Human Development Test 2 Flashcards - Handmade

Synaptic deletion

• The brain removes weaker or less-used connections between neurons so it can work more efficiently. Connections that are used more often are generally strengthened; less-used connections may be pruned.

• Synaptic pruning is done to make the brain more effective

Piaget and his sensorymotor

• From birth to age 2, Piaget’s first stage of development, in which infants use information from their senses and motor actions to learn about the world

• Playing, talking, and letting kids explore helps their sensorimotor develop

Object permanence

Object permanence is when a child understands that things exist even if they can't see or hear them.

What personality means

Is a pattern of responding to people and objects in the environment

Survivable - what is needed by a baby in order to survive in the world - in that context

• Breathing reflex

• Feeding reflex

• Swallowing reflex

• Adaptive reflexes

Attachment with baby - the importance of having that attachment and how it allows babies to explore

• Secure attachment makes babies feel safe.

• They can explore their surroundings confidently because they know their caregiver is available for comfort and protection if needed.

• Security: The baby learns that someone will protect and comfort them.

• Trust: Consistent caregiving helps the baby learn that their needs will be met.

• Emotional regulation: The caregiver helps the baby calm down when upset.

• Healthy development: Secure attachment supports social and emotional development.

How does attachment allow babies to explore?

• Secure attachment allows babies to use their caregiver as a secure base

• The emotional tie to a primary caregiver experienced by an infant, from which the child derives security

• Theory: Attachment theory: The view that the ability and need to form an attachment relationship early in life are genetic characteristics of all human beings

• The majority of caregivers manage to respond to their infants in ways that foster the development of a close relationship

• It is important to look at both sides of the relationship equation — at the development of both the caregiver’s bond to the child and the child’s attachment to the caregivers

• The caregivers attachment to the infant: Long-term bonds develop from synchrony a mutual, interlocking pattern of attachment behaviours shared by birthing parent and infant

• The fathers bond with the infant is dependent on the development of synchrony with the mother

• No pattern of caregiver behaviour is linked to mothers or fathers

• Babies benefit with interactions with both parents

Secure attachment style

• Stems from consistent, responsive, and emotionally available caregiving

• Comfortable with intimacy, communicating needs, and balances independence with closeness

Avoidant attachment style

• Stems from emotionally distant, neglectful, or unresponsive caregivers

• Values independence above all, suppresses emotions, pulls away when intimacy deepens, and struggles to trust partners

Ambivalent attachment style

• Stems from inconsistent or unpredictable care giving

• Craves constant closeness and validation, deep fear of rejection or abandonment, and may act clingy or demanding

Disorganized/disoriented attachment style

• Stems from childhood trauma, abuse, or caregivers who were simultaneously a source of comfort and fear

• Exhibits a confusing “”push-pull dynamic, desperately craving love while simultaneously fearing vulnerability

Temperament

• Inborn predispositions such as activity level that forms the foundations of personality

  • Easy (or Flexible): Generally happy, calm, adaptable to new situations, and has regular sleep and eating habits. (Accounts for about 40% of children).

  • Difficult (or Feisty/Active): Easily agitated or frustrated, has intense emotional reactions, adapts slowly to change, and often has irregular daily routines.

  • Slow-to-Warm-Up (or Cautious): Hesitant, observant, and fearful or withdrawn in new environments, needing extra time to adjust to new people or routines. (Accounts for about 15% of children).

• 5 Key dimensions of temperament:

  • Activity level is a tendency to move often and vigorously, rather than to remain passive or immobile

  • Approach/positive emotionality/sociability is a tendency to move toward, rather than away, from new experiences, usually accompanied by positive emotion

  • Inhibition and anxiety is the flip side of approach and is a tendency to respond with fear or withdrawal in new situations

  • Negative emotionality/irritability/anger is the tendency to respond with anger, fussing, loudness,or irritability or a low threshold of frustrations

  • Effortful control/task persistence is the ability to stay focused and to manage attention and effort

• Factors:

  • Epigenetic mechanisms that control the expression of particular genes play a role in temperament

  • Underlying physiological patterns like shyness

• Goodness-of-fit is the degree to which an infant's temperament is adaptable to his or her environment, and vise versa

• Temperamental patterns in infancy tend to persist into adulthood

• As a child gets older, differences in temperament are likely a result of both their inborn characteristics and response patterns exhibited by caregivers and others

How and when is a child able to identify subjective self

• Through a gradual progression of physical, linguistic, and cognitive milestones

• An infant's awareness that he or she is a separate person who endures through time and space and have influence on the environment

• Babies are usually fully aware of the subjective self by 8 to 12 months - same as object permanence

• A child is usually aware of their objective self by age 2 1/2 years

Habituation

A form of non-associative learning where an organisms  stops reacting to a repeated, harmless signal over time

Babies first sound for communication

• Crying at birth

• Cooing - vowel like sounds like “ooo” - 1 to 3 months

• Babbling - sounds like “ga-ga” - 4 to 6 months

• First meaningful words - 6  months and older

Telegraphic speech

A stage of early language development where children use short, simple phrases (usually 2 to 3 words) that contain only the essential content words

Naming explosion

A rapid increase in a toddler's vocabulary, typically from 18 to 24 months

• Age 1 = a dozen words

• Age 2 ½ = 600 words

• Age 5 or 6 = 15,000 words

Holophrase

Holo = whole phrase in one word

• One word that expresses a complete thought or sentence - like “up!” or “milk!”

• Happens at around age 12 to 18 months

Expressive language what it is and when it occurs

• The ability to produce words

• The ability to use speech, gestures, or written symbols to communicate

• starts at birth by crying but spoken words at 12 months

A characteristic of each of the senses (visual, taste, smell, auditory, touch)

Visual acuity

• 40 times worse than a normal-sighted adult

Sense of smell

• Smell has nearly unlimited variations

Sense of taste

• React differently to each basic taste

Auditory Acuity

• Hear nearly as well as adults do

Sensitivity to human physical touch

• Responsive to gentle social touching

Positive consequences to secure attachment in childhood

• More sociable and positive in their behavior towards friends and siblings

• Less clinging and dependent on teachers and less aggressive and disruptive

• More empathic and emotionally mature in their interactions in school and other settings outside of home

2 positive consequences to secure attachment in infancy that's evident in adolescence

• More socially skilled and have more intimate friendships

• More likely to be leaders

• Have higher self-esteem

• Increased sociability throughout early, middle, and late adulthood

• Affects their parenting behaviours

Erik Erikson trust vs mistrust

• Birth to 18 months

• Virtue of hope

Examples of how adaptive reflexes help us survive

• Adaptive reflexes like sucking helps newborns survive

• Primitive reflexes are controlled by primitive parts of the brain and usually disappear by 6 months of age

  • Rooting - babies turn their head to touch allowing them to feed - disappears after 3 months

  • Babinski - when the sole is stroked, the infant toes fan out and up - disappears after 12 months

  • Moro - a sudden noise or loss of support that causes the infant to arch the back and throw the arms and legs out and bring them back in - disappears after 4 or 5 months

  • Sucking to obtain milk