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
Infancy
Infants and Toddlers
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
The Brain Size increase
(25% to 75%) Growth of
connectors Loss of
connectors Myelination Variation in
maturation
Motor Development Newborn
reflexes Automatic
responses to stimuli
Include sucking, rooting, palmer grasp, etc.
Motor Development
Gross motor skills
Large movements
Motor Development
Fine motor skills Precise movements of hand
and fingers Eye-hand coordination Manipulating small objects Take longer to acquire
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
Nutrition: Ideal Diet Breast milk Pros of breastfeeding When to avoid breastfeeding Wetnursing Today?
Find out more at http://www.prolacta.com/
Malnutrition In developing
countries: Infantile
marasmus Kwashiorkor
In United States: Milk-anemia Photo Courtesy CDC
Cognitive Development
Language and Thought
SENSORIMOTOR INTELLIGENCE
Jean Piaget
Substages
Of Sensorimotor Intelligence
Stage One
Birth to 1 month Reflexive actions Few schema
Stage Two
1-4 months 1st adaptations to the
environment More schema
Stage Three
4-8 months Repeating actions Starts to realize that he or she
can have an impact on the world
Stage Four
8-12 months New adaptations and
anticipation Look forward to upcoming
events Object permanence achieved
Was Piaget wrong?
Stage Five
12-18 months Experimentation of little
scientists Discovering features such as
gravity, simple cause and effect
Trial and error learning
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
COMMUNICATIONSteps in Language Development
Newborn Communication No language, but effective
communication Use cries Facial expressions Body posture
2-5 Months
Cooing begins Squealing Laughing Taking turns in communication Deaf babies also vocalize Pointing and gesturing at 5 months
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
10 Months
Understanding comes before speaking
12-13 Months
First spoken words Holophrasic speech Underextension Overextension Vocabulary of about 50 words Deaf babies vocalizations
disappear by age 2
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
Helping Children Learn to Speak
Why baby talk?(child-directed speech)
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
Psychosocial Development in Infancy
A Look At Early Social Relationships and Emotions
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
Emotions
Self-Awareness (15 months) The Rouge Test
Guilt Shame Embarrassment
ATTACHMENT STYLESEarly Relationships
Secure Attachments
Child receives care, concern and affection
Leads to a sense of trust and curiosity
Signaled by separation anxiety and stranger wariness
Insecure-Resistant
Needs not consistently met Insecurity and fear of being alone Fussy, clingy, hard to satisfy
Insecure-Avoidant
No attachment; needs not met Child does not seek comfort from
caregiver Child is neither curious nor clingy
Disorganized
Neither plays nor responds Actions of mother Cry, freeze, hit, retreat, etc.
Attachment Styles
Also vary by culture: Germany (insecure-avoidant); Japan (insecure-resistant)
Temperament Inborn behavioral tendencies A way of relating to people, places and
things Not due to parenting Shaped into personality
New York Longitudinal Study
Activity Rhythmicity Approach/Withdrawal Adaptability
New York Longitudinal Study
Intensity Mood Persistence and attention span Distractibility Sensory threshold
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
Trust Vs Mistrust
Problems in developing trust Parents who don’t show affection
toward child Tension, irritability in the
household(Stress and neurological
development)
Erikson’s Trust Vs Mistrust
Requirements for developing trust Regular, adequate care Sufficient sucking Cuddling and physical contact Overall message that they are
loved
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