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Achievements of the First Year

Achievements of the First Year. The Development of Children (5 th ed.) Cole, Cole & Lightfoot Chapter 5. Overview of the Journey. Biological changes Perceptual-motor development Cognitive changes Relationship with the social world The next bio-social-behavioral shift.

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Achievements of the First Year

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  1. Achievements of the First Year The Development of Children (5th ed.) Cole, Cole & Lightfoot Chapter 5

  2. Overview of the Journey • Biological changes • Perceptual-motor development • Cognitive changes • Relationship with the social world • The next bio-social-behavioral shift

  3. Biological Changes Size and Shape Bone and Muscle The Brain

  4. Size and Shape • Triple in weight… (7  21 lbs.) • Add 10 inches height… (20  30 in.) • Change in body proportions… • At birth, head is 70% of adult size and accounts for 25% total body length • Legs at birth are not much longer than their heads; by adulthood, legs account for about half of total height • Result in lowering the center of gravity (balance, walking)

  5. Environmental Conditions Influence Growth Rate Babies born in Malawi face conditions such as widespread mal-nutrition, chronic poverty, disease, and a rising HIV/AIDS infection rate. As a result of this complicated array of factors, Malawian infants grow at a slower rate than their American counterparts.

  6. Where is Malawi? • Info on Malawi • Table Talk 1 • What kinds of things do infants do in Malawi? • What do infants do in our area? • What learning opportunities are similar? • What learning opportunities are different?

  7. Changes in Body Proportions

  8. Bone, Muscle, & Gender • Bone ossification • First in hand and wrist (pick up) • Increases in muscle mass • Associated with ability to stand alone and walk • Sex differences • Females are ahead 3 weeks prenatal, 6 weeks at birth, 2 years at puberty • Girls get their permanent teeth, start puberty, and reach full size earlier than boys

  9. Brain Development • Exuberant synaptogenesis (3-12 months) • Density of synapses is double what it will be in early adolescence • As a result of this overproduction of synapses, infants are prepared to establish neural connections for virtually any kind of experience • “Synapses that are regularly used flourish and are strengthened, while those that go unused are gradually ‘pruned away’—that is, they atrophy and die off.” (p. 183)

  10. Brain Development • 2½ - 4 months: Surge in visual cortex • 6 months: Spurt in motor cortex • 7 - 9 months: Rapid growth of frontal cortex (used inintegrating information) • Prefrontal area plays a particularly important role in the development of voluntary behavior (e.g., impulse inhibition)

  11. Table Talk 2 • Why is it important for survival that brain synapses are ready to develop as a result of “any kind of experience”?

  12. Perceptual-Motor Development Reaching and Grasping Locomotion

  13. Reaching and Grasping • Newborns: Perceive an object moving before them and reach for it (i.e., visually initiated reaching) • 2 ½ months: Coordination of reach and grasp • 5 months: No longer reach for an object beyond their grasp • 9 months: Guide movements with a single glance

  14. Fine Motor Movements Babies seem to perceive that different objects offer different affordances – properties that lend themselves to particular ways of interacting with them

  15. Perceptual-Motor Exploration Contour following(exact shape) Pressure(hardness) Enclosure(volume/size) Unsupported holding(weight) Static contact(temperature) Lateral motion(texture)

  16. Development of Locomotion 1. Baby creeps and uses legs: 2. Baby gains control of upper body: 4. Baby is mobile! 3. Baby coordinates upper and lower body movements:

  17. What is the Role of Practice? • During the 1930s and 1940s it was commonly believed that learning and experience played little or no role in the development of such motor milestones as sitting and walking. • Recent findings: Motor development can be speeded up by extensive practice or slowed when adults seek to protect the child against danger, depending upon the cultural circumstances.

  18. Table Talk 3 • If motor development is practiced, what should parents do with their babies? • Make a list of 10 things parents should do with their babies to ensure optimal brain and motor development

  19. Cognitive Changes Piaget’s Constructivist Explanation Are Infants Precocious? Challenges to Piaget’s Theory Categorizing Growth of Memory

  20. Piaget: Sensorimotor Stage (Infancy)

  21. Piaget: Sensorimotor Stage (Infancy)

  22. Piaget: Sensorimotor Stage (Infancy)

  23. Object Permanence is… • Understanding that objects • Have substance • Maintain their identify when they change location • Continue to exist (ordinarily) when out of sight – otherwise, “out of sight is out of mind” • An early indicator of the development of representation For example, an infant younger than 8 months of age does not search for an object that has been removed from sight

  24. Infant does not track the movement of the train in the tunnel, is happy to see the train again, but is not surprised that it is now a different color or shape. Lack of Representation

  25. Incomplete Object Permanence (8-12 months of age) After an infant has successfully searched for an object hidden in one location, the object is then hidden in a new location while the infant watches. The infant will search for the object where it was previously found.

  26. Developmental Sequence of Object Permanence 1. Infant does not search for objects that have been removed from sight. 2. Infant orients to place where objects have been removed from sight. 3. Infant will reach for a partially hidden object but stops if it disappears. 4. Infant will search for a completely hidden object; keeps searching the original location of the object even if it is moved to another location in full view of the infant. 5. Infant will search for an object after seeing it moved but not if it is moved in secret. 6. Infant will search for a hidden object, certain that it exists somewhere.

  27. Intermodel Perception • Infants held two rings, one in each hand, under a cloth that prevented them from seeing the rings or their own bodies. • For some infants the rings were connected by a rigid bar and therefore moved together. For others the rings were connected by a flexible cord and therefore moved independently. • All the infants were allowed to hold and feel just one or the other type of rings until they had largely lost interest (habituated). • They were then shown both types of rings. • The babies looked longer at the rings that were different from those they had been exploring with their hands. Streri & Spelke, 1988

  28. Infant Arithmetic? Infants (4 months) looked longer at the end display when there was only one doll, suggesting that they had mentally calculated the number of dolls that ought to be behind the screen. [Wynn, 1992]

  29. Infant Categorizing… • Infants (3 months) shown a sequence of pictures of cats were surprised when they saw a picture of a dog, suggesting that they were sensitive to the category of cats • Similarly, 3- to 4-month-olds, after having been shown a series of pictures of mammals, looked longer at pictures of non-mammals and furniture than at a picture of a new mammal Eimas & Quinn, 1994Behl-Chadha et al., 1995

  30. …and how would a baby categorize this?

  31. Infant Categorizing • After three 15-minute sessions, each with a different-color A block, a 3-month-old baby will kick the mobile with yet a fourth color added. • But if a new shape is inscribed on the blocks used in the fourth session (e.g., B’s), the baby will not kick, indicating that the baby has formed a category and remembered prior experience

  32. Conceptual Categories • Babies (7 months) treated plastic toy birds and airplanes, which are perceptually similar, as if they were members of the same category • Babies (9 -11 months) treated toy airplanes and birds as members of conceptually different categories, despite the fact that they looked very much alike Mandler & McDonough, 1993

  33. Growth of Memory

  34. Growth of Memory In one study (Rovee-Collier et al.), a group of 3-month-old babies were trained to activate a mobile by kicking. The researchers then let an entire month elapse before putting the babies into the experimental situation again. They knew that this was more than enough time for the babies to forget their training.

  35. However, 1 day before being retested, the 3-month-olds were shown the mobile as a reminder (without allowing them to kick). The next day, these infants started kicking as soon as the ribbon was tied to one of their legs. The mere sight of the mobile a day earlier seemed to remind the babies of what they had learned 1 month earlier. Table Talk 4 1. What do you conclude about the ability of babies to think? 2. If babies have memory, what kinds of things are appropriate for parents to “teach” to their child?

  36. Relationship with the Social World Imitation Wariness New Relationships

  37. Wariness (begins at 6-9 months) • Infants who are exposed to something new – even a spoonful of cereal from a stranger – display characteristic wariness • Another evidence of recall

  38. Indicators of New Social Relationships Zone of Proximal Development (Vygotsky) • Assistance provided by adults goes just slightly beyond the child’s current competence; helps child learn new behaviors Attachment • Seek to be near their primary caregivers and show distress when they are separated, happy when reunited Secondary Intersubjectivity • Primary: face-to-face communication (e.g., social smiling) • Secondary: shared communication that refers to objects beyond themselves (e.g., looks when mother points)

  39. Indicators of New Social Relationships Social Referencing • Tendency to look to the caregiver for an indication of how one should feel and act (girls will do this more than boys) Language Development • Comprehension: understands words for highly familiar objects (6 months); identifies phrases (8-9 months) • Babbling: Vocalizing that includes consonant/vowel repetitions (7 months) • Jargoning: Babbling with stress and intonation of actual utterances (12 months)

  40. A New Bio-Social-Behavioral Shift 7-9 Months

  41. Characteristics of the Shift

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