Module 17 Infancy Childhood INTRODUCTION Reactive attachment disorder

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Module 17 Infancy & Childhood

Module 17 Infancy & Childhood

INTRODUCTION • Reactive attachment disorder – psychiatric illness characterized by serious problems in emotional

INTRODUCTION • Reactive attachment disorder – psychiatric illness characterized by serious problems in emotional attachments beginning before age 5 – symptoms include resisting comfort and affection by parents, being overly friendly with strangers, forming poor peer relationships, and engaging in destructive behavior to self and others • Nature-nurture question – asks how much nature (genetic factors) and how much nurture (environmental factors) contribute to a person’s biological, emotional, cognitive, personal, and social development

PRENATAL INFLUENCES • Nature and nurture – Yehudi Menuhin • prodigy – child who

PRENATAL INFLUENCES • Nature and nurture – Yehudi Menuhin • prodigy – child who shows a highly unusual talent ability – genius at a very early age – doesn’t have mental retardation – small percentage of autistic children (who have some degree of mental retardation) may also show unusual artistic or mathematical abilities – savants

PRENATAL INFLUENCES • Prenatal period: three stages – Prenatal period extends from conception to

PRENATAL INFLUENCES • Prenatal period: three stages – Prenatal period extends from conception to birth and lasts about 266 days (9 months) – Three successive phases • germinal • embryonic • fetal – During prenatal period, a single cell will divide and grow to form 200 billion cells

PRENATAL INFLUENCES 1. Germinal stage • • first stage of prenatal development ___________________ –

PRENATAL INFLUENCES 1. Germinal stage • • first stage of prenatal development ___________________ – Ovulation • release of an ovum or egg cell from a women’s ovaries – Conception or fertilization • • • occurs if one of the millions of sperm penetrates the ovum’s outer membrane after penetration, outer membrane becomes impenetrable to the millions of remaining sperm fertilized ovum is called “zygote”

NEWBORNS’ ABILITIES (CONT’D)

NEWBORNS’ ABILITIES (CONT’D)

PRENATAL INFLUENCES (CONT’D) 2. – – – Embryonic stage Second stage of the prenatal

PRENATAL INFLUENCES (CONT’D) 2. – – – Embryonic stage Second stage of the prenatal period __________________________________________ _____________________

NEWBORNS’ ABILITIES (CONT’D)

NEWBORNS’ ABILITIES (CONT’D)

PRENATAL INFLUENCES (CONT’D) 3. Fetal stage – __________________________________________ ___________________ – Fetus develops vital organs,

PRENATAL INFLUENCES (CONT’D) 3. Fetal stage – __________________________________________ ___________________ – Fetus develops vital organs, such as lungs, and physical characteristics that are distinctly human – During embryonic and fetal stages, the developing organism is especially vulnerable to toxic agents – _____________________

NEWBORNS’ ABILITIES (CONT’D)

NEWBORNS’ ABILITIES (CONT’D)

PRENATAL INFLUENCES (CONT’D) • Placenta and teratogens – Placenta • organ that connects the

PRENATAL INFLUENCES (CONT’D) • Placenta and teratogens – Placenta • organ that connects the blood supply of the mother to that of the fetus • acts like a filter: ____________________________________________ – Teratogen • any agent that can harm a developing fetus (cause deformities or brain damage) • disease, drug, or other environmental agent

NEWBORNS’ ABILITIES (CONT’D)

NEWBORNS’ ABILITIES (CONT’D)

 • PRENATAL INFLUENCES (CONT’D) Birth defects and amniocentesis – Possible to test during

• PRENATAL INFLUENCES (CONT’D) Birth defects and amniocentesis – Possible to test during fetal stage for a number of genetic errors – ________________ • • medical test done between weeks 14 and 20 of pregnancy involves inserting a long needle through the mother’s abdominal muscles into the amniotic fluid surrounding the fetus fetal cells are analyzed in the fluid more than 450 genetic disorders can now be tested and identified

PRENATAL INFLUENCES (CONT’D) • Birth defects and amniocentesis – Down’s syndrome • _______________________________________ •

PRENATAL INFLUENCES (CONT’D) • Birth defects and amniocentesis – Down’s syndrome • _______________________________________ • fold of skin at the corner of each eye, wide tongue, heart defects • ____________________________________________

NEWBORNS’ ABILITIES (CONT’D)

NEWBORNS’ ABILITIES (CONT’D)

PRENATAL INFLUENCES (CONT’D) • Drugs and prenatal development – Drug use during pregnancy •

PRENATAL INFLUENCES (CONT’D) • Drugs and prenatal development – Drug use during pregnancy • caffeine – as little as one cup of coffee a day increases risk of having an underweight baby • cocaine and other drugs – pregnant women using drugs such as alcohol, tobacco, marijuana, or opiates had babies with » » » lower birth weight poor feeding habits greater risk for developing other problems

PRENATAL INFLUENCES (CONT’D) • Drugs and prenatal development – Smoking and nicotine • 13%

PRENATAL INFLUENCES (CONT’D) • Drugs and prenatal development – Smoking and nicotine • 13% of pregnant women smoke • increases the risk of – – – _____________________________ _____________________________

PRENATAL INFLUENCES (CONT’D) • Drugs and prenatal development – Alcohol • ____________________ • FAS

PRENATAL INFLUENCES (CONT’D) • Drugs and prenatal development – Alcohol • ____________________ • FAS results from a mother drinking _____ during pregnancy, especially in the first 12 weeks • FAS results in – short stature, flattened nose, short eye openings, neurological changes, hyperactivity, impulsive behavior, deficits in information processing, drug and alcohol abuse

PRENATAL INFLUENCES (CONT’D) • Drugs and prenatal development – Alcohol • ____________________ • FAS

PRENATAL INFLUENCES (CONT’D) • Drugs and prenatal development – Alcohol • ____________________ • FAS results from a mother having ____________________ • FAE _______ than FAS • FAE results in – deficiencies in cognitive tasks, academic skills, fine motor speed, and coordination

PRENATAL INFLUENCES (CONT’D) • The environment and prenatal development – Lead • levels of

PRENATAL INFLUENCES (CONT’D) • The environment and prenatal development – Lead • levels of lead in the blood system are associated with low IQ scores in children • likelihood of antisocial acts such as, assaults, truancy, and disorderly conduct • some lead sources = paint, gasoline, industry – Air pollutants • prenatal exposure to air pollutants, such as gasoline, diesel, and coal have negative impact on children’s cognitive development

NEWBORNS’ ABILITIES (CONT’D)

NEWBORNS’ ABILITIES (CONT’D)

NEWBORNS’ ABILITIES (CONT’D) • Genetic development program – Mother contributes 23 chromosomes and father

NEWBORNS’ ABILITIES (CONT’D) • Genetic development program – Mother contributes 23 chromosomes and father contributes 23 chromosomes – Each child receives a unique genetic program – Brain growth – Genetic program (after birth) regulates how the brain develops – Makes thousands of connections between neurons

NEWBORNS’ ABILITIES (CONT’D)

NEWBORNS’ ABILITIES (CONT’D)

NEWBORNS’ ABILITIES (CONT’D) • Genetic development program – Brain growth

NEWBORNS’ ABILITIES (CONT’D) • Genetic development program – Brain growth

NEWBORNS’ ABILITIES (CONT’D)

NEWBORNS’ ABILITIES (CONT’D)

NEWBORNS’ ABILITIES (CONT’D) • Sensory development – Faces • newborns show a preference for

NEWBORNS’ ABILITIES (CONT’D) • Sensory development – Faces • newborns show a preference for their mother’s face over strangers’ faces the first few days after birth • ___________________ • 4 months – • ____________________ 3 to 4 years – __________________

NEWBORNS’ ABILITIES (CONT’D) • Sensory development – Hearing • _________________ • can discriminate small

NEWBORNS’ ABILITIES (CONT’D) • Sensory development – Hearing • _________________ • can discriminate small sound vibrations • at _____, have developed the ability to make all sounds necessary to learn language – Touch • _____________________________________ • touch also elicits other reflexes such as grasping and sucking

NEWBORNS’ ABILITIES (CONT’D) • Sensory development – Smell and taste • infants at _______

NEWBORNS’ ABILITIES (CONT’D) • Sensory development – Smell and taste • infants at _______ can discriminate a few odors such as citrus and floral • six-week-old infants can smell the difference between their ______ • newborns have an inborn preference for both ______, dislike of bitter-tasting things – Depth perception • at 6 months, infants have developed depth perception • visual cliff

NEWBORNS’ ABILITIES (CONT’D) • Motor development – Refers to the stages of motor skills

NEWBORNS’ ABILITIES (CONT’D) • Motor development – Refers to the stages of motor skills that all infants pass through as they acquire the muscular control necessary for making coordinated movements – Proximodistal principle • states that parts closer to the ______ of the infant’s body develop before parts farther away – Cephalocaudal principle • states that parts of the body closer to the _____ develop before parts closer to the feet

NEWBORNS’ ABILITIES (CONT’D)

NEWBORNS’ ABILITIES (CONT’D)

NEWBORNS’ ABILITIES (CONT’D) • Motor development – Maturation • refers to developmental changes that

NEWBORNS’ ABILITIES (CONT’D) • Motor development – Maturation • refers to developmental changes that are ______ programmed rather than acquired through ______________ – Developmental norms • refers to the ______ at which children perform various kinds of skills or exhibit abilities or behaviors • _______ in infants’ motor development • ___________

NEWBORNS’ ABILITIES (CONT’D) • Motor development – Environmental stimulation • appropriate stimulation forming the

NEWBORNS’ ABILITIES (CONT’D) • Motor development – Environmental stimulation • appropriate stimulation forming the visual system, learning to speak, emotional development, and motor development • infants can’t perform complex cognitive, sensory or motor tasks, such as walking, talking, and reading until appropriate areas of their brains develop neural connections • genetic program ______ with environmental stimulation to develop sensory, motor, and cognitive abilities

EMOTIONAL DEVELOPMENT • Definition – Refers to the influence and interaction of genetic factors,

EMOTIONAL DEVELOPMENT • Definition – Refers to the influence and interaction of genetic factors, brain changes, cognitive factors, coping abilities, and cultural factors in the development of emotional behaviors, expressions, thoughts, and feelings • Temperament – Refers to ___________ individual differences in mood and emotional behavior that emerge early in childhood; ________________

EMOTIONAL DEVELOPMENT (CONT’D) • Temperament and emotions – Easy babies: ___________________ – Slow-to-warm-up babies:

EMOTIONAL DEVELOPMENT (CONT’D) • Temperament and emotions – Easy babies: ___________________ – Slow-to-warm-up babies: _______________________________________________ – Difficult babies: _______________________________________________ – No-single-category babies: _____________

EMOTIONAL DEVELOPMENT (CONT’D) • Temperament and emotions – Genetic influence • infants develop distinct

EMOTIONAL DEVELOPMENT (CONT’D) • Temperament and emotions – Genetic influence • infants develop distinct temperaments very early, usually in the first ____ months of life • occur largely because of genetic factors rather than learning experiences – Environmental influence • involves factors such as family influence, poverty level, educational opportunities, and social class • interact with and can change the infant’s initial temperament

EMOTIONAL DEVELOPMENT (CONT’D) • Temperament and emotions – Attachment • close, fundamental emotional bond

EMOTIONAL DEVELOPMENT (CONT’D) • Temperament and emotions – Attachment • close, fundamental emotional bond that develops between the infant ____________ • as a child shows closer attachment, he or she ________ when parents or caregivers temporarily leave

EMOTIONAL DEVELOPMENT (CONT’D) • Attachment – Separation anxiety • ___________________ • Kinds of attachments

EMOTIONAL DEVELOPMENT (CONT’D) • Attachment – Separation anxiety • ___________________ • Kinds of attachments – Secure • characteristic of infants who use their _____________ from which they can wander off and explore their environments – Insecure • characteristic of infants who _____________ or resistance toward parents

EMOTIONAL DEVELOPMENT (CONT’D) • Attachment – Kind of attachment formed in infancy is thought

EMOTIONAL DEVELOPMENT (CONT’D) • Attachment – Kind of attachment formed in infancy is thought to be associated with the success of future adult relationships – Secure • associated with being better at resolving conflicts, being more trusting, enjoying relationships, and dealing better with anxiety – Insecure • associated with being dependent, having poor social relationships, and showing more anxiety

COGNITIVE DEVELOPMENT • Piaget’s theory – Cognitive development • refers to how a person

COGNITIVE DEVELOPMENT • Piaget’s theory – Cognitive development • refers to how a person ____________________________________________ ____________ – Jean Piaget • greatest impact on developmental psychology with ____________________ • both biologist and psychologist

COGNITIVE DEVELOPMENT (CONT’D) • Piaget’s theory – Assimilation • _______________________________________ – Accommodation • _______________________________________

COGNITIVE DEVELOPMENT (CONT’D) • Piaget’s theory – Assimilation • _______________________________________ – Accommodation • _______________________________________

COGNITIVE DEVELOPMENT (CONT’D) • Sensorimotor stage – Birth to age 2 • infants interact

COGNITIVE DEVELOPMENT (CONT’D) • Sensorimotor stage – Birth to age 2 • infants interact with and learn about their environments by relating their sensory experiences to their motor experiences – Object permanence • develops over a period of 9 months • refers to the understanding that objects or events continue to exist even if they can no longer be heard, touched, or seen

COGNITIVE DEVELOPMENT (CONT’D) • Preoperational stage – About age 2 to 7 years •

COGNITIVE DEVELOPMENT (CONT’D) • Preoperational stage – About age 2 to 7 years • children learn to use symbols, such as words or mental images, to solve simple problems and to think or talk about things that aren’t present – Conservation • the fact that even though the shape of some object or substance changes, the total amount stays the same – Egocentric thinking • viewing the world only from your own perspective and having difficulty appreciating someone else’s

NEWBORNS’ ABILITIES (CONT’D)

NEWBORNS’ ABILITIES (CONT’D)

COGNITIVE DEVELOPMENT (CONT’D) • Concrete stage – About age 7 to 11 years –

COGNITIVE DEVELOPMENT (CONT’D) • Concrete stage – About age 7 to 11 years – Children can perform a number of logical mental operations on concrete objects (physically present) – Conservation • children gradually master the concept of conservation during the concrete operations stage – Classification • • ability to classify items by color and size for example still have difficulty figuring out relationships among objects that aren’t present or imaginary situations

COGNITIVE DEVELOPMENT (CONT’D) • Formal operations stage – About age 12 to adulthood –

COGNITIVE DEVELOPMENT (CONT’D) • Formal operations stage – About age 12 to adulthood – Adolescents and adults develop the ability to think about and solve abstract problems in a logical manner – Adolescents develop thinking and reasoning typical of adults – Ability to think in a logical, systematic, and abstract way is one of the major characteristics of the formal operations stage

SOCIAL DEVELOPMENT • Social development – How a person develops a sense of self

SOCIAL DEVELOPMENT • Social development – How a person develops a sense of self or a self-identity, relationships with others, and the kinds of social skills important in personal interactions • Freud’s psychosexual stages – Five different developmental periods 1. ________ 2. ________ 3. ________ 4. ________ 5. ________

SOCIAL DEVELOPMENT • Social development – Individual seeks pleasure from different areas of the

SOCIAL DEVELOPMENT • Social development – Individual seeks pleasure from different areas of the body that are associated with sexual feelings – Freud • ________________________________________ __________________

SOCIAL DEVELOPMENT (CONT’D) • Oral stage – ________________ – Pleasure seeking is around the

SOCIAL DEVELOPMENT (CONT’D) • Oral stage – ________________ – Pleasure seeking is around the ________ – ________________ – If fixated at this stage due to oral wishes being gratified too much or too little, could continue in adulthood seeking oral gratification

SOCIAL DEVELOPMENT (CONT’D) • Anal stage – 1. 5 to 3 years – Infant’s

SOCIAL DEVELOPMENT (CONT’D) • Anal stage – 1. 5 to 3 years – Infant’s pleasure seeking is centered on the ________________________ – If fixated, will exhibit behavioral activities in either retention or elimination • retention – ____________________ • elimination – ____________________

SOCIAL DEVELOPMENT (CONT’D) • Phallic stage – 3 to 6 years (early childhood) –

SOCIAL DEVELOPMENT (CONT’D) • Phallic stage – 3 to 6 years (early childhood) – Pleasure seeking is centered on the ______ – Competes with parent of ______ for affections and pleasures of the parent of the _______ – May result in feelings of inferiority for women and of having something to prove for men

SOCIAL DEVELOPMENT (CONT’D) • Latency stage – ___________________ – Child _________ and engages in

SOCIAL DEVELOPMENT (CONT’D) • Latency stage – ___________________ – Child _________ and engages in nonsexual activities • __________________ – ___________________

SOCIAL DEVELOPMENT (CONT’D) • Genital stage – ___________ – Individual has renewed sexual desires

SOCIAL DEVELOPMENT (CONT’D) • Genital stage – ___________ – Individual has renewed sexual desires that he or she seeks to fulfill through relationships with members of the opposite sex – ________________________ will lead to having energy to develop loving relationships and a healthy and mature personality

SOCIAL DEVELOPMENT (CONT’D) • Erikson’s psychosocial stages – Eight developmental periods during which an

SOCIAL DEVELOPMENT (CONT’D) • Erikson’s psychosocial stages – Eight developmental periods during which an individual’s primary goal is to satisfy desires associated with social needs 1. 2. 3. 4. 5. 6. 7. 8. ___________________________________________________

SOCIAL DEVELOPMENT (CONT’D) • Erikson’s psychosocial stages – Trust versus mistrust • ________________ •

SOCIAL DEVELOPMENT (CONT’D) • Erikson’s psychosocial stages – Trust versus mistrust • ________________ • if parents are sensitive and responsive to the child’s needs, __________ • _______________________________________ ____________________

SOCIAL DEVELOPMENT (CONT’D) • Erikson’s psychosocial stages – Autonomy versus shame and doubt •

SOCIAL DEVELOPMENT (CONT’D) • Erikson’s psychosocial stages – Autonomy versus shame and doubt • ____________ • battle of wills between _________________ to do as he or she pleases • if parents encourage the child to ______, a sense of ______________ • if parents _________ the child’s __________, he or she may develop a feeling that ____________________________________________

SOCIAL DEVELOPMENT (CONT’D) • Erikson’s psychosocial stages – Initiative versus guilt • __________________ •

SOCIAL DEVELOPMENT (CONT’D) • Erikson’s psychosocial stages – Initiative versus guilt • __________________ • child __________ that are expected __________________ • if parents _________, the child will _______________ new things • if parents ______, the child may ______________________ future

SOCIAL DEVELOPMENT (CONT’D) • Erikson’s psychosocial stages – Industry versus inferiority • _______________ •

SOCIAL DEVELOPMENT (CONT’D) • Erikson’s psychosocial stages – Industry versus inferiority • _______________ • child needs to ______________________ • develops ________________ • if child has difficulty applying and completing work, he or she may develop a feeling of ______________________

SOCIAL DEVELOPMENT (CONT’D) • Erikson’s psychosocial stages – Identity versus role confusion • ____________________

SOCIAL DEVELOPMENT (CONT’D) • Erikson’s psychosocial stages – Identity versus role confusion • ____________________ • if child is ______ making the change to _________, he or she will develop a ______________________ • if child is _____, he or she will experience _________________ • results in having _______ and becoming ____________

 • SOCIAL DEVELOPMENT (CONT’D) Bandura’s social cognitive theory – Emphasizes the ________________________ –

• SOCIAL DEVELOPMENT (CONT’D) Bandura’s social cognitive theory – Emphasizes the ________________________ – Not necessary to perform any observable behaviors or receive any external rewards to learn new social skills because many behaviors are self-motivated – Vulnerability • refers to ______________________ that make children more at risk for developing later personality, behavioral, or social problems

SOCIAL DEVELOPMENT (CONT’D) • Bandura’s social cognitive theory – Gender identity • ____________________________________________ ____________

SOCIAL DEVELOPMENT (CONT’D) • Bandura’s social cognitive theory – Gender identity • ____________________________________________ ____________ – Gender roles • traditional or stereotypical behaviors, attitudes, and personality traits that parents, peers, and society expect us to have because we’re male or female

SOCIAL DEVELOPMENT (CONT’D) • Bandura’s social cognitive theory – Social role theory • ________________________________________________

SOCIAL DEVELOPMENT (CONT’D) • Bandura’s social cognitive theory – Social role theory • ________________________________________________ – Cognitive developmental theory • children _______ and ____________, learn one set of rules for ________________________ – Gender schemas • sets of information and rules organized around how either a _______________________

CULTURAL DIVERSITY • Gender roles across culture – Social role theory • emphasizes social

CULTURAL DIVERSITY • Gender roles across culture – Social role theory • emphasizes social and cultural influences • states that gender differences between men and women arise from different divisions of labor – Evolutionary theory • emphasizes genetic and biological forces • current gender differences are a continuation of the behaviors that evolved from early men and women • adapted these different behaviors in their attempts to survive the problems of their time