Developmental Unit 9 PRENATAL DEVELOPMENT Zygote conception 2

Developmental Unit 9

PRENATAL DEVELOPMENT Zygote conception – 2 weeks period of rapid cell division Embryo 2 weeks – 3 months cells attach to mother’s uterine wall & organs develop Fetus 3 months - birth developing human organism

Prenatal Development TERATOGENS • TERATOGENS: Agents that can reach the developing embryo or fetus and cause harm • Alcohol • Nicotine • Drugs (both prescription drugs & “street” drugs) • Viruses (the flu) • Toxoplasmosis (contact with cat feces) • Food poisoning

Neonate (newborn) REFLEXES • Rooting Graspin g Startle (Moro Reflex) Sucking, swallowing, breathing

INFANT VISION • A baby’s vision improves dramatically during the first 6 months as children become able to accommodate (focus) NEWBORN Babies’ vision is 40 x less accurate than adults at seeing fine details 1 MONTH Most of the cells in the visual cortex are not yet coated in myelin. Poor contrast sensitivity & color recognition. 2 MONTHS A newborns rods are fairly mature but their cones are not, making it difficult to decipher fine lines and color. 3 MONTHS 6 MONTHS Dramatic change occurs as the visual cotex begins to control vision better. Vision has caught up to other senses. Depth perception is still not accurate. A baby can focus at different distances as well as an adult can. Their ability to see fine details is only 8 xworse than ours, 5 x better than it was at birth. Babies like to look at complex shapes & faces ADULT Between age 6 -7 years, a child’s vision reaches adult values

Senses & Social Responsiveness • Sound: Turn towards human voices • Mother’s voice- suck more vigorously • Sight: Gaze longer at human faces vs. random images (bullseye/target) • Smell: Week old; detect mother’s scent over stranger

Newborn Capacities • Habituation: describes infants’ decreasing responsiveness to repeated stimuli. Researchers infer that newborns have cognitive ability to differentiate between different visual stimuli.

MATURATION: In terms of brain development, natural maturation causes neural interconnection to multiply rapidly after birth. However, severe deprivation and abuse will retard development. Furthermore, increased stimulation will cause early neural connections. Maturation sets the basic course of development; experience adjusts it.

Normal Maturation

Piaget & Cognitive Development SCHEMA A concept or framework that organizes and interprets information Assimilation Make new information fit into existing schemas Accommodation Adjust your schema to fit new information

SCHEMA “Heart” = Assimilation Make new information fit into existing schemas Accommodation Adjusting your schema to fit new information

PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

Sensorimotor Birth – 2 years stage Lack object permanence (until about age 8 -10 months) Develop separation anxiety at about 12 months. Stranger anxiety also occurs in this stage. 1

Preoperational 2 – 6 years stage 2 Egocentric (which does not (in Piagetian thought) mean selfishness, but rather the inability to take another's perspective or even to recognize that others have different perspectives and points of view. ) Use of symbols (especially language; difficulty using more than one category) Representational thought Role Playing Animism, or the tendency to attribute psychological properties to inanimate objects.

Law of Conservation (Concrete Operational Stage) Children (age 6 -12) gain a fuller understanding of conservation and other mental operations that allow them to think logically, but only about concrete events. By age 7, develop law of Conservation Not yet https: //www. youtube. com/watch? v=GLj 0 IZFLKvg There we go https: //www. youtube. com/watch? v=g. A 04 ew 6 Oi 9 M

Tests of Conservation

Formal 12 years - adult stage 4 The child (12 -adult) gains the capacity for hypothetical-deductive (“What if” scenarios) thought • Can engage in hypothetical thought and in systematic deduction and testing of hypotheses

Formal 12 years - adult • In one scientific thinking task, the child is shown several flasks of what appear to be the same clear liquid and is told one combination of two of these liquids would produce a clear liquid. The task is to determine which combination would produce the blue liquid • The concrete operational child just starts mixing different clear liquids together haphazardly • The formal operational child develops a systematic plan for deducing what the correct combination must be by determining all of the possible combinations and then systematically testing each one

1905 -1981 key name Harry HARLOW • Conducted a study of attachment in monkeys. (1963 -1968). • Monkeys preferred the comfort of a cloth surrogate "mother" over that of a wire one – proving that attachment is about more than just supplying food. http: //www. youtube. com/watch? v=Or. NBEhzjg 8 I

Baby Monkeys Raised In Isolation Overly aggressive or; Overly fearful Incapable of mating when older

key name 1913 -1999 Mary AINSWORTH • Conducted the “Strange Situation Test” of Attachment (1960 s). • Results showed that securely attached children: will explore freely while the mother is present will engage with strangers will be visibly upset when the mother departs will be happy to see the mother return will not engage with stranger if mother is not in room

Ainsworth’s attachment styles • Insecure-avoidant – not distressed at mother leaving or stranger arriving; cool response when mother returns • Probably caused by distant mothers

Ainsworth’s attachment styles • insecure- resistant – clingy to mother; traumatized by every stage of the experiment; distrustful of their mothers • Caused by over-bearing, controlling mothers

PARENTING STYLES (Diana BAUMRIND) “Becaus e I said so. ” • AUTHORITARIAN rhymes with “Totalitarian” Authoritarian parents impose rules and expect obedience. PERMISSIVE “Whateve Permissive parents submit to their child’s desires, r. ” make few demands and use little punishment. “Let’s talk about it. ” AUTHORITATIVE Authoritative parents encourage open discussion and allow for exceptions when enforcing rules.

What’s Best? • Authoritative: • Highest self-esteem, self-reliance, and social competency • Authoritarian: • Less social skills and self-esteem • Permissive: • More aggressive and less mature

Kohlberg’s Stages of Moral Development

Social Changes Erikson’s Theory of Social Development

(Birth - 18 months) THE MAJOR EVENT IS FEEDING The infant will develop a sense of trust only if the parent or caregiver is responsive and consistent with the basic needs being met. The need for care and food must be met with comforting regularity. The infant must first form a trusting relationship with the parent or caregiver; otherwise a sense of mistrust will develop.

( 18 months – 3 years) THE MAJOR EVENT IS TOILET TRAINING (AND FEEDING AND DRESSING THEMSELVES) Toilet training as well as feeding and dressing themselves is how the toddler strives for autonomy. It is essential for parents not to be overprotective at this stage. A parent's level of protectiveness will influence the child's ability to achieve autonomy. If a parent is not reinforcing, the child will feel shameful and will learn to doubt his or her abilities.

(3 – 6 years) THE MAJOR EVENT AT THIS STAGE IS INDEPENDENCE. The child continues to be assertive and to take the initiative. Children in this stage are eager for responsibility. It is essential for adults to confirm that the child's initiative is accepted no matter how small it may be. If the child is not given a chance to be responsible and do things on their own, a sense of guilt may develop. The child will come to believe that what they want to do is always wrong.

(6 - 12 years) THE MAJOR EVENT AT THIS STAGE IS ATTENDANCE AT SCHOOL As a student, the children have a need to be productive and do work on their own. They are both physically and mentally ready for it. Interaction with peers at school also plays an imperative role of child development in this stage. The child for the first time has a wide variety of events to deal with, including academics, group activities, and friends. Difficulty with any of these leads to a sense of inferiority.

(12 – 18 years) The major event at this stage is ESTABLISHING PEER RELATIONSHIPS At this stage, adolescents are in search of an identity that will lead them to adulthood. Adolescents make a strong effort to answer the question "Who am I? " Erikson notes the healthy resolution of earlier conflicts can now serve as a foundation for the search for an identity. If the child overcomes earlier conflicts they are prepared to search for identity.

(19 – 40 years) In this stage, the most important events are love relationships. Intimacy refers to one's ability to relate to another human being on a deep, personal level. An individual who has not developed a sense of identity usually will fear a committed relationship and may retreat into isolation.

(40 – 65 years) In this stage, the most important EVENT IS PARENTING. In this stage generativity refers to the adult's ability to care for another person. Generativity has a broader meaning then just having children. Each adult must have some way to satisfy and support the next generation.

(65 years - death) IN THIS STAGE, THE MOST IMPORTANT EVENT IS ACCEPTANCE OF ONE’S LIFE. According to Erikson, achieving a sense of integrity means fully accepting oneself and coming to terms with the death. Accepting responsibility for your life and being able to undo the past and achieve satisfaction with self is essential. The inability to do this results in a feeling of despair.

1926 -2004 key name Elisabeth KUBLER- ROSS

Physical Differences During Puberty Females • Primary: • Ovaries • Secondary: • Smaller body size, wider hips, Males • Primary: • Testes • Secondary: • Deep voice, facial hair fuller breasts Primary sex characteristics: Without them, procreation can’t happen (reproductive organs) Secondary sext characteristics: Not necessary for procreation (controlled by hormones)