Hd

Specialized cells of the nervous system, basic unit of the brain

Connections between neurons, communication

Allow for neuron communication. Covered in fatty myelin sheath to improve the speed of the message

When Redudant or unused neurons die off. Info can be relearned

extent to whcih the brain organization is flexible. Allows for children to have a better chance at recovering from a brain injury.

Ages birth to 2 yrs. Piagets Theory. Infants build schemes through sensory and motor exploration they learn object permanence(an object exists even when out of sight) and search error is typical (look in the last place)

Stranger Anxiety occurs in 8-12 mts

Bowleby: Secure, Avoidnat, Resistant, Disorganized

Erikson: first stage: Infants need to learn to feel like when they cry their caregivers willl respond. this is the basis of a relationship

Ericksons second stage : Infants need to feel that they can succeed in tasks and find a sense of self. This is achieved by suitable guidance and resonable choices and putting the child in situations where they can succeed.

3-6yrs. Children are learning who they are through make believe play. This is how they discover who they want to become. Parents can induce excessive guilt wehn they demand too much self-control.

• Ainsworth
• When infants bond to caregivers

Based off of reactivity, (speed and intensity of emotional arousal, attention and motor activitiy) and self-regulation(stratigies modifying reactivity)

Thomas and Chess.. Combines genetics and environment to develop a theory on temperament. Genetic influences contribute to about half of individual differences and environmental influences focus on nutrition, caregiving, siblings, etc. thy focus on parenting to match your child's temperment

Crawling, standing, walking. Balance improves by age 2 and upper and lower body movements combine by age 5

Reaching and grasping Complex and are motor skills of the CNS Activities like dressing drawing and eating help refine

Meta-cognition: thinking about how we think. Our awareness and understanding of various aspects of thought

Piagets 2nd : 2-7yrs. There are gains in mental representation, make-believe, limitations in thinking: egocentric

Failure to distinguish others views from one's own

Cannot mentally revers a set of steps

Focus on one aspect and neglect others

the idea that even when outside appearances change, the object remains the same

The ability to order objects according to characteristics (length or weight)

Believe that inanimate objects have life like qualities

Vygotsky: Supporitn gthe child's learning through guided participation: what you help with

The area which you can learn. The material is neither too easy or too hard they learn with scaffolding.. ie walking

Using rewards or punishments after a behavior occurs to influence that that behavior is either repeated or not

Children Understand more than they can vocalize

Talking about things

Refers to objects

Vygotsky: Children speak to themselves when they play-key part in language development

8to10 mts children take cues from the mother about how to react with new people. ex. friend vs stranger

Emotional well being of children.. symptoms are wasted.. lack of parental love and apathy

50% height gain and triple weight in the first year and 75% of birth height by age two

Language and thinking skills 75% of the adult brain weight by age 2.

• Babbling- to 6 mos (constants and vowels together.. ba ba ba da da)
• Help them by: Joint attention, give and take, preverbal gestures.
• First word is at the age 1ish

Say dog- means only their dog

Anything that has four legs is a dog

single word that expresses a whole thought i.e DAD

No connecting words only important ones ie car go= ride in car

• -Balance improvement
• -gain smooth and rhythmic by age 2
• -Upper and Lower body skills combine into more refined actions by age 5
• -Greater speed and endurance
• Fine Motor Skills:
• -self help=dressing and eating
• -drawing and painting
• -Ex. Drawings (squiggly lines to stick figures and writing name)
• -3 years old they try and balance on cement curbs
• - Soccer- kicking but not always making contact
• - Movements refined by activities like drawing, painting eating.

• experiences
• Difficult: 10%: has irregular daily routines, doesn’t adapt to change
• well and very active
• Slow-to-Warm: 15%: inactive, adjusts slowly to new experiences and
• doesn’t like new Places
• Unclassified: 35%: goes back and forth

• smiling, crying- brings baby in close contact with humans that comfort them.
• -Attachment-in-the-Making: (6wks to 6-8mths) Infants respond
• differently to a familiar face than a stranger.. build a sense of trust of the caregiver responding when they are signaled. But do not protest when separate from them.
• -Clear- Cut Attachment Phase: (6mts to 2 years) Separation Anxiety-
• becoming upset when their trusted caregiver leaves. It doesn’t always occur, Also they use the caregiver as a secure base from which to explore.
• -Formation of a reciprocal relationship (2 yrs and on): Growth that
• influences the parents coming and going and to predict their return. Understanding that they will be back

• Avoidant Attachment: When Infants seem unresponsive when the parent is there, and not distressed when they leave and during the return they are slow to greet the parent
• Resistant Attachment: Before separation, the infant seeks closeness to the parent and doesn’t explore. They are distressed when the parent leaves and on return they are clinging and angry, can’t be comforted easily.Disorganized/Disoriented Attachment: Reflects the GREATEST insecurity. At reunion the infant is confused and shows contradictory behavior like looking away while the parent tries to comfort them.

problem solving skills contribute to higher cognitive processes

two the brain is 75% its adult weight. To measure brain size doctors take a head circumference measurement. Teeth growing.. Regular “well baby checkups” and eating patterns

• -Full attention, carry on conversations
• -Joint Attention: child attends to the same object as the caregiver
• -Gestures, pointing and saying the word
• With Infants:
• -Coo and babble back to the baby
• -Establish joint connection: physical and cognitive
• -Use Child Direction Speech
• -Books for Learning with pictures
• -Social Games (Peek a Boo or where is..)
• With Toddlers:
• -Play Make-Believe
• -Frequent Conversations with them
• -Read often and talk about books

appetite will decrease also. Also they will become wary of foods and eat the way their mentors do.

children. Nutritious foods help develop the myelin sheath on the dendrites in the brain which generates more synapses and quicker connections ex milk.

as many calories because their growing is slowing down, yet they need high quality food with nutrients. Also they are becoming wary of new foods so these need to be introduced slowly. And they are starting to imitate others’ food choices, like eating what mom or dad does. Their stomach is small and can hold about 1 tablespoon of food. Their stomach is about the size of their fist at that time.

• social context for fostering cognitive development in early childhood. They create imaginary situations and learn to follow internal ideas and social rules rather than their immediate impulses. They learn social rules and appropriate behavior. It’s a unique way that children try out new and challenging activities.
• Where is… the Doggie?- Helps to learn words and see pictures at the same time. Also Peek-a-boo helps develop early learning skills as well.

• They learn to play and socialize with others
• Academic: The teachers structure the learning and have formal lessons.
• They learn the alphabet and colors and it’s almost like school

development refers to cognitive and social skills.