Chapter 3 – Development:

1. Chapter 3 – Development: Infancy and Childhood PHYSICAL,PERCEPTIAL AND LANGUAGE DEVELOPMENT CHAPTER 3:1 AND 3:2

2. What is developmental psychology? The study of changes that occur as an individual matures.

3. Nature vs. Nurture What makes us who we are? Genes or environment? Brainstorm with neighbor

4. NATURE biological dispositions that we’re born with (genes)

5. NURTURE our surroundings, upbringing, social influences Example: Rats in a deprived environment had less brain development.

6. “How do the brain andmotor skills develop during infancy and childhood?”

7. NEWBORNS REFLEXES- inherited automatic responses. Grasping reflex-an infants response to touch on palm of hand. Rooting reflex-if an infant is near the mouth he will move his head and mouth toward the source of the touch. Hence..breast feeding and the sucking motion.

8. PHYSICAL DEVELOPMENT • In the womb neural cells develop one-quartermillion per minute. • When born you have mostof the brain cells you will ever have. • Ages 3 to 6 most rapid growth is in the frontallobes (rational planning).

9. Areaslinked with thinking, memory, and language are the last to develop. • Severe deprivation and abuse can retard development. • Maturation sets the basic course of development and experienceadjustsit.

10. MATURATION the internally programmed growth of a child

11. MOTOR DEVELOPMENT • The sequence of physical (motor) development is universal. • Babies roll over, sit unsupported, creep on all fours, and then walk; these developmental milestones are the same around the world. • Blind children do too. • Genesplay a major role in motor development. • Identical twins typically begin sitting up and walking on nearly the same day.

12. MOTOR DEVELOPMENT The rapidly developing cerebellumcreates our readiness to learn walking around age 1. The “wonderchild” began walking at 9 months.. I wonder what happened since then…

13. INFANT MEMORY Can you recall your first day of preschool or your third birthday party? • Earliest memories seldom predate our third birthdays. • Babies only 3 months old can learn to move a mobile by kicking it and can retain that learning for a month. • What the conscious mind does not know and cannot express in words, the nervous system somehow remembers.

14. NEURAL DEVELOPMENT

15. Besides grasping and sucking newborns have mature perception skills. Perception- recognition and interpretation of sensory stimuli based chiefly on memory. Hmmm is that possible? PERCEPTUAL DEVELOPMENT

16. LANGUAGE DEVELPOMENT • any set or system of such symbols as used in a more or less uniform fashion by a number of people, who are thus enabled to communicate intelligibly with one another. • any system of formalized symbols, signs, sounds, gestures, or the like used or conceived as a means of communicating thought, emotion, etc.:

17. LANGUAGE AQUISITION How do we acquire language? Is there a window for this learning? Why is it harder for adults as opposed to kids?? Telegraphic speech-

19. CH 3:2 COGNITIVE DEVELOPMENT Jean Piaget (1896-1980) His interest in cognitive development began in 1920 while developing questions for intelligence tests. REVIEW- COGNITION all the mental activities associated with thinking, knowing, remembering, and communicating Core idea: “Children are active thinkers, constantly trying to construct more advanced understandings.”

20. PIAGET proposed that a child’s mind develops through a series of stages. • The driving force between our intellectual progression is our unceasing struggle to makesenseof our experiences.

21. COMPLETE G.O. ON PIAGET’S STAGES OF COGNITIVE DEVELOPMENT PP. 75 YOUR OWN WORDS

22. Piaget’s Stages of Cognitive Development

23. HOW KNOWING CHANGES How do we make sense of the world? How do we make sense of random unrelated events to understand them? How to we understand anything? FIRST WE…

24. PIAGET • Sensorimotor – touching, tasting, moving • Pre-Operational – pretend play, object permanence (knowing an object continues to exist even when out of sight) • Concrete Operational – understand conservation (quantity does not change despite changes in shape), math • Formal Operational – abstract thinking, hypothetical situations, moral reasoning

25. CREATE schema’s… Schema: a concept or framework that organizes and interprets information. By adulthood we have built countless schemas, ranging from cats and dogs to our concept of love.

26. Then we try to understand new objects by using one of our preexisting schemas.. HOW??? Through.. Assimilation: interpreting one’s new experience in terms of one’s existing schemas. Accommodation: adapting one’s current understandings (schemas) to incorporate new information. We change OUR schema to fit and adapt to the NEW situation

27. Cognitive Development

28. Impossible Objects

29. Piaget’s Cognitive Development • Infants are smarter than Piaget appreciated. • Before reaching the concrete operational stage, children have trouble with conservation. Conservation: the principle that properties such as mass, volume, and numbers remain the same despite changes in the forms of objects.

30. Piaget’s Cognitive Development Theory of the mind: people’ have ideas about their own and other’s mental states – about their feelings, perceptions, and thoughts, and behaviors Between 3 to 4 years old, children come to realize that others may hold false beliefs. Children with autism have an impaired ability to infer other’s states of mind.

31. Autism: a disorder that appears in childhood and is marked by deficient communication, social interaction, and understanding of other’s states of mind.

32. Social Development/Emotional Development E.Q. “How do the bonds of attachment form between caregivers and infants?” Stranger Anxiety: A babies ability to evaluate people as unfamiliar and possibly threatening helps protect babies 8 months and older. • Children have schemas for familiar faces; when they cannot assimilate the new face into these remembered schema, they become distressed.

33. Origins of Attachment The attachmentbond is a powerful survival impulse that keeps infants close to their parents/caregivers. 1.Contactis one key to attachment.

34. At 12 months, many infants cling tightly to a parent when they are frightened or expect separation. 2.Familiarityis another key to attachment. Attachments based on familiarity formed during a criticalperiod-(LORENZ) an optimal period shortly after birth when an organism’s exposure to certain stimuli or experiences produces proper development.

35. For some animals attachment happens with the first moving object they see. This rigid attachment process is called imprinting. MEET CHIRPIN CHARLIE AND LA QUISHA

46. Once formed this attachment is difficult to reverse. • Children do not imprint. • Children do become attached to what they’ve known. • Mere exposure fosters fondness • Familiarity is a safety signal. • Familiarity breeds contentment

47. What accounts for children’s attachment differences? Is attachment style the result of parenting or is it influenced genetically? • A father’s love and acceptance have been comparable to a mother’s love in predicting offspring’s health and well-being. • Anxiety over separation from parents peaks at around 13months, then gradually declines.

48. Deprivation of Attachment • Individuals are often withdrawn, freighted, even speechless. • If institutionalized more than 8 months, individuals often bear lasting emotional scars. • Harlow’s Monkeys: females often were neglectful, abusive, and even murderous. • The unloved often become the unloving. • Most abusive parents – and many condemned murders report having been neglected or battered as children.

49. Attachment Differences • Erik Erikson (1902 -1994) – Developmental psychologist “Out of the conflict between trust and mistrust, the infant develops hope, which is the earliest form of what gradually becomes faith in adults.”

50. Attachment and Erik Erikson • Securely attached children approach life with a sense of basic trust. • Basic trust: a sense that the world is predictable and trustworthy; formed during infancy by appropriate experiences with responsive caregivers. • Basic trust is attributed to early parenting. • Infants blessed with sensitive, loving caregivers form a lifelong attitude of trust rather than fear.