in a fixed order in specific time frames

Esther Thelen

1980s. New behavior is the result of MANY factors
-1^st one must perceive

-one must then be motivated to do something

-create a new motor behavior

Embodied

Changes in infants’ bodies modify the nature of their motor behavior. Walking is a good example of motor behavior being embodied. Their changing body interacts with experiences and opportunities to walk as they physically mature

Embedded

Environmental circumstances can facilitate or restrict possibilities for motor behavior- The environment require infants to adapt. As they encounter steep slopes, narrow passageways, stairs, and many other circumstances, infants have to be flexible and modify how they move

Enculturated

Social and cultural contexts influence motor behavior. Caregivers play important roles in infants’ motor development. Cultures also vary in how much caregivers engage in behavior that stimulates and encourages infants’ and children’s motor development

Enabling

Motor development is not isolated from other aspects of development, and it contributes to infants’ and children’s development in other domains. Before infants learn to crawl and walk, their exploration of the world depends on where their caregivers place them. As their motor skills expand, they gain more independence in exploring and learning about the world, thereby promoting their cognitive and socioemotional development

Reflex

is an involuntary, automatic response to a stimulus, and beyond the NBs control

Survival Reflexes

Enable the infant to survive and meet basic needs

2. Positively impact caregivers

Primitive Reflexes

These reflexes are controlled by the lower subcortical areas of the brain, so as higher functioning areas of the brain (cerebral cortex) develop, so will behavior

Gross Motor Skills

Involves large-muscle activities

Fine Motor Skills

Involves finely-tuned movements. It can be any activity requiring finger dexterity.

Sensation

occurs when information interacts w/ sensory receptors (eyes, ears, tongue, nostrils, and skin).

- For the most part, senses will “work” well when the child is born

Perception

interpretation of what is sensed.
- Perception takes time and maturity to become something the child can do.

Eleanor and James J. Gibson theory

Our perceptual system can select from rich information that the environment provides.
We perceive information that exist in the world around us.

Robert Franz theory

Found that the most preferred stimulus was a face
Perception at 0-2 Months:
-Faces and scrabbled faces were as equally preferred