Child Development Ninth Edition Laura E Berk Chapter

Child Development Ninth Edition ● Laura E. Berk Chapter 4 Infancy: Early Learning, Motor Skills, and Perceptual Capacities © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Newborn Reflexes ü Eye blink ü Rooting ü Sucking ü Swimming ü Moro ü Palmar grasp ü Tonic neck ü Stepping ü Babinski © Ramona Smiers | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Infant States of Arousal State Hours Per Day Regular sleep 8– 9 hours Irregular sleep 8– 9 hours Drowsiness Varies Quiet alertness 2– 3 hours Waking activity and crying 1– 4 hours © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Sleep Patterns § Between birth and 2 years, sleep and wakefulness patterns change. § Sleep needs decline from 18 to 12 hours a day by age 2. § Sleep–wake patterns begin conforming to a circadian rhythm. § Arousal patterns are affected by brain development and cultural practices. § Patterns have implications for early cognitive progress. © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Cultural Variations in Infant Sleeping Arrangements § North American tradition is for nighttime separation of parent and infant. § Cosleeping is norm for 90% of world, often until adolescence. § Common among U. S. ethnic minority families § Rate increasing in U. S. § Studies show no differences in dependency. © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Changes in Childhood Sleep Patterns Figure 4. 1 Adapted from de Weerd & van den Bossche, 2003; Roffwarg, Muzio, & Dement, 1996. © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Sudden Infant Death Syndrome (SIDS) § Peaks between 2 and 4 months of age § Leading cause of infant mortality in industrialized nations § Quitting smoking and drug taking, changing an infant’s sleeping position, and removing a few bedclothes can reduce the incidence of SIDS. © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Infant Crying Patterns § Crying is complex stimulus that varies in intensity § Physical needs § Wakefulness § Response to other crying § Creates strong response in adults § Interpretation § Adults use cry intensity and context § Accuracy improves with experience © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Ways to Soothe a Crying Baby © Vanessa Van Rensburg | Dreamstime. com § Talk softly § Play rhythmic sounds § Hold on shoulder and rock or walk § Swaddle § Pacifier § Ride in carriage, car, swing § Combine methods § Let cry for short time © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Neonatal Behavioral Assessment Scale § Evaluates baby’s reflexes, muscle tone, state changes, responsiveness to physical and social stimuli § NNHS used for newborns at risk § Uses include: § Discovering individual and cultural differences § Helping parents get to know their babies § Predicting development based on changes in scores © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk The Steps of Classical Conditioning Figure 4. 2 © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Operant Conditioning Terms Reinforcer Punishment § Increases probability of behavior occurring again § Reduces probability of behavior occurring again § Presenting desirable stimulus § Removing unpleasant stimulus § Presenting unpleasant stimulus § Removing desirable stimulus © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Using Habituation to Study Infant Perception and Memory Figure 4. 4 © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk For Discussion: Applying Developmental Theories to Newborn Imitation Review the following theories of development: behaviorism, social learning theory, cognitivedevelopmental theory, and ethology (Chapter 1, pp. 17– 24). How might each of these theories explain the importance of newborn imitation? For instance, how can both parents and babies reinforce one another’s imitation? How might newborn imitation contribute to the development of attachment? © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Infants’ Recent and Remote Memory for Human Actions Figure 4. 5 Adapted from Bahrick, Gogate, & Ruiz, 2002. © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Imitation § Newborns can imitate. § Harder to induce in older babies § Some suggest it is a reflex. § Capacity improves with age. § Helps infants learn § Mirror neurons © Matt Antonino | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Sequence of Motor Development § Gross-motor development § Crawling, standing, walking § Fine-motor development § Reaching, grasping § Differences in rate of skill acquisition normal § Skills are interrelated. © Sebastian Czapnik | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk For Discussion: Gross- and Fine-Motor Skills in the First Two Years Below is a list of gross- and fine-motor milestones that develop during the first two years. Place them in the order in which they typically occur (that is, average achieved). 1. 2. 3. 4. rolls from side to back plays pat-a-cake grasps cube when held upright, holds head erect and steady 5. jumps in place 6. pulls to stand 7. walks alone 8. rolls from back to side 9. scribbles vigorously 10. stands alone 11. walks on tiptoe 12. walks up stairs with help 13. sits alone © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Motor Skills as Dynamic Systems § Increasingly complex systems of action with each skill § Four factors in each new skill: 1. 2. 3. 4. CNS development Body’s movement capacity Child’s goals Environmental supports © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Dynamic Motor Systems in Action § Order in which motor skills develop depends on anatomy, environment, and baby’s efforts. § Cultural variations in child rearing also affect motor development. Figure 4. 7 Reaching “feet first” Photo: © Dexter Gormley/Courtesy of Cole Galloway, Ph. D. © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Steps in Reaching and Grasping § § Prereaching Reaching Ulnar grasp (move objects hand to hand) Pincer grasp Figure 4. 8 © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Infants’ Sense of Touch § Newborns: reflex responses to touch on mouth, palms, soles, genitals § Later, exploratory mouthing § Pleasurable touch releases endorphins. § Sensitive to pain, even at birth § Pain can affect later behavior. § Relieve pain with anesthetics, breast milk, sugar, gentle holding © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Newborn Senses of Taste and Smell § Prefer sweet tastes at birth § Quickly learn to like new tastes § Odor preferences from birth § Affected by mother’s diet during pregnancy § Can locate odors, identify mother by smell from birth © Aaron Belford | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Facial Expressions of Newborns Exposed to Odor of Anise Figure 4. 9 From B. Schaal, L. Marlier, & R. Soussignan, 2000, “Human Foetuses Learn Odours from Their Pregnant Mother's Diet, ” Chemical Senses, 25, p. 731. Reprinted by permission of Benoist Schaal. © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Newborn Sense of Hearing § Can hear a wide variety of sounds at birth § Prefer complex sounds to pure tones § Learn sound patterns within days § Sensitive to voices and biologically prepared to learn language © Linqong | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Developments in Hearing 4– 7 months Sense of musical phrasing • “Screen out” sounds not used in native language 6– 8 months • Recognize familiar words, natural phrasing in native language Detect syllables that often occur 8– 9 months together in the same word © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Speech Perception in Infants § Can detects sounds of any human language § Prefer slow, clear, and high-pitched § Prefer own mother’s voice § Statistical learning capacity for speech patterns and sounds § Multisensory communication helps babies associate words with objects. © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Newborn Sense of Vision § Least developed of senses at birth § Visual acuity limited in first few months Figure 4. 11 View of the human face by the newborn and the adult From Kellman & Arterberry, 2006; Slater et al. , 2010. Photos: © Michael Newman/Photo. Edit. © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Improvements in Vision § Brain development helps infants reach adult levels of vision. § 2 months: focus and color vision § 6 months: acuity, scanning, and tracking § 6– 7 months: depth perception § 4 years: reaches 20/20 © Jarenwicklund | Dreamstime. com © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Steps in Depth Perception Birth– 1 month Sensitivity to kinetic cues 2– 3 Sensitivity to binocular cues months • Sensitivity to pictorial cues 5– 12 months • Wariness of heights © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk The Visual Cliff Figure 4. 12 Plexiglas covers the deep and shallow sides. By refusing to cross the deep side and showing a preference for the shallow side, this infant demonstrates the ability to perceive depth. Photo: © Mark Richards/Photo. Edit. © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Steps in Pattern Perception 3 weeks 2 months 4 months 12 months • Poor contrast sensitivity • Prefers large, simple patterns • Can detect detail in complex patterns • Scans internal features of patterns Can detect patterns even if boundaries are not really present Can detect objects even if two-thirds of drawing is missing © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Subjective Boundaries in Visual Patterns Figure 4. 15 Adapted from Ghim, 1990; Rose, Jankowski, & Senior, 1997. © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Early Face Perception Figure 4. 16 From Cassia, Turati, & Simion, 2004; Johnson, 1999; Mondloch et al. , 1999. © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Testing Infants’ Perceptions Figure 4. 17 Testing ability to perceive object unity Adapted from Johnson, 1997. © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Steps in Intermodal Perception Birth Detect amodal sensory properties 3– 4 months Prefer “matching” sights and sounds 5– 6 months Reach for object in the dark, coordinating sight and touch © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Differentiation Theory § Infants: § Search for invariant features of the environment § Note stable relationships between features § Visual patterns, intermodal relationships § Gradually detect finer and finer features: differentiation © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Affordances § Discovered by acting on environment § Make actions future-oriented Figure 4. 19 Courtesy of Karen Adolf, New York University. © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Early Deprivation and Enrichment § Infants experiencing early deprivation: § Below average in physical and psychological development § Emotional and behavioral problems § But is infancy a sensitive period? § Ethically, can only use natural observations § Early, prolonged institutionalization appears to lead to lasting cognitive deficits. § Overwhelming infants with unrealistic expectations also undermines development. © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk Relationship of Age at Adoption to Mental Test Scores at Ages 6 and 11 Among British and Romanian Adoptees Figure 4. 20 Adapted from Beckett et al. , 2006. © 2013 Pearson Education, Inc. All rights reserved.

Child Development Ninth Edition ● Laura E. Berk This multimedia product and its contents are protected under copyright law. The following are prohibited by law: § Any public performance or display, including transmission of any image over a network; § Preparation of any derivative work, including the extraction, in whole or in part of any images; § Any rental, lease, or lending of the program. © 2013 Pearson Education, Inc. All rights reserved.