PART 2

Cephalocaudal Principle

Cephalocaudal Principle

growth starts from the top part of the body (i.e., brain to foot)

Proximodistal Principles

growth proceed from the center of the body outward (e.g., Palm (grasping) to fingers)

First 3 years

Children grow faster during?

3-4 months

Teething usually begins around?

Age of 6

the brain is almost adult size but some parts are still continuously developing

Brain Growth Spurts

brain’s growth occurs in fits and starts

Cerebellum

(maintains balance and motor coordination) grows the fastest during the first year of life

Lateralization

specialization of the hemispheres

Left Hemisphere

concerned with language and logical thinking

Right Hemisphere

concerned with visual and spatial functions

Corpus Callosum

tough band of tissue that joins the two hemisphere which allows them to share info and coordinate commands

Occipital

smallest; concerned with visual processing

Parietal

involved with integrating sensory info from the body; movement and manipulation of objects

Temporal

interpret smells and sounds and involved in memory

Frontal Lobe

involved in high-order processes such as reasoning and problem solving

Cerebral Cortex

outer surface of the cerebrum; grows rapidly in the first few months and are mature by age 6 months

Neurons

Send and receive info in the brain

Glia or Glial Cells

nourish and protect the neurons

Axons

Sends signals to other neurons

Dendrites

Receive incoming messages

Synapses

tiny gaps which are bridged with the help of chemicals

Integration

neurons that control various groups of muscle coordinate their activities

Differentiation

each neuron takes on a specific, specialized structure and function

Cell Death

pruning of cells which is a way to calibrate the developing brain to the local environment and help it work more efficiently, beings during the prenatal period and continues after birth

Myelination

enables signals to travel faster and more smoothly by coating the neural pathways with myelin

Neuroconstructivist View

biological process and environmental conditions influences development, the brain is plastic, and the child’s cognitive development is closed linked to development of the brain

Reflex Behavior

automatic, innate response to stimulation which are controlled by the lower brain centers that govern involuntary processes

Primitive Reflexes

includes sucking, rooting, and the Moro reflex are related to instinctive needs for survival and protection or may support the early connection to the caregiver

Postural Reflexes

reactions to changes in position or balance

Locomotor Reflex

resemble voluntary movements that do not appear until months after the reflexes have disappeared

6-12 Monhs

Early reflexes Disappear during?

Moro

Extend legs, arms, and fingers, arches back, draws back head

Darwinian (Grasping)

Make strong fist

Tonic Neck

Fencer Position

Babkin

Mouth opens, eyes close, neck flexes, head tilts forward

Babinski

Toes fan out; foot twist in

Rooting

Head turns, mouth opens, sucking begins

Walking

Steplike motions

Swimming

Swimming movements

Touch

the first sense to develop, the most mature sensory system for the first several months

Sense of smell and taste

• Begin to develop in the womb

• Newborns strongly dislike bitter flavors

Auditory Discrimination

• develops rapidly after birth

• at 4 moths, infant’s brain responds preferentially to speech

Vision

is the least developed sense at birth

Evolutionary Perspective

all animals sleep and this sleep is necessary for survival (to protect themselves at night)

Restorative Perspective

sleep replenishes and rebuilds the brain and the body such as clearing out neural tissues

Plasticity Perspective

sleep is critical for brain plasticity, i.e., increases synaptic connections between neurons which is linked to improved consolidation of memories

18 hrs/ day

New Borns sleep approx?

Non-REM Sleep

No eye movement and sleep is more quiet

Rapid Eye Movement (REM Sleep)

the eyes flutter beneath the closed lids

Denver Developmental Screening Test

used to chart progress between ages 1 month and 6 years and to identify children who are not developing normally

First Month

• Infants can turn their Head from side to side

• Grasping Reflex

Second-Third Month

• Babies can life their heads

• Can grasp moderate sized things until they will be able to grasp one thing using right hand and transfer it to their left hand

• Babies can now hold their head still to find out whether the object is moving

• They can already match the voice to faces

• Distinguish female and male

• Discriminate between faces of their own ethnic group and those of other groups

• Size constancy

• Infants develop the ability to perceive that occluded objects are whole

Fourth Monoth

• Babies can keep their heads erect while being held or supported in a sitting position

• Can now roll-over, accidentally

• Begin to reach objects

Sixth Month

• Babies cannot sit without support

• Can start creeping or crawling

• Could successfully reach for objects in the dark faster than they could in the light

• They can now localize or detect sounds from their origins

Seventh Month

• Pincer Grasps could already manifest

• Can start standing

• Can now sit independently

Eighth Month

• Babies can assume sitting position without help

• Infants can now learn to pull themselves up and hold on to a chair

Tenth Month

They can now stand alone

Eleventh Month

Babies can let go and stand alone well

Thirteenth Month

Toddlers can now pull a toy attached to a string and use their hands and legs to climb stairs

Eighteenth to Twenty-Fourth Month

Toddlers can now walk quickly, run, and balance on their feet in a squatting position

Crawling

helps babies learn to judge distances and perceive depth

Social Refrencing

– babies learn to look at caregivers for clues as to whether a situation is secure or frightening

Sensory Perception

enable infants to learn about themselves and their environment so they can make better judgements about how to navigate in it

Visual Guidance

the use of eyes to guide the movements of the hands

Depth Perception

the ability to perceive objects and surfaces in three dimensions

Kinetic Cues

produced by movement of the object or the observer or both

Haptic Perception

ability to acquire information by handling objects rather than just looking at them

Posture

dynamic process that is linked with sensory information in the skin, joints, and muscles which tell us where we are in space

Perceptual Constancy

sensory stimulation is changing but perception of the physical world remains constant

Size Constancy

recognition that an object remains the same even though the retinal image of the object changes as you move toward or away from the object

Shape Constancy

an object remains the same shape even though its orientation changes

Gibson’s Ecological View

we directly perceive info that exists in the world around us

Affordance

opportunities for interaction offered by objects that fit within our capabilities to perform activities

Thelen’s Dynamic Systems Theory

Behavior emerges in the movement from the self-organization of multiple components

Classical Conditioning

a person learns to make a reflex, or involuntary, response to a stimulus that originally did not bring about the response

Extinction

if the conditioned learning is not reinforced by repeated association

Operant Conditioning

focuses on the consequences of behaviors and how they affect the likelihood of the behavior occurring again

Intelligent Behavior

presumed to be goal-oriented, meaning it exists for the purposes of attaining a goal

IQ Tests

consists of questions or tasks that are supposed to show how much of the measured abilities a person has by comparing that person’s performance with norms

Bayley Scales of Infant and Toddler Development

developmental test designed to assess children from 1 month to 3 ½ years

Home Observation for Measurement of the Environment (HOME)

trained observers interview the primary caregiver and rate on a yes-or-no checklist the intellectual stimulation and support observed in a child’s home

Early Intervention

systematic process of planning and providing therapeutic and educational services for families that need help in meeting infants’, toddlers’, and pre-school children’s developmental needs

Sensorimotor Stage

The first stage of Jean Piaget’s cognitive development

Circular Reactions

an infant learns to reproduce events originally discovered by chance

Schemes

occurs when children use their existing schemes to deal with new information

Accomodation

occurs when children adjust their schemes to take new information and experiences into account

Organization

grouping of isolated behaviors and thoughts into higher-order system

Disquilibrium

cognitive conflict

Equlibrium

children shift from one stage of thought to the next

Use of Reflexes (Birth to 1 Month)

• Exercise their inborn reflexes and gain some control over them

• Practice their reflexes and control them (e.g., sucking whenever they want to)

Primary Circular Reactions (1-4 Months)

• Repeat pleasurable behaviors that first occur by chance

• Begin to coordinate sensory information and grasp objects

• They turn towards the sounds

Secondary Circular Reactions (4-8 Months)

Repeat actions that brings interesting results Learns about causality

Coordination of Secondary Schemes (8-12 months)

• Coordinate previously learned schemes and use previously learned behaviors to attain their goals

• Can anticipate events

Tertiary Circular Reactions (12-18 months)

• Purposefully vary their actions to see results

• Actively explore the world

• Trial and error in solving problems

Mental Combinations

• Can think about events and anticipate consequences without always resorting action

• Can use symbols such as gestures and words, and can pretend

• Transition to Pre-operational stage

• Learns about numbers

Representational Ability

the ability to mentally represent objects and actions in memory, largely through symbols such as words, numbers, and mental picture

Deferred Imitation

Piaget believed that children under 18 months could not engage in

Deferred Imitation

• Reproduction of an observed behavior after the passage of time

• Children lacked the ability to retain mental representations

Object Permanence

the realization that something continues to exist when out of sight

Dual Representation Hypothesis

proposal that children under age of 3 have difficulty grasping spatial relationships because of the need to keep more than one mental representation in mind at the same time