The World Of Children Ch4-6

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premature

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refers to babies who are born smaller or earlier than due date. They can be preterm, low birth weight, very low birth weight, or small for gestational age

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infant mortality

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deaths that occur between birth and 1 year. Is related to poor or no prenatal care, teenage pregnancy, poor nutrition, risky health behaviors, higher rates of prematurity and low birth weights

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very low birth weight

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wight is less than 3 1/2 lbs, indicates a greater potential for health risks. Half the cases of low birth weight the reason is not known

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SGA - small for gestational age

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born below the 10th percentile of birth weight for gestational age, indicates serious health risks. SGA is the most troubling because there is something wrong with the baby that is not allowing it to gain weight properly

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1/2 adult height

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children reach this when they are 2 years old.

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infant sleep patterns

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usually awake for brief periods of time and then sleep 3-4 hours, continue cycle throughout day, sleep anout 2/3 of the day

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toddler sleep patterns

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by 2 toddlers sleep through the night, still sleep about 12-14 hours a day, have spent more than 1/2 their life asleep

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REM - rapid eye movement

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phase of sleep where brain is very active, eyes are closed but darting around under eyelids, body sometimes twitches, and breathing is irregular. Is associated with dreaming and replenishing mental alertness

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non REM

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brain and body are less active, breathing more regular, also called quiet sleep, imortant for restoring energy and stimulating growth. Remains high from birth -13 yrs (during rapid growth)

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growth hormone

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stimulates growth, is released during the quiet parts of sleep

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co-sleeping

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the practice where infants and young children sleep with one or both of their parents, common in other cultures

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SIDS - sudden infant death syndrome

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the sudden death of an infant before 1 year of age that is not explained by autopsy, medical history, or investigation of the scene of death. Research shows that SIDS increases when infant sleeps on belly or side, sleep on soft surfaces, or when overheated, leading cause of death in infants

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Back to Sleep

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campaign by American Academy of Pediatrics to have parents place their babies on their backs to sleep, has been a 50% reduction in SIDS related deaths

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colostrum

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a thick yellowish substance in breast milk containing important antibodies, this is what is produced in the first few days of breastfeeding

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breastmilk

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provides all the nutrients, calories, protein and fat and is easy to digest, also provides antibodies to protect against infections, viruses, and illnesses

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solid foods

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should be introduced at about 6 months, starting with cerel and then adding in fruits and veggies. Each new thing needs to be introduced one at a time and doesn't need added salt or fat (ie butter)

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neurons

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specialized celss that process information and allow communicationin the nervous system. Have 3 main parts: dendrite, cell body, and axon. Cell body contains the nucleus and governs the function of the neuron

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dendrites

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branchlike structures the receive input from other neurons, experience can strengthen and make them grow

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axons

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relatively long fiber that carries electrical impulses that sends messages to other cells, output

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myelination

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the process by which the axons grows a fatty insulation around it called the myelin sheath. It insulates the axon to both protect and speed up (3x) the transmission of electrical activity

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brain + spinal cord

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these form the central nervous system. Brain is the most complicated organ in the body, spinal cord is the body's information superhighway

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brain stem

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controls automatic functions such as breathing and heart rate and regulates the general level of alertness throughout higher levels of the brain

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cerebellum

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controls posture, body orientation, and complex muscles movement

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cerebral cortex

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the "gray matter" that forms the top portion of the brain. Divided into 4 major lobes: frontal, temporal, parietal, and occipital

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frontal lobe

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involved in organinzing, planning, higher level thinking, problem solving and creativity. Doesn't mature until your in your 20's

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synapse

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the place where a nervous impulse passes from one neuron to another. The space between the axon and the dendrite.

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programmed cell death

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process by which many neurons die during periods of migration and heavy synaptogenesis.

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pruning

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genetics provides us with an overabundance of cells, those that are not very active begin to lose energy and die out; also known as programmed cell death

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nervous system

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begins with neural tube, will later develop into the central nervous system (brain and spinal cord)

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visual acuity

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the ability to see fine detail. In newborns it's smewhere between 20/150 to 20/600, but that is adequate for newborns needs.

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depth perception

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is available as early as 2 months, but in younger infants they weren't afraid of the depth, more intrigued by it. by about 6 months is when they become fearful of the visual cliff

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intermodal perception

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using more than one of your senses at a time to gather information ex:walk down sidewalk you feel breeze on face, smell food from restaurant, hear voices of people walking by)

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mother's voice

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infants prefer to hears mother's voice over stranger. Experiment was done with mother's reading to baby inutero and then when baby was born researchers placed earphones on 2-day-old and they sucked on pacifier at speed needed to hear mother's voice

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mother's smell

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by 2 weeks of age babies can recognize mothers smell and will turn their head in her direction, only present in breastfed babies

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reflexes

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are involuntary movements that are elicited by enviornmental stimuli such as sound, light, touch and body position. Five are: Moro, grasping, rooting, sucking and stepping

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Moro reflex

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also known as startle reflex, occurs when an infant is startled or starts to fall. The infant will extend arms and legs and then slowly draw them back in.

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grasping reflex

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touch the babies palm and the baby will automatically close around the object and grip strongly

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rooting reflex

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touch a newborn's cheek, the infant's head will turn in the direction of the touch

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sucking reflex

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touch the infant's lips and the infant will automatically begin to suck

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stepping reflex

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hold the baby in a standing position with feet barely touching the ground and the baby will move legs as if walking

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spontaneous/involuntary movement

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the constant stretching, extending and flexing of arms and legs for the first few months of babies life

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voluntary movement

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after several months infants can begin to coordinate their movements to reach and grab at things

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gross motor development

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process of coordinating movements with the large muscles of the body. Follows the cephalocaudal pattern. Head control (1mo), roll over (3mo), situp (6mo), crawl (7mo), pullup (7mo), walk (1yr)

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fine motor development

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process of coordinating intricate movements with smaller muscles. Follow proximodistal pattern..reach for object with both arms and use palmer grasp (4mo), then use thumb and forefinger in pincer grasp (10mo), hold crayon and begin to scribble (15mo), then comes tripod grasp to hold pencil between forefinger and thumb and steady bottom of hand

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readiness for toilet training

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child shows awarenenss of having soiled diapers, requests to be changed, asks to wear underwear, or shows positive interest in bathroom and toilet, follows simple instructions, and can stay dry for 2-3 hours during the day. Allow child to set the pace.

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cognitive

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mental process such as thinking, reasoning, imagining, remembering, and learning

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sensation

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physical process of detecting information through the five senses and transmitting the information to the brain

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perception

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the cognitive process of organinzing, coordinating, and interpreting sensory information. Differes for each person (hot for one not hot for another)

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constructivism

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the view that people build their own knowledge and understanding of the world by using what they already know and understand to interpret new experiences

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organization

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the tendency to integrate separate elements into increasingly complex higher-order structures, gives people a way to understand an interpret events and objects

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schemes

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an organized pattern of physical (infant reaches to grasp object) or mental action (thinking how to solve a math problem)

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adaptation

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refers to every species' tendency to make modifications in order to survive and succeed. In cognitive development it means to change one's cognitive structure or environment to better understand the environment

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reflective abstraction

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a person notices something in the environment then reflects on it.

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assimilate

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the process of bringing new objects or information into a scheme that already exists

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equilibrium

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when people accommodate or adjust their schemes to provide a better fit for the new experience

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disequilibrium

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when there is an imbalance between a new experience and a new scheme

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accommodate

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the process of modifying old schemes or creating new ones to better fit assimilated information

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sensorimotor period

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infants can only engage in sensorimotor thought which means they only know the world according to their sensory input and their physical or motor actions on it (ie sucking, grasping). they are unable to form internal symbols and object permanence is lacking

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symbolic representation

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the ability to form symbols that stand for objects or events in the world

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object permanence

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the fact that objects, events and people continue to exist even when they are out of a child's direct line of sensory input or motor action.

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arbitrary symbols

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are agreed upon and used to make up language which we use to be able to communicate over time and space. They are rule-goverened

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nativist theory

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Noam Chomsky-the idea that language is an innate human capability and everyone has the desire to communicate. Follows a basic pattern of learning and also says that nonhumans can't learn language

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LAD

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language acquisition device-a brain mechanism in human that is specialized for detecting and learning the rules of language

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learning theory

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skinner-children observe and imitate caregiver in order to learn language. Based on operant conditioning, caregiver punishes (correcting words) or rewards (praise correct speech) in order to shape their speech. Criticism is-kids saythings that they have never heard and learn language faster than they are taught

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social interaction theory

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language development results from the interactionof biological and social factors and that social interaction is required ex are when parent repeats child statement or recast (correct grammar) or expands

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intentionality

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child does something on purpose and they are aware. ex. dont touch plug and a child will touch anyway and say uh-oh

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cooing

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vowel sounds a baby makes ooooo uuuu, usually presents at about 2 months

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babbling

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repeating of consonant-vowel babababa, presents at about 6 months

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holophrase

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single words used to express an entire idea or sentence ex: car...cld mean "I hear daddy's car" or "I left my bottle in the car"

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telegraphic speech

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speech that includes only words that are essential to get the meaning across, leaving out unessential words. ex: go daddy car...cld mean "I want to go for a ride in daddys car

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child-directed speech

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motherese or caregiverese
speak slower, short and simple sentences, higher pitched, includes lots of questions, emphasis on key words, focuses on what the child is doing-no abstracts

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caregiverese

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child-directed speech
speak slower, short and simple sentences, higher pitched, includes lots of questions, emphasis on key words, focuses on what the child is doing-no abstracts

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combined/integrated sensory input

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using different sensesto experience the world

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Piaget's groundbreaking insight

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children were active in their thinking and that there were age-related patterns to their thinking i.e. kids of the same age tended to give the same wrong answers.

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complex cognitive structures

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as children interact with environment, schemes become modified and combined and become more complex allowing children use these experiences to develop a fuller inderstanding of new objects

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attachment

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an emotional tie to a specific other person or people that endures across time and space, reserved for the person that provides their primary care

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contact comfort

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the comfortable feeling that infants gain by clinging to a soft attachment figure shown through experiment with a cloth covered "monkey" went against what ws believed; that baby would cling to that which provided food

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Harry Harlow

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rhesus monkey
2 mother's - one provided food and one provided comfort. The baby only used mother one for the food then spent it's time clinging to the comfort

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John Bowlby

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ethological theory
said attachment was based on evolution in that babies are born helpless and the purpose of the attachment is purely survival. They exhibit behavior such as cooing and big eyes in order to get as much attention as possible

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Stranger Situation

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name of her experiment -
believed that infants will seek their attahments when they are distressed by unfamiliar setting or person. Did this by setting up situation where infant is with mom in room then she leaves and stranger appears and then vice versa and continuing. Shows the infants has separation anxiety

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Mary Ainsworth

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discovered that children had either secure or insecure attachments through her stranger experiments

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stranger anxiety

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wariness or fear of unfamiliar adults

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separation anxiety

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distress infants experience when separatedfrom their primary caregivers.

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receptive speech

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understanding/hearing - infants are able to hear and understand language way before they ever learn their first words

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expressive speech

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the ability to talk

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temperament

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Thomas/Chess
the infant or child's behavioral style or primary pattern of reacting to the environment; uses 9 dimensions to catagorize into 3 constellations; easy, difficult and slow-to-warm-up

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nine dimensions of temperament

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activity level, rhythmicity, approach or withdrawal, adaptability, threshold of responsiveness, intensity of reaction, quality of mood, distractibility, and attention span and persistence

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easy temperament

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child is primarily positive, smiles easily, flexible approach to new situations, adapts to change, quickly develops regular patterns of eating and sleeping

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difficult temperament

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child is frequently negative, easily frustrated, withdraws from new situations, is slow to adapt to change, irregular patterns of eating and sleeping

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slow-to-warm-up temperament

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child has a mildly negative response to new stimuli but with repeated exposure gradually develops a positive interest, less intense emotional response and more regular eating and sleeping schedules than difficult child

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goodness of fit

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the degree to which the child's temperament and environment are compatible, leading to better developmental outcomes ex: highly active child will have chances to exert energy

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consistency over time

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measures of temperament are not consistent because children develop insight into their temperament and can adapt them to suite their needs

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emotion contagion

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the tendency of the emotional cues displayed by one person to generate similar cues or emotional states in other people ex: when infants mimic happy, sad, laughing, or open mouth

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social referencing

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the tendency of infants and children to look for emotional cues from parents and other caregivers to get information in uncertain situations ex: when strangers approach babies look to parents for cues as to how to react

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self-conscious emotions

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emotions that relate to people's self-images or what people think about themselves; include shame embarrassment, guilt, and pride: become aware of when they do something wrong

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mutual gaze

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intent eye contact between two people, as when young infants stare at each other. one of the early social interactions

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sensorimotor play

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play that evolves mostly around the practice of sensory activity and the development of new motor actions ex:babies lay on their backs and amuse themselves with surroundings

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coordinated imitation

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interaction in which toddler playmates take turns imitating each otherand are aware that they are being imitated, starts at about 2 years

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symbolic play

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play in which children use make-believe and pretend to embellish objects and actions, begins at about 12-14 months and by 2-3 years kids will pretend that a block is something to eat