1. Module 17 Infancy & Childhood

2. 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

3. INTRODUCTION (CONT’D) Developmental psychologists –__________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________

4. 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

5. 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

6. 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”

7. NEWBORNS’ ABILITIES (CONT’D)

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

9. NEWBORNS’ ABILITIES (CONT’D)

10. 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 –_________________________________________

11. NEWBORNS’ ABILITIES (CONT’D)

12. 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

13. NEWBORNS’ ABILITIES (CONT’D)

14. 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

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

16. NEWBORNS’ ABILITIES (CONT’D)

17. 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

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

19. 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

20. 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

21. 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

22. NEWBORNS’ ABILITIES (CONT’D)

23. 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

24. NEWBORNS’ ABILITIES (CONT’D)

25. Genetic development program –Brain growth

26. NEWBORNS’ ABILITIES (CONT’D)

27. 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 –___________________________________

28. 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

29. 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

30. 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

31. NEWBORNS’ ABILITIES (CONT’D)

32. 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 ______________________

33. NEWBORNS’ ABILITIES (CONT’D) Motor development –Environmental stimulation appropriate stimulation for 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

34. 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; ________________________________

35. EMOTIONAL DEVELOPMENT (CONT’D) Temperament and emotions –Easy babies: _____________________________________ –Slow-to-warm-up babies: _______________________________________________ _______________________________________________ –Difficult babies: _______________________________________________ _______________________________________________ –No-single-category babies:__________________________

36. 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

37. 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

38. 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

39. 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

40. COGNITIVE DEVELOPMENT Piaget’s theory –Cognitive development refers to how a person ____________________________________________ ____________________________________________ ____________________________________________ ________________________ –Jean Piaget greatest impact on developmental psychology with _______________________________________ both biologist and psychologist

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

42. 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

43. 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

44. NEWBORNS’ ABILITIES (CONT’D)

45. 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

46. 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

47. 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.________________

48. SOCIAL DEVELOPMENT Social development –Individual seeks pleasure from different areas of the body that are associated with sexual feelings –Freud _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________

49. 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

50. 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 –________________________________________

51. 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

52. SOCIAL DEVELOPMENT (CONT’D) Latency stage –______________________________________ –Child __________________ and engages in nonsexual activities ____________________________________ –_____________________________________

53. 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

54. 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.__________________________________

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

56. 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 ____________________________________________ ____________________________________________ ____________________________________________

57. 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

58. 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 ____________________________________________ ___________________________________

59. 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 ________________________

60. 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

61. SOCIAL DEVELOPMENT (CONT’D) Bandura’s social cognitive theory –Resiliency ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ___________________________________________

62. 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

63. 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 _____________________________________________

64. 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