Development What are we capable of doing at birth? Sensory capabilities Audition • Ability to distinguish phonemes • Preference for native language Vision • Slightly blurred, double vision at birth • Color vision and ability to focus accurately after about 8 weeks • Preference for moving and face-like stimuli (particularly if controlled by baby; mobile study) Ability to differentiate odors, Motor capabilities (infantile reflexes) Eyeblink Babinski - toes fan, then curl when bottom of foot stroked Grasping - when object pressed on palm, fingers close around it Moro – (Startle) if baby dropped short distance or experiences loud noise, arms thrown outward with arched back then arms come together as if grasping Rooting - stroke on side of cheek causes head turn and mouth opening
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Development What are we capable of doing at birth? Sensory capabilities Audition Ability to distinguish phonemes Preference for native language Vision.
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DevelopmentWhat are we capable of doing at birth?Sensory capabilities
Audition• Ability to distinguish phonemes• Preference for native language
Vision• Slightly blurred, double vision at birth• Color vision and ability to focus accurately after about 8 weeks• Preference for moving and face-like stimuli (particularly if controlled by baby; mobile study)
Ability to differentiate odors, tastes, temperature change and position changes at birth.
Motor capabilities (infantile reflexes)
Eyeblink
Babinski - toes fan, then curl when bottom of foot stroked
Grasping - when object pressed on palm, fingers close around it
Moro – (Startle) if baby dropped short distance or experiences loud noise, arms thrown outward with arched back then arms come together as if grasping
Rooting - stroke on side of cheek causes head turn and mouth opening
Sucking – sucking when something placed in mouth
Stepping/Crawling – rhythmic arm/leg movements when pressure on feet
Jean Piaget (1896-1980) proposed a four stage theory in which cognitive development occurs through the formation of schemas within a child’s capabilities.
Schemas are mental blueprints for a class of actions that can be performed in the environment.
Two processes are involved in changing schemas (Adaptation)
Assimilation – new experiences are incorporated into existing schemas
Accommodation – and existing schema is changed in response to a new experience
Sarah-Jayne Blakemore – The mysterious workings of the adolescent brain
Writing PromptI.List six methods of investigation that are mentioned from any of the videos.
a. What was being investigated through the use of the methods?II.Did you find anything surprising about the topics or findings discussed in the videos?.
Findings from Ainsworth’s Strange Situation TestChildren exhibit one of the following attachment patterns of behavior• Secure (responsive, caring caregiver)
– the attachment figure is a safe base for exploration– seek out attachment figure when distressed– distress when separated from attachment figure– easily comforted upon return of attachment figure
• Insecure – avoidant (insensitive and or rejecting caregiver)– do not orient to attachment figure when exploring new environments– do not seek contact with attachment figure when distressed
• Insecure – ambivalent/resistant (inconsistent caregiver)– clingy and dependent behavior in presence of attachment figure– rejection of attachment figure upon interaction– difficult to soothe upon return of caregiver
• Disorganized (Main, 1990) (fearful, neglectful and/or abusive caregiver)– stereotyped behaviors upon return of caregiver– contradictory behavior upon return of caregiver
Video
Your attachment behaviors and experiences during childhood influence and are predictive of your attachments as you get older
But … all attachment patterns are changeable!
Erik Erikson developed his psychosocial theory of development after training under Anna Freud and learning about the Montessori approach