Module 11 Topic: Prenatal and Childhood Development EQ: How we grow from a few cells to a baby?

Prenatal Development • Prenatal = “before birth” • conception to birth

Zygote • A fertilized egg • first two weeks are a period of rapid cell division.

• After about14 days becomes an embryo, attaches to uterine wall

Embryo • Developing human organism from about 2 weeks after fertilization until the end of the eight week

Fetus • Developing human organism from nine weeks after conception to birth

Placenta • A cushion of cells • Provides oxygen and nutrition to the fetus from the mom • filters out harmful substances

Teratogens • Harmful substances that cross the placental barrier and prevent the fetus from developing normally • Includes: radiation, toxic chemicals, viruses, drugs, alcohol, nicotine, etc.

Fetal Alcohol Syndrome (FAS) • Physical and cognitive abnormalities that appear in children whose mothers consumed large amounts of alcohol while pregnant

• Rooting Reflex • Baby’s tendency, when touched on the cheek, to open the mouth and search • automatic, unlearned response http://youtu.be/V1-sByJrSq0

Temperament • Person’s emotional excitability • Basic personality – An “easy” or “difficult” baby • • Temperament shown in infancy appears to carry through a person’s life.

http://youtu.be/CGjO1KwltOw

Infant, Toddler, Child • Infant : First year • Toddler : From about 1 year to 3 years of age • Child : Span between toddler and teen

Critical Period • Optimal time periods when one is best able to learn or develop a new skill • Many are shortly after birth – Walking – Learning language

Maturation • Biological growth processes that enable orderly changes in behavior

Motor Development • Includes all physical skills and muscular coordination

Section Review- Cnotes 1.

Read over today’s notes 2. Add 4 test type questions in the left column to correspond with the info on the right 3. Quiz your partner with your questions

summary • Write a summary of this section of notes. Be sure to answer all of your four questions in your summary.

Childhood Development Topic: Piaget’s Cognitive Stages EQ: How does children’s thinking differ from adults’?

Jean Piaget (pee-ah-ZHAY) • four stages of cognitive development • lead to a better understanding of children’s thought processes

Cognition • All the mental activities associated with thinking, knowing, and remembering • Children think differently than adults do

Schemas • Concepts or mental frameworks that people use to organize and interpret information • A person’s “picture of the world”

Assimilation • Interpreting a new experience within the context of existing schemas • Adding similar experiences – Learn about a new kind of apple, add to your existing apple category

+

Accommodation • Adapting current schemas to incorporate new information • The new experience is so novel the person’s schemata must be changed to accommodate it – Not an apple, this is an avocado= new category!

Assimilation/Accommodation

Sensorimotor Stage

• Piaget’s first stage of cognitive development • birth – 2 yrs • sensory impressions and motor activities • Child learns object permanence – Objects exist even when you can’t see them – http://youtu.be/NjBh9ld_yIo

Preoperational Stage • Piaget’s second stage of cognitive development • 2 – 6/7 years • learn to use language but cannot yet think logically • Intuitive thinking

Egocentrism • • the inability to take another person’s point of view • Preoperational stage http://youtu.be/OinqFgsIbh0

Concrete Operational Stage • Piaget’s third stage of cognitive development • From about age 6 to 11 • gains the mental skills that let them think

logically

about concrete events • • Learns

conservation

– understanding that properties remain constant despite changes in their form – Mass, volume, numbers http://youtu.be/YtLEWVu815o

Types of Conservation Tasks

Formal Operational Stage • • Piaget’s fourth and last stage of cognitive development • About age 12 on up • Children begin to think logically about

abstract

concepts and form strategies about things they may not have experienced • • Can solve hypothetical problems (What if…. problems) http://youtu.be/zjJdcXA1KH8 http://youtu.be/lw36PpYPPZM

Assessing Piaget’s Theory

Assessing Piaget’s Theory • Piaget underestimated the child’s ability at various ages.

• Piaget’s theory doesn’t take into account culture and social differences.

Prenatal and Childhood Development

Topic: Social Development EQ:

Compare the different styles of parenting on children’s attachment and personality development.

Stranger Anxiety

• The fear of strangers that infants commonly display • Begins around 8 months of age

Attachment

•

Emotional tie

with another person • shown by seeking closeness to the caregiver and showing distress on separation • Body contact, familiarity, and responsiveness all contribute to attachment.

Harry Harlow • Did research with infant monkeys on how body contact relates to attachment • • Contact comfort http://youtu.be/weXEaTKckzY

Imprinting • certain animals form attachments during a critical period early in life • • • Konrad Lorenz studied imprinting.

http://youtu.be/LGBqQyZid04 http://www.youtube.com/watch?v=2UIU9XH mUI&feature=share&list=TLWL9ZTsEtteAAwWXbC RmYi_Zh7B06W-MZ

Effects of Attachment • Secure attachment predicts social competence.

• Deprivation of attachment is linked to negative outcome.

• A responsive environment helps most infants recover from attachment disruption.

Parental Patterns • Daumrind’s three main parenting styles

–Authoritarian

parenting

–Permissive

parenting

–Authoritative

parenting

Authoritarian Parenting • imposing rules and expecting obedience • Low in warmth • Discipline is strict and sometimes physical.

• Communication high from parent to child and low from child to parent • Maturity expectations are high.

Permissive Parenting • submitting to children’s desired, making few demands, and using little punishment • Communication is low from parent to child but high from child to parent.

• Expectations of maturity are low.

Authoritative Parenting • making demands on the child, being responsive, setting and enforcing rules, and discussing the reason behind the rules • High in warmth with moderate discipline • High in communication and negotiating • Maturity expectations are moderate.

Module 4: Prenatal and Childhood Development

Three Key Developmental Issues

Continuity and Stages • How much of behavior is continuous and how much follows a more stage like development?

Stability and Change • What developmental traits remain stable over time, and which change?

Nature and Nurture • How much of our behavior is due to nature and how much is due to nurture?

• How do nature and nurture interact in development?

• Nature= genetics • Nurture= experiences, environment

The End