Chapter Two: Life Span Development

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Chapter TwoLife Span Development

• Module Four
• Prenatal and Childhood Development

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The Beginnings of LifePrenatal Development

• Prenatal defined as before birth
• Prenatal stage begins at conception and ends with
  the birth of the child.

• Zygote
• A newly fertilized egg
• The first two weeks are a period of rapid cell
  division.
• Attaches to the mothers uterine wall
• At the end of 14 days becomes an embryo

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Prenatal Development
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Embryo and Fetus

• Developing human from about 14 days until the end
  of the eighth week
• Most of the major organs are formed during this
  time.
• At the end of the eight week the fetal period
  begins.
• Fetal Period
• The period between the beginning of the ninth
  week until birth

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Prenatal Development 45 Days
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Prenatal Development 2 months
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Placenta

• A cushion of cells in the mother by which the
  fetus receives oxygen and nutrition
• Acts as a filter to screen out substances that
  could harm the fetus

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Teratogens

• Substances that pass through the placentas
  screen and prevent the fetus from developing
  normally
• Includes radiation, toxic chemicals, viruses,
  drugs, alcohol, nicotine, etc.

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Cleft Palates caused by teratogensScientists
have investigated seasonal causes (such as
pesticide exposure) maternal diet and vitamin
intake retinoids, (vitamin A family)
anticonvulsant drugs alcohol cigarette use
nitrate compounds organic solvents parental
exposure to lead and illegal drugs (cocaine,
crack cocaine, heroin, etc.) as teratogens.
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Some examples

• Smoking
• Abnormal fetus heartbeat, premature birth,
  misscarraige.
• Alcohol
• Fetal Alcohol Syndrome physical and mental
  deformities, brain damage.
• STDs
• Mental retardation, blindness.

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Smoking and Birth Weight
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Assignment

• Outline your feelings on abortion, we will
  be discussing/debating this at a later date.
• 1st part
• When would you say life begins and why?
• 2nd part
• Describe what abortion is and the issues it
  causes in society (pro-life, pro-choice)
• 3rd part
• What is your stance on this hot issue and why?

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The Beginnings of LifeThe Newborn
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Crazy Reflexes!!!

• Can do different things at different times
• Hold up head, roll over, crawl, stand while
  holding on, walk while holding on, walk, run,
  etc.

• Rooting Reflex
• Infants tendency, when touched on the cheek, to
  move their face in the direction of the touch and
  open their mouth
• Is an automatic, unlearned response
• Child is looking for nourishment.

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Temperament

• A persons characteristic emotional reactivity
  and intensity
• A child might be
• An easy or difficult baby
• Temperament shown in infancy appears to carry
  through a persons life.

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Physical Development in Infancy and Childhood

• Infant First year
• Toddler From about 1 year to 3 years of age
• Child Span between toddler and teen
• Maturation
• Biological growth processes that enable orderly
  changes in behavior.

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The Developing Brain Neural Development
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• Motor
• Development
• Includes all physical skills and muscular
  coordination

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• Cognitive Development in Infancy and Childhood
  Piagets Cognitive Stages

• Cognition
• All the mental activities associated with
  thinking, knowing, and remembering
• Children think differently than adults do

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Jean Piaget (pee-ah-ZHAY)

• Developmental psychologist who introduced a stage
  theory of cognitive development
• Proposed a theory consisting of four stages of
  cognitive development

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Schemas

• Concepts or mental frameworks that people use to
  organize and interpret information
• Sometimes called schemes
• A persons picture of the world
• Ex how does a hungry child get food?

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Accommodation Assimilation

• Adapting ones current understandings to
  incorporate new info
• The new experience is so novel the persons
  schemata must be changed to accommodate it

• Interpreting ones new experiences in terms of
  ones existing schemas
• The new experience is similar to other
  previous experiences

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Assimilation/Accommodation
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Piagets Stages of Cognitive Development1
Sensorimotor Stage

• Piagets first stage of cognitive development
• From birth to about age two
• Child gathers information about the world through
  senses and motor functions
• By looking, touching, feeling, tasting, etc.
• Child learns object permanence

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Object Permanence

• The awareness that things continue to exist even
  when they cannot be sensed
• Out of sight, out of mind

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2 Preoperational ConservationStage

• Piagets second stage of cognitive development
• From about age 2 to age 6 or 7
• Children can understand language but not
  logic

• An understanding that certain proprieties remain
  constant despite changes in their form.
• The properties can include mass, volume, and
  numbers.

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Conservation
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Types of Conservation Tasks
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3. Concrete Egocentrism
Operational Stage

• Piagets third stage of cognitive development
• From about age 7 to 11
• Child learns to think logically and
  understands conservation

• The childs inability to take another persons
  point of view.
• Includes a childs inability to understand that
  symbols can represent other objects.

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4 Formal Operational Stage

• Piagets fourth and last stage of cognitive
  development
• Child can think logically and in the abstract
• About age 12 on up
• Can solve hypothetical problems (What if.
  problems)

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Assessing Piagets Theory

• Piaget underestimated the childs ability at
  various ages.
• Piagets theory doesnt take into account culture
  and social differences.

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Social Development in Infancy and Childhood

• Stranger Anxiety
• The fear of strangers an infant displays around 8
  months of age

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Attachment

• An emotional tie with another person resulting in
  seeking closeness
• Children develop strong attachments to their
  parents and caregivers.

• 3 forms
• Body contact, familiarity, and responsiveness
  all contribute to attachment.

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Body Contact Harry Harlow

• Researched infant monkeys.
• Will they like the soft mommy or the wire mommy
  with the food?
• The monkeys spent most of their time by the cloth
  mother.

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Harry Harlow
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Harlows Study
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Familiarity

• Sense of contentment with that which is already
  known
• Infants are familiar with their parents and
  caregivers.

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Imprinting and Critical Period

• A process by which certain animals, early in
  life, form attachments
• The imprinted behavior develops within a critical
  period
• An optimal period when the organisms exposure to
  certain stimuli produce the imprinted behavior.
• Konrad Lorenz studied imprinting.
• What happens when baby goslings are born?
• Who do they follow?
• Goslings are imprinted to follow the first large
  moving object they see.

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Konrad Lorenz and Imprinting
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Attachment cont.

• Responsiveness
• Responsive parents are aware of what their
  children are doing.
• Unresponsive parents ignore their
  children--helping only when they want to.

• Securely or Insecurely Attached
• Securely attached children will explore their
  environment when primary caregiver is present
• Insecurely attached children will appear
  distressed and cry when caregiver leaves. Will
  cling to them when they return

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Attachment
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Effects of Attachment

• Secure attachment predicts social competence.
• Deprivation of attachment is linked to negative
  outcome.
• A responsive environment helps most infants
  recover from attachment disruption.

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Parental Patterns

• Daumrinds three main parenting styles
• Authoritarian parenting
• Permissive parenting
• Authoritative parenting

• Authoritarian Parenting
• Low in warmth
• Discipline is strict and sometimes physical.
• Communication high from parent to child and low
  from child to parent
• Maturity expectations are high.

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Permissive Authoritative Parenting Parenting

• High in warmth but rarely discipline
• Communication is low from parent to child but
  high from child to parent.
• Expectations of maturity are low.

• High in warmth with moderate discipline
• High in communication and negotiating
• Parents set and explain rules.
• Maturity expectations are moderate.

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Parenting Styles