1. CHAPTERS 10 AND 11: INFANT, CHILD AND ADOLESCENT DEVELOPMENT Is this the little girl I carried? Is this the little boy at play? I don't remember growing older When did they? When did she get to be a beauty? When did he get to be so tall? Wasn't it yesterday When they were small? --From “Fiddler On the Roof”

2. SECTION 1: THE STUDY OF DEVELOPMENT  DEVELOPMENTAL PSYCHOLOGY is the field in which psychologists study how people grow and change throughout their lifespan (from conception, through infancy, childhood, adolescence, and adulthood, until death)  Developmental psychologists are interested in seeing how people change over time  Methods of Study: 1.Longitudinal Method – researchers select a group of participants and then observe them for a period of time, usually years or even decades 2.Cross-Sectional Method – researchers select a sample that includes people of different ages, then compare the participants in different age groups

3. SECTION 1: THE STUDY OF DEVELOPMENT WHY STUDY INFANT/CHILD DEVELOPMENT? 1. Childhood experiences influence a person’s psychology in adolescence & adulthood 2. Learn about developmental problems, what causes them, and how to treat them

4. SECTION 1: THE STUDY OF DEVELOPMENT  NATURE VERSUS NURTURE: Which is more important?  NATURE (HEREDITY) OR NURTURE (ENVIRONMENT)?  TWO IMPORTANT CONCEPTS IN NATURE: 1.MATURATION: Automatic and sequential process of development that results from genetic signals; genetically determined growth timetable 2.CRITICAL PERIOD: A stage or point in development when a person or animal is best suited to learn a particular skill or behavior  Today, nearly all psychologists would agree that both nature and nurture play key roles in a child’s development.

5. SECTION 1: THE STUDY OF DEVELOPMENT DISCUSSION: Philosopher John Locke believed that the mind of a newborn infant was like a “blank slate” on which an infant’s experiences will be written. Debate both sides. Give evidence to support your reasoning.

6. SECTION 1: THE STUDY OF DEVELOPMENT STAGES VS. CONTINUITY: Does development primarily occur in stages (like individual stairs on a staircase), or is it a continuous process (like walking up a hillside with a gradual slope)? -Psychologists disagree on how this happens -DISCUSSION: What are the arguments and theories of both sides?

7. SECTION 2: PHYSICAL DEVELOPMENT HEIGHT & WEIGHT: People grow more quickly from conception to birth than any other time in their life. Conception: 1 st 8 weeks: develops fingers, toes, eyes, ears, nose, mouth, heat, circulatory system At 8 weeks, embryo become fetus Fetus: Organs and various body systems develop

8. SECTION 2: PHYSICAL DEVELOPMENT HEIGHT & WEIGHT: Infancy (birth to age 2) – 0-1 years old: birth weight is doubled in 5 months & tripled in 1 year; grow 10 inches in height 1-2 years old: add another 4-7 pounds and 4-6 inches Childhood (2 years old-adolescence) Gain average of 2-3 inches and 4-6 pounds each year

9. SECTION 2: PHYSICAL DEVELOPMENT MOTOR DEVELOPMENT -The development of motor skills proceeds in stages; the point at which these milestones occur vary from infant to infant See FIGURE 10.1 on p. 231 for milestones in infant and child motor development

10. SECTION 2: PHYSICAL DEVELOPMENT A REFLEX GRASPING REFLEX: ROOTING REFLEX: MORO OR STARTLE REFLEX:

11. SECTION 2: PHYSICAL DEVELOPMENT _______________________: the process by which babies learn to make sense of the sights, sounds, tastes and other sensations to which they are exposed ______________________: By about 9 months, babies realize that they could fall off the edge of something and get hurt

12. SECTION 2: PHYSICAL DEVELOPMENT THIS BABY KNOWS SHE WILL FALL IF SHE GOES OVER “THE VISUAL CLIFF”

13. SECTION 3: SOCIAL DEVELOPMENT Section 3 Opening Activity: Write an answer to the following prompt: Imagine a world in which all newborns are raised by robots in a separate facility. Describe this world. How would the world be different than the one we live in now? How would your life be different if you were raised in such a world?

14. SECTION 3: SOCIAL DEVELOPMENT Section 3 Opening Discussion: Describe your interactions with young children (siblings, babysitting, work). In what ways is communication with young children different from communication with peers and adults?

15. SECTION 3: SOCIAL DEVELOPMENT SOCIAL DEVELOPMENT FACTORS AFFECTING SOCIAL DEVELOPMENT: 1.Attachment 2.Parenting Styles 3.Child Care 4.Child Abuse and Neglect 5.Self-Esteem

16. SECTION 3: SOCIAL DEVELOPMENT-ATTACHMENT _____________________: The emotional bonds that form between people. Initially, infants want to be held by someone – anyone. By 4 months, they specific attachments to main caregivers. Around 8 months, babies develop: 1.___________________: Fear of Strangers 2.___________________: They cry if their mother or caregivers leaves them

17. SECTION 3: SOCIAL DEVELOPMENT--ATTACHMENT PSYCHOLOGISTS BELIEVE INFANTS BECOME ATTACHED TO THEIR PRIMARY CAREGIVERS BECAUSE OF TWO FACTORS: 1.CONTACT COMFORT: 2.-Discussion: Identify an object from your early childhood that provides you with contact comfort. Describe the object and how it provided contact comfort. 2. ______________: The process by which some animals form immediate attachments during a __________________.

18. SECTION 3: SOCIAL DEVELOPMENT ATTACHMENT—CONTACT COMFORT IN HARRY HARLOW’S EXPERIMENTS, 1.BABY MONKEYS CHOSE A TERRY CLOTH “MOTHER” OVER A WIRE MOTHER, EVEN THOUGH THE TERRY CLOTH MOTHER DID NOT FEED THEM. 2.BABY MONKEYS WHO HAD A TERRY CLOTH MOTHER WERE MORE WILLING TO EXPLORE THEIR SURROUNDINGS. http://www.youtube.com/watch?v=K lfOecrr6kI

19. SECTION 3: SOCIAL DEVELOPMENT ATTACHMENT – IMPRINTING IMPRINTING: DUCKS, GEESE AND OTHER ANIMALS BECOME ATTACHED TO THE FIRST MOVING OBJECT THEY SEE. KONRAD LORENZ ALLOWED BABY DUCKS TO IMPRINT ON HIM!! http://www.youtube.com/watch?v=2UIU 9XH-mUI

20. LET’S LOOK AT MORE EXAMPLES OF HOW BABY ANIMALS (LIKE HUMAN BABIES)NEED TO BE ATTACHED TO A CAREGIVER

21. SECTION 3: SOCIAL DEVELOPMENT--ATTACHMENT SECURE V. INSECURE ATTACHMENT: Affectionate, Reliable Caregivers = ___________________________ Unresponsive, unreliable caregivers = _______________________________ Secure children are happier, friendlier, and more cooperative with parents and teachers than insecure children. They are less likely to misbehave, and they do better in school.

22. SECTION 3: SOCIAL DEVELOPMENT STYLES OF PARENTING TWO DIMENSIONS OF PARENTING STYLES: 1.WARM OR COLD? 2.STRICT OR PERMISSIVE? – – Parents may be permissive for different reasons (believe children need to express themselves, don’t care or have the time to deal with their children) –

23. Parenting Styles: Act it Out! Pick a parenting style: Authoritative Authoritarian Permissive Imagine a hypothetical situation with a child or young adult that requires parental involvement or decision making. Act it out. The class will guess which parenting style is being used.

24. SECTION 3: SOCIAL DEVELOPMENT STYLES OF PARENTING TWO TYPES OF STRICT PARENTS: 1.AUTHORITATIVE :

25. SECTION 3: SOCIAL DEVELOPMENT STYLES OF PARENTING TWO TYPES OF STRICT PARENTS: 2. AUTHORITARIAN:

26. SECTION 3: SOCIAL DEVELOPMENT—CHILD CARE/ CHILD ABUSE AND NEGLECT CHILD CARE: Effects of day care depend on quality of the center Are children less attached to parents or better adapted to separation? Psychology studies have found: – Children are more independent, confident and outgoing – Children are less cooperative and more aggressive CHILD ABUSE AND NEGLECT: _____________ IS PHYSICAL ASSAULT OF A CHILD – RUNS IN FAMILIES – CHILDREN ADOPT THEIR PARENTS’ STRICT STYLE OF PARENTING _______________ IS FAILURE TO GIVE A CHILD ADEQUATE FOOD, SHELTER, CLOTHING, EMOTIONAL SUPPORT OR SCHOOLING

27. SECTION 3: SOCIAL DEVELOPMENT— SELF-ESTEEM SELF-ESTEEM WHAT INFLUENCES OUR SELF- ESTEEM? 1.Secure Attachment to your Parents 2.Unconditional Positive Regard (love and acceptance) from your parents) 3.Gender—Girls and boys feel good about doing different things well 4.Age—Children gain in competence as they grow

28. SECTION 3: SOCIAL DEVELOPMENT— SELF-ESTEEM Discussion: Gender and Self-Esteem Provide examples of incidents in which gender expectations may have influenced your behavior. In what ways, if any, was your self-esteem also affected? What conclusions can we draw from these examples?