Life Span

Front 1

Describe major changes in body growth over the first two years.

Back 1

1. There is a change of body size. Increase in height and size.

2. Changes of Body proportions; Cephalocaudal trend, the head develops more rapidly than the lower part of the body. Proximodistal trend growth proceeds from near to far (from the center of the body outward).

Front 2

(2)Describe brain development during infancy and toddlerhood, including appropriate stimulation to support the brain's potential.

Back 2

Development of cells; neurons, synapses, programmed cell death, glial cells. Development of the Cerebral Cortex; frontal lopes, prefrontal cortex, and development of the left and right hemispheres.

Front 3

How does the organization of sleep and wakefulness change over the first two years?

Back 3

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Front 4

Cite evidence that heredity and nutrition both contribute to early physical growth.

Back 4

Heredity is important to the first couple of years of life because height and physical are influenced by heredity.

Nutrition; is crucial for development in the first two years because baby's brain and body are growing rapidly.

Front 5

(5)Describe infant learning capacities, the conditions under which they occur, and the unique value of each.

Back 5

Classical conditioning: A neutral stimulus is paired with a stimulus that leads to a reflexive response. It helps infants recognize which events usually occur together in everyday world.

Operant Conditioning: Infants act or operate on the environment or stimuli that follow their behavior change the probability that the behavior will occur again.

Front 6

(6)Describe dynamic systems theory of motor development, along with factors that influence motor progress in the first two years.

Back 6

Dynamic systems theory of motor development: Mystery of motor skills involves acquiring increasingly complex systems on action. When motor skills work as a system, separate abilities blend together, each cooperating with others to produce more effective ways of exploring and controlling the environment.

Front 7

(7)What changes in hearing, depth and pattern perception, and intermodal perception take place during infancy?

Back 7

Hearing: Babies organize sounds into increasingly elaborate patterns. Between 4-7 months develop a sense of musical phrasing. 6-7 months distinguish musical tones in rhythmic patterns. 6-12 make comparable discriminations in human speech.

Front 8

Explain differentiation theory of perceptual development.

Back 8

Differentiation theory: Infants actively search for invariant features of the environment-those that remain stable- in a constantly changing perceptual world.

Front 9

(9)According to Piaget, how do schemes change over the course of development?

Back 9

Schemes: Specific psychological structures organized ways of making sense of experience called schemes. At first schemes are sensorimotor action patterns. Adaptation and Organization account for changes in schemes.

Front 10

(10)Describe the major cognitive achievements of the sensorimotor stage.

Back 10

Reflexive schemes: Birth-1 month, Newborn reflexes.

Primary Circular Reactions: 1- 4 months, Simple motor habits centered around the infants own body, limited anticipation of events.

Secondary Circular Reactions: 4-8 months. Actions aimed at repeating interesting effects in the surrounding world; imitation of familiar behaviors

Front 11

What does follow-up research reveal about the accuracy of Piaget's sensorimotor stage?

Back 11

Secondary circular reactions, understanding of object properties, first signs of object permanence, deferred imitation, problem solving by analogy and displaced reference of words- emerge earlier than Piaget expected.

Front 12

(12)Describe the information-processing view of cognitive development.

Back 12

1.Sensory register: Sights & sounds are represented directly and stored briefly.

2. Short-term memory store: Retain attended-to information briefly so we can actively "work" on it to reach our goals.

3.Working memory: The number of items that can be briefly held in mind while also engaging in some effort to monitor/manipulate those items.

Front 13

(13)What changes in attention, memory, and categorization take place during the first two years?

Back 13

Attention: 1st year, infants attend to novel and eye-catching events. 2nd year become capable of intentional behavior, attraction to novelty declines and sustained attention improves.

Memory: Recognition-noticing when a stimulus is identical or similar to one previously experienced. Recall-more challenging, it involves remembering something not present.

Front 14

Describe contributions and limitations of the information-processing approach to our understanding of early cognitive development?

Back 14

Draw backs; central strength-analzing cognition into its components such as perception, attention, memory, and categorization, difficulties putting these components back together into a comprehensive theory. Approach is combine Piaget' theory with information processing approach.

Front 15

Describe the mental testing approach and the extent to which infant tests predict later performance.

Back 15

Mental tests: Focus on cognitive products. Goal is to measure behaviors that reflect development and arrive at scores that predict future performance, such as later intelligence and school achievement. Infant's: Infants become distracted & fatigued or bored during testing so their scores don't reflect their true abilities. & perceptual and motor skills differ from older children.

Front 16

(16)Discuss environmental influences on early mental development and early intervention for at-risk infants and toddlers.

Back 16

Home Environment: (HOME) is a checklist for gathering information about the quality of children's home lives through observation and parental interview. Infant & Child Care: Good child care reduces stressed, poverty- stricken home life, and it sustains the benefits of growing up in an economically advantaged family. Poor child care, children score lower in cognitive & social skills.

Front 17

(17)Describe theories of language development and indicate how much emphasis each places on innate abilities and environmental influences.

Back 17

Nativist Perspective: Language is etched into the structure if the brain. Chomsky proposed that all children have a language acquisition device. An innate system that contains universal grammar (set of rules common to all languages) It enables children no matter which language they hear, to understand and speak in a rule-oriented fashion as soon as they pick up enough words.

Front 18

(18)Describe major language milestones of the first two years, individual differences, and ways adults can support early language development.

Back 18

2 months babies begin to coo (vowel like noises). Second half of the first year infants begin to understand word meanings. Toddlers; the number of words learned accelerate. Spurt in vocabulary, once toddlers produce 200-240 words they can start to combine two words.

Front 19

(19)According to Erikson's psychosocial theory, how do infants and toddlers resolve the psychological conflicts of the first two years?

Back 19

Basic Trust VS. Mistrust: Trusting infant expects the world to be food and gratifying, so he feels confident about venturing put & exploring Mistrustful baby can't count on the kindness and compassion of others, so she protects herself by withdrawing from people and things around her.

Front 20

Describe the development of basic emotions over the first year.

Back 20

Happiness: Blissful smiles and later in laughter

Anger & Sadness: Babies respond to distress to a variety of unpleasant experiences ex: hunger, change in body temperature, too much or too little stimulation.

Fear: Unfamiliar adults, a response called stranger anxiety.

Front 21

(21)Summarize changes during the first two year's in understanding others' emotions expression of self-conscious emotions, and emotional self regulation.

Back 21

Understanding others emotions:Social referencing; actively seeking emotional information from a trusted person in an uncertain situation. They evaluate the safety of their surroundings, to guide their actions, and gather information about others intentions and preferences.

Front 22

(22)What is temperament, and how is it measured?

Back 22

Temperament: Early appearing, stable individual differences in reactivity and self regulation. Reactivity=quickness and intensity of emotional arousal, attention, and motor activity. Self regulation= refers to strategies that modify that reactivity.

Front 23

What roles do heredity and environment play in the stability of temperament?

Back 23

Heredity: Ethnic and Gender Differences; Variations that might have genetic roots.

Environment: A child's approach to the world affects the experiences to which she is exposed- instance of gene-environment correlation- In families with several children means additional influence on temperament is at work.

Front 24

Describe the development of attachment security, what factors affect it, and what are its implications for later development?

Back 24

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Front 25

Describe infants; capacity for multiple attachments.

Back 25

Fathers: Sensitive caregiving with infants.

Siblings: Can be difficult experience for younger siblings who also requires as much attention as the infant.

Front 26

Describe the development of self-awareness in infancy and toddlerhood, along with the emotional and social capacities it supports.

Back 26

Intermodal perception supports the beginnings of self awareness. Distinguish their own visual image from other stimuli. They feel their own touch, feel and watch their limbs move.

Self recognition: during 2 year toddlers become familiar with their physical features.

Emotional & Social Development: Toddlers express first signs of empathy. Ability to understand anthers emotional state.

Front 27

(2)Experience-expectant brain growth: Refers to the young brain's rapidly developing organization, which depends on ordinary experiences-opportunities to explore the environment, interact with people, and hear language and other sounds.

Back 27

(2)Experience-dependent brain growth: occurs throughout our lives, it consists of additional growth and refinement of established brain structures as a result if specific learning experiences that vary widely across individuals and cultures.

Front 28

(5) Habituation: A gradual reduction in the strength of a response due to repetitive stimulation, then a new stimulus (change in environment) causes responsiveness to return to a high level called recovery.

Imitation: By copying the behavior of another person

Back 28

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Front 29

(6)The order in which motor skills develop depends on the anatomy of the body part being used, the surrounding environment, and the babes efforts. Also depends on Culture, there are different variations in motor development in different cultures. Reaching and Grasping are one of the first motor skills developed. It begins awkwardly and is then a mastered skill.

Back 29

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Front 30

(7) Depth Perception: Ability to judge the distance of objects from one another and from ourselves. Visual Cliff is used for depth perception.

Pattern Perception: In the early weeks of life, infants respond to the separate parts of a pattern, starring at single, high contrast features. 2-3 months when vision improves infants can control their scanning throughly explore a patterns feature.

Back 30

(7) Intermodal Perception: Make sense of these running streams of light, sound, tactile, odor, and taste information, perceiving them as integrated wholes.

Front 31

(9) Adaptation: Involves building schemes through direct interaction with the environment. Consists of two activities; assimilation and accommodation. Assimilation: We use our current schemes to interpret the external world. Accommodation: Create new schemes or adjust ild ones after noticing that our current ways of thinking do not capture the environment completely.

Back 31

(9) Organization: Process that takes place internally, apart from direct contact with the environment. Once children form new schemes, they rearrange them, linking them with other schemes to create a strongly interconnected cognitive system.

Front 32

(10) Coordination of secondary circular reactions: 8-12 Months, Intentional or goal oriented behavior; ability to find a hidden object in the first location in which it is hidden(object permanence); improved anticipation of events; imitation of behaviors slightly different from those the infant usually performs.

Back 32

(10) Tertiary Circular reactions: 12-18 months. Exploration of the properties of objects by acting on them in novel ways imitation of novel behaviors ability to search in several locations for a hidden object (accurate A-B search)

Front 33

(10) Mental Representation: 18mths-2yrs. Internal depictions of objects and events, as indicated by sudden solutions to problems;ability to find an object that has been moved while out of sight (invisible displacement); deferred imitation; and make-believe play.

Back 33

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Front 34

(12). Central executive: Directs flow of information, implementing the basic procedures just mentioned and also engaging in more sophisticated activities that enable complex, flexible thinking. Automatic process: Well learned that requires no space in working memory and permits us to focus on other information while performing them.

Back 34

(12) Long-term memory: Our permanent knowledge base.

Executive function: Diverse cognitive operations and strategies that enable us to achieve our goals in cognitively challenging situations.

Front 35

(13) Categorization: 3 mtgs old, operant conditioning. 6mths old, categorize on the basis of two correlated features. Habituation, second half of the first year babies categorize by categories. Toddlers begin to categorize flexibly.

Back 35

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Front 36

(16) Intervention for At-Risk Infants and Toddlers: Children in poverty are to show gradual declines in intelligence test scores and achieve poorly in grade school. In center based interventions children receive educational, nutritional, health services and other social service supports. In home interventions, a skilled adults visits the home and works with parents and tech them how to stimulate a young childs development.

Back 36

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Front 37

(17) Interactionist Perspective: Emphasize interactions between inner capacities and environmental influences. Applies the information - processing perspective to language development. A second type emphasized social interactions.

Back 37

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Front 38

(18) Individual and Cultural differences: Studies show that girls are slightly ahead go boys in vocabulary growth. Explanation is, girls' maturation. Temperament; Shy children. Quantity of caregiver; child conversation and richness of adults' vocabularies also play a strong role. Less verbal communication at home. Spoken vocabularies varies substantially.

Back 38

(18) Support early language development: (IDS) Infant directed speech, form of communication made up of short sentences with high pitched, exaggerated expression, clear pronunciation, distinct pauses between speech segments and repetition of new words in a variety of contexts.

Front 39

(19) Autonomy VS. Shame and Doubt: Is resolved favorably when parents provide young children with suitable guidance and reasonable choices.

Back 39

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Front 40

(21) Emergence of Self-Conscious Emotions: Guilt, shame, embarrassment, envy, and pride. Self-conscious emotions appear in the middle of the second year, 18-24 months when they become firmly aware of the self as a separate, unique individual. Require adult instruction in when to feel proud, ashamed, or guilty.

Back 40

(21) Beginnings of Emotional Self-Regulation: Strategies we use to adjust our emotional state to a comfortable level of intensity so we can accomplish our goals. Infants can be overwhelmed by intense emotions we soothe them by picking them up rocking them and etc.

Front 41

(22) Structure of Temperament: The easy child, establishes regular routines in infancy, is cheerful and adapts easily to new experiences. The difficult child, irregular in daily routines, slow to accept new experiences, tends to react negatively and intensely. Slow-to-warmup child, inactive, shows mild, low key reactions to environmental stimuli, is negative in mood, and adjusts slowly to new experiences.

Back 41

(22)Measuring Temperament: Most research has been with inhibited, shy children who react negatively. Temperament is measured through interviews or questionaries give to parents. Ratings by pediatricians, teachers, and others familiar with the child.