1. Developmental Psychology
Infancy and Childhood
Physical & Cognitive Development

2. Infancy and Childhood
Infancy and childhood span from birth to the teenage years. During these years, the individual grows physically, cognitively, and socially.
Stage
Span
Infancy
Newborn to toddler
Childhood
Toddler to teenager

3. How do brain and motor skills develop?
Good News
While in the womb, you produce almost ¼ million brain cells per minute.
Bad News
That is basically all you are ever going to develop.

4. The Brain and Infancy
Although the brain does not develop many new cells, the existing cells begin to work more efficiently- forming more complex neural networks.

5. The Brain and Infancy
lack of neuron connections reason why earliest memories rarely earlier than third birthday (experiences help develop neural connections)
For optimum development, early years critical –use it or lose it; but development exists through life as neural tissues changes –experiences nurture nature
plasticity: brain ability to reoganize pathways to compensate damage;
children brains most “plastic” –surplus of neurons
when neurons are destroyed, nearby ones may partly compensate by making new connections
experience influences motor behavior

6. Maturation
Biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience.
To a certain extent we all maturate similarly, but the time can vary depending on the person.

7. Motor Development Sequence is the same- but once again timing varies.
First learn to roll over, sit up unsupported, crawl, walk etc…

8. Motor Development
Babies only 3 months old can learn that kicking moves a mobile--and can retain that learning for a month

9. Walking
Walking- in US 25% learn by 11 months, 50% within a week of 1st birthday, 90% by 15 months.
Varies by culture- if the culture emphasizes walking then babies can walk at younger ages (NURTURE).
But identical twins tend to learn to walk on the same day (NATURE).

10. Toilet Training
NO MATTER WHAT, THE BABY NEEDS THE PHYSICAL MATURATION TO HOLD HIS OR HER BLADDER OR BOWEL MOVEMENTS BEFORE TOILET TRAINING.
NO TRAINING WILL WORK IF THE CHILD IS NOT PHYSICALLY READY.

11. Cognitive Development
This field is dominated by a man named Jean Piaget.
He was developing IQ tests and noticed that many children got the same answers wrong.
Thought to himself, “maybe these kids are not stupid, but instead think differently than adults.”

12. Piaget’s important concepts
Children are active thinkers, always trying to make sense of the world.
To make sense of the world, they develop schemas.
Schema- a concept or framework that organizes and interprets information.

13. Piaget’s important concepts
Assimilation- interpreting one’s new experiences into one’s existing schemas.
Accommodation- adapting one’s current understandings (schemas) to incorporate new information.
Holt p. 242 demonstration--pen

15. Cognition
All mental activities associated with thinking, knowing and remembering.

16. Piaget’s Stages of Cognitive Development
Sensorimotor
Preoperational
Concrete Operational
Formal Operational

17. Sensorimotor Stage
The Sensorimotor Stage is from approximately birth to 2 years of age.
Babies take in the world purely through their senses- looking, hearing, touching, tasting and grasping.

18. Sensorimotor Stage
At 4 to 8 months of age, your child will learn that she can make things move by banging them and shaking them. (Example--shaking a rattle, banging on toys, banging on tray of high chair)

19. Sensorimotor Stage
Between 12 and 18 months your child will be able to represent hidden objects in her mind (Object Permanence). In other words, she will be able to “see” objects even when they are out of sight.
Before Object Permanence- what is out of sight, is gone from the universe forever.

20. Object Permanence the awareness that things continue to exist even when not perceived

21. 21 month old tries to slide down a miniature slide
Scale Errors
21 month old tries to slide down a miniature slide
24 month old opens a door to a miniature care and tries to step inside

22. The Preoperational Stage is from approximately 2 to 7 years of age.

23. Preoperational Stage
At the early part of this stage, a child will develop the ability to use symbols.

24. Preoperational Stage
Between the ages of 3 and 4, your child will be able to apply this ability to symbolize with objects, to people (names represent people).
they learn to use symbols (know the meaning of the word “ball” w/o having it right in front of them) Representational Thought

25. Preoperational Stage
By the end of this stage, the child will understand the concept of conservation.

26. Conservation

27. Preoperational Stage
Children in the preoperational stage are egocentric (the inability to take on another’s point of view).

29. Theory of Mind
people’s ideas about their own and others’ mental states- about their feelings, perceptions, and thoughts and the behavior these might predict
Diagram illustrates how researchers explore children’s presumptions about other’s mental states

30. Concrete Operational Stage
7-11 years old
Understand concept of conservation.
Can think logically, use analogies, and perform mathematical transformations (5+9 is the same as 9+5) also known as reversibility.
lacks abstract thinking ability

31. Formal Operational Stage
We can reason abstractly.
Reasoning expands from concrete (involving actual experiences) to abstract thinking (involving imagined realities and symbols)
Children able to solve hypothetical situations and its consequences
If John is in school, then Mary is in school. John is in school. What can you say about Mary?
God is love.
Love is Blind
Stevie Wonder is Blind.
Stevie Wonder is god.

32. Figure Piaget’s stages (a) Sensorimotor stage (b) Preoperational stage (c) Concrete/formal operational stage Myers: Psychology, Eighth Edition Copyright © 2007 by Worth Publishers

33. Criticisms of Piaget Ages of stages vary quite a bit
Research has shown that only about 30-40% of adolescents and adults have reached the formal operational stage in the U.S.
Formal operations are almost absent in many non-literate cultures
Individuals who have taken science courses (scientific procedures) are always in formal operations