1. Healthy Newborns Turn head towards voices.
See 8 to 12 inches from their faces.
Gaze longer at human like objects right from birth.
Recognize mom’s voice first.

2. Reflexes Inborn automatic responses. Rooting (cheek) Sucking Grasping
Moro (startle)
Babinski (foot)

3. Maturation
Physical growth processes that enable orderly changes in behavior, regardless of the environment.
Although the timing of our growth may be different, the sequence is almost always the same.

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

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

6. Cognitive Development
It was thought that kids were just stupid versions of adults.
Then came along Jean Piaget.
Kids do learn and think differently than adults.

7. In your head I want you to imagine what a model looks like…

8. Schemas
Children view the world through schemas (as do adults for the most part).
Schemas are ways we interpret the world around us (concepts).
It is basically what you picture in your head when you think of anything.
These 3 probably fit into your concept (schema) of a model.
But does this one?

9. Assimilation Incorporating new experiences into existing schemas.
If I teach a 3 year old that an animal with 4 legs and a tail is a dog….
Incorporating new experiences into existing schemas.
Or this?
What would he call this?

10. Accommodation Changing an existing schema to adapt to new information.
If I tell someone from the mid-west to picture their schema of N.Y. they may talk about the run down areas.
But if I showed them other areas of N.Y., they would be forced to accommodate (change) their schema to incorporate their new information.

11. 4 Stages of Cognitive Development According to Piaget
1. Sensorimotor Stage (0-2 yrs.)
Experience the world through our senses.
Object Permanence develops around 6-8 months of age.

12. 2. Preoperational Stage 2 - 6 or 7 years.
Begin to use language to represent objects and ideas (think in symbols).
Non-logical, “magical thinking”.
Egocentric: early in this stage they cannot look at the world through anyone’s eyes but their own.
Animism – all plants, animals, and objects have spirits.
Theory of Mind – by 3 ½ and 4 ½ the ability to attribute mental states to oneself and others and to understand that others have beliefs, desires and intentions that are different from one's own.
Do NOT understand concept of conservation.

13. Conservation
Conservation refers to the idea that a quantity remains the same despite changes in appearance and is part of logical thinking.

14. 3. Concrete Operational Stage
7-11 years.
Understand conservation.
Learn to think logically.
Understanding of reversibility (awareness that actions can be reversed). (Dog is Labrador; Labrador is Dog).
Understand seriation. (putting things in order).

15. 4. Formal Operational Stage (12 yrs. and up)
Abstract reasoning.
Manipulate objects in our minds without seeing them.
Hypothesis testing.
Reasoning with metaphors and analogies.
What would the world look like with no light?
Picture god.
What are the best strategies for playing chess?

16. Criticisms of Piaget
Some say he underestimates the abilities of children.
Information-Processing Model says children do not learn in stages but rather in a gradual continuous growth pattern.
Studies show that our attention span grows gradually over time.

17. Social Development
Up until about a year, infants do not mind strange people (maybe because everyone is strange to them).
At about a year, infants develop stranger anxiety.

18. Attachment
The most important social construct an infant must develop is  Attachment (a bond with a caregiver).
Konrad Lorenz discovered that some animals form attachment through imprinting.

19. Origins of Attachment Harry Harlow.
Showed that monkeys needed touch or body contact to form an attachment.

20. Origins of Attachment
For many animals there is a critical period shortly after birth when an organism’s exposure to certain stimuli or experiences produce proper development.
Those who are deprived of touch have trouble forming attachment when they are older.

21. Origins of Attachment: Responsive Parenting
Mary Ainsworth’s “Strange Situation” Test.
Three types of attachment:
Secure
Avoidant
Anxious/ambivalent

22. Secure Attachment
Separation anxiety
Distressed when mother leaves.
Stranger anxiety
Avoidant of stranger when alone but friendly when mother present.
Reunion behaviour
Positive and happy when mother returns.
Other
Will use the mother as a safe base to explore their environment.
% of infants 70

23. Avoidant Attachment
Separation anxiety
Infant shows no sign of distress when mother leaves.
Stranger anxiety
Infant is okay with the stranger and plays normally when stranger is present.
Reunion behaviour
Infant shows little interest when mother returns.
Other
Mother and stranger are able to comfort infant equally well.
% of infants 15

24. Anxious/Ambivalent Attachment
Separation anxiety
Infant shows signs of intense distress.
Stranger anxiety
Infant avoids the stranger - shows fear of stranger.
Reunion behaviour
Child approaches mother but resists contact, may even push her away.
Other
Infant cries more and explores less than the other 2 types.
% of infants 15

25. Parenting Styles