1. Infant Development

2. Development In Infancy Newborn infants recognize voices, (audition) faces (vision), taste and smell, and learn (imitation).

3. Infants are classically (Pavlov) and operantly conditioned (Skinner) positive reinforcers, such as mother's voice (non-nutritive sucking) Development In Infancy

4. biological development according to genes = maturation. physical development right after birth is highest

5. Development In Infancy precocious babies develop physical or cognitive abilities early; others slower to develop, but usually all catch up.

6. Newborn (neonate) Reflexes Rooting Sucking MoroStartle Palmar/grasp Babinski Tonic neck Stepping Crawling/swimming Blinking, breathing, crying, yawning

7. Cortical behaviors Head at 45* angle Roll over Sit up Walk with help Crawl »Walk without help

8. Jean Piaget – cog. dev. relies on formation of schemas: organized mental representations of the world Cognitive Development In Childhood

9. Assimilation – adding new material or info to existing schema (folders) Accommodation – changing existing schema to accommodate new experience

10. Cognitive Development In Childhood Jean Piaget -- cognitive development progresses through a series of 4 overlapping qualitative stages: sensorimotor, preoperational, concrete operational and formal operational.

11. Sensorimotor stage (0-2 yrs) During sensorimotor stage, infants and young children learn through their senses and acquire principle of object permanence, the recognition that objects still exist when not visible.

12. Sensorimotor stage (0-2 yrs) Language ineffective Learn by sensing (sensori) and doing (motor) Learn causality – if A then B Imitation (peek-a-boo, dancing)

13. Preoperational stage (2-6/7 yrs) During preoperational stage, child can use symbolic representations for objects and events not physically present. This stage also characterized by egocentrism, the inability to see situations from another person's point of view. (me, mine)

14. Concrete operational (6-12 yrs) Children continue to use mental representations and can think logically, but are not yet able to think abstractly during the concrete operational stage.

15. Concrete operational (6-12 yrs) Concrete objects can be classified, ranked, ordered or separated into more than one category according to rules. Can get to school but can’t abstractly draw or describe the route.

16. Principle of Conservation recognition that changes in size or shape do not change the amount of a substance-is acquired during this stage.

17. Formal operational (12 yrs+) Children can think abstractly and hypothetically during the formal operational stage. Independent morals develop