Psychology Eleventh Edition - Module 15: Infancy and Childhood PDF

Mod# 15 Infancy and Childhood Th/ 10/24 © 2015 Worth Publishers  11. Score – Mod. 15 A. 10 (A+) B. 9 (A) C. 8 (A-) D. 7 (B/C) E. 0-6 (D/F) 12. Class mean:___________________% a. Transfer as a % score and mean% to a fresh printout of CE5b. b. Remember: If you...

Mod# 15 Infancy and Childhood Th/ 10/24 © 2015 Worth Publishers  11. Score – Mod. 15 A. 10 (A+) B. 9 (A) C. 8 (A-) D. 7 (B/C) E. 0-6 (D/F) 12. Class mean:___________________% a. Transfer as a % score and mean% to a fresh printout of CE5b. b. Remember: If you scored 0-6, record actual % score c. Re-study Instructions for CE5b - with 6 data points. d. Do not start drawing the graph until you receive my feedback from CE5a – soon.  The 2 Quarter nd 1. CE4b: You should already have started a fresh LOG- sheet. 2. Fill out top row with mods #15-23, ONE mod per column. 3. CE5b: Ditto. 4. Thus, for Oct. 29, Mods 16-17 each have separate columns. 5. CE5b: Ditto. 6. Revised CE7a Outline: See recent Nexus post - - It’s Totally New & Much Simpler!!!!!!!!!!! - Due on Oct 29, not before.  Today 1. Every Class: RE-BOOT YOUR DEVICE: This allows you to keep your iclicker app OPEN through entire lecture without timing out. 2. Reminder - Early departure protocols: a. Sit at back; b. Exit after a slide; c. Quietly via rear doors. 3. SCORESHEET: 12 lines, numbered 1-12. Aspects of starting to grow up: 3 Areas A. Physical development/maturation B. Cognitive Development  Jean Piaget: Sensorimotor, Preoperational, Concrete Operational, Formal Operational Stages  Egocentrism, Theory of Mind, Autism (ASD)  Lev Vygotsky: Mind in Social Context Infancy and Childhood Infancy: newborns Childhood: toddlers growing almost into growing almost into toddlers teenagers For each of these stages, you must examine 4 Domains: 1. Brain Development. 2. Motor Development. 3. Cognitive Development. 4. Social And Emotional Development. Review Slide: Maturation = growth driven by biology 1. In psychology, “maturation” refers to changes that occur primarily because of the passage of time. For 2. In developmental psychology, example, maturation refers to biologically- infant driven growth and development bodies, in enabling orderly, sequential changes sequence, in behaviour. will lift heads, 3. Experience (nurture) can adjust then sit up, the timing, but maturation (nature) the Maturation, then crawl, sets the sequence. biological and then Maturation in walk. infancy and unfolding, will be early seen in: childhood  brain development. affects the  motor brain and development.  C1. In the womb, brain cells form at the explosive rate of about A. 2-3 per minute. B. 60 per minute (ie, 1 per second). C. 600 per minute (ie, 10 per second). D. 250,000 per minute (ie, over 4000 per sec.)  Bonus opportunity – because of an error in the Achieve PQ. C2. In the womb, brain cells form at the explosive rate of about A. 2-3 per minute. B. 60 per minute (ie, 1 per second). C. 600 per minute (ie, 10 per second). D. 250,000 per minute (ie, over 4000 per sec.)  Fig. 15.1 Physical Development Brain Development: Immature at birth Drawings of Human Cerebral Cortex Sections Review Slide: Physical Development - Experience Affects Brain Development  A. Physical Development: Brain & Motor Development 1. improves as nervous system and muscles mature. 2. universal in sequence – throughout the world; some variation in timing; 3. Guided by genes and influenced only a little by the environment 4 MILESTONES OF Motor Development- 50% NORMS (below) [vs 25% and 90% norms – p.174]  Maturation takes place in the body and cerebellum, enabling the sequence below.  Physical training generally cannot change the timing.  p.175: Physical Development: Aurelie and Morgan David de Lossy/Cultura/Getty Images Brain Maturation and Infant Memory Infants are capable of learning and remembering. INFANT AT WORK : [with a ribbon Infantile amnesia attaching leg to mobile] may affect only Babies only 3 months old can learn that kicking (a specific leg) moves the conscious (NOT mobile, and they can retain that unconscious) learning for a month memory.  Brain development: Early UNCONSCIOUS memory Traces of forgotten childhood languages: By age one, babies vocal sounds are limited to the those of the home language environment. If then adopted into a new language environment where they learn the new home language, their early experience is not forgotten. They show fast relearning of subtle  How about your earliest conscious memory? Note: There is no verified conscious memory of birth, or pre-birth experiences. [It’s all fantasy!] Infancy and Childhood Infancy: newborns Childhood: toddlers growing almost into growing almost into toddlers teenagers For each of these stages, you must examine: 1. brain development. 2. motor development. 3. COGNITIVE DEVELOPMENT. 4. social and emotional development.  COGNITIVE DEV. : SEE Table 15.1: Piaget’s 4 stages of cognitive development 1. Sensorimotor 2. Preoperational 3. Concrete operational 4. Formal operational Jean Piaget and Cognitive Development: 3 very important concepts - 1. Schemas  How to interpret the world: An infant’s mind works hard to make sense of his or her experiences.  An early tool to organize those experiences is a schema, a mental “container” we build to hold our experiences.  Schemas can take the form of images, models, and/or concepts. This child has formed a schema called “COW” which s/he uses to think about animals of a certain shape and size. “Cow! “Cow! ” ”  Jean Piaget and Cognitive Development: 3 concepts – 1. Schema; 2. Assimilation; 3. Accommodation How can this girl use her “dog” schema when encountering a cat? a. She can assimilate the experience into her schema byyreferring to the cat as a “dog” (early stage) OR b. she can accommodate her animal schema by adjusting it, separating the cat, and even different  Baby’s 1st solid food on a spoon Tries to assimilate to the spoon by using prevailing schema for sucking – shaping lips and tongue around the spoon, as if it were a nipple. Then accommodates w more practice, adjusting lips and tongue to enable moving food off the spoon, thus changing the original schema, in order to process new info.  C3. Schemas are people’s conceptual frameworks for understanding and thinking about their experience. A. True B. False Cognitive Development: Jean Piaget (1896-1980)  We do not think like adults when we are toddlers.  Jean Piaget studied the errors in cognition made by children in order to understand the ways The that error they is below think differently an inability than adults. to understand scale (relative size).  Cognitive Development- table 15.1 Jean Piaget’s Theory and Current Thinking In Jean Piaget’s view, cognitive development consists of four major stages: 1. Sensorimotor Stage (from birth to nearly 2 years of age) a) Infants know the world mostly in terms of their sensory impressions and motor activities. b) Infants lack object permanence, the awareness that things continue to exist even when not perceived; they master object permanence around 8 months of age  Fig. 15.3 - Cognitive Development Jean Piaget’s Theory and Current Thinking - Through games like “peekaboo,” children learn object permanence--the idea that objects exist even when they cannot be seen.  Hmm, a bear, There’s a game should I put it in I’ve learned to my mouth? play all by myself: peekaboo! Fig 15.3. Object Permanen ce Through games like “peekaboo,” children learn object permanence--the idea that objects exist even when they cannot be seen.  Can children think abstractly? Infant sense of physics (2 examples): 1. defying gravity (next slide) 2. car travelling through a block (trans) 3. Baby math?? (slide; and Fig.15.4. p.176)  Can Children Think Abstractly? Baby physics? Jean Piaget felt that children in the sensorimotor stage did not think abstractly. Yet there is some evidence that children in this stage can notice violations in physics (such as gravity). Does that mean babies are doing physics? Is This Math? [see Fig. 15.4] If so, children in the “sensorimotor” stage do math. Babies stare longer and with surprise when numbers do not make sense. Is this math? Was Jean Piaget wrong? 29  See trans Preoperational stage (age 2-6): Examples of Operations that Preoperational Children Cannot Do…Yet [fig. 15.5] Conservation refers to the ability to understand that a quantity is conserved (does not change) even when it is arranged in a different shape. Which row has more mice? (Preoperational; 2-6) - Egocentrism: “I am the World.” What mistake is the boy making? Do you Yes. have a Jim. brother? Does Jim have a No. brother? It’s not about selfishness, but failure to appreciate another  Cognitive Development Jean Piaget’s Theory and Current Thinking Theory of Mind 1. Involves ability to “read” (ie, infer) mental state of others. 2. Between 3½ and 4½ years of age, children worldwide use theory of mind to realize others may hold false beliefs. 3. By 4 to 5 years of age, children anticipate false beliefs of friends  Maturing Beyond Egocentrism: Developing a “Theory of Mind” = “TOM”[fig. 15.6] – The “False Belief Test” :3 ½ yrs old: JODY OBSERVES: the puppets Sally and Ann: Theory of mind (TOM) refers to the ability to understand that others have their own thoughts and A perspective. younger Jody thinks Sally knows what Jody knows, so Sally will go blue. An older Jody (w TOM) understands that Sally will be guided by a false belief and  How about you? Were you paying attention? Where do you think Sally will look for her ball? In the__________cupboard. A. red B. blue  The Concrete Operational Stage  begins at ages 6-7 (first grade) to age 11  children now grasp conservation and other concrete transformations  they also understand simple mathematical transformations such as the reversibility of operations (reversing 3 + 7 = 10, to figure out that 10 - 7 = 3).  Cognitive Development Jean Piaget’s Theory and Current Thinking Concrete Operational Stage (7 to 11 years of age) – Children gain the mental operations that enable them to think logically about concrete events. – They begin to understand change in form before change in quantity, and gradually become able to understand simple math and conservation. Formal Operational Stage (age 12 through adulthood) – Children are no longer limited to  Cognitive Development Reflecting on Jean Piaget’s Theory Jean Piaget identified significant cognitive milestones and stimulated global interest in cognitive development. Research findings suggest that the sequence of cognitive milestones unfolds basically as Piaget proposed. But development is more continuous than Piaget theorized. Children may be more competent than Piaget’s theory revealed.  Reassessment of Jean Piaget’s Theory Although Jean Piaget’s observations and stage theory are useful, today’s researchers believe: 1. development is a continuous process. 2. children show some mental abilities and operations at an earlier age than Piaget thought. 3. formal logic is a smaller part of cognition, even for adults, than Piaget believed.  c4. According to Piaget, which concept refers to our ability to adapt our current understandings (schemas) to incorporate new information? A. Assimilation B. Accommodation C. Schema D. Object permanence  C5. In Piaget’s theory of cognitive development, what behaviour do egocentric children demonstrate? A. Egocentric children do not share their things with other children. B. Egocentric children call themselves by their names. C. Egocentric children have difficulty perceiving things from another’s point of view. D. Egocentric children always admire themselves in the mirror. Infancy and Childhood Infancy: newborns Childhood: toddlers growing almost into growing almost into toddlers teenagers For each of these stages, you must examine: 1. brain development. 2. motor development. 3. cognitive development. 4. SOCIAL AND EMOTIONAL DEVELOPMENT.  Social Development: 1. Body Contact & Attachment Attachment refers to an emotional tie to another person.  In children, attachment can appear as a desire for physical closeness to a caregiver. Origins of Attachment Experiments with monkeys with surrogate “mothers” suggest that attachment is based on physical affection and comfortable body contact, and not based on being rewarded with food.  Soc. Dev. 1. Body Contact – Infant monkeys used “cloth/cuddly mothers” as secure base to explore from, and as a safe haven when distressed (similar to human infants). – Infant-mother love: First time in history that we could separate contact/cuddling from nutrition. – 2. Results of Deprivation of Contact  Attachment: 2. Familiarity  Most creatures tend to attach to caregivers who have become familiar.  Birds have a critical period hours after hatching, during which they might imprint. This means they become rigidly attached to the first moving object they see. Social Development: Human Bonding 2. Familiarity – Critical period: optimal period early in the life of an organism when exposure to certain stimuli or experiences produces normal development – Imprinting: process by which certain animals form strong attachments during early life (Lorenz, 1937)  SOCIAL DEVELOPMENT: 3. Stranger Anxiety & Separation Anxiety Attachment: an emotional tie with another person – Demonstrated in young children by their a. seeking closeness to the caregiver and b. showing distress on separation Social Development: INNATE Stranger Anxiety Stranger anxiety develops around ages 9 to 13 months. In this stage, a child notices and fears new people. Explaining Stranger Anxiety How does this develop?  1. As children develop schemas for the primary people in their lives:  A. they are more able to notice when strangers do not fit those schemas.  B. However, they do not yet have the ability to assimilate those faces.  2. We may have evolved to resist assimilating new faces! Strangers may be dangerous. Wariness of strangers seems part of genome.  Influences on Separation Anxiety Effects of Environment on Attachment Separation anxiety peaks and fades whether children are at home or in day care. Fig 15.9.  Children in Day Care 1. Time in day care does not significantly increase or decrease separation anxiety. 2. Warm interaction with multiple caretakers can result in multiple healthy attachments. 3. Time in day care correlates with advanced Measuring Attachment: “Strange Situation” Test by Mary Ainsworth that is used to determine a child’s attachment style. What happens to this girl in this Strange Situation episode? 1. In this photo, this girl explores the playroom happily when her mother is present. 2. She gets upset when her mother leaves. 3. She is readily comforted when her mother returns.  Attachment Variation: Styles of Dealing with Reactions to Separation The degree and style of Separation and Reunion parent-child attachment  Secure attachment: has been tested by Mary most children feel Ainsworth in the distress when mother “strange situation” leaves, and seek test. In this test, a child contact with her when is observed as: she returns 1. a mother and infant  Insecure attachment child are alone in an unfamiliar (“strange”) (anxious style): clinging room; the child to mother, less likely to explores the room as explore environment, the mother just sits. and may become loudly upset with mother’s 2. a stranger enters the departure and remain room, talks to the upset when she returns mother, and  Insecure attachment approaches the child; the mother leaves the (avoidant style): room. seemingly indifferent to  Father s Count Too  Many studies of the impact of parenting have focused on mothers and not fathers.  Correlational studies show a strong relationship between paternal (father) involvement in parenting and the child’s  Social Development Attachment Differences Attachment Styles And Later Relationships – Basic trust: a sense that the world is predictable and trustworthy Said to be formed during infancy by appropriate experiences with responsive caregivers (Erik Erikson, 1902-1994) Basic trust supposedly develops in securely attached children – Insecure-anxious attached: people constantly crave acceptance but remain alert to signs of rejection – Insecure-avoidant attached: people experience discomfort getting close to others  THE DEPRIVATION OF ATTACHMENT Mike Carroll [email protected] In this 1980s Romanian orphanage, the 250 children between ages 1 and 5 outnumbered caregivers 15 to 1. When such children were tested after Romania’s dictator was assassinated, they had lower intelligence scores and double the 20 percent rate of anxiety symptoms found in children assigned to quality foster care settings (Nelson et al., 2009). Deprivation of Attachment  If children live without safe, nurturing, and affectionate caretaking, they may still be resilient, that is bounce back, attach, and succeed.  However, if the child experiences severe, prolonged deprivation or abuse, he or she may:  have difficulty forming attachments.  have increased anxiety and depression.  have lowered intelligence.  show increased aggression.  Childhood: Hypothetical Parenting Styles: This table omits NEGLECTFUL Parenting. (SEE pp. 186-7 ). Style Response to Child’s Behaviour Authoritar Parents impose rules “because I said ian so” “Too and expect obedience. Hard” Permissiv Parents submit to kids’ desires, not e enforcing “Too Soft” limits or standards for child behaviour. Parents enforce rules, limits, and Authoritat standards ive but also explain, discuss, listen, and  Outcomes with Parenting Styles: Optimal in our culture. Authoritative parenting, more than the other two styles, seems to be associated with: 1. high self-reliance. 2. high social competence. 3. high self-esteem. 4. low aggression.  C6. Which parenting style is characterized by parents being coercive by imposing rules and expecting obedience? A. Neglectful B. Permissive C. Authoritative D. Authoritarian  Social Development Parenting Styles Culture And Child Raising – Cultural values vary from place to place and from one time to another within the same place. – Children have survived and flourished throughout history under various child- rearing systems. – Diversity in child rearing should be a reminder that no single culture has the only way to raise children successfully.  Childhood: Self- Concept  A major task of infancy may be to form healthy attachments.  A major task of childhood may be to form a healthy self- concept: a stable and positive understanding of identity.  By age 8-10, a child moves from “that’s me in the mirror” to “I have skills, preferences, and goals”; this prepares the child for confident success. C7. Your understanding and awareness of who you are is your A. Temperament B. Theory of mind C. Egocentrism D.Self-concept Mod# 15 Infancy and Childhood Th/ 10/24 © 2015 Worth Publishers