Childhood Development PDF

Sensorimotor Stages a. Reflexive schemes – birth to 1 month. Newborn reflexes b. Primary circular reactions– 1-4 months; simple motor habits centered around infant’s own body c. Secondary circular reactions– 4 to 8 months; repeating interesting effects in the surrounding world....

Sensorimotor Stages a. Reflexive schemes – birth to 1 month. Newborn reflexes b. Primary circular reactions– 1-4 months; simple motor habits centered around infant’s own body c. Secondary circular reactions– 4 to 8 months; repeating interesting effects in the surrounding world. d. Coordination of secondary circular reactions– 8-12 months; intentional goal directed behavior e. tertiary circular reactions– 12-18 months; exploration of properties of objects by acting on them in novel ways f. Mental representation– 18 months-2 years; internal depictions of objects or events & sudden solutions to problems 1. Gross Motor Development: covered on anki pro 1. Walk 2. Run 3. Jump 4. Skip 2. Brain growth – Understand the differences between experience-expectant brain growth and experience-dependent brain growth. a. Experience-expectant brain growth: young brains rapidly developing organization, which depends on ordinary experiences– opportunities to explore the environment, interact with people, & hear language & other sounds. b. Experience-dependent brain growth: occurs throughout lifespan. Consists of additional growth and refinement of established brain structures as a result of specific learning experiences that vary widely across individuals and cultures. (reading, writing, playing computer games, and practicing violin) 3. Cognitive principles and theories 1. Object permanence: awareness that things still exist even when they cannot be sensed. OR ability to find an object in first location in which it is hidden. 2. Central executive or executive functioning: directs the flow of information, implementing basic procedures and engaging in more sophisticated activities that enable complex, flexible thinking. 3. Information processing– 3 parts of the mental system for processing. i. Sensory register ii. Short-term memory store iii. Long-term memory store iv. Mental process & strategies can be used to manipulate information, increasing efficiency & flexibility of thinking and chances that information will be retained. v. Between ages 3 & 5 vi. Automatic processing: occurs subconsciously, does not require attention. vii. Effortful processing: occurs consciously and requires attention viii. Children ages 6-10 are able to better filter irrelevant stimuli 4. Sensory registry: sights and sounds are directly represented and briefly stored. i. Attending to info more carefully= increases chances that it will transfer to the next step of information processing system. 5. Memory – Types a. Short term memory: recognized information from sensory memory enters consciousness.  i. Where you are doing your present conscious cognitive. ii. Serves as place to rehearse information so it can be transferred to long term memory and as a place to bring information from long term memory when asked to recall it. iii. Must concentrate on info in short term memory or it will be lost in 30 seconds. b. Working memory: described process where one “holds on” to small bits of recently learned information i. Scripts– general description of what occurs and when it occurs in particular situation c. Long term memory: allows storage of information for a long period of time. And its capacity is unlimited. i. Store so much in long term memory that retrieval is sometimes difficult. ii. Info is categorized by its contents. d. Explicit memory: long term memory for factual knowledge and personal experiences & requires conscious recall. i. semantic memory: factual knowledge that is true of everyone ii. Episodic memory: personal life experiences e. Implicit memory: long term memory influences our behavior but does not require conscious awareness. (driving a car) f. Recognition memory: ability to tell whether a stimulus is the same as or similar to one they have seen before g. Recall memory: ability to generate a mental image of an absent stimulus. i. Recall in early childhood is strongly associated with language development h. Remote memory: events that occurred in the distant past. 6. Attention – Types a. Focus attention– ability to respond discreetly to specific visual, auditory or tactile stimuli b. Sustained attention– ability to maintain consistent behavioral response during continuous and repetitive activities c. Selective attention– capacity to maintain behavior or cognitive set in the face of distracting or completing stimuli d. Alternating attention– capacity for mental flexibility that allows individual to shift their focus of attention and move between tasks e. Divided attention– highest level of attention and refers to ability to respond simultaneously to multiple tasks demands f. Joint attention: child attends to same object or event as caregiver. 4. Levels or types of Play a. Parallel play: child plays near other children with similar material but does not try to influence their behavior b. Associative play: children engage in separate activities but exchange toys and comment on one’s behavior c. cooperative play: more advanced interaction; children orient toward common goal such as acting out make-belive theme d. Functional play: simple, repetitive motor movements with or without objects especially during first 2 years. e. Constructive play: creating or constructing something especially common between 3-6 years.  f. Make-believe play: acting out everyday and imaginary roles; especially common between 2-6 years. a. zone of proximal development: range of tasks too difficult for a child to do alone but possible with the help of a more skilled partner. b. Just right challenge– i. Matches child’s development skills & interest ii. Provides reasonable challenge to current performance level iii. Engages & motivates the child iv. Can be mastered with the child’s focused effort 5. Social structures In-group favoritism, Out-group prejudice a. In group favoritism: children simply prefer their own group, generalizing from self to similar other. b. Out-group prejudice: requires more challenging social comparison between in-group & out-group i. Does not take long for white children to acquire negative attitudes toward ethnic minority out-groups when such attitudes are encouraged by their environment. 6. Developmental sequences in reaching and grasping patterns a. Mature vs immature grasp i. immature= static tripod grasp, interdigital grasp ii. Most efficient = lateral tripod/quadrupod iii. Mature grasp= dynamic tripod/quadrupod Grasping Exploratory 3-5 months– first voluntary grasp begins at 2-3 months. Infant squeezes object with all finger but thumb does not participate. Grasp is inefficient and infant cannot move or manipulate object in hand. Perceptual learning/transitional stage 6-12 months– radial palmar and radial digital grasp emerges. Starts using thumb to grasp object. Infant is unable to move an object within the hands bu can transfer from hand to hand and explore with their mouth. Voluntary release occurs 6-7 months. Infant awkwardly prehends small objects. Skill achievement/adaptability and flexibility 12-24 months– ○ 12 months –infant demonstrates pincer grasp ○ 19 months– Grasp is precise ○ 2 years– grasp is dynamic allowing tool use. Child can use object while holding it. Blended grasping patterns develop (child can move an object while maintaining a grasp on object.) Reach Exploratory 1-3 months: swipes at object, reach is inaccurate; infant cannot combine reach and grasp Perceptual learning/transition stage 3-6 months: more accurate and direct, reaches into midline. Combines reach and grasp with both hands by 6 months. Skill achievement/adaptability and flexibility 6-9 months– reaches with one or two hands; accurate and direct reach; ○ can change direction of reach midstream’ can reach all directions by 8-9 months. ○ Reach is smooth and efficient. ○ Easily combines reach and grasp and can carry objects in space. 7. Developmental sequences in fine motor control, handwriting, and drawing development (age appropriate milestones covered in anki pro) a. Fine motor control b. Handwriting i. Age 4 writing shows some distinctive features ii. Age 4-6 learn alphabet letters linking them with language sounds iii. Age 5 print their name for others to read, reverse some letters c. Drawing development i. Ages 2-3 makes scribbling marks on paper without symbolic meaning. Repetition marks. ii. Ages 3-4 interprets drawing after it has been produced. Shapes emerge from scribbling. iii. Ages 4-5 drawing of image, draws with intent a picture that represents an object, person, or event. Has shapes and distinct elements. 8. Language development – a. Cooing and babbling getting ready to talk i. 2 months baby begins to make vowel-like noises called cooing.  ii. 6 months consonants are added, babbling appears. Infants repeat consonant–vowel combinations such as “babababa” iii. 7 months– starts to include many sounds common in spoken language iv. 10 months– babbling reflects sound and intonation patterns of children’s language community b. Becoming communicator i. 8-9 months– exhibits 2-3 minute attention span well established by 18 months c. Inneractive skills i. 4-6 months– interaction between caregivers and babies (peekaboo, pat-a-cake, give-and-take) ii. 12 months– babies participate actively, practicing turn-taking pattern of conversation iii. End of 12 months– babies use preverbal gestures to direct adults attention d. First word– i. 1 year– when toddler first learn words, sometimes apply words improperly e. Two word utterances i. 18-24 months– focus on high-content words, omitting smaller, less important ones. Language development in Middle childhood a. Metalinguistic awareness increases b. Vocabulary i. Increase fourfold during school years ii. 20 new words a day c. Pragmatic language i. Conversational strategies become more refined ii. Communicating clearly iii. Narratives increase in organization, detail, and expressiveness iv. 6-7 years– add orienting information, time and place and connectives that lend coherence to a story. Social and emotional intelligence** - Emotional intelligence: associated with IQ and positively associated with self-esteem, empathy, prosocial behavior, & life satisfaction. - Social intelligence: Intermodal perception and learning - Infancy intermodal perception supports beginnings of self-awareness?? - Intermodal perception: ability to integrate information from multiple senses. Sight, sound, touch, smell.