HD

žGenetics

• žTransmission of
• physical and psychological traits and problems/disorders

• žChromosomes – 23
• pairs; 23rd
• determines sex

• žGenes – thousands on
• every chromosome

• žGenotype – gene code;
• XX or XY (example)

• žPhenotype –
• expression of the genotype

• —Homozygous; same allele (BB
• or bb; example)

—Heterozygous; different alleles (Bb; example)

—carriers

—Monozygotic “identicle”

—Dizygotic “fraternal”

• —Children with greater or fewer than the typical 46
• chromosomes

—Health and behavioral problems

—Increased risk with increased parental age

—Down’s Syndrome (Trisomy 21)

• —Greater or fewer than the 23rd pair (sex
• chromosome)

—X0 = Turner’s Syndrome

—Attributed to genes so can be dominant or recessive

—Huntington’s = dominant

—Sickle-Cell Anemia = recessive

—AFP = alpha fetoprotein test

• —Neural tube defects / genetic disorders / certain
• chromosomal

—Sound waves

—Can see structures / track growth

• —Sample of amniotic fluid; need to culture cells (1-2
• weeks)

—Genetic / chromosomal / sex

—Sample of developing placenta

—Results in days

—Genetic / chromosomal / sex

• —Total present at
• birth 400,000

—Immature

• —Released from
• alternating ovaries one per month (hopefully)

• —Begin maturation
• (post-puberty) in testicles every six weeks

• —150 million+ in each
• ejaculation (approximately 1% of total volume)

—4 types of sperm

• —Can ‘smell’ the egg;
• change in calcium ions produced by ova release

• žApproximate 1/6
• couples in US

• ž1 year of trying
• without prevention

žCauses

•Male

• –Low sperm count / low
• motility

•Female

• –Endometriosis /
• Scarred fallopian tubes

•Spontaneous abortion

—(first 2 weeks)

—Conception to implantation

—week 2-8)

—organogenesis

—(week 8-40)

—Finishing touches

38 weeks+

<38 weeks

—Smaller than they should be given their gestational age

• —26 weeks; point at which there is a 50% chance of
• survival outside the mother

žNutrition

žTeratogens

•Toxins / Drugs / Rh incompatibility

•Parental age

•Infections

žDosage and Timing

• •Critical periods;
• period during which exposure is most harmful even in small doses (i.e.,
• organogenesis)

• •Braxton Hicks
• •First stage
• •Transition
• Second stage
• Third stage

–First usually painless contractions

• –Regular
• uterine contractions efface and dilate the cervix to 10cm (4in)

• •When
• 4-5 minutes apart head to hospital

• –Dilation
• causes the most pain

• –Longest
• stage (few hours – more than a day)

• •Shorter
• with subsequent deliveries

• –fully
• dilated and head moves into vagina

• –Lasts
• approximately 30 minutes

•(minutes – hours)

• –Begins with baby appearing at the
• opening of the vagina and ends in birth

•(minutes – hour)

–placental stage (afterbirth)

• –Placenta separates from uterine
• wall and is expelled

•4th trimester

• •Weeks following delivery
• (no specific limit)

• •Physical / Psychological
• Adjustment

–Mother

–Father

–Siblings

• •Blues / Depression /
• Psychosis

•Bonding

• •Most
• common cause of death during the first year

• •Risk
• factors

• –2-4
• months

–Males

• –Stomach
• sleeping

• –Premature
• / low birth weight

• –Lower
• SES

• –African
• American / Inuit

• –Teenage
• mother

• –Mothers
• smoked or used narcotics during pregnancy

• •Most
• dramatic gains during prenatal development but still substantial gains during
• this period

• •Should
• triple their birth weight by 1 year

• •Height
• increases by 50% over the first year

• •Growth
• occurs in spurts

• •Gain
• 4-6 inches and 4-7 lbs (on average) over the second year

• •Neonate
• – the head is about ¼ the length of the body (very top heavy)
• Arms grow before legs.

• •Serious
• disorder

• •Impairs
• growth in infancy and early childhood

–Does not make normal gains in height and weight

• –Slow physical growth but also cognitive, behavioral and
• emotional problems

• •Emphasized the role
• of maturation

• –Almost
• to the point of excluding adult and peer influences on cognitive development

• •Believed development
• occurred in rigid stages

• –Process
• appears to be more gradual than he thought

•Schemes

• –Ways
• of perceiving and mentally representing the world

• –Development
• occurs in two ways:

•Assimilation

• –Absorbing
• new events into existing schemes

•Accommodation

• –When
• current scheme is not sufficient for a novel event children modify existing
• schemes

• –Development
• occurs in an orderly sequence of stages

• •How
• fast a child moves through varies but the stages stay the same

• •4
• Stages (only discussing the first one here)

–Sensorimotor (birth – 2 years)

–Preoperational

• –Concrete
• operational

• –Formal
• operational

• •Secure
• and Insecure

• •Most
• infants are securely attached

• •Strange-situation
• (Ainsworth)

–Secure

• •Mildly distressed when mother
• leaves and seek interaction upon reunion and readily soothed

• •Happier, more social and more
• cooperative with caregivers

• •At 5-6 years get along better
• with peers

–Insecure

• •Not distressed at all or severely
• distressed when mother leaves

• •Ignore / resist or ambivalent to
• mother’s return

•Not easily soothed

• •Insecure at 1 year is predictive
• of psychological disorders at age 17

• clear cut attachment occurs
• about 6-7 months and is characterized by intensified dependence on the primary
• care giver usually the mother

•Social Deprivation

–Withdrawal and depression

–Little interest in interaction

–Rocking

• –Deficient sensory stimulation and
• social interaction

–Retarded growth

• –Can recover even after almost 2
• years

•Child Abuse and neglect

–Approx 3 million each year

• –Personal, social and
• psychological disorders

–Less securely attached

–Less intimate with peers

–More angry and aggressive

–Lower self-esteem

–less accomplished in school

• More
• likely to engage in risky behavior

• •High quality day care has been shown to be
• enriching for infant development

• –Low
• infant to caregiver ratio

• –Good
• curriculum

• –Appropriate
• and ample stimuli (toys, etc.)

• –Safe
• and healthy environment

• •Initially
• = attraction to pleasant and withdrawal from unpleasant

• •Only
• show a few emotions during initial months

• •Development
• linked to cognitive development and social experience

• •2-3
• months social smile replaces a reflexive smile

• •3-5
• months infants laugh at active stimuli

•Self-concept

–Emerges gradually during infancy

• –Red dot in the mirror test (touch
• their own nose around 18 months)

• –Most 2 year olds can point to a
• picture of themselves and they begin to use the word “I” or their own name similtaneously

• –Self-awareness allows for
• development of notions of sharing and cooperation and self-conscious emotions
• such as embarrassment, guilt, shame, envy, pride and empathy

• –(Psychoanalytic) Demonstrated
• through growing autonomy / refusal to comply with caregivers requests

• •Girls
• motor development matures more rapidly

• •No
• gender differences in social behaviors

• •No
• initial gender preference for toys but present by 12-18 months

• •By 24
• months children are aware of what is gender appropriate

• •Adults
• interact differently with boys than with girls

• •Fathers
• tend to be more gender specific in interactions with their children

• •By 2 years the brain is 75% of it’s adult weight and by
• 5 years it is 90% of it’s adult weight

•Gross motor skills

• –Involve
• large muscles used in locomotion

• •Differences in gross
• motor development

• –Little
• sex differentiation

• –More
• individual differences

•Physical Activity

• –Rough
• and tumble play

• •Running,
• chasing, fleeing, wrestling, hitting with an open hand

• •Not
• the same as aggressive behavior

• •Helps
• develop physical and social skills

• •Usually
• with Dad

• –Activity
• levels

• •Like
• parent like child

• •Boys
• tend to be more active (biology or environment?)

• •Children
• at this age are the most active they will ever be

•Fine motor skills

• –Involve
• small muscles used in manipulation and coordination

• •allows
• children to hold a pencil, print / write,
• stack blocks, tie shoelaces and zip jackets

• –Develop
• gradually across this period

• Lag gross motor skill
• development