WEEK 5 - Infant Development PDF

lOMoARcPSD|26301137 - The development of self-esteem during infancy and toddlerhood is closely Ded to the achievement of a posiDve raDo of autonomy versus shame and doubt, and iniDaDve versus guilt during the developmental crises that according to Erikson occur during childhood. What is the Srst pr...

lOMoARcPSD|26301137 - The development of self-esteem during infancy and toddlerhood is closely Ded to the achievement of a posiDve raDo of autonomy versus shame and doubt, and iniDaDve versus guilt during the developmental crises that according to Erikson occur during childhood. What is the Srst primary means of communicaGon? - Cooing – Vowel sounds - Babbling – Between 4 and 8 months What is Caregiver-infant synchrony? SensiDvely tuned responses to an infant’s signals, which are appropriate, well Dmed and rhythmic (p.164). What is Temperament? Refers to an individual’s consistent paeern or style of reacDng to a broad range of environmental events and situaDons as well as their paeern or arousal and emoDonality (p.173). What is Ajachment? Refers to the strong and enduring emoDonal bond that develops between an infant and a caregiver during the infant’s Prst year of life (p. 176). What is Secure Ajachment? A healthy bond between infant and caregiver. The child is happy when the caregiver is present, somewhat upset during the caregiver’s absence, and easily comforted upon the caregiver’s return (p.179) What is SeparaGon anxiety? Which generally appears between 9 and 12 months, involves displays of fear, clinging, crying and related distress when an infant’s parent or other caregiver leaves them (p.178). What is social referencing? The child’s sensiDve awareness of how parents and other adults are feeling and their ability to use these emoDonal cues as a basis for guiding their own emoDonal responses and acDons. Social referencing is important for the development of autonomy (p.700). WEEK 5 Is growth is early childhood Cephalocaudal or Proximodistal? - Growth is cephalocaudal: proporDons change - Limbs lengthen - ProporDon of body fat decreases - Brain develops - Skeleto-muscular system strengthens - Permanent teeth emerge What impact does size variaGon have on individuals in early childhood? Larger than average children may - Be excluded for “roughness” - Lack challenges - Have more expected of them Smaller than average children may - Be injured by larger children - Lack mastery in normaDve tasks of strength and endurance - Be “babied” low self-conPdence What factors determine the development of motor skills? - Physical changes o ProporDons (lowering of COG) Downloaded by Sting Ray ([email protected]) lOMoARcPSD|26301137 - o Size and strength o AcDvity levels: high energy levels driven to be acDve (and therefore pracDce) Neural advances o MyelinaDon of neurons in cerebellum leads to balance and improved coordinaDon Opportunity to pracDce new skills o Environmental factors are signiPcant (especially given milestones such as ‘pedal tricycle’). Gross motor skills: DeSne postural control: - Postural control is dePned as the act of maintaining, achieving or restoring a state of balance during any posture or acDvity. - Control posiDon in space and remain erect (postural rebexes support this) Gross motor skills: DeSne staGc postural stability: - StaDc postural stability can be dePned as maintaining steadiness on a Pxed, Prm, unmoving base of support - Maintain posiDon Gross motor skills: DeSne dynamic postural stability: - AcDve, adapDve, postural control Gross motor skills: DeSne equilibrium reacGons: - Equilibrium reacDons fully mature by 4 years, complex paeerns involving rotaDon in the trunk. Gross motor skills: DeSne calibraGon: - Judge force, speed and direcDon Describe beginning walkers: - Short stride - Wide base of support - Feet turned out- bat - Arms high, middle or low guard posiDon Describe a proScient walker: - Great length and force with stride - Narrow base of support – double knee lock - Heel – toe paeern - OpposiDonal arm swing - Pelvis rotates What are the 2 main grasps in early childhood? - Power grasp –full strength of hand - Precision grasp –conDnue to be rePned into adolescence o Pencil grasps –immature palmar to tripod, staDc to dynamic tripod. What age to individuals usually develop hand preference by? Age of 4. What are graphomotor skills? - Perceptual, cogniDve and motor skills used together to draw and write Describe the drawing ability for 2.5-4 year olds: - Non-representaDonal - Scribble and shapes Describe the drawing ability for 4 year olds: - RepresentaDonal - Recognisable objects Downloaded by Sting Ray ([email protected]) lOMoARcPSD|26301137 - Focus on people – tadpole people Describe the drawing ability for 5-6 year olds: - RepresentaDonal - People with detail and two-dimensional parts What are the sex diberences in motor development? - Boys slightly stronger than girls - Girls marginally beeer at balance and coordinaDon tasks - May be related to social factors What are the cultural diberences in motor development? - May be related to child-rearing pracDces When considering the cogniGve development in early childhood, which of Piaget’s stages would apply? Discuss. - Pre-operaDonal stage (Piaget) –2 -7 years o More dramaDc changes than in previous sensory motor stage: signiPcant cogniDve advances, parDcularly in language o However sDll limitaDons in thinking: Pre-operaDons not yet able to perform operaDons (mental manipulaDons CogniGve abiliGes: What is symbolic representaGon? - Deal with the world through ‘subsDtutes’ for the real objects (i.e. symbols) objects (i.e. symbols) o Example in language: word ‘car’ represents family car other people’s car represents family car, other people’s car, picture in a book and photo in a magazine. o Example in play: pretend play (also called symbolic play) develops so that they can play with a block and use it to ‘represent’ play with a block and use it to represent a car. CogniGve LimitaGons: What is conservaGon? - Understanding that 2 things that are equal remain so even if their appearance is altered. o CentraDon: focussing on only one aspect of an object (e.g. length but not width) o Reversibility: unable to undo an acDon to its beginning Cardinalityis the ___________. Total Ordinality is the __________. Order CogniGve LimitaGons: What is classiScaGon? - Grouping things according to a speciPc standard or criterion. o Piaget argued that capable of basic level categories only  Figurally (perceptual features e.g. shape, colour)  ThemaDcally (relaDonships to each other e.g. kitchen equipment) o Unable to categorise using taxonomic categories – diTerent levels of ‘classiPcaDon’. o Again been quesDoned through later research CogniGve LimitaGons: What is animism? - Apply aeributes on living things to inanimate objects. - UDlised in books, stories and TV. - Magical thinking: e.g. Santa Claus and Easter Bunny. - Declines amer 4 years. What is Egocentrism? - Confusing one’s own perspecDve with that of another’s (e.g. hide and seek) o Piaget believed that children under 8 lack theory of mind Downloaded by Sting Ray ([email protected]) lOMoARcPSD|26301137 What are the underlying concepts of Neo-PiageGan theories? - Looks at how and why skills are aeained - Stages relate to speciPc skills and not universal or all-encompassing - Skills aeained independently of others - Stages can be reached at diTerent rates What is expressive language? Words, signs, gestures What is recepGve language? Understanding what is communicated - RecepDve language typically develops before expressive (i.e. understand more than they can produce). Language development: What is fast mapping? Growth in recepDve language Language development: What is syntacGc bootstrapping? Using grammaDcal rules (syntax) combined with contextual cues GrammaGcal development: What is syntacGc development? - Ordinal relaDonships between words/ parts of words. o Two-word ueerances omen called “Telegraphic speech” –combine essenDal words, typically in correct order. o Can use intonaDon to help clarify message. o QuesDons – what, where, who, why from age of 2. o Over-regulaDon errors: apply the principles of grammar but to all situaDons (e.g. ‘d’ ‘f’ ‘hid’) ‘goeed’, ‘foots’, ‘hieed’). PragmaGcs: What are pragmaGcs of language? - When, how and where to use diTerent forms of language o Polite forms of address – signiPcant socio-cultural inbuence. PragmaGcs: How do conversaGonal skills develop? - Move from collecDve monologues - Start to adopt referenDal skills (modify communicaDon to Pt needs of listener) communicaDon to Pt needs of listener) - Use non-verbal cues to demonstrate listening – important for conversaDons. Theories of language acquisiGon: How does Skinner’s learning theory apply to early childhood language acquisiGon? - ConDngent reinforcement for eTecDve communicaDon - Parents reward correct speech by responding posiDvely - Shaping Social learning theory: What concepts to more recent behaviour theories include? - ScaTolding - Child-directed speech o SimpliPed grammar - RecasDng and expansion - ImitaDon True or False. NaGvists believe the language skills are hard-wired at birth. True. What’s a limitaGon to the naGvist approach to language acquisiGon? Downloaded by Sting Ray ([email protected]) lOMoARcPSD|26301137 Focuses on one aspect of language (grammar) and only on recepDve language. True or False. InteracGonists combine naGvist and behaviourist ideas. True. IdenGfy and deSne the 3 number concepts that Piaget argued are fundamental to understanding the convenGonal number system. Piaget argued that for a child to fully understand number concepts, they must comprehend 3 ideas. The Prst is that one-to-one correspondence exists between items in a set and number names; the second is cardinality – the idea that the total number of items in a set corresponds to the last number named when the items are counted; and the third is ordinality – the concept numbers occur in a standard order (e.g. that two always precedes three). What is “theory of mind”? The capacity to rebect on one’s own thoughts and to disDnguish them from other people’s thoughts or ideas. Age four to Pve seems to be a turning point in children’s theory of mind. WEEK 6 The Developing Self: What does ‘sense of self’ mean? A structured way individuals think about themselves, helps to organise and understand who they are based on the views of others, own experiences and cultural categories e.g. gender. - Result of social interacDon and experiences - Self-concept: complex theory of self, dynamic - Development begins in infancy; early ideas based on social categories; gender - Up unDl approx. age Pve: describe ‘self’ using concrete and observable terms. Lacks permanency – self-constancy not developed unDl amer age 6 What is self-esteem? EvaluaDve aspect of self, the individual’s feeling of self-worth. What are Erikson’s stages of psychosocial development in early childhood? Stage 2 – Autonomy vs. Shame and Doubt (toddler-preschool years) - Child needs to balance own demands for self-control with demands for control from their parents and others. Purpose: ‘Will’. Capacity to freely make choices on realisDc knowledge of what is expected and what is possible. Stage 3 – IniDaDve vs. Guilt (preschool years, 3-6) - Conbict arises between sense of purpose and growing conscience (guilt) - Desire to do vs. desire for approval - Purpose: Courage to envision and pursue goals without inhibiDon of guilt or fear of punishment What are the 4 parenGng styles? AuthoritaDve Authoritarian Permissive Uninvolved What are the outcomes of the 4 parenGng styles? AuthoritaDve: - High self-esteem, internalised moral standards, psychosocial maturity, and academic success. Authoritarian: Downloaded by Sting Ray ([email protected])