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It is about staying in the game and not quitting, even if someone makes you quit.
Section 3:
INFANCY
CHAPTER 4:
PHYSICAL DEVELOPMENT IN INFANCY
Introduction
Latonya
Newborn baby in Ghana
First days of life: bottle fed
Mother was persuaded to bottle fed rather than breast fed
Mother: overdilutes the milk formula with unclean water
Her feeding bottles have not been sterilized
Died before her first birthday
Ramona
Born in Nigeria (has a baby-friendly program)
Nigeria:
babies are not separated from their mother
mothers are encouraged to breast feed
mother are told of the perils that bottle fedding can
bring because of unsafe water and unsterilized
bottles
mothers are informed about the advantges of breast
milk
At 1 year of age, she becomes healthy.
Note:
Maternity units in hospitals favored bottle feeding and did
not give mothers adequate information about the benefits
of breast feeding.
In recent years, WHO and UNICEF have tried to reverse
the trend toward bottle feeding of infants in many
impoverished countries.
Result of WHO and UNICEF effort = baby-friendly
program
PATTERNS OF GROWTH
head unproportional to the body
cephalocaudal pattern
- sequence of growth is from top to bottom
- shoulders, middle trunk
- head top part of the head-eyes and brain- grow faster
than the lower parts, such as the jaw.
motor development follows the cephalocaudal pattern
DEVELOPMENT DOES NOT FOLLOW A RIGID BLUEPRINT.
proximodistal pattern- sequence of growth starts at the center of
the body and moves toward the extremities.
1
PHYSICAL GROWTH AND
DEVELOPMENT IN INFANCY
Figure 1
CHANGES IN PROPORTION OF HUMAN BODY DURING GROWTH.
Head becomes smaller in relation to the rest of the body.
Newborn infants:
Heads are quite large
Little strength in their necks
Cannot hold their heads up
Have basic reflexes
First month:
Grow 5 to 6 ounces per week
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Fourth month:
Doubled their birth weight
First year:
Grow 1 inch per month
Second year:
Weighs approximately 26 to 32 pounds
Gained quarter to half a pound per month
Reached 1/5 of their adult weight
Average height: 32 to 35 inches
Reaches half of their adult height
First several days
of life
First month
Fourth month
First year
Second year
THE BRAIN
Infant single cell to 100 billion neurons
Extensive brain development continues after birth, through
infancy and later.
infant's head- should be protected
Perpetrators:
1. fathers
2. child care provider
3. boyfriend of victims mother
2. right hemisphere
- location of emotion and creative thinking
- humor and use of metaphors
Note:
Reading and performing music requires the work of both
hemispheres.
Complex thinking is the outcome of the communication of
both hemispheres.
CHANGES IN NEURONS
neurons- nerve cells that send electrical and chemical signals
- nerve cell that handles information processing
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CHANGES IN THE REGIONS OF THE BRAIN
synaptic density important indication of the extent of
connectivity between neurons.
a.
b.
c.
d.
2 types of fibers:
1. axons- carries the signals away from the cell body
synapses- terminal buttons that are found at the end of the
axon
- tiny gaps between neuron fibers
- allows information to pass from neuron to
neuron through chemical interactions
terminal buttons found at the end of an axon
- releases chemicals called
neurotransmitters
metaphor:
Think of the synapse as a river that blocks a road. A
grocery truck arrives at one bank of the rover, crosses
ferry and continues its journey to market. Similarly, a
message in the brain is ferried across the synapse by a
neurotransmitter, which pours out information contained in
chemicals when it reaches the other side of the river.
2. dendrites- carries signals toward
myelin sheath layer of fat cells, encases many axons.
insulates axons
helps critical signals travel faster down
the axon.
myelination involved in providing energy to neurons and
in communication
2 significant ways on how neurons change:
1. myelination the process of encasing axons with fat cells
- begins prenatally and continues after birth,
even into adolescence
2. expansion of dendritic connections
- facilitates the spreading of neural pathways
Synaptic overproduction:
1. visual cortex fourth postnatal month, followed by a
gradual retraction until the middle to end of the preschool
years.
2. hearing and language later
3. prefrontal cortex higher level of thinking and selfregulation occur
- 1 year of age
- it is not until the middle to late
adolescence that the adult density of the synapses is
achieved.
Pace of myelination (speeds up neural transmission):
1. visual pathways occurs after birth
- com: in the first six month
2. auditory completed until the 4 or 5 years of age
frontal lobes immature in the newborns
NOTE:
As neurons in the frontal lobes become myelinated and
interconnected during the first year of life, infants
develop an ability to regulate their physiological
states.
Prefrontal region of the frontal lobe has the most
prolonged development of any brain region, with
changes detectable at least into the emerging adulthood.
cognitive skills - do not emerge until the first year of life
SLEEP
sleep consumed more of an infants time
18 hours a day newborns sleep
10 to 21 hours range of newborns sleeping time
Synaptic connections:
Nearly twice as many of these connections are made
as will ever be used.
The connections that are used become strengthened
and survive, while the unused ones are replaced by
other pathways or disappear, these connections will be
pruned
NOTE:
Infants vary in their preferred times of sleeping and their
patterns of sleep.
Total amount of time (10 to 21 hours) is consistent.
night walking most common infant sleep-related problem
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REM SLEEP
REM sleep eyes flutter beneath the closed lids.
Non-REM sleep eye movement does not occur and sleep is
more quiet.
6.
7.
8.
9.
ADULTHOOD
1/5 in REM sleep
REM sleep: one hour after
non-REM sleep.
After REM : dreaming
INFANCY
1/2 REM sleep
Begin their life cycle with
REM sleep.
After REM: unknown
SHARED SLEEP
United States and Great Britain
- infants sleep in a crib, the same room or separate room.
Guatemala and China
- infants share a bed with mother.
INFANTS BEDDING MUST PROVIDE FIRM SUPPORT AND
THAT CRIBS SHOULD HAVE SIDE RAILS.
Benefits of shared sleeping:
1. promotes breastfeeding
2. quicker response to babys cries
3. allows mother to detect potentially dangerous breathing
pauses
NUTRITION
1 year of age infants triple their weight and length by 50
percent
Cons:
1. promotes the risk that the sleeping mother will roll over the
baby
2. increases SIDS
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MALNUTRITION IN INFANCY
NOTE:
Early weaning of infants from breast milk to inadequate
sources of nutrients cause protein deficiency.
Breast feeding is more optimal for mothers and infants in
developing countries, except for mother with HIV/AIDS or
those suspected of having HIV/AIDS.
tapioca or rice substitute for breast milk.
2 life-threatening conditions:
1. marasmus
severe protein-calorie deficiency and
results in a wasting away of body tissues in infants first
year.
infant becomes underweight and muscles atrophy.
2. kwashiorkor
severe protein deficiency
occur in 1 and 3 years of age
childs abdomen and feet are swollen with water
2
MOTOR DEVELOPMENT
THE DYNAMIC SYSTEMS VIEW
maturation development comes about through the unfolding of
genetic plan.
DYNAMIC SYSTEMS THEORY
Esther Thelen
Infants assemble motor skills for perceiving and acting.
Motor skills represents solutions to infants goals.
Universal milestones are learned through this process of
adaptation: modulate their movement pattern to fit a
new task by exploring and selecting possible
configurations.
Motor development is not a passive process.
Nature and nurture are all working together.
Many converging factors:
1. development nervous systems
2. body's physical properties
3. possibilities for movement, the goal the child is motivated to
reach, and the environmental support for the skill.
NOTE:
Infants explore and select possible solutions to the
demands of a new task.
They assemble adaptive patterns by modifying their
current movement patterns.
Steps to mastering a motor skill:
1. infant is motivated by a new challenge.
2. Infants tunes the movement to make them more
smoother and more effective.
tuning repeated cycles of action and perception of the
consequences of that action
REFLEXES
Reflexes
Built-in reactions to stimuli
Govern newborns movements
Automatic and beyond the newborns control
Genetically carried survival mechanisms
Allow infants to respond adaptively to their environment.
MOST IMPORTANT REFLEXES: (SURVIVAL)
1. Rooting reflex
When the infants cheek is stroked or the side of the
mouth is touched
Infants turns it head towards the side that was touched to
suck
2. Sucking reflex
When newborn automatically suck an object placed in
their mouth
To get nourishment
Self-soothing mechanism
Self-regulating mechanism
OTHER REFLEXES:
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1. Moro reflex
Response to a sudden noise or movement
Newborn:
Arches its back
Throw back its head
Fling out its arms and legs
Grabbing for support while falling
Survival value for primate ancestors
Rooting and Moro reflex disappears: 3 to 4 months
REFLEX TO COMPLEX, VOLUNTARY ACTIONS:
1. Grasping reflex
When something touches the infants palms
DEVELOPMENT OF POSTURE
posture dynamic process that is linked with sensory information
in the skin, joints, and muscles
TIME TABLE:
Weeks
hold their heads erect
lift their heads
2 months
Sit while supported
6 to 7 months
Sit independently
8 to 9 months
Can pull themselves up and hold to a chair
10 to 12 months
Stand alone
LEARNING TO WALK
NOTE:
Locomotion and postural control are linked in walking
upright.
Very young infants took more steps when they saw a
visual treadmill moving beneath their feet.
o Perception + action in dynamic systems theory
(assemble motor skills for perceiving and acting).
The key skill in learning to walk appear to be stabilizing
balance on one leg enough to swing the other forward
and shifting the weight without falling.
When infants learn to walk, they typically take small
steps because of the limited balance control and
strength.
o Importance or perceptual-motor coupling in the
development of motor skills.
3
SENSORY AND PERCEPTUAL
DEVELOPMENT
SENSATION AND PERCEPTION?
Sensation information interacts with sensory receptors
Sensory receptors eyes, ears, tongue, nostrils, and skin
Perception interpretation of what is sensed.
- designed for action
ECOLOGICAL VIEW
Eleanor and James J. Gibson
Perceptual system can select from the rich information that
the environment provides.
ecological view perceive information that exists in the world
around us.
ecological connects the perceptual capabilities to information
available in the world of perceiver.
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affordances opportunities for interaction offered by objects that
fit within our capabilities to perform functional activities.
visual preference method method used to determine whether
infants can distinguish one stimulus from another by
measuring the length of time they attend to different stimuli.
habituation decreased responsiveness to a stimulus after
repeated presentations of the stimulus.
dishabituation recovery of a habituated response after a
change in stimulation.
VISUAL PERCEPTION
VISUAL ACUITY AND HUMAN FACES
blooming, buzzing confusion
- Willliam James pov of the world
20/240 newborns vision accdg. to Snellen chart
- an object 20 feet away is only as clear ot the newborn
a it would be if it were 240 feet away from and adult with
normal vision
20/20 normal vision for adults
20/40 average vision of infants of 6 months of age
Snellen chart use for eyes examinations
MILESTONES:
Infants show interest to human faces soon after birth.
Infants spend more time looking at their mothers face 12
hours after born.
3 months:
Infants match voices to faces
Distinguish between male and female voices
Discriminate between faces of their ethnic grp.
3 to 9 months of age:
Infants focus more on faces in animated film and less on
salient background stimuli.
2 to 3 week old:
Infants prefer to look at patterned displays rather than
nonpatterned.
Bulls eye or black-and-white stripes > circle
Normal face > scrambled features
COLOR VISION
8 weeks:
Infants can discriminate colors.
4 months:
Have color preferences
Prefer saturated colors.
PERCEPTUAL CONSTANCY
perceptual constancy sensory stimulation is changing but
perception of the physical world remains constant.
perceptual constancy allows infants to perceive the world as
stable
2 TYPES:
1. Size constancy
Object remains the same even though the retinal image of
the object changes as you move toward or away from the
object.
Size as constant.
2. Shape constancy
Object remains the same shape even though its orientation
to us changes.
3 months:
Have shape constancy
Do not have shape constancy for irregularly shaped
objects, such as tilted planes.
NOTE:
INFANTS PERCEIVE WHAT IS VISIBLE.
2 months of age:
Infants develop the ability to perceive the occluded
objects as a whole.
Learning, experience, and self-directed exploitation
via aye movement play key roles in the development of
perceptual completion in young infants.
DEPTH PERCEPTION
depth perception respond to differences in some visual
characteristics of the deep and shallow cliff, with no actual
knowledge of depth.
binocular cues develop by abou 3 to 4 months of age/
stereoacuity- fine-detail depth perception
OTHER SENSES
HEARING
NOTE:
Last two months of pregnancy fetus can hear
Fetus can recognize mothers voice
Changes in Hearing:
1. Loudness cannot hear soft sounds
- stimulus must be louder to be heard
2. Pitch perception of the frequency of a sound
- less sensitive to the pitch
- hear high-pitched sounds
3. Localization determine the general location from where the
sound is coming from.
SMELL
NOTE:
Newborns can differentiate odors
The expressions of their faces indicate what they like and
what they do not like.
TASTE
NOTE:
Sensitivity to taste might be present even before birth.
4 months of age:
Infants prefer salty taste.
INTERMODAL PERCEPTIONS
intermodal perception ability to relate and integrate
information from two or more sensory modalities, such as
vision and hearing.
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PERCEPTUAL-MOTOR COUPLING
perceptual-motor coupling
- distinction between perceiving and doing
Esther Thelens dynamic systems theory
- explore how people assemble motor behaviors
Ecological approach
- discover how perception guides action.
NOTE:
Action can guide perception, and perception can
guide action. Action educates perception
Success isnt about winning. It is about staying in the game and not quitting, even if someone makes you quit.
CHAPTER 5: COGNITIVE DEVELOPMENT IN
INFANCY
Introduction
Jean Piaget
Swiss psychologist
Children: Lucienne, Laurent, Jacqueline
1
PIAGETS THEORY OF INFANT
DEVELOPMENT
ADAPTATION
adjusting to new environmental demands
PIAGET
Biology + experience
Child construct
Environment feeds information
COGNITIVE PROCESSES
SCHEMES
Schemes - actions or mental presentations that organize
knowledge.
- structured simple actions.
ORGANIZATION
organization grouping of isolated behaviors and thoughts into
a higher-order system
SUBSTAGES
SFSCTI : 1 4 8 12 18 24 MONTHS
1) SIMPLE REFLEXES
First month after birth
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- schemes in which the infant purposely explores new
possibilities with objects.
Marks the starting point for human curiosity and
interest in novelty.
Space
Number sense
Object permanence and knowledge.
6) INTERNALIZATION OF SCHEMES
18 to 24 months
Infants develop the ability to use primitive symbols
Infants develop ability to form enduring mental
representations.
Symbols internalized sensory image or word that
represent an event.
- allows the infant to manipulate and
transform the represent events in simple ways.
An infant who has never thrown a tantrum before sees
playmate throw a tantrum; the infants retains in memory
of the event, then throws one himself the next day.
(deferred imitation)
OBJECT PERMANENCE
Object permanence objects continue to exist even when they
cannot be seen, touched or heard.
APPROACH SUGGEST:
1. Infants have sense of number.
2. Infants can distinguish between different numbers of
actions, objects and sounds.
temporal lobe changes in types
parietal lobe changes in number
CRITICISM:
Infants are merely reacting to the changes in display that
violated their expectations.
CONCLUSION
Understand changes in cognition take place and the big
issue of nature and nurture.
Determining whether the course of acquiring information,
which is very rapid in some domains, is best accounted for
by an innate set of biases or by extensive input of
environmental experiences to which infant is exposed.
2
LEARNING, REMEMEMBERING AN
CONCEPTUALIZING
Luciennes feet Piaget hung a doll
Behavioral and social cognitive & information processing
approaches
- development is gradual
CONDITIONING
INFANTS CAN RETAIN INFORMATION FROM THE
EXPERIENCE OF BEING CONDITIONED.
Operant conditioning important to understand babys
perception
reinforcing stimulus increases behavior
ATTENTION
ATTENTION
Attention focusing of mental resources on select information,
improves cognitive processing on many tasks
4 months infants attend to an object
parietal lobe attention to an object or event.
orienting/investigative process
- process involves directing attention to where and
recognizing what
where locations in the environment
what objects and their features
sustained attention aka focused attention
- allows infant to learn about and
remember characteristics of a stimulus as it becomes
familiar.
3 years : 5 to 10 seconds of sustained attention
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Say the same word several times in a row
Dishabituation
Increase in responsiveness after a change in stimulation
Sucking behavior
Heart rates
Length of time infant look at an object
NOTE:
JOINT ATTENTION
joint attention individuals focus on the same object or event
- occurs at 7 to 8 months
ATTENTION REQUIRES:
1. Ability to track anothers behavior
2. Directing anothers attention
3. Reciprocal interaction
JOINT ATTENTION INVOLVES:
1. Caregiver pointing
2. Turning the infants head
3. Snapping ones fingers
4. Using words to direct attention
Gaze following follow eye movements of someone else.
- at 10 to 11 months
1 year old capture adults attention
7 to 8 months
Joint attention
10 to 11 months
Gaze following
1 year old
Capture adults attention
FREQUENTLY ENGAGE IN ATTENTION:
1. Infants say their words earlier
2. Develop a larger vocab
MEMORY
memory - retention of information over time
encoding information gets into memory
implicit memory memory without conscious recollection
- skills, routines
explicit memory conscious memory of facts and experiences.
NOTE:
Older infants showed more accurate and memory
and required fewer prompts to demonstrate their
memory than younger infants.
LINKED TO BABYS MEMORY DEVELOPMENT:
1. Maturation of hippocampus
2. Maturation of frontal lobes
infantile or childhood amnesia remember little from their first
three years of life.
NOTE:
Difficulty recalling event form their infant and early child
years becomes prefrontal lobes of the brain are
immature.
IMITATION
NOTE:
Infants can imitate a facial expression within the first few
days after birth.
Infants imitative abilities involve flexibility and adaptability.
Interplay between learning by observing and learning by
doing.
deferred imitation imitation occurs after a delay.
3
INDIVIDUALS DIFFERENCES AND
ASSESSMENTS
MEASURES OF INFANT DEVELOPMENT
Developmental quotient
Arnold Gesell
Help sort out babies with normal functioning from ones with
abnormal functioning
Useful to adaption agencies.
Four categories:
1. motor
2. language
3. adaptive
4. personal-social
Bayley Scales of Infant Development
Assess infant behavior and predict later development
Current version: Bayley III
Five categories:
1. motor
2. adaptive
3. language
4. cognitive
5. socioemotional
6 months:
1. able to vocalize pleasure
2. search for out of reach
3. approach a mirror
12 months:
1. inihibit behavior
2. imitate words
Fagan test of Infant Intelligence
Infants ability to process information in such ways as
Encoding the attributes of objects,
Detecting similarities and differences between objects
Forming mental presentations
Retrieving presentations
PREDICTING INTELLIGENCE
NOTE:
IQ pay attention to verbal ability.
Measures habituation and dishabituation
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Habituation assessed at 3 or 6 months of age was linked
to verbal skills and intelligence assessed at 32 months
of age.
4
LANGUAGE DEVELOPMENT
1. CRYING
signal distress
2. COOING
2 to 4 months
gurgling sounds
made in the back of the throat
express pleasure
3. BABBLING
first year
consonant-vowel combinations
GESTURES
EXAMPLES:
1. wild boy of Aveyron
2. Genie
DEFINING LANGUAGE
Language form of communication that is based on symbols
- spoken, written or signed
- highly organize and ordered
COMMON CHARACTERISTICS:
1. Infinite generativity ability to produce an endless
number of meaning sentences using a finite set of
words and rules
2. Organizational rules way language works
LANGUAGE SYSTEMS
PMMSP
FIVE SYSTEMS:
1. PHONOLOGY
Sound system of language
Provides a basis for constructing a lare and expandable
set of words.
phenome basic unit of sound
- smallest unit of sound that affects meaning
2. MORPHOLOGY
Units of meaning involved in word formation
morpheme minimal unit of meaning
- part of a word that cannot be broken into
smaller meaningful parts.
3. SYNTAX
Way words are combined to form acceptable phrases and
sentences
THE MOUSE THE CAT THE KILLER CHASED KILLED
ATE THE CAT
4. SEMANTICS
Meaning of words and sentences
THE BICYCLE TALKED THE BOY INTO BUYING A
CANDY BAR.
5. PRAGMATICS
Appropriate of language in different contexts
FIRST WORDS
5 months of age recognize own name
13 months 50 words
5 months
Recognize own name
13 months
50 words
Receptive vocabulary
words the child understands.
Spoken vocabulary words the child uses.
First words:
1. Impo people
Dada
2. Familiar animals
Kitty
3. Vehicles
Car
4. Toys
Ball
5. Food
Milk
6. Body parts
Eye
7. Clothing
Hat
8. Household items
Clock
9. Greeting
Bye
Vocabulary spurt - rapid increase in vocabulary
TIMING OF VOCABULARY SPURT VARIES
Overextension tendency to apply a words to object that are
inappropriate for the words meaning
Underextension - tendency to apply a word too narrowly
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ENVIRONMENTLA INFLUENCES
BEHAVIORIST:
Language is a complex skill
Criticism:
Does not explain how people create novel
sentences
Children learn the syntax of their own language
even if they are not reinforced
Impo:
Particular language to be learned and the context in which
learning takes places can strongly influence language
acquisition.
Language is not learned in a social vacuum.
Childs vocabulary development is linked to familys SES
and type of talk that the parents direct to the children
Mothers who spoke more often = high vocab
Parents should read book to and with their kids.
Interaction view of language
- emphasizes that children learn language in specific context
Child directed speech
- language spoken in a higher piych than normal with simple
words and sentences.
STRATEGIES TO ENHANCE LANG. ACQUISITION:
1. RECASTING
Rephrasing what the child has said
Statements to questions
2. EXPANDING
Restating what the baby just said
3. LABELLING
Identifying names of objects
INTERACTIONIST VIEW
INTERACTIONIST VIEW
- both biological and experience contribute to language
development
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CHAPTER 6: SOCIOEMOTIONAL
DEVELOPMENT IN INFANCY
Introduction
Darius
EARLY EMOTIONS
17th month old
Mother is a landscape architect
Father is a writer
Fafa cares for him during the day
Spends one day a week at a child-care center because
they wanted him to get some experience with peers
and to give his father some time out from
caregiving
NOTE:
MANY AFTHERS ARE SPENDING MORE TIME WITH
THEIR INFANTS TODAY THAN IN THE PAST.
1
EMOTIONAL DEVELOPMENT
EMOTIONAL DEVELOPMENT
WHAT ARE EMOTIONS?
Emotions as feeling, or affect that occurs when a person is in
state or and interaction hat is important to him or her.
- involve an individuals communication with the
world.
Classifications of Emotions:
1) Positive
Enthusiasm
Joy
Love
2)
Negative
Anxiety
Anger
Guilt
Sadness
Reciprocal or synchronous
- interactions are mutually regulated
CRYING
- most important mechanism
- verifies that the babys lungs have filled with air
- provide information about the health of the newborns CNR.
3 types of cries:
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1.
2.
Basic cry
- rhythmic pattern that usually consists: 1- of a cry,
2- followed by a briefer silence,
3- then a shorter whistle that is somewhat
higher in pitch than the main cry,
4- then another brief rest before
5- the next cry
- hunger incites the cry
Anger cry
- variation of basic cry in which more excess air is
forced through the vocal chords.
3.
Pain cry
- sudden long, initial loud cry followed by a breath
holding
- no preliminary moaning is present
- high-intensity stimulus stimulates the pain cry
SMILING
- critical as means of developinh a new social skill
- a key social signal
- John Bowlby captured th power of infants smiles.
2 types of smiling:
1. Reflexive smile
- a smile that does not occur in response to
external stimuli
- appears during the first month after birth
- appears during sleep
2. Social smile
- a smile that occurs in response to external
stimuli, which in early development is typically a
face.
- occurs at 2 months of age
Duchenne marker and mouth opening
- occur in the midst of highly enjoyable interactions and
play with parents
- 6 to 12 months
6 to 12 months
24 months
Success isnt about winning. It is about staying in the game and not quitting, even if someone makes you quit.
3. Effortful control
aka self-regulation
Includes attentional focusing and shifting,
inhibitory control, perceptual sensitivity and
low intensity pleasure
TEMPERAMENT
Temperament involves individual differences in behavioral
styles, emotions, and characteristic ways of responding.
NOTE:
3 basic types:
1. Easy child
- in positive mood
- quickly establishes a regular routines in infancy
- adapts easily to new experiences.
2. Difficult child
- reacts negatively
- cries frequently
- engages in irregular routines
- slow to accept change
BIOLOGICAL INFLUENCES
Inherited temperament is associated with a
PHYSIOLOGICAL PATTERNS that includes:
1. High stable heart rate
2. High level of cortisol
3. High activity in the frontal lobe of the brain
4. Excitability of the amygdala
3. Slow-to-warm-up child
- has low activity level
- somewhat negative
- displays a low intensity of mood.
KAGANS BEHAVIORAL INHIBITION
Jerome Kagan
Focuses on the differences between a shy, subdued, timid
child and a sociable, extraverted bold child
Inhibition to the unfamiliar
broad temperament category for shyness
- 7 to 9 months of age
Inhibition sis stable from infancy through early childhood.
Continuity was demonstrated for both inhibition and lack of
inhibition
ROTHBART AND BATES CLASSIFICATION
Mary Rothbart
John Bates
3 dimensions:
1. Extraversion
Aka surgency
Includes positive anticipation, impulsivity,
activity level, and sensation seeking
sadness,
and
UNIQUE
2. Negative affectivity
Includes fear, frustration,
discomfort
Children are easily distressed
May fret and cry often
Kagans inhibited children
Success isnt about winning. It is about staying in the game and not quitting, even if someone makes you quit.
Caregivers should be:
1. Sensitive to the individual characteristics of the child.
2. Flexible in responding to these characteristics.
3. Avoid applying negative labels to the child.
PERSONALITY DEVELPOMENT
Personality enduring personal characteristics of an individual.
TRUST
Trust vs Mistrust
First stage of Erik Eriksons psychosocial theory
Infants learn trust when they are cared for in a consistent
and warm manner
Is not resolved once and for all in the first year of life.
Example
Children who leave infancy with a sense of trust can
still have their sense of mistrust activated at a later stage,
perhaps if their parents are separated or divorced
under conflicting circumstances.
2
SOCIAL ORIENTATION/ UNDERSTANDING
& ATTACHMENT
SOCIAL ORIENTATIONS & UNDERSTANDING
8 Relevant biological and cognitive factors:
SLIGCS
1.
2.
3.
4.
5.
6.
Social orientation
Locomotion
Intention
Goal-directed behavior
Cooperation
Social referencing
SOCIAL ORIENTATION
Face-to-face play caregiver-infant interactions when the infant
sis about 2 to 3 months of age.
- focus includes vocalizations, touch,
and gestures
- part of mothers motivation to create a positive
emotional state in their infants
WHY IMPORTANT?
Increased nose touching indicated that the infant
recognizes the self in the mirror and is trying to touch or
rub of the rogue because the rogue violates the infant
view of self.
NOTE:
NOTE:
INDEPENDENCE
LOCOMOTION
Gross motor skills- is the result of a number of factors including
the development of the nervous system, the goal the
infant is motivated to reach, and the environmental
support for the skill.
Success isnt about winning. It is about staying in the game and not quitting, even if someone makes you quit.
ERIKSON
Physical comfort plays a role.
Physical comfort and sensitive care are key to basic trust
infants.
Infants sense of trust is the foundation for attachment and
sets the stage for a lifelong experience that the world will
be a good place to live.
BOWLBY
Newborn is biologically equipped to elicit attachment
behavior.
FOUR PHASES: 2 7 24 - on
1. Phase 1
Birth to 2 months
Joint attention
Follow caregivers gaze
Direct the caregivers attention to objects
that capture their interest.
SOCIAL REFERENCING
Second year
3. Phase 3
7 to 24 months
Birth to 2 months
2 to 7 months
7 to 24 months
24 months and so on
Human figures
One figure
Specific
Aware of others
Success isnt about winning. It is about staying in the game and not quitting, even if someone makes you quit.
caregiver returns
Reestablish positive interaction
Resume playing with the toys inside the room
2.
3.
caregiver returns
Do not reestablish contact
May turn their back on the caregiver
Insecure resistant babies
Cling to the caregiver
Resist her by fighting against the closeness
caregiver in the room
Cling to the caregiver
Will not explore the room
caregiver out the room
Cry loudly
caregiver returns
Pushes away if she tries to comfort them
4.
gene-environment interaction
- occur when mothers showed
responsiveness towards infants
low
of
level
Securely
babies
attached
Sensitive to signals
Consistently available
Success isnt about winning. It is about staying in the game and not quitting, even if someone makes you quit.
Insecurely attached
babies
Resistant babies
Disorganized babies
Inconsistently available
Not very affectionate
Neglect
Physically abuse babies
3
SOCIAL CONTEXTS
THE FAMILY
Family constellation of subsystem a complex whole made up
of interrelated, interacting parts
defined in terms of generation, gender and role.
Subsystem a complex whole made up of interrelated,
interacting parts
- have reciprocal influences
RECIPROCAL SOCIALIZATION
Reciprocal socialization
- socialization is bidirectional
- children socialize parents, just as parents socialize children
mutual gaze aka eye contact
- engagement in variety of behavior increases
BEHAVIORS OF MOTHERS AND INFANTS INVOLVE:
1. substantial interconnection
2. mutual regulation
3. synchronization
parent-infant synchrony
- temporal coordination of social behavior
- 3 to 9 months of age: children were linked to self-regulation
NOTE:
CHILD CARE
Bringing Home Baby project
- workshop for new parents that emphasizes strengthening
the:
couples relationship,
PARENTAL LEAVE
FIVE TYPES OF PARENTAL LEAVE FROM EMPLOYMENT:
1. Maternity leave
Pre-birth leave is compulsory
Success isnt about winning. It is about staying in the game and not quitting, even if someone makes you quit.
6- to 8-week leave following birth
14-week maternity leave EU : 1922
2.
Paternity leave
Briefer than maternity leave
Important when a second child is born and the first
child requires care
3.
Parental leave
Gender-neutral leave
Follows a maternity leave
Allows either women or men to share the leave
policy or choose which of them will use it.
1998 EU mandated a three-month parental leave
4.
Child-rearing leave
Variation of parental leave
Supplement to a maternity leave
Longer than maternity leave
Paid at a much lower level
5.
Family leave
Covers reason other than birth
Can allow
o
Time off from employment to care for an ill
child or other family mother
o
Time to accompany a child to school for the
first time
o
Time to visit a childs school
14-week maternity leave EU : 1922
EU
US
E
16 weeks of unpaid leave
U
12 weeks of unpaid leave
HQ CHILD-CARE: EHRE
1. Encourage the children to be actively engaged.
2. Have frequent, positive interactions.
3. Respond properly to the childs questions or request.
4. Encourage children to talk about their experiences,
feelings and ideas.
5. Providing children with a safe environment
6. Access to age-appropriate toys.
7. Participation in age-appropriate activities.
8. Low caregiver-child ratio.
HOW DOES QUALITY AND QUANTITY OF CHILD CARE
AFFECT CHILDREN:
1. Patterns of use
2. Quality of care
3. Amount of child care
4. Family and parenting influences.
STRATEGIES PARENTS CAN FOLLOW IN REGARD TO
CHILD CARE:
1. Recognize that the quality of your parenting is a key
factor in your childs development.
2. Monitor your childs development.
3. Take some time to find the best child care.