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78 Cards in this Set
- Front
- Back
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Field of child development
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Understanding constancy and change from conception through adolescence.
*Applied Importance *Interdisciplinary *Dynamic |
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3 broad domains of development
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*Physical - Changes in body size, proportions, appearance, functioning of body system, perceptual and motor capacities, and physical health *Cognitive - changes in intellectual abilities, including attention, memory, academic and everyday knowledge, problem solving, imagination, creativity, and language *Emotional and Social - Changes in emotional communication, self understanding, knowledge about other people, interpersonal skills, friendships, intimate relationships, and moral reasoning and behavior |
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Most rapid time of change
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prenatal period |
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When intimate ties with others develops
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Infancy and toddlerhood |
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Continuous vs. Discontinuous
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Continuous - a process of gradual adding more of the same types of skills that were there to begin with Discontinuous - a process in which new ways of understanding and responding to the world emerge at specific times |
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Factors that foster resilience
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Abilityto adapt effectively in the face of threats to development * Personalcharacteristics, including temperament * Warmparental relationship * Socialsupport outside immediate family * Communityresources and opportunities |
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John Locke's view of child
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tabula rasa - blank slate |
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Roussseau's view of child
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Noble savages |
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Baldwin's view of child
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Children's understanding of their physical and social worlds develop through sequence of stages, beginning with the simplest behavior patterns of the newborn infants and concluding with the adult's capacity to think abstractly and reflectively Nature and nurture work together |
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Criticism of Freud's theory
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It overemphasizes sexual feelings in development |
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Piaget's theory
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adaptation: body adapts to fit with environment |
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Information processing view
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The human mindmight also be viewed as a symbol-manipulating system through which informationflows |
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Ethology
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Concerned with adaptive value of behavior * Anoptimal time for certain capacities to emerge * Individualis especially responsive to environment * Developmentis hard to induce later * Boundariesless defined than a critical period |
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Vygotsky's theory
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* Transmission of culture to a new generation * Beliefs, customs, skills * Requires social interaction to learn * Cooperative dialogues * Socially mediated process |
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Bronfenbrenner's ecological systems theory
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Childdevelops within complex system of relationships *Microsystem - individual *Mesosystem - Immediate family, neighborhood play area, and child-care center or school *Ecosystem - Community health services, extended family, friends and neighbors, workplace *Macrosystem - Customs, laws, values Environmentis ever changing * Chronosystem– time system |
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Phenotypes vs. genotypes
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Phenotype - directly observable characteristic Genotype - the complex blend of genetic information that determines our species and influences all our unique characteristics |
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Autosomes
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The22 pairs of chromosomes that are not sex chromosomes |
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Recessive vs. dominant charteristics
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Polygenic inheritance
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Characteristics inherited on acontinuum
* Height,weight, intelligence, personality * Determined by many genes |
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Genetic counseling
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Individuals likely to choosegenetic counseling include: * Thosewho have had difficulty bearing children * Thosewith a family history of inherited disorders or diseases * Womenwho delay childbearing past age 35 |
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Period of the embryo vs. period of the fetus
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Teratogens
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Any environmental agent causingdamage during prenatal period * Influencing factors: * Dose * Heredity * Othernegative influences * Ageat time of exposure * Bidirectional Drugs: Prescription, Nonprescription, and Illegal Tobacco Alcohol Radiation Pollution Maternal disease |
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Exercise & pregnancy complication rates
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Longest stage of labor
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Dilation and effacement of the cervix |
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Apgar score
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Appearance Pulse Grimace Activity Respiration |
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Canalization
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The tendency to heredity to restrict the development of some characteristics to just one or a few outcomes Infantmotor development Intelligenceand personality |
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Reflex
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Eye blink Rooting Sucking Swimming Moro - loss of support or a sudden loud noise cause the baby to extend the legs and throw arms outwards in an "embracing" motion Palmar grasp - infant spontaneously grasps fingers Stepping Babinski - toes fan out and curl as foot twists in |
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NREM vs. REM sleep
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Cause of baby's cries
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Crying is complex stimulus thatvaries in intensity * Physicalneeds * Wakefulness * Responseto other crying * Babiesthat are held more (early on) cry less later Creates strong response in adults Interpretation * Adultsuse cry intensity and context * Accuracyimproves with experience |
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SIDS
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SuddenInfant Death Syndrome (SIDS) * Peaksbetween 2 and 4 months of age * Leadingcause of infant mortality in industrialized nations * Quittingsmoking and drug taking, changing an infant’s sleeping position (tummyside up),and removing a few bedclothes can reduce the incidence of SIDS. |
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Learning capacity
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The changes in behavior as the result of experience |
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Habituation
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Gradual reduction in the strength of a response due to repetitive stimulation |
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Fine motor activities
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Reaching,grasping |
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Sequence of motor development
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Gross-motordevelopment * Crawling,standing, walking Fine-motordevelopment * Reaching,grasping Differencesin rate of skill acquisition normal Skillsare interrelated. MotorSkills as Dynamic Systems Increasingly complex systems ofaction with each skill Four factors in each new skill: 1.CNSdevelopment 2.Body’smovement capacity 3.Child’sgoals 4.Environmentalsupports |
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Prereaching
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Newborns also make poorly coordinated swipes |
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Sense of touch
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Newborns: reflex responses totouch on mouth, palms, soles, genitals * Later,exploratory mouthing * Pleasurabletouch releases endorphins. Sensitive to pain, even at birth * Paincan affect later behavior. * Relievepain with anesthetics, breast milk, sugar, gentle holding |
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Hearing
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* Can hear a wide variety of soundsat birth * Prefer complex sounds to puretones * Learn sound patterns within days * Sensitive to voices andbiologically prepared to learn language |
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Vision
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* Least developed of senses at birth * Visual acuity limited in first fewmonths Brain development helps infantsreach adult levels of vision. 2months: focus and color vision 6months: acuity, scanning, and tracking 6–7months: depth perception 4years: reaches 20/20 |
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Visual Cliff
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Plexiglascovers the deep and shallow sides. By refusing to cross the deep side andshowing a preference for the shallow side, this infant demonstrates the abilityto perceive depth. |
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Infant devprivation & sensitve periods
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Birth - Detect amodal sensory properties 3–4 months Prefer “matching” sights and sounds 5–6 months Reach for object in the dark, coordinating sight and touch |
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Cephalocaudal Trend
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"Headto tail” Headand chest before arms and trunk, which are before legs |
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Proximodistal Trend
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Fromthe center of body outward Controlof head and trunk before arms and legs |
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Muscle-fat Make up
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Skeletal age
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The best estimate of a child's physical maturity A measure of development of the bones of the body |
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Athletic performance in boys vs. girls
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Physical * Childhood:small differences * Adolescence:boys develop more strength, speed, endurance Social * Moreathletic pressure on boys * Maylead to more practice Interventionsmay be needed to ensure girls’ involvement in athletics. |
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Pituitary gland
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Important hormones for human growth |
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Hypothalamus
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a structure that initiatives and regulates pituitary secretions |
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Estrogen
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female hormones * growths spurt * gain in bone density * addition of body fat * Broadening of hips in females * maturation of female reproductive organs * development of breast * regulation of the menstrual cycle |
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Cerebral Cortex
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Connectivityin cerebral cortex expands and attains rapid communication |
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Prefrontal Cortex
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becomesmore effective “executive” * Improvedcognitive skills *Stillfine-tuning self-restraint, planning, and future orientation skills * consciousness, attention. inhibitions of impulses, integration of information, and use of memory, reasoning, planning, and problem-solving strategies |
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Hippocampus
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* memoryand spatial awareness |
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Amygdala
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* processingemotions |
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Nutrition
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Appetite unpredictable inpreschool-age children * Like familiar foods * Need structured choices * Too much parental control limitsself-control. During puberty, rapid growthincreases food intake. * Eating habits often poorest atthis age * Often skip breakfast * Social environment influencesfood choices. |
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Obesity
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A greater than 20% increase over health weight Causes: * Earlyrapid growth or malnutrition * Lackof knowledge about healthy diet * LowSES * Familyeating habits * Responseto food cues * Lowphysical activity * Television * Culturaldietary conditions |
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Growth faltering
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* Oftendue to disturbed parent–child relationship * Weight,height, and head circumference below norms; withdrawn and apathetic |
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Psychosoical dwarfism
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* Emotionaldeprivation reduces GH secretion, causes serious adjustment problems |
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Parent-adolescent disagreements
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§Mostarguments about mundane issues §Girls:more conflict with parents §Parentsplace more restrictions on girls. |
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Puberty and body image
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§Girls: most want to be thinner,smaller. §Boys: most want to be bigger. §Strong predictor of self-esteem |
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Early maturing girls and puberty
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Sexual Orientation
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* About4% in U.S. identify as lesbian, gay, or bisexual. * Hereditycontributing factor * Geneticand environmental factors can alter prenatal hormones. * Prenatalhormone exposure * Laterbirth order * Morebrothers Stereotypeswidespread * Maybe adaptive |
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Sex education
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Fosteropen communication. Usecorrect terms for body parts. Useeffective discussion techniques. Reflectbefore speaking. Keepconversations going. |
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Nature vs. Nurture |
Nature: * Inborn, biological givens * Based genetic inheritance Nurture: * Physical and social world * Influence biological and psychological development |
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Chromosomes A)come in 46 matching pairs B)vary in number from species to species C)are inherited from the mother only D)always come in XY pairs |
B |
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What period of human developmentbrings about the most rapid time of change? A) the prenatal period B) infancy and toddlerhood C) early childhood D) adolescence E) emerging adulthood |
A |
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Twenty-month-old Angelo is notyet able to organize objects or remember and interpret experiences as an adultwould because his development is A) continuous. B) discontinuous. C) stable. D) unstable. |
B |
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Charles Darwin is considered theforefather of scientific child study because A) he constructed the firsttheory of human development. B) he discovered that humanprenatal growth differs markedly from that of other species. C) his theory promptedresearchers to make careful observations of all aspects of children’s behavior. |
C |
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Of the following, which is amajor criticism of Freud’s theory? A) It overemphasizes sexualfeelings in development. B) It does not acknowledge theindividuals unique life history as worth of study and understanding. C) It Ignores the values of theclinical, or case study, method. D) It mostly ignores milestonesof infant and toddler development |
A |
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Behaviorism and social learningtheory have been praised for acknowledging people’s contributions to their owndevelopment. |
FALSE |
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Evolutionary psychologists aresolely concerned with the biological bases of development. |
FALSE |
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According to Vygotsky, socialinteraction is necessary for children to acquire the ways of thinking andbehaving that make up a community’s culture. |
TRUE |
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Malesare more likely than females to be negatively affected by X-linked disordersbecause A)the Y chromosome is much longer than the X chromosome. B)The Y chromosome lacks many corresponding alleles to override those carried onthe X chromosome. C)their sex chromosomes match. D)males are more likely than females to inherit recessive alleles. |
B |
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Of the following, which statementis TRUE regarding teratogens? A)Teratogens affect male fetuses in the early stages of development and affectfemale fetuses during the later stages. B)Teratogens are harmful agents that do not interact with other environmentalfactors. C)Teratogens refer to any environmental agent that causes damage during theprenatal period. D)Teratogens cause harm only during the period of the zygote. |
C |
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Why do young infants spend somuch time in REM sleep? A) REM sleep is necessary toexercise fine muscle development. B)REM sleep allows the body conserve energy to build strength and grow rapidly. C)The secretion of melatonin is greater at night than during the day. D)The stimulation of REM sleep in vital for the growth of the central nervoussystem. |
D |
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Thesense of ________ is important because it enhances parent-child interactions,stimulates early physical growth, and is vital for emotional development. A)taste B)smell C)touch D)hearing |
C |
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The increase in body fat duringthe first 9 months of age A) insulates the infants’ brittlebones until cartilage is formed. B) serves to cushion the infantfrom bumps and falls C) delays fine motor development D) helps the infant keep aconstant body temperature. |
D |
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Of the following, which statementis TRUE regarding sex hormones? A) While both estrogens andandrogens are present in males, only estrogens are present in females. B) Equal amounts of estrogens andandrogens are present in males and females. C) Both estrogens and androgensare present in males and females, but in different amounts. D) Estrogens are present only infemales, and androgens are present only in males. |
C |
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1.In the sequence of pubertal events, thegrowth spurt occurs at approximately the same age for both boys and girls. 2.Research indicates that adolescence is aperiod of storm and stress for most teenagers. 3.Compared to girls, boys tend to get lesssocial support for the physical changes of puberty. 4.Most researchers agree that high sexhormone levels are primarily responsible for adolescent moodiness. 5.Psychological distancing between parentsand children is normal during adolescence, and most parent–child conflict ismild. |
1. F 2. F 3. T 4. F 5. T |
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__________ are more likely than__________ to be unpopular, withdrawn, or involved in deviant behavior. A) Early maturing boys; latematuring girls B) Early-maturing girls;late-maturing girls C) Early maturing boys;late-maturing boys D) Late-maturing girls; earlymaturing girls |
B |
