Ch. 10: Infancy and Childhood Mrs. Stephenson Fall 2016 Psychology 4/14/2018 4:04 PM Unit 4: Development Ch. 10: Infancy and Childhood Mrs. Stephenson Fall 2016 Psychology © 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries. The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

I. The Study of Development Developmental Psychology is the field in which psychologists study how people grow and change throughout the life span- conception, infancy, childhood, adolescence, adulthood, until death. Psychologists study infancy & childhood for many reasons, (1) early childhood experiences affect people as adolescence & adults, (2) psychologists can learn about developmental problems, what causes them, how to treat them. Developmental psychologists study not only people of different ages, but also different types of development. These include physical development, social development and cognitive development. Developmental psychologists use 2 methods of study: longitudinal & cross- sectional methods. Longitudinal Method: select a group of participants and observe that same group over a period of time, years or even decades This method is very expensive & time consuming. Cross- sectional method: researches select a sample that includes people at different ages. Then compare the participants in different age groups. Developmental psychologists are concerned with 2 issues: (1) Ways in which hereditary & environmental influences contribute to human development, (2) Whether development occurs gradually or in stages. © 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries. The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

A. The Roles of Nature & Nurture 4/14/2018 4:04 PM A. The Roles of Nature & Nurture Psychologists have long debated the extent to which human behavior is determined by heredity (nature) or environment (nurture). Some aspects of behavior originate in the genes people inherit from their parents. Certain kinds of behavior are biologically “programmed” to develop as long as children receive adequate nutrition & social experiences. Maturation: the automatic & sequential process of development that results in genetic signals. Critical Period: a stage or point in development during which a person is best suited to learn a particular skill of behavior pattern. Influences of nurture, or environment, are found in factors such as nutrition, family background, culture, & learning experiences at home, community, & school. © 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries. The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

B. Stages vs. Continuity A stage is period or level in the development process that is distinct from other levels. Certain aspects of physical development appear to take place in stages. When people move from one stage to another, their bodies & behavior can change dramatically. One of the most famous stage theorists was Jean Piaget. His field was cognitive development. J.H. Flavell & his colleagues (2002)argue that cognitive development is a gradual process. According to Flavell, cognitive development is an example of continuous development. The effects of learning cause gradual changes, such as the addition of more words to a child’s vocabulary. It is not always clear whether development occurs in stages or in a steady progression. Psychologists continue to debate this issue.

II. Physical Development A newborn enters the world possessing certain physical characteristics & equipped with certain abilities. The infant is also born with certain reflexes. A reflex is an involuntary reaction or response, such as swallowing. Changes in reflexes and gains in height and weight are examples of physical development. Motor development and perceptual development are other examples as well. © 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries. The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

A. Height & Weight During the nine months of pregnancy, the embryo develops from a nearly microscopic cell to a baby about 20 inches long. Infancy: the period from birth to the age of two years. Infants double their birth weight in five months, & triple their birth weight by their first year. They grow about 10 inches in height within the first year as well. In their second year, infants gain another four to six inches in height & another four to seven pounds in weight. Childhood: is the period from two years to adolescence. Following the second year, children gain on average two to three inches and four to six pounds a year until they reach the start of adolescence.

B. Motor Development Motor Development: The development of purposeful movement. Motor Development occurs in stages. These behaviors can vary from infant to infant, & even from culture to culture.

C. Reflexes Reflexes are inborn, they occur automatically, without thinking, Some reflexes are essential to our survival, (i.e. breathing). The breathing reflex works for a lifetime. Sneezing, coughing, yawning, blinking, and others also continue for a life time. Rooting is reflex babies are born with. Infants locate the source of a stimuli & they automatically begin sucking & swallowing. The sucking and swallowing reflexes are essential to an infants’ survival. Babies reflexively suck objects that touch their lips. Babies also reflexively withdraw from painful stimuli. This is known as the Moro, or startle reflex. Babies raise their big toes when the soles of their feet are touched, this is known as the Babinski reflex. As children develop, many reflexes disappear (rooting/ sucking) , others remain (swallowing), and some come under voluntary control (elimination of waste). These changes are all part of the maturation process

D. Perceptual Development Perceptual Development: is the process by which infants learn to make sense of the sights, sounds, tastes, and other sensations to which they are exposed. Researchers have discovered that infants’ perceptual preferences are influenced by their age. At 5-10 weeks, eyesight is not fully developed, so infants prefer to look at the most complex things they are capable of seeing reasonably well. By 15-20 weeks patterns begin to matter. Babies then begin to stare longer at face-like pictures. Vision is only one type of perception. Infants’ hearing is much better developed at birth than their eyesight. Babies respond more to high- pitch sounds than low- pitched ones. Newborns also distinguish strong odors. They spit, stick out their tongues, & wrinkle their noses at foul odors. They smile & show licking motions in response to sweet smells. Babies also like sweet- tasting liquid but refuse to suck on salty or bitter liquids. A “sweet tooth” is of human nature.

III. Social Development Social development involves the ways is which infants and children learn to relate to other people. Many factors affect social development: Attachments, Parenting Styles, Child Care, Child Abuse/ Neglect, and Self Esteem.

A. Attachment Attachment: the emotional ties that form between people. Feelings of attachment keep people together and are essential to infant survival. Psychologist Mary Ainsworth studied attachment in infants. By age of 4 months, infants develop specific attachments to their main caregivers- usually their mothers, this becomes stronger by 6-7 months. By 8 months, some infants may develop a fear of strangers- this is known as stranger anxiety. Separation Anxiety: causes infants to cry or behave in ways that indicate distress if their mothers leave them. Why do infants become so attached? 2 Factors= Contact Comfort & Imprinting