Lifespan Development 4.3-4.5

schemas

mental representations used to understand the world

assimilation

modification of new information to fit into our existing schemas

accommodation

reorganizing what we know to fit new information

Substage 1:

reflexive action (birth-1mth) learning begins with automatic movements or reflexes… sucking, grasping, staring

Substage 2:

first adaptations to environment (1-4mth) infant may accidentally engage in behavior and find it interesting

Substage 3:

repetition (4-8mth) more engaged with world, delight in making things happen by responding to people/objects

Substage 4:

new adaptations and goal-directed behavior (8-12mth) become more purposeful in responding to people/objects

Substage 5:

active experimentation of “little scientists” (12-18mth) explores world in trial and error manner

Substage 6:

mental representations (18mth-2yrs) solve problems using mental strats., remembering something heard, engage in pretend play, find objects moved, learn language

Stage 1

reflexive communication (0-3mth)

Stage 2

reflexive communication: interest in others (3-8mth)

Stage 3

intentional communication (8-12mth)

Stage 4

first words (12-18mth)

Stage 5

simple sentences (12-24mth)

Stage 6

sentence of three or more words (2-3yrs)

Stage 7

complex sentences; has conversations (3-5yrs)

phonemes

sounds

each language has its own phonemes

that are used to generate morphemes

morphemes

words

intentional vocalizations

first couple months

babbling, gesturing

6-9 months (cooing, gurgling)

babies understand more language than they can produce

10 months

holophrasic speech

partial words convey thoughts

first word for english children

nouns

1 years old

50 words

2 years old

200 words

telegraphic speech/two words sentences

18mths ex.) doggie pretty

infant directed speech

baby talk

nativism

Noam Chomsky

language acquisition device (LAD)

innate ability to learn language, understand conventions and syntax

behaviorism

BF Skinner

BF Skinner would think language

is taught through reinforcement

social smiling

2mths, laughter at 3-5mths

stranger wariness

6-15mths

separation anxiety

7-14mths

co-regulation

parents and children both modify their reactions to the other based on the cues from the other

self awareness

15-24mths

secure

(65% of babies) parent serves as secure base of exploration

avoidant

(insecure) toddler reacts to parent like a stranger

resistant

(insecure) clings to parent when they leave, reject affection attempts on caregiver's return

disorganized

least secure attachment, often unpredictable parental behavior/child has not learned emotional regulation from this model

activity level

mostly active or inactive status?

rhythmicity or regularity

predictable or unpredictable sleeping, eating, and elimination patterns

approach-withdrawal

react positively or negatively to newly encountered situation?

adaptability

adjust to unfamiliar circumstances easily or with difficulty?

responsiveness

does it take a small/large amount of stimulation to elicit a response?

reaction intensity

show low/high energy when reacting to stimuli?

mood quality

normally happy/pleasant or unhappy/unpleasant?

distractibility

is attention easily diverted from task by external stimuli?

persistence and attention span

for how long can child maintain interest in an activity?

goodness of fit model

parenting/communication style matches

trust vs. mistrust

res: learning the world is a safe place

unres: the world is an untrustworthy or dangerous place

autonomy vs. shame and doubt

res: taking initiative and trying to do things one’s self is desirable

unres: one’s autonomy is thwarted and discourage, the child learns to doubt their instincts and feel shame at taking initiative