CHFD 3900 Exam 1

• Advocated harsh practices to shape infants' bodies & to build moral character
• Practiced infanticide

First written child-rearing philosophies

• Jean-Jacques Rousseau
• Children bring goodness (not original sin) into the world
• Education needs to be sensitive to the needs & nature of the infant
• Freedom & happiness are emphasized

• John Locke
• Infant's mind is a blank slate
• Education should be structured & provide skills to make rational choices
• Reason & realism are emphasized
• Babies are miniature adults

• Infancy & childhood as valuable life stages
• Individuality, autonomy, self-determination are valued
• Full-time maternal care best for child development

• Believed in nature (not nurture)
• Emphasized maturation

• Believed in nurtuer (not nature)
• Emphasized learning

• Believed in psychological experience (not nature or nurture)
• Emphasized early experience

• Development is irreversible & permanent
• Sequential order
• Continuous changes (like hair growth)
• Discontinuous changes (like development from sitting to walking) - can't be quantified, you can only observe the changes

• Focuses on the quantity
• Indexed by numerical data

• Focused on the meaning/quality of the behavior
• Uses verbal or pictoral descriptions

• Either the variable is presented or not
• ie- Mothers sing or they don't sing

• Variables are assigned randomly so you can compare the groups
• ie- control group (no singing) and experimental group (singing)

The only way to ensure your results is to rule out all other possibilities

Relies on differences in infant looking time to assess perceptual preference

Show 1 photo for a long time, then show a second photo. If the baby looks interested in the second photo (a renewed interest), they can see the difference

The gradual decrease in looking or listening time across repeated presentations of the same stimulus

Consistency in measure

Ability to measure what is intended to measure

Participants & experimenters whould be unaware of the purpose of the experiment and/or participant group

Can those in the study be generalized to the larger population?

Comparing current interpretations to previous ones

The ability of the results of a study to be correct for people other than those who are part of the larger population

• Based on evolutionary perspective (natural selection)
• Species-specific behavior (ie- only humans can talk)
• Critical periods

• Genetic code
• Made up of DNA molecules

• Physical manifestation of the genotype
• Can be affected by the environment

• Behavior only seen in one species
• ie- Only humans can talk

• A limited & specific time window during which the environment has a maximum influence on development
• Resulting change is permanent & irreversible
• ie- Binocular vision

Attention <-> Perception/Recognition <-> Recall memory <-> Thought

Bronfenbrenner

• Sandler (mother-infant talk and feedback)
• Vygotsky (sociocultural theory; ZPD)

• Vygotsky
• Guided participation between child & adult
• ZPD

• Macroscopic behavior is predictable and stable
• Microscopic behavior is unpredictable. "Chaos"

The idea that not all natural phenomena can be predicted from known laws or principles

Identify all of the genes in human DNA

• 1-14 days: Zygote
• 2-8 weeks: Embryo
• 2 mos- birth: Fetus

• A fertilized egg
• 1-14 days gestation
• Cell division
• Usually not susceptible to teratogens

• 3-8 weeks gestation
• Starting to take shape of a baby
• The most critical period (major structures developing)

• If it doesn't implant, the baby won't continue to develop
• Three parts:
• Embryonic disk
• Amniotic sak
• Yolk sak

Releasing hormone rapidly increases around 40 weeks gestation

• Turning upside down
• 2-4 weeks before labor

• False labor
• Irregular uterus contractions

• Water breaking
• 24 hours before labor

• "Dilation & effacement of cervix"
• Baby's head is engaged in cervix
• Contractions begin
• Latent: 5-8 min apart / 30 secs long / lasts 8-12 hr.
• Active: 3-5 min apart / 45-60 secs long / lasts 4 hr. / 3-4 cm dilated
• Transition: very freqent / 80 secs long / lasts 30-60 min / 8-10 cm dilated

• "Expulsion"
• From full opening of cervix to birth of the infant
• Lasts 20 minutes to 2 hours

• "Placental expulsion"
• 5 to 20 minutes after the infant is born

• "Recovery"
• 1 hour after delivery of the placenta

• Molding of the baby's head bones during passage through the birth canal
• By the 3rd day of life the bones return to their normal position
• The baby's head is not 1 piece

• Fluid's absorbed into lung tissues & replaced by air
• Umbilical arteries are clamped to increase blood pressure
• Blood vessels in the lungs relax

• Abnormal presentation
• Baby is facing toward the bellybutton

• Abnormal presentation
• Baby's headis leaned back, their face is first through the cervix (not their head)

• Abnormal presentation
• Baby's head is leaned forward, the top of their head through the cervix instead of their forehead

• Abnormal presentation
• Baby's laying on their back

• Abnormal presentation
• Baby's shoulder is facing the cervix

• Abnormal presentation
• Baby is not turned over yet (leg or buttocks is facing the cervix)
• Variations: Complete, Frank, Incomplete, and Footling

• Highest score is a 10
• Healthy babies should have at least a 7
• Typically get 2
• Score of 0-2 for each of the following categories
• Activity (muscle tone)
• Pulse (heart rate)
• Grimace (reflex irritability)
• Appearance (colour)
• Respiration

• Under 37 weeks gestation
• 1 of every 8 US babies
• 24 weeks gestation = 50% survival rate

• Quiet sleep
• Active sleep (light or REM sleep)
• Drowsy (transition to sleep)
• Quiet alert (fully awake, not really moving around)
• Active alert (fully awake, moving around
• Crying

• Signal Need (maintain proximitiy to & elicit care from caregivers)
• Signal Vigor (avoid the withdrawal of parent care)

• Movements eyes make to bring objects into focused
• Not fully developed at birth

Different body regions grow faster at different times because of concentrated energy for growth in areas most needed for survival

• Perception
• Movement
• Language
• Cognition

• Attention
• Memory
• Emotion

Autonomic activities (like breathing)

• Cells that code & transmit information in the form of electro-chemical currents (action potential)
• Parts: Cell body, Axon/Axon terminal (sending signals), Dendrites (receiving signals)

• Mitosis (cell division, generation of new cells)
• Axon lengthening
• Cell migration (to form different regions of the brain)
• Myelination (insulation of the axons)
• Specialization of cells & regions of cells

• Synaptogensis (rapid increase in synaptic connections)
• Pruning of unused connections

• Experience Expectant (critical for survival; reflexes, cry response to pain)
• Experience Dependent (not critical for survival; singing Lady Gaga when it comes on the radio)

• Learning by association; the linking together of a stimulus & response occuring at the same time
• Bright light & sound example

• A particular response will occur following a reinforcement of that response
• Reinforcement/punishment

• Inborn ability
• Copy our actions
• Sticking out their tongue example

Memory about the texture of a surface (though the mouth or touch)

• Can differentiate mom's face from unfamiliar ones
• Prefer faces of own ethnicity
• Prefer attractive faces
• Also applies to animals

Can distinguish whole pattern, not simple dots or lines

Integrate information from 2+ different senses

• Mirroring
• Baby learns to match faces and feelings

• Infant-directed speech
• High pitched, slowed down, simplification, etc.

• Infant-directed action
• Closer proximity, Greater enthusiasm, Larger range of motion, Greater repetitiveness, Higher interactiveness, Greater simplification

Matching emotions through body & movement

Attune to baby's rhythm

• Talk as though we're having a conversation
• Proto-conversation- taking turns (talk, pause, talk, pause, etc.)

• Recognizes self as separate and whole individual
• Know boundaries between them & someone else

The sense that one can generate actions & expect consequences

The sense of being a whole physical entity with boundaries & limits

The sense of having inner emotional feelings that go with specific experiences

The sense of having a past & going through changes

• External stressors
• Vulnerable infant
• Critical development period