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Questions to Consider:Questions to Consider:
How to cover child development in 1 day?!!!How to cover child development in 1 day?!!!
Top things to know:Top things to know: What Shapes a Child? How do we know? What Shapes a Child? How do we know? What’s so important about attachment What’s so important about attachment
anyway?anyway? How Do Children Learn about Their How Do Children Learn about Their
Worlds? Worlds?
What Shapes a Child? What Shapes a Child? Development Starts in the Womb Development Starts in the Womb
Infants Have Early Knowledge about the Infants Have Early Knowledge about the World World
Brain Development Promotes Brain Development Promotes Learning Learning
Attachment Promotes Survival Attachment Promotes Survival Humans Learn from Interacting with Others Humans Learn from Interacting with Others
Attachment Promotes SurvivalAttachment Promotes Survival Attachment in other species:Attachment in other species:
Attachment Promotes SurvivalAttachment Promotes Survival Attachment is a strong, intimate, emotional Attachment is a strong, intimate, emotional
connection between people that persists connection between people that persists over time and across circumstancesover time and across circumstances
John Bowlby and Mary Ainsworth John Bowlby and Mary Ainsworth described infant behaviors that engage described infant behaviors that engage adults and adult behaviors that increase adults and adult behaviors that increase attachmentattachment
Secure AttachmentSecure Attachment Securely attached Securely attached
infant (68%)infant (68%) Cried very littleCried very little Once comforted Once comforted
explored and played explored and played readilyreadily
Used mother as Used mother as secure basesecure base
Babies express EmotionsBabies express Emotions
Why is the expression of Why is the expression of emotions of significance? emotions of significance?
1) 1) Attracts adultAttracts adult’’s attentions attention
2)2) Brings adult to the infantBrings adult to the infant
3)3) Helps communicate Helps communicate expressions of affection, annoyanceexpressions of affection, annoyance
4)4) Helps establish relationshipsHelps establish relationships
Basic Emotions in InfancyBasic Emotions in Infancy
Joy, Anger and Fear are considered basic emotions
Smiles are Smiles are importantimportant……..because because
1)1) they help infant they help infant achieve a goalachieve a goal (keep (keep
caregiver interactive)caregiver interactive)
2)2) they they reinforcereinforce behavior of adultbehavior of adult
3)3) help infant help infant gain controlgain control of environment of environment
4) mutual smiling 4) mutual smiling fosters attachmentfosters attachment
***In sum, smiling may be an adaptive ***In sum, smiling may be an adaptive
(survival) behavior.(survival) behavior.Babies laughingBabies laughing
Nature AND NurtureNature AND Nurture GenieGenie
Infant-research techniques:Infant-research techniques: Natural ObservationsNatural Observations
The preferential looking technique The preferential looking technique • Length of time the infant looks at an object or Length of time the infant looks at an object or
event event
What Shapes a Child? How do we What Shapes a Child? How do we know?know?
How Do Children Learn about How Do Children Learn about Their Worlds?Their Worlds?
Perception Introduces the WorldPerception Introduces the World
Piaget Emphasized Stages of Piaget Emphasized Stages of
Development Development
Jean Piaget’s Cognitive Jean Piaget’s Cognitive Development TheoryDevelopment Theory
Children gradually learn more about Children gradually learn more about how the world works by little how the world works by little “experiments” in which they test their “experiments” in which they test their understandingunderstanding
Children pass through predictable Children pass through predictable stages that allow them to see the world stages that allow them to see the world in qualitatively different waysin qualitatively different ways
PiagetPiaget
classify & labelclassify & label construct knowledge construct knowledge adapt to environmentadapt to environment
Adaptation - SchemeAdaptation - Scheme
file folder = schemefile folder = scheme Increase in # & complexityIncrease in # & complexity assimilationassimilation accommodationaccommodation
Piaget’s Account:Piaget’s Account:Assimilation and AccommodationAssimilation and Accommodation
When new experiences fit into existing When new experiences fit into existing schemes it is called assimilationschemes it is called assimilation
When schemes have to be modified as When schemes have to be modified as a consequence of new experiences, it is a consequence of new experiences, it is called accommodationcalled accommodation
Piaget’s Periods of Cognitive Piaget’s Periods of Cognitive DevelopmentDevelopment
Sensorimotor Period (0-2 years)Sensorimotor Period (0-2 years) InfancyInfancy
Preoperational Period (2-7 years)Preoperational Period (2-7 years) Preschool and early elementary schoolPreschool and early elementary school
Concrete Operational Period (7-11 years)Concrete Operational Period (7-11 years) Middle and late elementary schoolMiddle and late elementary school
Formal Operational Period (11 years & up)Formal Operational Period (11 years & up) Adolescence and adulthoodAdolescence and adulthood
Piaget’s stages of cognitive Piaget’s stages of cognitive developmentdevelopment
SensorimotorSensorimotor 0-2 years0-2 years
Take in new knowledge through senses, Take in new knowledge through senses, coordinates with body movementscoordinates with body movements
Object permanenceObject permanence
Coming to Know the World: Coming to Know the World: PerceptionPerception
Newborns Newborns have a good have a good sense of smellsense of smell
Newborns Newborns can can differentiate differentiate between between tastestastes
HearingHearing Babies can hear in the womb during the Babies can hear in the womb during the
last trimesterlast trimester Startle reactions suggest that infants are Startle reactions suggest that infants are
sensitive to soundsensitive to sound
SeeingSeeing Newborn Infants can see approx. 12-14 Newborn Infants can see approx. 12-14
inchesinches Respond to light, can track objectsRespond to light, can track objects By 1 year, the infant’s visual acuity is By 1 year, the infant’s visual acuity is
the same as adultsthe same as adults
depth perceptiondepth perceptionvisual cliff studyvisual cliff study
2 months - perceive 2 months - perceive depthdepth Heart rate slowsHeart rate slows
7-8 months show fear 7-8 months show fear of depthof depth Heart rate acceleratesHeart rate accelerates Refuse to cross deepRefuse to cross deep
Object permanenceObject permanence
Piaget believed that it developed slowly Piaget believed that it developed slowly over the sensorimotor stageover the sensorimotor stage
Piaget’s Periods of Cognitive Piaget’s Periods of Cognitive DevelopmentDevelopment
Sensorimotor Period (0-2 years)Sensorimotor Period (0-2 years) InfancyInfancy
Preoperational Period (2-7 years)Preoperational Period (2-7 years) Preschool and early elementary schoolPreschool and early elementary school
Concrete Operational Period (7-11 years)Concrete Operational Period (7-11 years) Middle and late elementary schoolMiddle and late elementary school
Formal Operational Period (11 years & up)Formal Operational Period (11 years & up) Adolescence and adulthoodAdolescence and adulthood
Preoperational thinking (2-7)Preoperational thinking (2-7)
Begins to think symbolically Begins to think symbolically Appearance is RealityAppearance is Reality
Piaget’s Periods of Cognitive Piaget’s Periods of Cognitive DevelopmentDevelopment
Sensorimotor Period (0-2 years)Sensorimotor Period (0-2 years) InfancyInfancy
Preoperational Period (2-7 years)Preoperational Period (2-7 years) Preschool and early elementary schoolPreschool and early elementary school
Concrete Operational Period (7-11 years)Concrete Operational Period (7-11 years) Middle and late elementary schoolMiddle and late elementary school
Formal Operational Period (11 years & up)Formal Operational Period (11 years & up) Adolescence and adulthoodAdolescence and adulthood
Concrete operations (7-11)Concrete operations (7-11)
Develop the ability to reason but only Develop the ability to reason but only about concrete items about concrete items
Learn about self through mental Learn about self through mental manipulation of concepts in adapting to manipulation of concepts in adapting to worldworld
Become more reasonable, logicalBecome more reasonable, logical Bound by physical reality (what I see, here Bound by physical reality (what I see, here
& now)& now)
Formal operationsFormal operations
12 and up12 and up Abstract thinkingAbstract thinking
Hypothesis, what if…Hypothesis, what if…
Criticisms of Piaget’s TheoryCriticisms of Piaget’s Theory
underestimates cognitive ability in underestimates cognitive ability in infants infants
overestimates cognitive ability in overestimates cognitive ability in adolescentsadolescents
is vague about mechanisms and is vague about mechanisms and processes of changeprocesses of change
He does not account for variability in He does not account for variability in children’s performancechildren’s performance
His theory undervalues the influence of His theory undervalues the influence of sociocultural environmentsociocultural environment