Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
150 Cards in this Set
- Front
- Back
|
While growth follows a predictable pattern |
Not all parts of the body grow at the same rate |
|
|
Cephalocaudal |
Since the womb, growth begins at the head and upper body first, then downwards, with the head and upper body developing at a faster rate |
|
|
Proximodistal |
Development precedes from the center of the body, outward The parts in the body closest to the trunk develop motor skills before the parts that are more distant Gross before fine |
|
|
Hierarchical integration |
Simple skills develop separately and independently, but are later integrated into more complex skills |
|
|
Independence of systems |
Different body systems grow at different rates |
|
|
Newborn growth pattern |
7 pounds, 20 inches |
|
|
First 6 months weight and height |
Grow 6 ounces per week, 3/4 inches per month |
|
|
Predicting weight and height |
5 months - x2; +25% 12 months - x3; +75% 24 months - x4; +75% |
|
|
Brain development is fastest during |
First two years of life |
|
|
Neurons |
Cells of the nervous system Most are created before birth |
|
|
Synapses |
Spaces between neurons When neurons fire, chemical messengers known as neurotransmitters are transmitted via these |
|
|
Synaptogensis (nature) |
During first 18 months of life Create far more synaptic connections than we will actually use |
|
|
Synaptic pruning (nurture) |
After 18 months, unused synapses begin to die off |
|
|
Myelin |
Fatty layer surrounding the axon of the neuron |
|
|
Hindbrain |
Regulates autonomic functions (heart rate, blood pressure, breathing, and sleep) Unconscious process |
|
|
Universal sequence of motor skill development |
Primitive reflexes Gross motor skills Fine motor skills Coordination |
|
|
Breastfeeding |
Reduces risk for all diseases Recommended for 12 months Physical and cognitive benefits |
|
|
Immunizations |
Prevention of life-threatening diseases Before and during pregnancy Infant vaccine schedule No link to autism spectrum disorder |
|
|
Pregnant women and vaccines |
MMR - at least on month before conception During 3rd trimester - T dap (whopping cough) Flu vaccine by October |
|
|
Andrew Wakefueld |
Attempted to prove that the MMR vaccine caused ASD Has been long discredited |
|
|
Infant mortality |
Death of an infant before their first birthday |
|
|
Leading causes of infant mortality |
Birth defects, preterm birth and low birth weight, injuries, and sudden infant death syndrome |
|
|
Injuries - infant deaths |
Suffocation Traffic accidents Drowning Burning |
|
|
Midbrain |
Connects hindbrain and forebrain Processes auditory and visual input and aids in controlling movement |
|
|
Forebrain |
Makes up about 2/3 of the brain’s mass Intelligence, memory, emotions Directs the activity of the endocrine system - regulates hormones |
|
|
Last part of the brain to mature |
Prefrontal cortex In the upper and front most portion of the brain Higher level functions - anticipation, planning, impulse control |
|
|
Brain development nurture protective factors |
Sensory Stimulation Nutrition Sleep Plasticity |
|
|
Risk factors |
Lack of stimulation Stress Abuse and neglect |
|
|
REM Sleep in Infants |
Spend about 70% of time asleep in this stage Neural connections are forming and it effects mood |
|
|
Plasticity |
A property of the brain that allows it to change in response to its experiences Greatest during the first several years of life and decreases over the lifespan Allows infants to recover from adverse experiences May occur at the chemical level |
|
|
Injuries - infant deaths |
Suffocation Traffic accidents Drowning Burns Ingestion |
|
|
Sudden Infant Death Syndrome (SIDS) |
Sudden unexplained death of a child before their first bday Likely due to an underlying defect in the infants brain that controls breathing and arousal from sleep Sleeping on stomach and sleeping on a soft surface Being to warm Exposure to secondhand smoke |
|
|
Maltreatments |
Occurs 80% of the time by the hand of the parent Shaken baby syndrome |
|
|
Shaken baby syndrome |
Causes the brain to rotate in the skull, causing blood vessels to tear Irritability and restlessness, poor feeding, pale bluish skin |
|
|
Malnourishment/undernourishment |
Brain development and body growth Immunity |
|
|
Piaget’s Sensorimotor Stage |
Infants think by using their senses and motor skills 6 substages |
|
|
Birth to 1 month - Sensorimotor |
Reflexes |
|
|
Infantile amnesia |
I’m maturity of infant brain (e.g. hippocampus) Lack of language development (declarative memory) Lack of sense of self (e.g. autobiographical memory) |
|
|
Language development |
0-12 months |
|
|
Pre linguistic communication |
Occurs at various stages |
|
|
Birth pre linguistic communication |
Cry; preference for mother’s voice and speech sounds |
|
|
2 months pre linguistic communication |
Coo, gurgle, vowels; attend face, follow sound |
|
|
4 months pre linguistic communication |
Social smile, laugh; babble, imitate, reach for objects, respond to affection, study/recognize faces |
|
|
6 months pre linguistic communication |
Respond to sound with sounds, express pleasure/displeasure with sound, curiosity (bring objects to mouth/pass from hand to hand) |
|
|
9 months pre linguistic communication |
Peek-a-boo, pick up/follow/look for objects; copy sounds and gestures, point, understands “no” |
|
|
12 months pre linguistic communication 10 |
Receptive language (recognize objects in pictures by name), simple gestures, attempt words |
|
|
10-14 months linguistic communication |
First word |
|
|
1-4 months sensorimotor |
Primary circular reactions Primary (body) circular (repeating the action) Infant begins to use schemas |
|
|
12 months linguistic communication |
Holophrases (context-dependent) Used one word to convey a complete sentence or idea Can understand about 100 words |
|
|
18 months linguistic communication |
Naming explosion (50 word milestone) Point to an object or Vocalize “what is this” |
|
|
18-24 months |
First sentences Telegraphic speech Underextensions Overextensions No words or regression by 18 months: possible sign of autism spectrum disorder |
|
|
Telegraphic speech |
Omissions Only the critical words |
|
|
Underextensions |
Too restrictive in use of word |
|
|
Overextension |
Too broad in application of word |
|
|
4-8 months sensorimotor |
Secondary circular reactions Secondary (object/people in environment) Object permanence development starts |
|
|
8-12 months sensorimotor |
Coordination of secondary reactions Before date goal directed (intentional) |
|
|
12-18 months sensorimotor |
Tertiary circular reactions Intentional adaptions to specific situations |
|
|
18-24 months sensorimotor |
Symbolic thought |
|
|
Sensory memory |
Very temporary, lasting for less than a tenth of a second We can’t actively attend to everything |
|
|
Short term memory |
Allows us to select what we do want to pay attention to in the moment Moved from sensory to here |
|
|
A form of long term memory that doesn’t require conscious processing Repetition, context-dependent Fleeting As young as 3 months |
A form of long term memory that doesn’t require conscious processing Repetition, context-dependent Fleeting As young as 3 months old |
|
|
Explicit memory |
Differed imitation Long term memory that requires long term processing to recall By 6 months |
|
|
First month basic emotions |
Distress and contentment, reflexive smile (sleep) |
|
|
Infancy is a _____ for emotional development |
Sensitive period |
|
|
Infant emotion & brain development in the forebrain |
Limbic system Cerebral cortex Mirror neurons Cortisol |
|
|
Limbic system |
Emotions, memories |
|
|
Cerebral cortex |
Self awareness, social emotions, social judgment, social decision-making |
|
|
Mirror neurons |
Social learning Understanding intentions of others May enable us to experience empathy |
|
|
Influence of stress |
Overproduction of cortisol: problems with development of emotion regulation skills Unresponsive parenting: behavior problems |
|
|
2 months basic emotions |
Smile (awake), study faces, coos and gurgles |
|
|
2-4 months basic emotions |
Social smile, mimic facial expressions, anger, sadness, surprise, fear |
|
|
4-6 months basic emotions |
Laugh, play, synchrony (emotional dance between primary character and infant/ bonding) |
|
|
6-9 months basic emotions |
Distinctive cries, favorite things/people, stranger wariness, peek-a-boo, joint attention, engage caregiver to play |
|
|
9-12 months emotions |
Emotional lability, understanding of others emotions Separation anxiety Social referencing |
|
|
Second year |
Social emotions |
|
|
Self-awareness |
Mirror test By 18 months they recognize that themselves in the mirror |
|
|
New emotions resulting from awareness of others (2nd year) |
Pride Embarrassment/shame Guilt Awareness of other’s emotions: empathy |
|
|
During 2nd year, infants also |
Show gender awareness Increased capacity for socialization Refinement of basic emotions |
|
|
Erikson’s Psychosocial Stages |
Lifespan development by identity crisis |
|
|
Secure base |
Established zone inside which the infant feels comfortable exploring, still within sight of the attachment figure |
|
|
Separation anxiety |
Intense distress an infant experiences when the attachment figure moves out of the secure base |
|
|
Strange Situation |
Attachment styles persist past infancy and have implications for significant relationships and mental health |
|
|
Secure |
Use mother as secure base and were at ease when mother was present As adults - trusting, lasting relationships, positive self-esteem, emotional intimacy, ability to seek social support |
|
|
Avoidant |
Didn’t seek proximity to mother Upset when she left but would avoid her upon return Little to no difference in preference between mother and stranger As adults - problems with emotional intimacy, invest in little emotion in social or romantic relationships, unwilling or unable to share their thoughts and feelings with others |
|
|
Ambivalent |
Combination between positive and negative emotions towards their mother Great distress when she left, but would seek close contact with mom (hit her), not comforted by mother Adults - reluctant to come close with others, difficult time when relationships ended |
|
|
Disorganized |
Inconsistent, contradictory behavior |
|
|
Trust vs Mistrust |
0-12 months Caregiver: Attunement: trust Neglect: mistrust Virtue: hope |
|
|
Autonomy vs Shame and Self-Doubt |
12-24 months Caregiver: Exploration: autonomy Overprotection: shame and self-doubt Virtue: will |
|
|
Temperament |
Style and responding to environment and people Biological basis of personality, apparent birth Largely stable, influenced by: nature (genes) and nurture (goodness of fit, experiences) |
|
|
Goodness of fitne |
Degrees to which the demand and expectations of the environment, especially the way parents respond to an infants temperament, is compatible with an infants temperament |
|
|
New York Longitudinal Study |
4 temperament categories Easy - 40% Difficult - 10% Slow-to-warm - 15%, difficult at first but become easier with time Hard to classify - 35%, patterns aren’t consistent |
|
|
Ainsworth’s Attachment Theory |
Enduring emotional connection between caregiver and child Begins at birth and impacts relationships throughout life |
|
|
Indicators of attachment (Bowlby) |
Safe haven Proximity maintenance Secure base Separation anxiety |
|
|
Safe haven |
Attachment figure the infant goes to for emotional security |
|
|
Proximity maintenance |
Whether an infant attempts to stay close to the attachment figure |
|
|
Erikson’s Psychosocial Stages |
Lifespan development by identity crisis |
|
|
Secure base |
Established zone inside which the infant feels comfortable exploring, still within sight of the attachment figure |
|
|
Separation anxiety |
Intense distress an infant experiences when the attachment figure moves out of the secure base |
|
|
Strange Situation |
Attachment styles persist past infancy and have implications for significant relationships and mental health |
|
|
Secure |
Use mother as secure base and were at ease when mother was present As adults - trusting, lasting relationships, positive self-esteem, emotional intimacy, ability to seek social support |
|
|
Avoidant |
Didn’t seek proximity to mother Upset when she left but would avoid her upon return Little to no difference in preference between mother and stranger As adults - problems with emotional intimacy, invest in little emotion in social or romantic relationships, unwilling or unable to share their thoughts and feelings with others |
|
|
Ambivalent |
Combination between positive and negative emotions towards their mother Great distress when she left, but would seek close contact with mom (hit her), not comforted by mother Adults - reluctant to come close with others, difficult time when relationships ended |
|
|
Disorganized |
Inconsistent, contradictory behavior |
|
|
Trust vs Mistrust |
0-12 months Caregiver: Attunement: trust Neglect: mistrust Virtue: hope |
|
|
Autonomy vs Shame and Self-Doubt |
12-24 months Caregiver: Exploration: autonomy Overprotection: shame and self-doubt Virtue: will |
|
|
Temperament |
Style and responding to environment and people Biological basis of personality, apparent birth Largely stable, influenced by: nature (genes) and nurture (goodness of fit, experiences) |
|
|
Goodness of fitne |
Degrees to which the demand and expectations of the environment, especially the way parents respond to an infants temperament, is compatible with an infants temperament |
|
|
New York Longitudinal Study |
4 temperament categories Easy - 40% Difficult - 10% Slow-to-warm - 15%, difficult at first but become easier with time Hard to classify - 35%, patterns aren’t consistent |
|
|
Ainsworth’s Attachment Theory |
Enduring emotional connection between caregiver and child Begins at birth and impacts relationships throughout life |
|
|
Indicators of attachment (Bowlby) |
Safe haven Proximity maintenance Secure base Separation anxiety |
|
|
Safe haven |
Attachment figure the infant goes to for emotional security |
|
|
Proximity maintenance |
Whether an infant attempts to stay close to the attachment figure |
|
|
Rate of growth slows after infancy |
4-5 lbs, 2-3 in/yr |
|
|
Corpus callosum |
Connects LH and RH |
|
|
Brain scans show |
Activity varies by task |
|
|
Myelination |
Surrounds the axon, helps with coordination and to do things we can do better |
|
|
Growth spurts drive |
Cognitive development |
|
|
In early childhood we see improvement in ___ and ___ motor skills |
Gross and fine Consider the role of myelination and practice |
|
|
Gender differences in motor development in early childhood |
Boys: greater strength, more activity; gross > fine Girls: better dexterity, coordination; fine > gross |
|
|
Handedness |
Clear preference by age 3, 90% right Boys more likely left |
|
|
Bowel and bladder control in early childhood |
Signs of readiness between 18-30 months Positive reinforcement |
|
|
Piaget’s Preoperational Stage |
Unable to use mental operations (logical, organized mental processes) Symbolic function Intuitive thought Centration |
|
|
Symbolic function |
Ability to use symbols, words and objects to represent something not physically present |
|
|
External body development early childhood |
Shape: longer, leaner Arms and legs lengthen Head-to-body ratio more adult-like |
|
|
Intuitive thought |
Primitive reasoning and acid acquisition of knowledge about the world |
|
|
Centration |
Focus (center) on one aspect of something and ignore others that makes using logic difficult |
|
|
Egocentrism |
Inability to take the perspective of others (physical, thoughts, feelings) |
|
|
Conservationin |
Knowledge that quantity is unrelated to arrangement or appearance |
|
|
Information Processing Approach: Storage and Recall |
Age and practice Increased sensation, perception, attention, and memory Quantitative change |
|
|
Number sense |
Able to count in systemic, consistent manner By age 4, can do simple math |
|
|
Memory |
Autobiographical and generic |
|
|
Autobiographical memory |
Not accurate until age 3 What actually happened |
|
|
Generic memory |
Scripts Organize memory, more elaborate with age |
|
|
Vygotsky |
Cognitive development dependent on: Social context - collaborative social interactions Cultural influences - determine what learning is important, what tools are available |
|
|
Internal body development in early childhood |
Muscle size and strength increases Bone density increases Primary teeth by age 3 Sensory development continues Respiratory, circulatory, immune systems increase capacity |
|
|
Cognitive development occurs by crossing |
Zone of proximal development Scaffolding |
|
|
Fast mapping |
The way children build vocab by being able to learn words in context and interstate them elsewhere |
|
|
Vocab explosion |
14,000 words by age 6 |
|
|
Syntax |
Longer sentences, more complex questions |
|
|
Semantic understanding |
Plurals, possessives, past tense (by age 3) Overregulozation: over application of grammar rule |
|
|
Private speech |
Facilitates thinking, self-regulation, problem solving and reflection |
|
|
Social speech |
To others Increases by age 3 |
|
|
Media screen time |
US average 4hrs/day Recommend 1 hr/day |
|
|
With less food |
Growth slows Want a variety in nutrition: high-iron, low-sodium, minimally processed Vitamins A and C NGMOs Allow to develop food preferences |
|
|
Early childhood leading cause of death |
Accidents - increased activity (especially boys, low SES) - cognitive immaturity - environmental toxins (e.g., lead) |
|
|
Early childhood most common illness |
Colds |
|
|
Obesity in early childhood |
Tripled for preschoolers over past 25 years Correlations: low SES, sedentary lifestyle, fast food, large portions, marketing |
|
|
Dental hygiene in early childhood |
1/3 US children under age 6 have tooth decay: added sugar, lack of access to dental care -> harms formation of permanent teeth, can affect speech Thumb sucking past age 4 leads to crossbite |
|
|
Brain growth from 2 to 5 |
From 2 yrs: 75% to 5 yrs: 90% |
|
|
Lateralization |
Left and right hemisphere become more specialized Language - left side |
