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69 Cards in this Set
- Front
- Back
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Piaget's Approach
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- Development precedes/constrains learning (Biology 1st)
- Dependent on brain maturation - Genetic Epistemology - Modus Operandi --- Organize --> adapt/assimilate/accomodate - Children are constructivists (active players in development) |
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Vygotsky's Approach
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- Learning precedes development (Environment 1st)
- Socialcultural Theory (interpersonal, institutional) - Zone of Proximal Development |
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Zone of Proximal Development
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Difference between actual developmental level and potential development
(What a learner can do without help and what they can do with help) |
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Attributes of a Good Theory
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-Accurate predictions
-Hypotheses can be disconfirmed -Systematically organized -Logically consistent predictions -Heuristic value (speeds up process to solution) -Broadly applicable knowledge |
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Bronfenbrenner's Ecological Systems Theory
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-Multi-level approach
-Person & environment aren't static, processes operate in reciprocal fashion - Modern perspective --> transaction determines development Levels: 1) Microsystem 2) Mesosystem 3) Exosystem 4) Macrosystem 5) Chronosystem |
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Microsystem (Bronfenbrenner's Theory)
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Groups that most directly/immediately impact child's development:
-Parents -Siblings -School -Peers -Neighborhood |
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Mesosystem (Bronfenbrenner's Theory)
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Relationship between the microsystems
(Ex. relation of family experiences influences peer experiences) |
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Exosystem (Bronfenbrenner's Theory)
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Link between social settings/systems that child does not have active role and child's immediate contact
(Ex. Economic/political/education/religious systems) (Ex. Mom has a bad boss which in turn affects how she interacts with her child) |
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Macrosystem (Bronfenbrenner's Theory)
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Overarching beliefs & values
-- The culture in which the child lives (ex. Attitudes towards divorce, judicial system, availability of support for single parents) |
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Chronosystem (Bronfenbrenner's Theory)
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Changes in person or environment over time
(Ex. Age, stressors, parents remarry) |
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Main Developmental Theories
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1) Biological vs. Environmental Influences
---Development 1st. (Piaget) vs. Learning 1st (Vygotsky) 2) Continuity vs. Discontinuity (Stages) 3) Individual vs. Contextual/Cultural Influences |
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Basic Research
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Finds knowledge for knowledge's sake (descriptions)
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Applied Research
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Finds knowledge to change/modify/improve situation
*More likely to occur in natural settings |
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Ethical Guidelines that Researchers Follow
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1) Expose participant to minimal risk
2) Informed consent, can withdraw 3) Make aware of risks 4) Debrief participants after study 5) Results are confidential |
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Why is it particularly important for researchers to be ethical when working with children?
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1) Kids have limited rights/legal perogatives
2) Kids' cognitive abilities limited 3) Kids see themselves as less powerful 4) Childhood/Adolescence times of major change |
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Infant Walker Study
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Goal: examined effects of early exposure to baby walkers on perceptual/motor/mental development in infants
2 Hypotheses: Enrichment (Visual) & Deprivation (Visual, Exploration) Procedure: mixed cross-section/ short-term longitudinal design (Sequential Method) Omitted factors: 1) All 3 groups caught up to each other after 12 mo. 2) All infants still in normal ranges 3) Frequency of use 4) Infants not followed after 15 months 5) Parental age/occupation/SES not included 6) Only applies to Caucasian infants |
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3 Common Research Methods
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1) Systematic observations
2) Self-report techniques 3) Case studies |
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Systematic Observations
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Form of observation where researchers structure a situation so that behaviors being studied are more likely to occur
*AKA Structured Observations |
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Direct Observations
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Method of observation where researchers go into settings in natural world, or bring participants into lab to observe behaviors
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Self-report Techniques
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Information that people provide about themselves (directly or in written form)
*Problem- children less attentive, small memory, trouble understanding |
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Case Studies
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Research where investigators study an individual person or group very intensely
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Correlational Strategies
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Design that allows investigators to establish relations among variables, & to assess strength of those relations
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Experimental Strategies
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Design allows investigators to determine cause/effect by controlling variables/treatments and assigning participants randomly to treatments
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Cross-Sectional Study Design
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Method where researchers compare groups of individuals of diff. age levels @ approx. the same point in time
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Longitudinal Study Design
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Method where investigator studies same people repeatedly at various times in participants' lives
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Longitudinal-Sequential Study Design
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Method that combines features from both cross-sectional & longitudinal methods
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Zygote period of gestation
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1st 2 weeks
- Fertilized egg implants in uterine wall - Begins physiological dependence on mother |
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Embryo period of gestation
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2nd – 8th week
- Differentiation of major physiological structures/systems @ rapid rate - Greatest vulnerability to teratogens - Amniotic sac, placenta, & umbilical cord develop - Ecto/meso/endoderm form - Formation of central nervous system, heart, central muscles, thyroid/pituitary/adrenal glands |
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Fetal period of gestation
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3rd month – delivery
- Bodily structures/systems develop to completion - Reproductive organs develop (16 wks) - Respiratory/nervous systems develop |
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Amniotic Sac
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Watertight membrane w/ amniotic fluid
- Cushions/buffers against physical shock - Maintains constant temp. - Provides weightless environment |
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Placenta
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Fleshy, disklike structure
- Provides O2 & nutrients - Removes CO2 & wastes - Fed by blood vessels from mother via umbilical cord - Produces HCG (hormone supporting pregnancy) |
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Umbilical Cord
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Connects embryo & placenta
- 2 arteries (CO2 & wastes) - 1 vein (O2 & nutrients) |
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Age of Viability
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26-28 weeks
Point @ which if the baby were born, high chance of survival --> Surfactant formed in lungs, no respiratory distress syndrome |
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Factors Triggering Spontaneous Abortions
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1) Uterus malformed / immature
2) Implantation @ site incapable of sustaining embryo 3) Embryo genetically abnormal |
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How do teratogens exert their effect?
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–Effects exerted mainly during critical periods
–Each teratogen exerts certain specific effects –Maternal or fetal genotypes may counteract a teratogen’s effects –The effects of one may intensify the effects of another –A teratogen may affect the fetus but not the mother –May produce a variety of deviations, or diff. teratogens may produce the same deviation –Length/ intensity of exposure affect the degree of impact (Dose-response principle) |
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Ultrasound
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Forms pictures of fetus (sonogram)
- Used to determine fetus size/position/health/sex - 8-12 weeks --> date pregnancy - 18-22 weeks --> check organs & limbs |
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Biophysical Profile
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Rating system of 4 fetal characteristics
1) Breathing (1x/30 min) 2) Body movement (3x/30 min) 3) Muscle tone (1x/30 min) 4) Non-stress test (reactive? amniotic fluid?) *Low score = placenta not working |
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Alphafeto Protein (AFP) Assay
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- Detects proteins fetal liver produces
- Large levels = skin openings, spina bifida or mental retardation - Low levels = Down's syndrome *No risks, but high false-positive |
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Amniocentesis
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Confirms presence of genetic/chromosomal abnormalities @ 15wks
- Fluid withdrawn from amniotic sac of fetus - In women 35+ (high risk of Down's Syndrome) - Detects sickle cell, Tay-Sachs, spina bifida, muscular dystrophy, Rh incompatibility *Risk of miscarriage |
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Chorionic Villus Sampling (CVS)
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9th - 10th wk of pregnancy
Sample membrane taken from outer membrane of placenta w/ amniotic fluid via tube inserted through vagina |
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Reasons to do Amniocentesis in 2nd Trimester
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1) Got tests suggesting birth defects
2) Have other kids w/ birth defects 3) Age 35+ |
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Kopp & Kahler (1989)
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Biological Risk Factors
Sources: Genetic conditions, harmful environmental factors - Timing of exposure critical 4 time periods: 1) Pre-Pregnancy 2) Prenatal 3) Perinatal 4) Postnatal |
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2 Sources of Biological Risk
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1) Genetic conditions
2) Exposure to harmful environmental factors |
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Pre-Pregnancy Risks
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1) Maternal chronic illness
2) Past drug use 3) Inadequate nutrition in childhood/adolescence 4) Genetic vulnerability in family 5) Previous # of closely spaced pregnancies |
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Prenatal Risks
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*Most serious outcomes
Drug use, environmental toxins, medical interventions Maternal age/diet/emotional state/health |
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Perinatal Risks
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de novo risk = occurs during time period (ex. infection during birth)
Highly visible risk = low birth weight (<5lbs) |
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Postnatal Risks
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- Respiratory disorders
- Infections - Accidents - Exposure to environmental contaminants - Nutritional deficiencies |
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Prenatal Care Utilization
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No SES differences, but cultural
Factors: -Cultural views -Location of services -Ability to take time off work for appts -Day care arrangements for other kids |
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Moises, Gwen, & Stephen (1982)
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Relationship between ethnicity, language, working status on prenatal healthcare usage
- Mexican-American women - Long-term immigrants used prenatal care earlier than new immigrants - Facility choice connected w/ economic & employment status |
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Mikhail (2000)
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- Low-income african-american women
- 13% no prenatal care - 50.8% had adequate prenatal care usage - *Those who perceived prenatal care as important used services more than other women - *Removal of financial barriers not enough to ensure access to services |
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Cook et al. (1999)
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- 115 low-income women
- Support from family/friends critical in predicting prenatal care usage |
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Prenatal Care Utilization
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No SES differences, but cultural
Factors: -Cultural views -Location of services -Ability to take time off work for appts -Day care arrangements for other kids |
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Moises, Gwen, & Stephen (1982)
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Relationship between ethnicity, language, working status on prenatal healthcare usage
- Mexican-American women - Long-term immigrants used prenatal care earlier than new immigrants - Facility choice connected w/ economic & employment status |
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Mikhail (2000)
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- Low-income african-american women
- 13% no prenatal care - 50.8% had adequate prenatal care usage - *Those who perceived prenatal care as important used services more than other women - *Removal of financial barriers not enough to ensure access to services |
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Cook et al. (1999)
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- 115 low-income women
- Support from family/friends critical in predicting prenatal care usage |
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3 Ps
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Factors affecting how labor proceeds
1) Pelvis - bone that baby's head must pass through during labor (won't stretch!) 2) Passenger - - Size - large head = skull unfused and molds - Position - head first best 3) Power - strength of uterine contractions matter (pitocin used to increase contractions) |
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Stages of Labor
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1st:
- Latent (onset of contractions, cervix starts to dilate) - Active (cervix @ 10cm, contractions closer together) -Transition (change bet. active and pushing, cervix completely dilated) 2nd Stage: - Expulsion (baby goes through vaginal opening) 3rd Stage: - Placental Expulsion (uterus involved) |
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Cesarean Sections
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Baby removed through surgical incision in abdomen & uterus
*1 C-sec doesn't mean subsequent C-sec Increased #C-sections: 1) Better surgery/anesthes. techniques 2) Concern about handicaps from complications in vaginal deliveries 3) Better fetal monitoring to indicate fetal distress Risks: Risk of infection, longer hospital stay, more maternal medication, difficulty breastfeeding |
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Narcotic Use during Birth
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Narcotics cross placenta - in large doses can produce a depressed state in newborns lasting several days
--> Depress baby's respiration --> Inefficient suckling --> Affects mother-infant relationship --> NO long-term effects |
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Epidural Use during Birth
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Doesn't enter baby's bloodstream
-Injected into epidural space in spine -On a drip -- can be turned on/off |
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Anoxia
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Lack of oxygen during perinatal period
- Umbilical cord stops supplying O2 (squeezed during delivery) - Severe anoxia = mental retardation - No long-lasting effects for minor cases |
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Low Birth Weight
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< 5.5 lbs
1) Pre-term: born before 38 wks --> Catch up to peers in 1st year, esp. if in stim. environment 2) Small-for-date: full-term but small weight --> Higher mortality rate, prone to illness --> Low test scores, hyperactive, poor motor coordination @ school age --> Inadequate maternal nutrition |
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Postmature Babies
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Born after 42 wks
-Risk aging of placenta -Long & skinny, cracked dry skin -Greater risk of anoxia |
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APGAR Scoring
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A-Appearance (skin color)
P-Pulse (HR) G-Grimace (cry w/ stimulation) A-Activity (muscle tone) R-Respiration (crying/breathing) *0-2 for each section, 8-10 score is good health *Useful to examine early abilities quickly |
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Breast-fed vs. Bottle-fed Babies
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- Cognitive/motor/visual benefits of breastfeeding
- Social factors (parent IQ/SES) & nature of delivery correlated w/ breastfeeding Mediating variables: - Fatty acids = visual acuity - Prevention of gastroenteritis |
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Breastfeeding
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Best way to feed baby, clear benefits (12 month minimum)
Racial differences: -Asian women BF more earlier & longer -Black women BF less |
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US vs. Zambian Infants
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Zambian mothers prenatally:
- Stressed uteri (lots of successive pregnancies) - Protein deficiency in diet - Gastrointestinal problems Neonatal Screening: Day 1- US = not depleted Zambian = depleted (low reactivity) Days 5, 10- US = average range Zambian = socially attentive, controlled motor activity WHY: Motor stimulation, close sleeping arrangements, swaddling |
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Transactional Approach
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Dynamic interplay between non-genetic inherited factors, & environmental factors on developmental outcomes
Nature & Nurture coexist |
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Miceli et al. (2000)
[Transactional Approach] |
Examined importance of infant birth status, medical complications, & social environment for devel. outcomes of VLBW infants
*Devel. outcomes more closely related to early social environment than early physiological factors **Infant's environment can offset early risk! |
