Development Exam 2

Substage 1 of sensorimotor stage

Use of Reflexes: Birth to 1 month

Substage 2 of sensorimotor stage

Primary Circular Reactions: 1-4 months

\--can repeat activities they enjoy like taking a bottle

Substage 3: sensorimotor stage

secondary circular reaction: 4-8 months

substage 4 of sensorimotor stage

coordination of secondary schemes: 8-12 months

\--wants to grab anything and will go after it as fast as possible

substage 5 of sensorimotor

tertiary circular reactions: 12-18 months

\--more curiosity and experimentation like looking through cabinets

\--unaware of possible dangers and typically go through trail and error to make objects more interesting

substage 6 of sensorimotor

mental combinations: 18-24 months

\--can use things like a shape sorter through using mental processes--trail and error

\--think through things to try and determine response and do not consider concequences

\--ex: dr. johnsons kid drawing on walls

object permanence

development of the ability to understand that objects continue to exist even when not visible

\--ex: a child “hiding” after doing something wrong because they believe you have disappeared

object permanence: undeveloped

0-4 months

\--no awareness of when something is hidden

object permanence: emerging

4-8 months

\--If a remote is moved to another area, they will go to it. However, they will not go looking everywhere for an object

\--ex: dropping food and looking down to see where it went

object permanence: A not B error

8-12 month

If you put a toy under a paper in the A spot but move it to put it under paper in the B spot in front of their face they willstill look for it in the A spot

\--They will not transition locations even if they watched the transfer

Object permanence: search

12-18 months

They know if it moves to a new location, they will be able to find it there

object permanence: intact

18-24+

know that whatever is taken away still exists somewhere and they will go after it

Information processing approach: what are babies thinking?

Come from Piaget observing children to see what kids thought about the world around them.

\--thought their thinking was more important than their fine motor skills

Habituation

getting used to something

\--ex: if a baby keeps hearing a noise they eventually stop responding

visual preference

can be measured through length of looking times (how long they look at a stimulus)

\--novelty preference-→ look at new stuff longer than old things

\--shows they remember the old thing if looking at new thing

visual recognition memory

bear example--looking at new thing shows they remember the old

casuality

events are caused by something

\--piaget thinks this comes in much later

\--ex: if something falls over, something has caused it to fall over

Rovee-Collier used mobiles to investigate infant memory

study done by grad student who was interested inn how long a baby could retain information. Kids laid on their back looking up at toy and kicking it up with their legs → they kick more knowing it moves the mobile → later on they put the kid back in the same situation to see if they remember and count their kicks

pre-linguistic speech

used to mark development and how they are doing

\--ex: babbling (may sound like a word but isnt)

\--won’t engage in words until 6mo

non-verbal language use

pointing at something or making a grabbing motion

representational gestures

making gestures for things baby wants such as a drink

holophrases

words that have many meanings

\--ex: dr johnsons kid calling all guys Da and all parent figures ma

Telegraphic speech

short bursts of sentences

\--ex: “me eat”, “hurt knee”

\--18-24 mo

factors impacting social development

\--exposure to speech- NOT through television but rather through having conversations with people around them

infant primary emotions

develop first

\--joy, fear, sad, anger, etc

secondary emotions emerge in toddlers

embarrasment, pride, guilt/shame, jealousy/envy

\--requires more self analysis knowning we did something to impact others

social referencing

8-9 months; look for cues as part to know how to interact as a parent

empathy

ability to understand how someone else feels

temperment

general ways an individual responds/acts

\--enduring/reoccuring traits

positive affectivity temperament

Happy and attentive/alert

\--easy and happy--responds to environmental changes well; easily comforted and have more regular sleep patterns

Negative affectivity temperament

distress

\--inhibited- slow warm up period; very shy

\--difficult- more irritable and hard to soothe; do not like changes in environment

\*can impede cognitive performance - not doing as well in school (temperament can predict adult personality)

two ways to measure temperment

1. naturalistic observation
2. structured observation

naturalistic observation

watching a parent-child interaction to note what is happenign

structured observation

rules or a plan in place that sets up a senerio to see what happens

goodness of fit

the match between the child’s environment and the child’s temperament

Phase 1 (1-2 months): Social Development Bowlby

Indiscriminate Social Responsiveness

\--cant do much to show their needs but act on them such as crying

\--child will ingeract with anyone because they can’t tell who is good or bad

Phase 2 (2-7 months): Social Development Bowlby

Discriminating Sociability

\--develops stronger relationships with parents and baby responds differently with different people

Phase 3 (7-24 months): Social Development Bowlby

Attachments

\--they are more concrete

\--marked by separaation protect which is like separation anxiety

\--easily comforted by caregiver

phase 4 (3 year and up): Social Development Bowlby

goal-corrected partnership

\--thinks about parents need before they act and address their own needs

sensitive period of attachments

parent responds to baby’s needs in this time

\--baby is hungry→ mom feeds

Ainsworth’s strange situation test

y has secure attachment to mother so when used to measure the distress of an infant using 7 episodes which progressively increase stress

\--baby has secure attachment to mother so when she leaves the child is in distress→child is in distress when left alone and when left with stranger→child is comforted upon return of mom

Secure attachment

see their parents as a secure base

\--will return to parent even when someone new is introduce

\--parent is warm and responsive

insecure-resistant attachment

kids are anxious before parent leaaves room but when they return they go to them but are not comforted

\--parents are akso anxious and overstimulated

insecure-avoidant attachment

does not care when parent leaves and typically avoids when parent returns

disoriented or disorganized attachment

child reacts confused throughout; not sure how to react in situations

\--typical when abuse and neglect is common

\--increased risk of negative outcomes like teen pregnancy, school dropout, etc.

does attachment style change?

Typically stable but may change if certain factors are present such as trauma, having another child, etc

reciprocity

give or take in relationship (back/forth dynamic)

effectance

The things they do have an impact around them

Trust

knowing someone will be there to provide my needs

Daycare

Quality is the most important thing

\--stable caretakers are needed

\--does not affect parent attachment

child maltreatment

physical abuse, neglect, sexual abuse, emotional maltreatment

nonorganic failure to thrive

children not meeting curve over parenting practices

shaken baby syndrome

too much movement of the baby that can cause serious effects; babies can die from this or leave damage

early childhood

preschool years (2-5)

physical changes in early childhood

physical appearance and growth rates

\--grow very fast (step stool growth pattern)

\--chubby cheeks and baby tummy diminish

childhood obesity

significant concerns with weight that can lead to: type II diabetes, hgih bp, high cholesterol, etc.

\--no clear cause or solution

poor nutrition

can be a learned behavior through portion sizes being too large but kids are better at self assessing than parents but you can correct this by limiting snacks or trying food in a different way (raw carrot, not cooked)

\--kids typically perfer junk food

healthy eating: solution

avoid using food as a reinforcement or punishment

\--shows that unhealthy food is good for you if used as a reinforcer

modeling healthy eating and activity

\--if kid watches parent eat healthy and work out, then child will do the same

kwashiorkor

get enough calories, not enough protein

\--extended belly

marasmus

lack of calories and protein

childhood sleep patterns

nighttime sleep stays the same but daytime sleep decreases with time

\--being off a sleep routine can increase sleep problems

night terrors

screaming, not consulable, randomly goes back to calmness

\--child cannot remember what happened

\--can only remember if nightmare

nocturnal enuresis

not having fully mature internal organs

\--ex: wetting the bed at night

keys to good sleep during early childhood

1. regular bedtime
2. Transition Object- typically a stuffed animal or something to sooth a child as they are lying down on pillow
3. Later bedtime as a fix if they are having trouble falling asleep

motor devlopment in EC

development of gross motor skills

\--playing with ball on playground

development of fine motor skills

\--gripping a pencil

Piaget: preoperational period

able to understand functional relationships;not yet capable of operational thought

\--ex: walking faster will get me closer to my goal faster

Symbolic Thought

words, numbers, objects

pretend play

use of simple maps to show representation of space

DeLoache Scale Error Studies

in a room with standard toys, then they swap them out for smaller versions and see how kids reac

\--2.5 year old does not modify behavior

egocentrism

think only for themselves and do not consider other prospectives

\--kids believe you see what they see

\--directly relates to theory of mind

theory of mind

understanding your thoughts are not the same thoughts as others

false belief task

shows a kid a box of band aids and ask what is in it?→ They said band-aids but it is actually string

\--those who havent developed theory of mind believe others have the same thoughts a them

empathy in EC

do not have full understanding of what others are feeling

\--they do understand that they need to act differently around babies

EC identities

kids do not like when a person they know changes their appearance

\--ex: seaseme st live

casuality

infants do understand this even though piaget thought it occured later on

\--can understand we wash hands bc of germs

exhibit transduction

kid gets in trouble at school, then parents fight at night→the kid will think the fight is their fault bc they got in trouble at school even thought the two are unrelated

EC classifications

typically have meaningful organization by classifying things to help us better understand

\--sorting buttons through color or size

\--animism: giving living characteristics to nonliving things

magnitude

knowing more vs less but do not have an understanding of number (counting)

1:1 correspondence understanding of number

idea that a number must match an item

\--ex: counting the number of pennies on the table

cardinality understanding of number

total number of things in a set corrisponds with the last number that was counted

ordinality understanding of number

understanding that things come in a certain order (1-2-3-4)

centration

focusing on one aspect of things and not focusing on other parts

vygotsky’s sociocultural theory

thought the interactions with the people around them (scaffolding) would effec how they think about the world cognitivity

Language: Vygotsky vs Piaget

considering the order of thinking and language

\--Vygotsky: language comes first, then thinking

\--Piaget: thinking forms by self, language comes after

infantile amnesia

not being able to have memory of early years

private speech

speaking out loud but to self

Inner talk

relaying talk in own head

fast mapping

words kids hear once and being able to utilize them immediately

tend to overgeneralize speech

leads to more speaking errors

\--ex: I eated it instead of I ate it

emergent literacy

pieces we need in place before we can read

oral language

having understanding of basic language structures

\--can be story, directions, etc

phonological skills

pairing the mmm sound is letter M

\--knwoing that letters have sounds

montessori preschool

approach that downsized items to size of child; also allows children to choose their learning activities and when they do it

reggio emillia preschool

no plan in mind for what happens that day, child decides but reading skills cannot be taught

self concept

how we think other people see us; how we see ourselves

self-definition

how we describe ourselves to other people

single representation-sense of self

common in 4-5year olds where they give descriptions of disjointed information

\--ex: “I am a boy. I like green and pizza”

representational mappings-sense of self

more concrete qualities and can connect ideas better

\-ex: “I have a little brother and I like to play ball at him but sometimes he cries”

\-5-6 year olds

representational systems

can describe more like saying they are athletic, smart

\--identifies strengths and weaknesses

\--ex: “I am really athletic. I’m so good at soccer”

\--7yrs+

erikson: Initiative vs guilt

desire to follow rules and do things by self

EC emotions

increased management and understanding; multiple emotions are not handled well; self directed emotions develop

\--feelings of shame, guilt, embarrassment

\--know they did something wrong but cannot name their guilt