Child and Adolescent Development Test 2
Know what other factors can influence biosocial development (i.e. nutrition/malnutrition, immunizations, etc.)
- infancy death has decreased drastically over the years * sudden infant death syndrome: a seemingly healthy infant suddenly stops breathing (normally while sleeping) usually between 2-6 months old. Stomach sleep is a major concern. -immunization *stimulates the body's immune system by producing antibodies to defend against a disease or illness *controversial due to potential side effects of vaccinations. - nutrition *breast milk vs other options *colostrum: a thick, high-calorie fluid secreted by the mothers breast at birth. Sterile, more digestible and rich in nutrition. *long term benefits: linked with a decrease likelihood of allergies, asthma, obesity, diabetes and heart disease -malnutrition *protein calorie malnutrition: a lack of composition of nutritious food. Which can result in severe illness, severe weight loss and sometimes death (can be treated) * stunting: failure to grow to a normal height due to severe and chronic malnutrition (neglect) * wasting: tendency for a child to be severely underweight for their age as a result of malnutrition. *these go in cycle: protei-calorie nutrition happens first, stunting happens second and wasting happens third. *if a child is not developing correctly: malnutrition is something they look for.
Know Piaget's 6 stages of sensorimotor intelligence and the different circular reactions
o Piaget's term for cognition in the first two years of life. o Refers to the way infants think § By using their senses and motor skills o Six stages of sensorimotor intelligence § Interactions of sensation, perception, action and cognition are referred to as circular reactions. o The circle is within the infant's body § Stage 1: stage of reflexes § Lasts one month § Reflexes become deliberate actions § Stage 2: first acquired adaptions (stage of first habits) § 1-4 months § adaption of reflexes: repeating old patters (assimilation) and developing new ones (accommodations)- old patterns become a habit. § Stage 3: making interesting sights last § 4-8 months § Responding to people and objects § Stage 4: New adaption and anticipation (means to an end) § 8 months to one year § responses become more deliberate (i.e. crying to get fed) § Stage 5: New means through active experimentation § 12-18 months § builds on accomplishments of stage 4 § "little scientist": toddler who experiments without anticipating the results- trial and error (coloring on the wall). § Stage 6: stage of mental combinations § 18-24 months § intellectual experiments via imagination § begin to think about consequences (they think about their parents being mad so they don't do it)
Understand synchrony and the factors that play a role in its development
§ A coordinate, rapid and smooth exchange of responses between a caregiver and infant § Becomes more frequent and elaborate with maturation § Each member (infant and caregiver) must be in sync with each moment-by-moment response § Synchrony allows the infant to read others' emotions and develop social skills § Typically begins with adults imitating the infant § Synchrony is experience- expectant (it has to happen) o Evident in heart rate, weight gain and brain maturation
Understand the processes of the development of the 5 senses during the first 2 years
§ All senses function at birth § Sensation: occurs when a sensory system (eyes, ears, skin, tongue, nose) detects stimuli. § Newborns heavily rely on all 5 senses immediately (because they are so dependent. What they need in order to survive). § Hearing develops during the last trimester of pregnancy. (kangaroo care and hearing. Hearing must be closely monitored early on). § Vision is immature at birth, but develops rapidly (eyes open mid- pregnancy and are sensitive to light, newborns see between 4-30 inches away, age 1: interprets emotions, follow gaze and use eyes to communicate) § Taste and smell generally develop together (except in the womb). Culture plays a significant role in both smell and taste. Lemons: they think they're sour but they keep eating them.(if you're exposed to it early on, you might like it later in life) Touch is crucial to newborns ability to be comforted (assessed in the Brazelton NBAS, pain is felt differently in newborns, congenital intensity to pain: pain isn't felt.)
Know what affordances are
§ An opportunity for perception and interaction offered by a person, place or object in the environment. § Perception depends on: 1. The senses 2. Motivation 3. Maturation 4. Experience
Understand the different components of Biosocial Development (i.e. physical growth, body changes, brain development, etc.)
§ Body Changes: o Rapid development in infancy. o Consequences of neglect are severe § Frequent medical checks, Close monitoring is significant, NOT ALWAYS INTENTIAL NEGLECT § Body Size: o Birthweight doubles by 4 months and triples by 1 year. Height also drastically changes. Growth slows towards the end of infancy o Typically, 2 year olds are about § ½ their adult height, 1/5 their adult weight § Physical Growth: o Growth is expressed in a percentile: a point on a ranking of 0-100 § Indicates how one person compares to another, 50th percentile is the midpoint (half of people rank higher of people rank lower), change in percentile must be monitored. Failure to thrive: lack of development to attach to the that developmental curve. Babies development is kind of stalled. § Brain Development: o The brain is the most rapidly growing organ from the embryonic period through the first two years of life. § 75% adult weight at age 2 o Head-Sparing: biological mechanism that protects the brain when malnutrition disrupts body growth o Transient exuberance: the rapid but temporary increase in the number of dendrites during the first two years of life. § Pruning: unused brain connections die or are eliminated § Percentile: it tells us how the child compares to others. If we are on track of development.
Know the difference between experience-expectant growth and experience-dependent growth
§ Experience- expectant growth: certain brain functions requires basic experiences to develop- needs to happen for development. - Development suffers without these experiences (i.e. how a tree or plant needs to be watered) § Experience- dependent growth: brain functions that depend on variable experiences. Development based on what might come across that one individual. - Occur in some families and cultures but not others (experiences are not essential) § Stress and the brain: stimulation is necessary for brain development, however, too much can be determinable. (an overabundance in cortisol early in life can lead to lifelong atypical responses to stress. Cortisol: helps us handle stress). Shaken Baby Syndrome: life threatening injury when the shaking motion rupture the blood vessels and breaks neural connection. § Self- Righting: an infant's inborn drive to remedy a developmental deficit. (emotional and physical aspects of development). Demonstrates plasticity: molded and durable.
Understand the different components of memory development in the first two years
§ First memories include recognition of caregivers, face, voice and smell § Infants "remember what they need to remember" § "infant amnesia" o memories and the ways we react to them change o implicit vs explicit memories § What influences whether or not memories stick? o If motivation and emotions are high (if child goes through a traumatic event, they are more likely to remember it) o If retrieval is strengthened by reminders and repetition
Understand the impact of sleep on biosocial development
§ Importance of sleep- sleep is critical in the first two years of life! - Regular, ample sleep correlates with: o Normal brain maturation, Learning, Emotional regulation, Academic success, Psychological adjustment § Patterns of sleep - Newborns sleep about 15-17 hours a day (they need this much sleep because this is when they are developing the most) (it happens rapidly) - Hours of sleep decrease rapidly with maturation - About half of newborns' sleep is rem sleep
Understand temperament and its impact on personality
§ Inborn differences between one individual and another in emotions, actions and self- regulation. § Measured by a person's typical responses to their environment. § Not the same as personality, but temperament can lead to personality differences § Cry variations are predictive of later temperament. (need to learn how to use our temperament in certain situations). § We are social creatures (who we are as human beings) § Nature plays a significant role in development because of our need to belong and connect. § 3 types of social interactions present within the first two years: synchrony, attachment and self-referencing.
Understand the process of language development in the first two years and the different terms associated with language development
§ Infants acquire a significant amount of their native language before speaking their first words. § The sequence of language development is the same all around § Newborns bilingual mothers can differentiate between languages § Development of multiple languages should begin at birth and consistently continue. (sensitive period). § Children directed speech: high pitched, simplified and receptive way adults speak to infants and children (baby talk), fosters learning, indicates infant communication. Rhyming, repetition (repeating the same phrase helps the child's development), melody and rhythm facilitate learning language. § Babbling: repetition of certain syllables (a good sign of vocab/speaking/ language development, begins around 6-9 months, starts to imitate the learned language by the end of the first year), babbling is a huge predictor of later vocabulary (shows whether the child will have an expanded vocabulary later in life.), babies develop expectation of speech patterns. § First words: typically around age one, babies typically understand about 10x the amount they speak, holophrase: a single word used to express a complete, meaningful thought. (will eventually turn into a complete sentence), naming explosion: a sudden increase in infant's vocabulary (especially nouns. Allows those memoires to stick/ remember. Usually happens around 18 months). Whatever words are normally said a lot around the baby/ child. § Cultural differences: gestures and key phrases very. Preference of accents and linguistic patterns. Regardless of cultural differences (there still remains a concept pf universality). Babies/children like to hear voice they've heard before over voices they haven't (even if it is in a different language). § Putting it all together: grammar: all concepts of language put all together in effort to communicate meaning. (becomes essential when babies put words together. Around 18-24 months). Grammar is the last to develop.
Understand the information processing approach in the first two years of development
§ Information-processing approach: our cognitive processes is similar to a computer. § The use of experiences to advance cognition § The age at which infants develop motor skills does not predict intellectual achievement. § Attention is a better predictor.
Know the different types of infant attachment and the components of attachment
§ Mary Ainsworth and John Bowlby § An 'affectional tie" that an infant form with a caregiver (specific bond) § Measured by how they respond to each other § Attachment lifelong and universal § Infants show their attachment through: o Proximity- seeking: approaching and following caregivers o Contact- maintaining: continuing touching, snuggling, holding (can also be visual and verbal). o Secure attachment: infant obtains comfort and confidence from presences of caregiver o Caregiver is a base for exploration o The most ideal form of attachment (forms healthy relationships) (most important type of attachment). § Insecure- avoidant attachment: infant avoids connection with the caregiver o Infant is unbothered by caregiver's presence, departure or return. § Insecure resistant/ ambivalent attachment: infant's anxiety and uncertainty are evident. o Infant becomes very upset at separation (more than separation anxiety) o Both seeks and resists contact upon reunion § Disorganized attachment: infant demonstrates inconsistent reactions to caregivers departure and return. o Added later on in the research process o Elevated levels of cortisol o Higher risk for aggression and depression (bully) o About 5-10% of infants § Culturally influenced (learning the difference between safe person/ not safe person)
Know the different types of motor skills and the development of them
§ Motor skills: learned abilities to move some part of the body. Range from walking or running to opening and closing eyelids. Motor skills begin with reflexes (this is why it is so important to test at birth). Reflexes become skills after being practiced and encouraged. § Gross motor skills: physical abilities involving large body movements (walking and jumping). Occur in a cephalocaudal and proximodorsal direction. Drive underlies the development of motor skills. § Crawling and walking: crawling is not considered a "milestone" in development. Drive for walking over crawling is significant (it is quicker and it frees up hands). Muscular strength, brain maturation and practice are other important factors for the development of walking. § Fine motor skills: physical abilities involving small body movements. (mainly movements of the hands which can be like drawing or picking things up and movements of the tongue, jaw, lips and toes). Newborns have the ability to grasp but lack control and timing. Practice makes perfect.
Understand each of the theories as they relate to psychosocial development
§ Psychoanalytic Theory Freud- oral and anal stages o Many conflicts to overcome o Oral/ anal fixation (smoking, drinking and substance abuse) o Can affect aspects of self-control in a number of ways o "I want it. I want it now" § Psychoanalytic: Erikson- Trust and Autonomy o Trust vs. mistrust: infants learn basic trust when basic needs are met o Autonomy vs. shame and doubt: infants gain a sense of self- rule over their actions and bodies o Decides if you're an attached individual § Behaviorism o emotions and personality are molded as parents reinforce or punish children. o infant's behavior reflects social learning (imitation and observation) o proximal parenting (being physically close) and distal parenting (keeping a distance) (distance between both is ideal) o observation is going on through the first two years) § Cognitive theory o Early experiences help infants develop working models o A set of assumptions that become a frame of reference for later o The experiences are not necessarily pivotal, but the interruption of them is § Evolutionary Theory o Reminder: emphasis is on survival and reproduction o Infant emotions are innately necessary- how they communicate what they need so they survive. o Adaption of these emotions revolves around "survival" (how they communicate in that moment and later on in life). § Sociocultural theory o Cultural differences play a significant role in psychosocial development o "important" emotions vary based on culture the infant is raised in o a number of factors play a role in psychosocial development, especially daycare.
Understand the development of social awareness and self-awareness
§ Social awareness plays a large role in expression of emotion § Awareness typically emerges from family interactions o Culture is crucial (encouraging independence: "you did it yourself!") § Positive emotions (empathy) begin to develop, demonstrating social awareness o Empathy: putting yourself in their shoes o Sympathy: feel bad for that person § Self-awareness is a second foundation for development of emotional growth and expression o We are distinct individuals whose bodies, minds and actions are separate from others. § Self-awareness develops around 15-24 months o Mirror experiment
Understand the development of early emotions
§ Social smile: happiness expressed by the human face (comfort) o First occurs at about six weeks (after a full term birth) o Time of birth matters § Laughter builds as curiosity does § Anger is experienced around 6 months o Usually because of frustration § Sadness appears in first months o Indicates withdrawal o Increase in cortisol (released when stressed) o Caregiving plays a significant role o Abuse and unpredictable responses § Fear o Separation anxiety: distress when caregiver leaves (9-14 months) o Stranger wariness: fear of unfamiliar people, especially when they move too close (indicator of memory) o Infants remain fearful of sudden movements or sounds. § Temper tantrums o Emotion takes over, there is no logic (sadness: spike in cortisol) o Sadness follows the anger of tantrums o Comfort is more productive than punishment
Understand what cognitive development is and which theorist is associated with cognitive development
§ Theorist: Piaget § Focus is on mental processes § How we obtain knowledge or think about the environment § Encompasses perception, judgement, imagination, memory and language
Know the 3 theories of language development
§ Theory 1: Infants need to be taught o Came about during the expansion of behaviorism o Learning is acquired through association and reinforcement o Skinner: babbling is reinforced o Language is learned faster if parents speak to them (even if the conversation doesn't make sense, nodding and going along with the conversation will help the child's development. § Theory 2: Social impulses foster infant language o Social pragmatic theory o Sociocultural reason for language (communication) drives learning o We are innately social beings o Social interactions teaches languages better than a video lesson might. § Theory 3: Infants teach themselves (biologically, genetically based theory) o Language learning is genetically programmed to begin at a certain age o Genetic impulse to imitate drives learning o Noam Chomsky stated that we have a language acquisition device o Language is experience-expected: an experience that is NEEDED for development.
