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Prelims Reviewer Developmental Psychology BSPSY 2-YA-1 | SEMESTER 1 | PRELIMS By: V.E 2. Explain...

Prelims Reviewer Developmental Psychology BSPSY 2-YA-1 | SEMESTER 1 | PRELIMS By: V.E 2. Explain More on perspective and theories HUMAN DEVELOPMENT ○ e.x.:howchildrenacquire Focusesonthescientificstudyofthesystematic language and why some processes of change and stability in people, children learn to speak later starting from conception. than usual. Whenthefieldofdevelopmentalpsychology 3. Predict emerged as a scientific discipline, most Course of action researchers focused their energies on infant and ○ e.x.:onfuturebehavior,suchas child development. As the field matured, the likelihood that a child have however, it became clear that development serious speech problems. included more than infancy and childhood. 4. Intervene Medication or therapy LIFESPAN DEVELOPMENT from “wombtotomb” comprisingthe entire human life span from conception BASIC CONCEPTS OF HUMAN DEVELOPMENT to death. DOMAINS OF DEVELOPMENT Concept of human development as a lifelong process, which can be studied 1. Physical(Physiological) scientifically. ○ Growth of the body and brain ○ Sensory capacities LIFESPAN PERSPECTIVE ○ Motor skills ○ Health Views development as lifelong, multidimensional, multidirectional, 2. Cognitive plastic, multidisciplinary, and contextual, ○ Learning and as a process that involves growth, ○ Attention maintenance, and regulation of loss. ○ Memory ○ Language ○ Thinking Development can be: ○ Reasoning ○ Creativity ○ Increase certain aspect of an 3. Psychosocial individual ○ Emotions Positive ○ How they acquire ○ Personality certain things ○ Social Relationship ○ Learning to speak complex words Development and Interactions Once again Human development is a complex and tangled web of ○ wetting the bed multiple influences, and understanding these influences Negative after a traumatic requires thinking carefully about their interactions. event Isolating after ○ retirement PERIODS OF LIFESPAN Regressing ○ SOCIAL CONSTRUCTION Division of the lifespan into periods A concept or practice that is an GOALS OF HUMAN DEVELOPMENT invention of a particular culture or 1. Describe society Whatarethechangesinanindividual INFLUENCES ON DEVELOPMENT ○ e.x.:whenmostchildrensay their first word or how large their Nature vs. Nurture vocabulary is at a certain age. Nature Prelims Reviewer Developmental Psychology BSPSY 2-YA-1 | SEMESTER 1 | PRELIMS By: V.E ○ Hereditary: can be Learned, shared and transmitted among conceptualized as the genetic members of a social group. roll of the dice. It consists of the inborn traits and characteristics Individualistic provided by a child’s biological Priority on personal goals and parents encourage people to view themselves Nurture as distinct individuals ○ Environment: outside the body, Collectivistic starting at conception with the More concerned with collective goals prenatal environment in the and group dynamics. womb and continuing In these cultures, people are more likely throughout life. to view themselves with respect to their relationships with others. Maturation The unfolding of a natural sequence of ETHNICITY AND RACE physical changes and behavior patterns. Throughout life, however, maturation Race continues to influence certain biological Refers to the concept of dividing people processes, such as brain development. into groups on the basis of various sets of physical characteristics and the process of ascribing social meaning to CONTEXTS OF HUMAN DEVELOPMENT those groups ○ e.x.:White,black,asian FAMILY Ethnicity 1. Nuclear Family Refers to cultural factors, including Two-generational nationality, regional culture, ancestry A household unit consisting of one or and language. two parents and their children, whether Concerned with cultural expression and biological, adopted or stepchildren. identification 2. Polygamy Ethnic Group One parent (most commonly the father) Consists of people united by a is married to multiple spouses distinctive culture, ancestry, religion. 3. Extended language. or national origin, all of which A multigenerationalnetworkof contribute to a sense of shared identity grandparents, aunts, uncles, cousins, and shared attitudes, beliefs, and and more distant relatives – is the values. traditional family form. Ethnic Minorities Ethnic groups with national or cultural SOCIOECONOMICSTATUS traditions are different from the majority of the population, and they are often Based on family income and the educational affected by prejudice and discrimination. and occupational levels of the adultsin the Ethnic Gloss household. Many developmental processes are An overgeneralization that obscures or affected by SES blurs such variations. ○ Poverty:Theharmpovertydoesis Simplistic categorical label used to refer often indirect through its impact on to ethnocultural groups such as Asian parents’ emotional state and parenting Americans, Hispanics and other practices and on the home environment. nationalistic or indigenous groups where unique cultural and ethnic differences CULTURE found among group members are ignored. Group’s total way of life Prelims Reviewer Developmental Psychology BSPSY 2-YA-1 | SEMESTER 1 | PRELIMS By: V.E HISTORICAL CONTEXT TIMING OF INFLUENCES Over time investigators began to focus on how Critical Period influences tied to time and place affect the A specific time when a given event, or course of people’s lives its absence, has a specific impact on development If a necessary event does not occur during a critical period of NORMATIVE AND NONNORMATIVE INFLUENCES maturation, normal development will NormativeAge-GradedInfluences not occur, and the resulting abnormal Highly similar for people in a particular patterns may be irreversible age group. The timing of biological events is fairly Plasticity: Modifiability of performance predictable within a normal range Normative History-Graded Influences Sensitive Period Significant events (such as COVID-19) Time/s when a developing person is that shape the behavior and attitudes of especially responsive to certain kinds of a historical generation experiences Nonnormative Influences ○ e.x.:individualsinthisperiod:a Unusual events that have major impact child learning to crawl, to talk on individual lives because they disturb and to socialize with people the expected sequence of the life cycle other than the family. They are either typical events that happen at an atypical time of life or atypical events. THE LIFE-SPAN DEVELOPMENTAL APPROACH Development is… Historical Generation Cohort 1. Lifelong A group of people who A group of people born at experience the event at a about the same time. Can Affected by what happened before and formative time in their be a part of a historical will affect what is to come. lives generation only if they 2. Multidimensional major, Biological, physiological and social – experience shaping historical events each of which may develop at varying at a formative point in rates. their lives 3. Multidirectional Gain in one area, they may lose in another, sometimes at the same time. 4. Relative Influences of biology and culture shift over the lifespan Balancebetweenbiologyandculture changes Weakenwithage Helpcompensate NatureandNurture 5. Involves changing resource allocation Individualschoosetoinvesttheir resources 6. Shows Plasticity Many abilities, such as memory, strength and endurance, can be improved significantly with training and practice, even late in life. 7. Influenced by historical and cultural context Prelims Reviewer Developmental Psychology BSPSY 2-YA-1 | SEMESTER 1 | PRELIMS By: V.E Each person develops within multiple different in nature. It is a change in kind, contexts – circumstances or conditions structure, or organization, not just in defined in part by maturation and in part number. by time and place. Qualitative change Stage theory THEORY OF DEVELOPMENT THEORETICAL PERSPECTIVES - A set of logically related concepts or statements - Five major perspectives underlie much that seek to describe and explain development influential theory and research on human and to predict the kinds of behavior that might development: occur under certain conditions. - Hypothesis, explanations or predictions 1. Psychoanalytic - Basic Issues: (1) whether people are active or - Sigmund Freud (1856-1939) was a reactive in their own development, and (2) Viennese physician and the originator of whether development is continuous or occurs in the psychoanalytic perspective. He stages. believed in reactive development, as well as qualitative changes over time. BASIC THEORETICAL ISSUES Levels of Mental Life ACTIVE VS. REACTIVE ○ Conscious ○ Preconscious Active ○ Unconscious People create experiences for Provinces of Mental Life themselves and are motivated to learn ○ Ego about the world. ○ Id Organismic Model ○ Superego - Seespeopleasactive,growing Five Stage of Psychosexual Development organisms who set their own ○ Fixation: an arrest in development that development in motion. can show up in adult personality. - OralStage Reactive - AnalStage conceptualize the developing child as a - PhallicStage hungry sponge that soaks up - LatencyStage experiences and is shaped by this input - GenitalStage over time. Mechanistic Model Psychosocial Development - Peoplearelikemachinesthat - Emphasized the interaction between react to environmental input. psychological and environmental factors. - Environmentallyinfluenced Psychosocial crisis: these issues must - be satisfactorily resolved for healthy ego CONTINUOUS VS. DISCONTINUOUS development. The positive quality should Continuous dominate, but some degree of the Development is always governed by the - negative quality is needed as well for optimal development. If resolved, one same processes and involves the may gain a virtue or strength: hope, gradual refinement and extension of autonomy, love. Development was a early skills into later abilities Quantitative change - lifelong process. Discontinuous - Development at different points in the life span is, in this view, fundamentally Prelims Reviewer Developmental Psychology BSPSY 2-YA-1 | SEMESTER 1 | PRELIMS By: V.E 2. Learning 3. Cognitive - Development was the result of learning, - Qualitative changes in thought occur a relatively long-lasting change based with development. on experience or adaptation to the - Children are active initiators of environment. development. - Focuses in behavior, which is - Social interaction is central to cognitive observable and countable and confers development. more objectivity - Human beings are processors of - Development is continuous, symbols. mechanistic, and quantitative Piagetian Approach Behaviorism - Jean Piaget (1896-1980) developed the - Mechanistic theory that describes cognitive stage theory. observed as a predictable response to - Viewed development organismically, as experience Learning theory that the product of children’s attempts to - emphasizes the predictable role of the understand and act upon their world. environment in causing observable - Believed in qualitative development; behavior. Human beings at all ages learn developmental stages: - about the world; by reacting to a. Organization:thetendencyto conditions or aspects or aspects of their create categories. environment that they find pleasing, ○ Schemes:waysof painful or threatening organizing information about the world Operant Conditioning b. Adaptation:howchildren - Involves voluntary behavior, and the handle new information in light consequences rather than the predictors of what they already know: of behavior. ○ Assimilation:takingin Reinforcement:isa new information and consequence that increases the incorporating it into likelihood of the behavior that it existing cognitive. follows, ○ Accommodation: Punishment:isaconsequence adjusting one’s that decreases the likelihood of cognitive structures to fit the behavior that it follows. the new information. Social Learning (Cognitive) Theory c. Equilibration(Equilibrium):a - Albert Bandura constant striving for a stable - Bandura (1989) suggested the impetus balance – motivates the shift for development is bidirectional. between assimilation and - Bandura called this concept reciprocal accommodation. determinism: The person acts on the world as the world acts on the person. d. Disequilibrium:astateof imbalance when encountering Observational Learning (Modeling) information that requires us to - People learn appropriate social behavior develop new schema or modify chiefly by observing and imitating existing schema. models. ○ Self-efficacy ○ HumanAgency Prelims Reviewer Developmental Psychology BSPSY 2-YA-1 | SEMESTER 1 | PRELIMS By: V.E such as age, sex, health, abilities, or temperament are present. - The child is an active shaper of development. a. Microsystem Consists of everyday environment of home, work, school, or neighborhood. Sociocultural Theory Includes face-to-face interactions with - Lev Vygotsky (1896-1934) focused on siblings, parents, friends, classmates or the social and cultural processes that later in life, spouses, work colleagues, or guide children’s cognitive development employers. - Adults or more advanced peers must ○ e.x.: Si girl bestfriend help direct and organize a child’s learning. b. Mesosystem - Zone of proximal development (ZDP): Interlocking influence of microsystems. the gap between what they are already It may include linkages between home able to do by themselves and what they and school (such as parent-teacher can accomplish with assistance. conference) or between the family and - Scaffolding: supportive assistance with the peer group (such as the a task that parents, teachers, or others relationships that develop among give a child. families in a neighborhood peer group) Because of mesosystem interactions, The Information-Processing Approach environments in which a child does not - Explain cognitive development by directly participate may nonetheless analyzing the processes involved in influence her. making sense of incoming information ○ e.x.:Whenparentsareinvolved and performing tasks effectively. in their child’s education by - A framework that supports a wide range attending conferences. of theories and research. - Theorists compare the brain to a c. Exosystem computer: There are certain inputs Consists of interactions between a (such as sensory impressions) and microsystem and an outside system or certain outputs (such as behaviors). institution. Although the effects are indirect, they 4. Contextual can still have a profound impact on a - Development can be understood only in child. its social context ○ e.x.:GovernmentPolicies - Contextualists see the individual not as a separate entity interacting with the d. Macrosystem environment but as an inseparable part Consists of overarching cultural of it. patterns, such as dominant beliefs and ideologies, and economic and political Bioecological Theory systems. - The bioecological theory of American ○ e.x.:Afamily’sculturalbeliefs Psychologist Urie Bronfenbrenner and values about education (1917-2005) is generally represented as influence their involvement in a set of rings with the developing child in their childs’ schooling. the middle - Identifies five levels of environmental influence. Individual difference variables Prelims Reviewer Developmental Psychology BSPSY 2-YA-1 | SEMESTER 1 | PRELIMS By: V.E e. Chronosystem Represents the dimension of time. Time marches on, and as it does, change occurs. ○ e.x.:Divorce,adeathofaloved one 5. Evolutionary/Sociobiological - Influenced by Darwin’s theory of evolution, it draws on findings of anthropology, ecology, genetics, ethology, and evolutionary psychology to explain the adaptive, or survival, value of behavior for an individual or species. - Darwin’stheorycanbebrokenintofew major postulates: 1. Organismsvary 2. Thereareneverenough resources for all organisms to survive 3. Individualdifferencesin organisms are heritable. - NaturalSelection:smallincremental changes in passed-down traits result in species change. The differential survival and reproduction of different variants of members of a species is the tool of the natural world used to shape evolutionary processes. - The“survivalofthefittest”byHerbert Spencer - Passeddowntraitscanbephysical, behavioral, or psychological. Ethology: the study of the adaptive behaviors of BIOLOGICAL FOUNDATIONS animal species in natural contexts. Evolutionary Psychology: focus on humans Fertilization and apply Drwinian principles to human Also known as conception is the behavior. process by which sperm and ovum Cognitive Adaptations: the psychological combine to create a single cell called a products of natural selection in humans are zygote which then duplicates itself again known as. and again by cell division to produce all the cells that make up a baby. Fertilization occurs while the ovum is RESEARCH METHODS passing through the fallopian tube. - Researchers in human development work within If fertilization does not occur, the ovum two methodological traditions: quantitative and and any sperm cells in the woman’s qualitative. body die. - Each of these traditions has different goals and ○ Sperm=absorbedbythe different ways of seeing and interpreting reality, woman’s leukocytes and each emphasizes different means of collecting and analyzing data. Prelims Reviewer Developmental Psychology BSPSY 2-YA-1 | SEMESTER 1 | PRELIMS By: V.E The complete sequence of genes in the ○ Ovum = passes through the uterus and exits through the human body constitutes the human vagina. genome. Multiple Births DNA - GENE - CHROMOSOMES - NUCLEUS - CELL - Chromosomes are found inside the Cell Nucleus DizygoticTwins Meiosis - Also known as fraternal twins, are the Every cell in the normal human body result of two separate eggs being except the sex cells (sperm and ova) fertilized by two different sperm to form has 23 pairs of chromosomes – 46 in all. two unique individuals. Through a type of cell division called - They can be the same or different sex. meiosis, which the sex cells undergo - This case tends to run in families and when they are developing, each sex are the result of multiple eggs being cells ends up with only 23 released at one time. chromosomes – one from each pair Monozygotic Twins - Also known as identical twins, from the cleaving of one fertilized egg and are generally genetically identical. - They can still differ outwardly, however, because people are the result of the interaction between genes and environmental influences. AUTOSOMES SEX CHROMOSOMES Twenty-two pairs of our The twenty-third pairs– 23 pairs of chromosomes, one from the father and MECHANISMS OF HEREDITY are chromosomes that one from the mother– that Deoxyribonucleic Acid (DNA) are not related to sexual govern the baby’s sex. expression The “stuff” of heredity The double-helixstructure ofDNA molecule resembles a long, spiraling, Mitosis ladder whose steps are made of pairs of chemical units called bases. A process by which the non-sex cells (autosomes) divide in half over and over Thebases–Adenine(A), again, the DNA replicates itself, so that Thymine (T), Cytosine (C), each newly formed cell has the same and Guanine (G) – are the DNA structure as all the other.s ‘letters” of the genetic code, which cellular machinery “reads” Each cell division creates a genetic duplicate of the original cell, with the same hereditary information. Chromosomes Coils of DNA that consists of smaller segment called genes, the functional units of heredity. Each gene is located in a specific position on its chromosome and contains thousands of bases. The sequence of bases in a gene tells the cell how to make the proteins that enable it to carry out specific functions. Prelims Reviewer Developmental Psychology BSPSY 2-YA-1 | SEMESTER 1 | PRELIMS By: V.E Punnett Square MITOSIS MEIOSIS The process by which a The process by which a single cell divides into two single cell divides into DOMINANT RECESSIVE identical daughter cells. four daughter cells, each The dominant allele is The person must have This type of division is with half the number of or two recessive alleles, one essential for growth and the always shows upexpressed as a trait in that from each parent. if a in multicellular chromosomes of parent cell. meiosis is person. The person will is repair organisms, as well as for sexual look the same whether or recessive expressed, trait that person asexual reproduction in reproduction, critical for as it allows is cannot have a dominant single-celled production of not he or she or allele some for the heterozygous homozygous because the organisms gametes. recessive allele doesn’t show. Mutations Sometimes a mistake in copying is made, and a mutation may result, Multifactorial Transmission These are permanent alterations in Environment experience modifies the genetic material. expression of the genotype for most Can cause cancer. traits. PHENOTYPE GENOTYPE The observable The underlying genetic characteristics through makeup that contributes which underlying genetic tothephenotype. makeup is expressed. This is the product of the genotype and any relevant environmental influences Epigenesis/Epigenetics The differences arise as certain genes PATTERNS OF GENETIC TRANSMISSION are turned off or on as they are needed Alleles by the developing body or when triggered by the environment. Genes that can produce alternative expression of a characteristic (such as black or brown eye color). GENETIC AND CHROMOSOMAL ABNORMALITIES These are the alternate versions of the DominantandRecessiveInheritanceof same gene. Defects Every person receives one maternal and one paternal allele for any given trait. RecessiveDefects Expressed only if the child is ○ Homozygous:whenboth homozygous for that gene. alleles are the same Incomplete Dominance ○ Heterozygous:whenalleles Apatternoftwoinheritancein received from parents are which a child receives two different. different alleles, resulting in partial expression of a trait. Polygenic Inheritance Sex-Linked Inheritance of Defects Most traits result from polygenic Certain recessive disorders affects male inheritance, the interaction of several and female children differently. this is genes. Prelims Reviewer Developmental Psychology BSPSY 2-YA-1 | SEMESTER 1 | PRELIMS By: V.E due to the fact that males are XY and Heritability females are XX. Estimating how much of a trait is due to Heterozygous females who carry one genetics and how much is the result of “bad” copy of a recessive gene and one environmental influences. “good” one are called carriers. More common among men Reaction Range A range of potential expression of a hereditary trait. A potential variability, depending on environmental conditions, in the expression of a hereditary trait. Canalization Limitation on variance of expression of certain inherited characteristics. How the same phenotypes are produced by a genotype even through Chromosomal Abnormalities the environment may differ. Typically occurs because of error in cell division, resulting in an extra or missing Concordance chromosome. By looking at groups of people with known genetic relationships and assessing whether or not they are concordant, or the same, on a given trait, behavioral geneticists can estimate the relative influence of genes and environment. Genotype-Environment Interaction The effects of similar environmental conditions on genetically different individuals, and a discussion of these interactions is a way to conceptualize and talk about the different ways nature and nurture interact. This can also mean genetically similar children often develop differently depending on their Down Syndrome home environment. Characterized by moderate-to-severe intellectual disability and by such Genotype-Environment Correlation physical signs as a downward-sloping skin fold at the inner corners of the The environment often reflects or eyes, also called trisomy-21 reinforces genetic differences. It works in three ways to strengthen the phenotypic expression of a genotypic INFLUENCES OF HEREDITY AND ENVIRONMENT tendency (The first two ways are BehavioralGenetics common among young children, the It seeks to measure how much heredity third among older children, adolescents and environment influence particular and adults.) traits. 1. Passive Correlation You may not only inherit genes from your biological parents, but you also Prelims Reviewer Developmental Psychology BSPSY 2-YA-1 | SEMESTER 1 | PRELIMS By: V.E inherit environments, the child does not STAGES OF PRENATAL DEVELOPMENT control the act done by parents. Most applicable to young children. Function only when a child is living with PATTERNS OF DEVELOPMENT biologically related parents. CEPHALOCAUDAL PROXIMODISTAL 2. Reactive/Evocative Children with differing genetic makeups “head to tail”, dictates that “near to far”, development development proceeds proceeds from parts near evoke different reactions from others. from the head to the the center of the body to Called reactive because the other lower part of the trunk. outer ones. people react to the child’s genetic makeup. 1. Germinal Stage Fertilization-2weeks 3. Active Correlation Thezygotedivides,becomesmore Children actively select or create experiences consistent with their genetic complex and is implanted in the wall of tendencies. the uterus. Within36hoursafterfertilization,the The tendency to seek out environments compatible with one’s genotype is called zygote enters a period of rapid cell niche-picking. division and duplication (mitosis). Whilethefertilizedovumisdividing,itis Non-shared Environment Effects also making its way through the fallopian tube to the uterus, a journey of These result from the unique 3 to 4 days. environment in which each child in a family grows up. Itsformchangesintoblastocyst,a fluid-filled sphere, which floats freely in Although two children in the same family may bear a striking physical the uterus until the sixth day after resemblance, siblings can differ greatly fertilization, when it begins to implant in intellect and especially in personality. itself in the uterine wall. BLASTOCYST STRUCTURE PRENATALDEVELOPMENT - Before implantation, as cell differentiation begins, some cells around the edge of the blastocysts cluster on one side to form embryonic disk, the thickened cell mass from which the embryo begins to develop. Gestation The period between conception and birth, an unborn child undergoes dramatic processes of development. The normal range of gestation is between 37 and 41 weeks. Gestational Age: dated from the first day of an expectant mother’s last menstrual cycle. Prelims Reviewer Developmental Psychology BSPSY 2-YA-1 | SEMESTER 1 | PRELIMS By: V.E 2. Embryonic Stage 2-8 weeks The organs and major body systems– respiratory, digestive and nervous – develop rapidly. This process is known as organogenesis. This is a critical period when the embryo is most vulnerable to destructive influence in the prenatal environment. Any organ system or structure that is still developing at the time of exposure is most a. Ectoderm: upper layer, the cells that will become likely to be affected. Brain growth and the outer layer of skin, the nails, hair, teet, development begin. sensory organs, and the nervous system, Spontaneous Abortion: commonly including the brain and spinal cord. Mesoderm: called a miscarriage, the expulsion from the b. the middle layer, will develop and differentiate uterus of an embryo or fetus that is unable to into the inner layer of skin, muscles, skeleton, and survive outside the womb. This is more common excretory and circulatory systems. Endoderm: the in women. c. inner later, will become the digestive system, liver, pancreas, salivary glands 3. Fetal Stage 8 weeks-birth The appearance of the First bone cells at about 8 weeks signals the beginning of the fetal stage. Rapid growth and body systems become more complex. Right up to birth, finishing touches such as fingernails, toenails, and eyelids continue to develop. Taste buds (taste) and olfactory receptors (smell) begin to form. BIRTH Parturition: the act or process of giving birth, and it typically begins about 2 weeks before delivery. Partunate period: Amniotic Sac 30 minutes after birth Neonate period: A fluid-filled membrane that encases the posy-cutting of the umbilical cord to 2 developing embryo, protecting it and weeks giving it room to move and grow. Braxton-Hicks Contractions: a Placenta woman may have felt false contractions at times Allows oxygen, nourishment, and waste during the final months of pregnancy or to pass between the mother and even as early as the second trimester embryo. It is connected to the embryo when the muscles of the uterus tighten by the umbilical cord. for up to 2 minutes. Combat internal infection and give the unborn child immunity to various diseases. Produces the hormones that support pregnanct (Estrogen and Progesterone) Prelims Reviewer Developmental Psychology BSPSY 2-YA-1 | SEMESTER 1 | PRELIMS By: V.E Childbirth Complications Brazelton 1. LowBirthWeightBabies Neonatal Behavioral Assessment Scale - Neonates born weighing less than 2,500 (NBAS) grams (5 pounds) at birth. Used to assess neonates’ responsiveness to their environment, to 2. Small-for-date Infants identify strengths and vulnerabilities in - Born at around their due dates but are functioning, and to predict future smaller than would be expected. development. The test is suitable for infants up to 2 3. Preterm (Premature) Infants months old. - Babies born before the 37th week of gestation Neonatal Screening for Medical Conditions Up to 2 months old Screening tests 4. Postmature Infants administered soon after birth often can - A fetus not yet born as of 2 weeks after discover conditions such as the due date or 42 weeks after the Phenylketonuria and other defects. mother’s last menstrual period. Neonatal Period First 4 weeks of life, is a time of transition from the uterus, where a fetus INFANCY AND TODDLERHOOD is supported entirely by the mother, to - Birth to 3 years old an independent existence. 1 Early Physical Development. Cognitive Development during the first three 2 years. MEDICAL AND BEHAVIORAL ASSESSMENTS.3. Psychosocial Development during the first three APGARSCALE years. 1minpost-delivery+5minsafterbirth Appearance(color) Pulse(heartrate) EARLY PHYSICAL DEVELOPMENT Grimace(Reflexirritability) The first three years are a time of explosive Activity(muscletone) growth and development. Despite its rapid Respiration(breathing) growth, however, the developing body grows in **The newborn is rated 0, 1, or 2 on each measure for a an orderly and patterned way. maximum score of 10. Cephalocaudal Principle: growth occurs from the top - down; because the brain grows rapidly before birth, a newborns= baby’s head is disproportionately large. Proximodistal Principle: development proceeds from within to without; thai is parts of Prelims Reviewer Developmental Psychology BSPSY 2-YA-1 | SEMESTER 1 | PRELIMS By: V.E the body near the center develop before the 1. Parietal Lobe: is involved with extremities; growth and motor development integrating sensory information from the proceed from the center of the body outward. body. It helps us move our bodies through space and manipulate objects in our world. 2. Temporal Lobe: helps us interpret smells and sounds and is involved in memory. 3. Frontal Lobes: the newest region of the brain, are involved with a variety of high-order processes, such as goal setting, inhibition, reasoning, planning and problem solving Nutrition Optimal growth and brain development Integration: processbywhichneurons require the proper mix of vitamins, coordinate the activities of muscle minerals, calories, and high-quality groups. protein sources. Differentiation: process by which cells Failure to secure these essential acquire specialized structures and substances can have effects lasting for functions. past the early years in areas as diverse Cell Death: in brain development, as cognitive development, physical normal elimination of excess brain cells health, work capacity, and earning to achieve more efficient functioning. power. Myelination: process of coating neural pathways with a fatty substance called Breastfeeding myelin, which enables faster communication between cells. Always best for infants Early Reflexes: Reflex behaviors are controlled by the lower brain centers that govern other involuntary processes, such as breathing and heart rate. Brain Brain Plasticity: our brains are not static; The CNS includes the brain and spinal rather, they are living, changeable organs that cord ( a bundle of nerves running through respond to environmental influences and are a the backbone), as well as a peripheral reflection of our experiences. The technical term network of nerves extending to every part for this malleability of the brain is plasticity. May of the body. Through this network be an involuntary mechanism to enable adaptation to environment change. sensory messages travel to the brain, and motor commands travel back. ○ Rangeofmodifiabilityofperformance. Prelims Reviewer Developmental Psychology BSPSY 2-YA-1 | SEMESTER 1 | PRELIMS By: V.E ○ Modifiability, or “modeling”, of the brain THEORIES OF MOTOR DEVELOPMENT through experience. 1. EcologicalTheoryofPerception - Theory developed by Eleanorand MILESTONES OF MOTOR DEVELOPMENT James Gibson, which describes developing motor and perceptual abilities as in independent parts of a DENVER DEVELOPMENTAL functional system that guides behavior SYSTEMS OF ACTION SCREENING TEST in varying contexts; locomotor development depends on infants’ Increasingly combinations complex Screening test given to increasing sensitivity to the interaction of motor skills, which children 1 month to 6 between their changing physical permit a wider or more years old to determine characteristics and new and varied precise range of whether they are characteristics of their environment. movement and more developing normally control of the environment. 2. Dynamic Systems Theory - Esther thelen’s theory, which holds that motor developmentis dynamic GROSS MOTOR SKILLS FINE MOTOR SKILLS process of active coordination of multiple systems within the infant in Physical skills that involve Physical skills that involve relation to the environment the small muscles and the large muscles. eye-hand coordination. DEPTH PERCEPTION HAPTIC PERCEPTION The ability to perceive Involves the ability to objects and surfaces in acquire information by three dimensions, handling objects rather dependsonseveralkinds than just looking ate of cues that affect the them. This includes imageofanobjectonthe putting objects in the retinaoftheeye. mouth - a common means of exploration in infancy.