Physical Developments in Infancy and Toddlerhood - Test 2 | CHFD 2200, Study notes of Psychology

Download Physical Developments in Infancy and Toddlerhood - Test 2 | CHFD 2200 and more Study notes Psychology in PDF only on Docsity! TEST 2 CH 4 Physical developments in infancy and toddlerhood “Making the decision to have a child- it’s momentous. It is to decide forever to have your heart go walking outside your body.” - Elizabeth Stone The Apgar Scale: Activity (muscle tone) 1- Limp, no movement 2- Some flexion of arms and legs 3- Active motion Pulse (heart rate) 1- No heart rate 2- Fewer than 100 beats per minute 3- At least 100 beats per minute Grimance (reflex response) 1- No response to airways being suctioned 2- Grimance during suctioning 3- Grimace and pull away, cough, or sneeze during suctioning Appearance (color) 1- The baby’s whole body is completely bluish-gray or pale 2- Good color in body with bluish hands or feet 3- Good color all over Respiration (breathing) 1- Not breathing 2- Weak cry, may sound like whimpering, slow or irregular breathing 3- Good strong cry; normal rate and effort at breathing TEST 2 Low birth weight and Disabilities - Slide Picture - Three different categories of birth weight (Purple, light yellow, yellow) - Kangaroo care Birth Weight & later health Low birth weight - Heart Disease - Stroke - Diabetes - Earlier Age Menarche - Lower Testicular Volume High Birth Weight - Greater risk of some diseases Interventions for Preterm Infants - Steroids to the Mother - Isolette : to regulate their body temperature - Respiratory - Feeding tube - Intravenous nutrition/medication - Special Infant Stimulation o Kangaroo Care: Started because of the problems we knew existed in premature births. From observations, babies who were held skin-to-skin with the ear to chest seemed to do better. Newborn Reflexes - Eye blink - Rooting : moving the head and mouth in position to start feeding - Sucking - Stepping - Babinkski (foot) : If you stroke the bottom of a baby’s foot, it curls - Grasping - Moro (startle) : throwing out the arms as a reflex - Tonic Neck : when it turns its head one way, it extends its arms on the side it’s looking - Gap - Crawling - Breathing - Swallowing TEST 2 - Better vision Fewer diseases later in life - Obesity - Diabetes - MS - Heart Disease - Childhood Cancer - Orthodontics Different tastes - The flavor of the milk is influenced by the food the mother eats Higher Intelligence - On average between breastfed children and bottled children, there seems to be a 10 point difference Attachment Benefits of breastfeeding for mother Helps uterus contract - Heals the gaping wound faster… Burns extra calories Delays Ovulation - Nature’s way of spacing out pregnancies (nature’s way of saying, slow the fuck down!) Lower risk of disease - Lower chance of cancers: Breast, Ovarian, and Uterine cancers Convenience Financial - Formulas are expensive (around 100 dollars a week) Emotional - Bonding time!  Side Note : Milk Banks around the world TEST 2 Motor Skills Milestones Birth-2 years - Slide Picture Chart (Table 4.2) Motor skills as Dynamic Systems Increasingly complex systems of action with each skill Each new skill is joint product of: 1. Central Nervous System development - Extremely important 2. Body’s movement capacity 3. Child’s goals/motivation - Different personalities make children achieve goals at different times 4. Environmental support - Like the walker toy things to help them start walking (even though it actually retards the walking learning process) Milestones of reaching and grasping Prereaching - Not really on purpose, more out of instinct Reaching - With two hands, then one (on purpose) Ulnar grasp - Adjust grip to object - Move objects from hand to hand Pincer Grasp - Premature grasp, using the entire hand Sensorimotor Sub-stages a. reflexive schemes - birth to 1 month - newborn reflexes [thumb sucking] b. primary circular reactions - 1 to 4 months - simple motor habits centered around own body [blowing bubbles] c. secondary circular reactions - 4 to 8 months - repeat interesting effects in surrounding [happens by accident, baby notices effect, then they repeat the action] TEST 2 d. coordination of secondary circular reaction - 8 to 12 months - intentional, goal directed behavior [baby throws food off tray, mom picks up food, and baby repeats] e. Tertiary circular reactions - 12 to 18 months - explore properties of objects through novel actions [they know hitting a drum makes a sound, but then they try to hit the drum with a toy to see if result, sound, is the same or different] f. mental representation - 12 months to 2 years - internal depictions of objects or events; deferred imitation Mental Representation a. internal, mental, depictions of objects, people, events, information b. baby can manipulate with mind to come up with ideas/solutions c. allow deferred imitation and make believe play Deferred Imitation a. Piaget: develops about 18 months b. precursors: i. 6 weeks - facial imitation ii. 6 to 9 months - copy actions with objects [try to call someone using the TV remote] iii. 12 to 14 months - imitate rationally [trying to call someone using the phone] iv. 18 months - imitate intended, but not completed actions Object Permanence c. understanding that objects continue to exist when out of sight d. according to Piaget, develops at 8 to 12 months e. not yet complete Violation of Expectations Method a. babies don’t have the physical skills for object permanence until 8 months Memory Improvements and Changes a. infantile amnesia: possible explanations b. brain maturation i. implicit vs. explicit memory systems c. nonverbal sensory v. verbal memory systems TEST 2 CH 6 Emotional and Social Development in Infancy and Toddlerhood Psychosocial Stages during infancy and toddlerhood Age Erikson’s stage Need for caregivers 1st year Basic Trust Responsiveness Vs mistrust 2nd Year Autonomy Vs -Guidance Shame and Doubt -Reasonable choices First appearance of basic emotions Happiness -Smile – from birth -Social smile – 6-10 weeks -Laugh – 3-4 months Anger -General Distress – from birth -Anger – 4-6 months Fear -First Fears – 2nd half of first year -Stranger Anxiety – 8-12 months Self-Conscious Emotions - Shame - Embarrassment - Guilt - Envy - Pride Emerge middle of second year Children become aware of self as separate and unique TEST 2 Required adult instruction about when to feel these emotions (about the morals of society, what’s appropriate) Attachment Attachment: A close emotional bond between two people Theorists on Attachment: - Freud : Infants attached by oral satisfaction - Harlow : Comfort preferred over food (monkeys feeding from a blanket Vs a metal cage) - Erikson : Trust Vs Mistrust: Trust arises from physical comfort - Bowlby : Newborn is biologically equipped to elicit attachment behavior from caregivers (evolution focus) Separation Anxiety - Description - Emergence : About after their first year – 15 months - Explanation : It’s actually a good thing, it demonstrates attachment - Appropriate Handling: the caregiver needs to just go ahead and go, do not limit separation. Whoever is becoming the new caregiver for the time should create a distraction. - Factors Affecting : When the baby is hungry or tired, it makes it worst Friday, September 24 Emotional and Social Development in Infancy and Toddlerhood - Understanding the Emotions of Others - Emotional contagion >Early infancy >Laugh when others are laughing, cry when others are crying, etc. - Recognize others' facial expressions >4-5 months - Social referencing - >By one year >When a stranger approaches or something new is happening, the baby reference the parent to see how to respond - Emotional Self-Regulation Adjusting own state of emotional intensity - Improves over first year, with brain development - Caregivers contribute to child's self-regulation style - TEST 2 - Temperament - Reactivity: Speed and intensity of >Emotional arousal >Attention >Motor activity - Self-regulation >Strategies that modify reactivity - - Structure of Temperament - -Thomas & Chess - -Easy: 40% - -Difficult: 10% - -Slow-to-warm-up: 15% - -Unclassified: 35% - -Goodness of Fit: Is it a good fit between the temperament of the child and the ---? CH7: Physical and cognitive development in early child hood Body growth slow (the trend is, across the board, in general) - Shape becomes more streamlined Skeletal Growth Growth of skeleton in early childhood (cartilage is present – growth plate- when young and then it calcifies and gets hard) Loss of Baby Teeth Begins Comes in pairs, two front teeth Influences on growth and health Nature - Genes (genes predict how tall a child COULD be, but environment predicts how tall a child WILL be!) - Hormones o Growth hormone (Pituitary Gland in the endocrine system) (gradually declines) Nurture - Infectious diseases - (Mal) Nutrition - Childhood injuries (injuring a growth plate) TEST 2 Progression of Drawing Skills Scribbles - During 2nd year First representational forms - Age 3 (giant head, no body, arms and legs coming out of the neck) More realistic drawings - Pre-K to school age Early printing - Ages 3-5 (letters are messy and scrawny) Piaget’s Preoperational Stage Ages 2 to 7 Gains in mental representation - Symbolic representation of real world - Make-believe play Limitations in thinking - Conservation (the pouring of same amt of liquid into a different container experiment) - Egocentrism (perspective taking) - Hierarchical classification - Animistic thinking Early Childhood: “the Play Years” Development of Play - Nonsocial (Sensorimotor) play (birth-18 months) - Parallel play (18 months  4 years) (kids play side by side, but don’t interact) - Associative play (playing separately, but they acknowledge each other, share playing pieces, etc.) - Cooperative play (4-5 years old) (kids work together, building sandcastles together, legos, working towards a common goal) - Games with rules (5+ years) TEST 2 Make-believe/Sociodramatic Play Developed capacity in early childhood Benefits (higher levels of thinking capacity, they can think about thinking) Early Childhood: “the Play Years” Play essential to higher levels of brain development - Maturation of cerebellum & cerebral cortex Play threatened by visual media - Piaget – we must explore world with senses - Vygotsky & ‘inner speech’ - APA study on TV & early childhood (level of TV watched and level of ADHD correlation) (for every hr of TV watched, there was a 10% chance of developing ADHD by age 7, the end of early childhood) Skills learned in free, unstructured play - Social/interpersonal - Language - Physical Theory of Mind (ToM): An understanding of human mental processes If you have ToM, you understand that people can have a “False Belief,” which is… 1. Accepting that someone could have a belief that you know is false (or that they could believe something different than you) 2. Knowing that you can lie, deceive someone else The ability to attribute or instill a false belief to or in others indicates the presence of Theory of Mind (by 4 years of age, most kids have developed ToM) TEST 2 Why does it matter? Typical children: social Competence & ToM  Social Importance  Peer social Status Autism/Asberger and ToM  Difficulty acquiring Contextual Factors 1. General Language ability 2. Having an older sibling 3. Culture 4. Other factors - Engagement in pretend play, especially imaginary companion - Parenting style Language development during the “Play Years” Most rapid increases in all aspects of language development = before age 7 WHY? 1. Brain maturation 2. Increase in social motivation & self-Criticism  More aware of others’ thoughts 3. Engagement in play - more linguistic opportunities 4. Acquisition of symbolic thought Mathematics during “Play Years” Much advancement in counting ability - Stable number order (that numbers go in a particular order) - 1-to-1 correspondence (1 number to one object, they keep counting, giving an item more than one number when counting) - Cardinal principle (understanding that the highest number where they stopped is how many there are. The highest number represents how many)