Download Ch 3 Infancy and Childhood Notes

Genie Assessment Questions:
• Explain the statement “Genie is living proof of human
resiliency”
• Although much of Genie’s behavior was that of a wild animal,
“Genie was decidedly human.” What are some indications of
her humanity?
• What do you think was the main cause of her abnormal
language development? Do you believe in the “critical period
hypothesis”? Why or why not?
• What impacted you most about Genie’s story?
• Write about one of your
fondest childhood memories.
Why do you remember it so
well?
• Write about one of your least
favorite childhood memories.
Do you think it still impacts
you today?
Warm up:
What do you think is the most
crucial influence of child
development? Why or why not?
Development begins long before an infant is
born
Maternal nutrition
Malnutrition linked to increased risk of birth
complications, neurological problems, and
psychopathology
Maternal drug use
Tobacco, alcohol, illicit & prescription drugs
Fetal alcohol syndrome, low birth weight,
premature birth, developmental deficits, etc.
Malnutrition: global or regional
problem?
United States:
• There are over 13 million
children in the United
States living in families
with incomes below the
poverty level
• Of these, approximately
10% have clinical
malnutrition
• US Aid
http://www.youtube.com/wa
tch?v=JnDWZaSSVQI
http://www.youtube.com/watch
?v=PJPlrwLNJN4&feature=rela
ted
Maternal Drug Use
http://www.youtube.
com/watch?v=VWPl
ZSL9ZMc
http://www.youtube.com/wat
ch?v=WULs0NZP-6M
Maternal illness
Syphilis, mumps, genital herpes, AIDS,
severe influenza, diabetes can be
transmitted or affect childbirth
Prenatal health care essential
Prevention through guidance
Infant mortality by countries
http://chartsbin.com/view/1353
Physical and Language
Development
Developmental Psychology
Developmental Psychology
• Study changes that occur as one matures
http://www.youtube.com/watch?v=BRECeuD
O06g
1. Continuity vs. stages of
development
2. Stability vs. change
3. Nature vs. nurture – is behavior a
result of heredity & genetics or
experience & learning?
Infants weigh an average of 7.3 pounds at
birth
The transformation into a child who can
walk, talk, feed himself is a result of
maturation & learning
Maturation – internally programmed growth
No amount of coaching will push a child to
walk or speak before physiologically ready
Create the approximate
timetable for physical and
motor development
• Create the approximate timetable
for physical and motor development
p. 64
Maturation plan inside each child is unique
 Can animals use language?
 Chimps use words as symbols but
don’t apply grammatical rules
 There are several steps in learning
language – making signs, learning
signs’ meanings, making sounds,
learning grammar
•Children imitate speech of family, learning to
speak their native language
•By 2 yrs, have a vocabulary of 500 to 1500
words
•Use telegraphic language – verbal utterances
in which words are left out, but meaning is
usually clear
•Create the average development of language
chart p. 68
•The case of Genie case study p. 69
Average Development of Language
1 yr
Babbling. By year’s end, masters sounds of own language &
usually says 1st word.
2 yrs
Progress to dozens of words. Begins to speak in paired words.
Questions in a rising tone. Negations use noun w/ a negative
word.
More grammatical knowledge. Appropriate sentences. Simple
declaratives. Correct negative sentences. Vocabulary of over
5000 words.
3 yrs
4 yrs
Uses more grammatical rules & future tenses. Asks questions in
adult form. Vocabulary of over 9000 words.
5 yrs
Uses more complex clauses. Joins 2 or more ideas in 1 sentence.
Has problems w/ noun/verb agreement.
Cognitive and emotional
development
Section 2
• Children’s knowledge of the world
changes through processes of assimilation
and accommodation
• As thought processes of children develop,
they begin to think, communicate, relate to
others and solve problems
• Emotional development usually begins
with an infant’s attachment to specific
people (like a mother)
Jean Piaget (1896-1980)
Discovered knowledge builds as children grow
Children develop logic & think differently at different
ages
Challenged behaviorists’ view that environment
determines behavior
Stressed child’s active role in gaining knowledge
Regarded as greatest 20th century child psychologist
http://www.youtube.com/watch?v=TRF27F
2bn-A&feature=related
Piaget’s Stages of Cognitive
Development
Sensorimotor Simple motor responses to sensory stimuli.
Birth – 2 yrs Involves body & sensations.
Preoperational Lacks operations. Exhibits egocentric thinking.
Uses symbols to solve simple problems or to talk
2 – 7 yrs
about things that aren’t present.
Concrete
Operations
(7 – 11 yrs)
Formal
Operations
11 yrs – up
Still has trouble w/ abstract ideas. Classification
abilities improve. Understanding limited to
concrete objects or problems.
Understands abstract ideas & hypothetical
situations. Capable of logical & deductive
reasoning.
Authoritarian – “Limits without
freedom”
Parents’ word is law, have
absolute control
Misconduct is punished
Affection & praise rarely given
Children punished for not
meeting standards
Unquestioned obedience valued
Tell children what to do, how to do
it & when to do it
Outcomes?
Permissive/Laissez Faire –
“Freedom without limits”
Children have the final say
Rarely punish
Impatience is hidden
Discipline is lax
Children allowed to do their own thing
Little respect for order & routine
Parents make few
demands on children
Outcomes?
Democratic/
Authoritative –
“Freedom within
limits”
Children participate in decisions affecting them
Lots of discussion & negotiation
Stress freedom w/ rights of others &
responsibilities of all
Parents set limits, explain rules & expectations
Respect children’s interest, opinions, unique
personalities
Loving, consistent, demanding
Outcomes?
• A 4th style has emerged:
Uninvolved parents
–Typically egocentric
–Seem uncommitted to roles as
parents
–Quite distant from their
children
Warm-up:
What parenting style do you
think correlates with the
most “successful” parents?
Why?
Parenting Styles
Authoritarian – “Limits without freedom”
Parents’ word is law, have absolute control
Misconduct is punished
Affection & praise rarely given
Children punished for not meeting standards
Unquestioned obedience valued
Tell children what to do, how to do it & when
to do it
Permissive/Laissez Faire – “Freedom
without limits”
Children have the final say
Rarely punish
Impatience is hidden
Discipline is lax
Children allowed to do their own thing
Little respect for order & routine
Parents make few demands on children
Democratic/Authoritative –
“Freedom within limits”
Children participate in decisions affecting them
Lots of discussion & negotiation
Stress freedom w/ rights of others & responsibilities of all
Parents set limits, explain rules & expectations
Respect children’s interest, opinions, unique personalities
Loving, consistent, demanding
• A 4th style has emerged:
Uninvolved parents
–Typically egocentric
–Seem uncommitted to roles as
parents
–Quite distant from their children
Parenting styles
activity
Split up into 3 groups of 5
Includes physical or mental injury, sexual
abuse, negligent treatment or mistreatment
of children under 18 by adults entrusted w/
their care
Results from a variety of causes:
Parents who were abused as children
Overburdened & stressed parents
Children w/ mental or physical disadvantages
Unemployment, lack of contact w/ family, friends
Video examplesbecause videos are
back!!
What are some
possible effects of
child abuse on the
child?
Rob children of their childhoods
Create a loss of trust & feelings of guilt
Antisocial behavior, depression, identity
confusion, loss of self-esteem & other
emotional problems
Education, resources & support systems
are the keys to preventing child abuse
Child abuse facts & statistics
• Men are more likely to commit sexual abuse
• Children usually know the abuser (likely someone they
trust)
• Median age of abused children is between 9 & 10
• Children rarely lie about sexual abuse
• Abuser’s repeat their behavior, often with more than 1
child
% who suffered sexual abuse as children
• Teen prostitutes: 95%
• Serial rapists: 76%
• Sex offenders: 40%
• Juvenile delinquents: 33%
• Women in prison: 31%
Common changes in behavior of victims of
sexual abuse:
•
•
•
•
•
•
•
•
•
Nightmares
Bed-wetting
Fear of strangers
Fear of being left alone
School problems
Unexplained genital or anal pain
Urinary tract infections
Acting out sexually
rage
Examples of child abuse in the
mass media:
• Casey Anthony?
• Amber from Teen Moms?
http://www.youtube.com/watch?v=LMfeTfFI
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• Socialization – learning the rules of
behavior of the culture one is born into &
will live in
• Children must learn what is considered
acceptable & unacceptable behavior
• Children must acquire identities as members
of a family, a social category & a society
• Children must learn to live with other
people & with themselves
• Believed all children are born
with powerful sexual &
aggressive urges
• Acquire senses of right & wrong
in learning to control those
impulses
• P. 82 Figure 3.13
• Define identification &
sublimation
• Studied life periods in which one’s goal is to
satisfy desires associated with social needs
• Development is a lifelong interactive process
between people
• Children develop depending on how other people
respond to their efforts in facing the many crises
they face in life
• P. 84 Figure 3.14
• Stressed the importance of being
able to see other people’s points
of view in social & moral
development
• Studied how children determine
right & wrong by presenting them
with series of moral dilemmas
• P. 85 Six Stages