lifespan psychology module 4 slide on infancy
DESCRIPTION
Lifespan Psychology Module 4 slide on infancy. CC-BY 3.0 from Laura Overstreet http://opencourselibrary.org/econ-201/TRANSCRIPT
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Infancy
Infants and Toddlers
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Physical Growth Weight (Average 7.5 lbs)
Doubles by 4 months Triples by 12 months
Length 20 inches at birth 32-36 inches by age 2
Body proportions
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The Brain Size increase
(25% to 75%) Growth of
connectors Loss of
connectors Myelination Variation in
maturation
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Motor Development Newborn
reflexes Automatic
responses to stimuli
Include sucking, rooting, palmer grasp, etc.
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Motor Development
Gross motor skills
Large movements
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Motor Development
Fine motor skills Precise movements of hand
and fingers Eye-hand coordination Manipulating small objects Take longer to acquire
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Sensory Development Vision-least developed sense
at birth Newborn focus 8-16 inches away Problems scanning/tracking Binocular vision at 14 weeks Color vision poor
Hearing-most developed sense at birth
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Nutrition: Ideal Diet Breast milk Pros of breastfeeding When to avoid breastfeeding Wetnursing Today?
Find out more at http://www.prolacta.com/
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Malnutrition In developing
countries: Infantile
marasmus Kwashiorkor
In United States: Milk-anemia Photo Courtesy CDC
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Cognitive Development
Language and Thought
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SENSORIMOTOR INTELLIGENCE
Jean Piaget
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Substages
Of Sensorimotor Intelligence
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Stage One
Birth to 1 month Reflexive actions Few schema
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Stage Two
1-4 months 1st adaptations to the
environment More schema
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Stage Three
4-8 months Repeating actions Starts to realize that he or she
can have an impact on the world
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Stage Four
8-12 months New adaptations and
anticipation Look forward to upcoming
events Object permanence achieved
Was Piaget wrong?
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Stage Five
12-18 months Experimentation of little
scientists Discovering features such as
gravity, simple cause and effect
Trial and error learning
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Stage Six
18-24 months Mental combinations Child begins to “think” in
order to solve problems Less reliance on trial and error
learning Deferred imitation
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COMMUNICATIONSteps in Language Development
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Newborn Communication No language, but effective
communication Use cries Facial expressions Body posture
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2-5 Months
Cooing begins Squealing Laughing Taking turns in communication Deaf babies also vocalize Pointing and gesturing at 5 months
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6 Months
Babbling Make the sounds required for any
language Gradually, will only continue
making sounds that are part of one’s own language (at 1 year)
Deaf babies babble with rudiments of signs if used
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10 Months
Understanding comes before speaking
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12-13 Months
First spoken words Holophrasic speech Underextension Overextension Vocabulary of about 50 words Deaf babies vocalizations
disappear by age 2
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18-24 Months
Vocabulary growth spurt at 18 months
Two word sentences at 21 months 3-5 word telegraphic (or “text
message”) speech at 24 months
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Helping Children Learn to Speak
Why baby talk?(child-directed speech)
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Theories of Language Development
Infants teach themselves (Chomsky’s L.A.D.) (but must be in person)
Infants are taught (Skinner) Infants learn in order to
communicate (Social-pragmatics) For all 3 reasons
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Psychosocial Development in Infancy
A Look At Early Social Relationships and Emotions
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Emotions
Attraction and withdrawal Social smiling (2 months) Laughter (3-5 months) Fear, sadness, anger (6-8 months) Jealousy? (6 months) Stranger wariness, separation
anxiety
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Emotions
Self-Awareness (15 months) The Rouge Test
Guilt Shame Embarrassment
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ATTACHMENT STYLESEarly Relationships
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Secure Attachments
Child receives care, concern and affection
Leads to a sense of trust and curiosity
Signaled by separation anxiety and stranger wariness
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Insecure-Resistant
Needs not consistently met Insecurity and fear of being alone Fussy, clingy, hard to satisfy
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Insecure-Avoidant
No attachment; needs not met Child does not seek comfort from
caregiver Child is neither curious nor clingy
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Disorganized
Neither plays nor responds Actions of mother Cry, freeze, hit, retreat, etc.
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Attachment Styles
Also vary by culture: Germany (insecure-avoidant); Japan (insecure-resistant)
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Temperament Inborn behavioral tendencies A way of relating to people, places and
things Not due to parenting Shaped into personality
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New York Longitudinal Study
Activity Rhythmicity Approach/Withdrawal Adaptability
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New York Longitudinal Study
Intensity Mood Persistence and attention span Distractibility Sensory threshold
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Temperament Types
Easy or flexible (40% of those categorized)
Difficult, active, or feisty (10%) Slow to warm up/cautious (15%) 35 percent are a combination Goodness of fit
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Trust Vs Mistrust
Problems in developing trust Parents who don’t show affection
toward child Tension, irritability in the
household(Stress and neurological
development)
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Erikson’s Trust Vs Mistrust
Requirements for developing trust Regular, adequate care Sufficient sucking Cuddling and physical contact Overall message that they are
loved
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Erikson’s Autonomy Vs Shame and Doubt
Found in 1-2 year old children Toddlers want independence or
autonomy Should be allowed to be
independent within safe limits Pride requires self-evaluation