1. Chapter 5: Infancy (First 24 Months)

2. Chapter 5: Infancy
Chapter Objectives
To identify important milestones in the maturation of the sensory and motor systems, and to describe the interactions among these systems during the first two years of life
To define social attachment as the process through which infants develop strong emotional bonds with others, and to describe the dynamics of attachment formation during infancy

3. Chapter 5: Infancy
Chapter Objectives (cont.)
To describe the development of sensorimotor intelligence, including an analysis of how infants organize experiences and conceptualize causality
To examine how infants understand the properties of objects, including the sense that objects are permanent, that they have unique properties and functions, and that they can be categorized.

4. Chapter 5: Infancy
Chapter Objectives (cont.)
To examine the nature of emotional development, including emotional differentiation, the interpretation of emotions, and emotional regulation
To analyze the factors that contribute to the resolution of the psychosocial crisis of trust versus mistrust, including the achievement of mutuality with the caregiver and the attainment of a sense of hope or withdrawal

5. Chapter 5: Infancy
Chapter Objectives (cont.)
To evaluate the critical role of parents/caregivers during infancy with special attention to issues of safety in the physical environment; optimizing cognitive, social, and emotional development; and the role of parents/caregivers as advocates for their infants with other agencies and systems

6. Chapter 5: Infancy
Newborns
On average 7 to 7 ½ pounds and 20 inches
Low-birth-weight-babies: weigh 5 pounds 8 ounces or less
Small for their gestational age: low weight for a given gestational age

7. Chapter 5: Infancy
Table 5.1 The Apgar Scoring Method

8. The Development of Sensory/Perceptual and Motor Functions
Chapter 5: Infancy
The Development of Sensory/Perceptual and Motor Functions
Infant sensory/perceptual competencies can be measured with infant gazing, heart rate, sucking, head turning, and habituation
Habituation: allows the infant to attend to new aspects of the environment
APA Goal 2: Research Methods in Psychology
This slide communicates the different research methods used by psychologists to study infant development and behavior (APA suggested learning outcome 2.2).

9. Brain Development in Infancy
Chapter 5: Infancy
Brain Development in Infancy
Infant brain is well-formed at birth with about 100 billion interconnected neurons (brain cells)
Neural plasticity
APA Goal 1: Knowledge base of Psychology
This slide discusses relevant levels of analysis (i.e., cellular; suggested learning outcome 1.2).

10. Chapter 5: Infancy
Figure 5.1 Model of Neuron

11. Sensory/Motor Development Hearing Vision Taste and Smell Touch
Chapter 5: Infancy
Sensory/Motor Development
Hearing
Vision
Taste and Smell
Touch
The sensory/perceptual capacities function as an interconnected system to provide a variety of sources of information about the environment at the same time
APA Goal 1: Knowledge base of Psychology
This slide describes research related to biological bases of behavior and mental processes including sensory/motor development. This slide also discusses the interaction between heredity and environment, as well as the interaction between mind and body (suggested learning outcome 1.2)

12. Chapter 5: Infancy
Figure 5.3 Stimulus Pairs from Three Experiments on Infants’ Preference for Top-Heavy Configurations. For each experiment, the total fixation time toward each stimulus is shown along with the p value for comparison between the two stimuli.

13. Sensory/Motor Development (cont.)
Chapter 5: Infancy
Sensory/Motor Development (cont.)
Motor skills develop as a result of physical growth and maturation in the context of varied environmental opportunities
Motor skills begin as involuntary reflexes, and follow a general sequence of development
APA Goal 1: Knowledge base of Psychology
This slide demonstrates variability in behavior as well as relates the theme of the interaction of heredity and environment to development (suggested learning outcome 1.2). This slide also describes research related to biological bases of behavior and mental processes including sensory/motor development (suggested learning outcome 1.2).

14. Chapter 5: Infancy
Table 5.2 Some Infant Reflexes

15. Chapter 5: Infancy
Figure 5.4 A Typical Sequence of Motor Development and Locomotion in Infancy

16. Chapter 5: Infancy Temperament
Relatively stable characteristics or response to the environment that can be observed during the first months of life
Significant source of individual differences – a result of genetic, environmental, and socially construed factors
Assessed by child’s positive or negative reaction to events and stability of this reaction
APA Goal 1: Knowledge base of Psychology
This slide demonstrates concepts to account for psychological phenomena as well as the variability in development accounted for by the interaction of heredity and environment (suggested learning outcomes 1.2 & 1.3). This slide also describes research related to biological bases of behavior and mental processes (suggested learning outcome 1.2).

17. Another View of Temperament
Chapter 5: Infancy
Another View of Temperament
Reactivity or the child’s threshold for arousal, which could be evidenced at the physiological, emotional, or motor level
Self-regulation or behavioral inhibition that can be thought of as a continuum from bold or brazen to inhibited and cautious
APA Goal 1: Knowledge base of Psychology
This slide demonstrates concepts to account for psychological phenomena (suggested learning outcome 1.3). This slide also describes research related to biological bases of behavior and mental processes (suggested learning outcome 1.2).

18. Chapter 5: Infancy
Table 5.3 Three Types of Infant Temperament

19. Case Study: The Cotton Family Thought Questions
Chapter 5: Infancy
Case Study: The Cotton Family
Thought Questions
How would you describe Anna’s temperament? What problems might the Cotton family face if Anna had been a more passive, reserved, and inhibited child?
In what ways was Anna being expected to adapt to the Cotton family lifestyle?
APA Goal 3: Critical Thinking Skills in Psychology
This slide offers students the opportunity to use critical thinking effectively (suggested learning outcome 3.1) by evaluating the quality of information and behavioral claims, developing sound arguments, and articulating problems clearly (3.3 & 3.4).
APA Goal 7: Communication Skills
This slide provides students the opportunity to communicate effectively in a variety of formats such as writing, oral communication, interpersonal communication, and collaboration (suggested learning outcomes 7.1, 7.2, 7.4, and 7.5).

20. Case Study: The Cotton Family (cont.)
Chapter 5: Infancy
Case Study: The Cotton Family (cont.)
What are some of the challenges Nancy and Paul faced as new parents? How did they cope with these challenges?
How would you describe Paul’s enactment of the father role?
How would you describe Nancy’s enactment of the mother role?
Anna seems to be influencing the well-being of her mother, father, and her grandmother. What impact does Anna have on each of these family members?
APA Goal 3: Critical Thinking Skills in Psychology
This slide offers students the opportunity to use critical thinking effectively (suggested learning outcome 3.1) by evaluating the quality of information and behavioral claims, developing sound arguments, and articulating problems clearly (3.3 & 3.4).
APA Goal 7: Communication Skills
This slide provides students the opportunity to communicate effectively in a variety of formats such as writing, oral communication, interpersonal communication, and collaboration (suggested learning outcomes 7.1, 7.2, 7.4, and 7.5).

21. Attachment Behavior System
Chapter 5: Infancy
Attachment
Process through which people develop specific, positive emotional bonds with others
Attachment Behavior System
Parenting or caregiving is the nurturing responses of the caregiver to the child
Synchrony, or interactions that are rhythmic, well-timed, and mutually rewarding establish attachments
APA Goal 1: Knowledge base of Psychology
This slide demonstrates one of the major theoretical perspectives in psychology and applies to the suggested learning outcomes for Goals 1.2 and 1.4. This slide also demonstrates concepts to account for psychological phenomena (i.e., attachment) as well as the variability in development (suggested learning outcomes 1.2 & 1.3).

22. Chapter 5: Infancy
Table 5.4 Five Stages in the Development of Attachment

23. The Development of Attachment
Chapter 5: Infancy
The Development of Attachment
Internal mental representations / internal working models
Goal-corrected partnerships
Stranger anxiety
Separation anxiety
APA Goal 1: Knowledge base of Psychology
This slide demonstrates one of the major theoretical perspectives in psychology and applies to the suggested learning outcomes for Goals 1.2 and 1.4. This slide also demonstrates concepts to account for psychological phenomena (i.e., attachment) as well as the variability in development (suggested learning outcomes 1.2 & 1.3).

24. Formation of Attachments with Mother, Father, and Others
Chapter 5: Infancy
Formation of Attachments with Mother, Father, and Others
The amount of time the infant spends in the care of the person
The quality and responsiveness of the care provided by the person
The person’s emotional investment in the infant
The presence of the person in the infant’s life across time
APA Goal 1: Knowledge base of Psychology
This slide demonstrates one of the major theoretical perspectives in psychology and applies to the suggested learning outcome 1.4. This slide also discusses relevant level of analysis (individual and family levels) as well as individual differences and the variability and continuity of individual development (APA suggested learning outcome 1.2).

25. Measuring the Security of Attachment: The Strange Situation
Chapter 5: Infancy
Measuring the Security of Attachment:
The Strange Situation
A 20 minute period
Child is exposed to a sequence of periods of separations and reunions with the caregiver
How the child responds to these periods is used to assess their level of attachment to the caregiver
APA Goal 2: Research Methods in Psychology
This slide communicates the research methods used by psychologists to study infant attachment behavior (APA suggested learning outcome 2.2).

26. Four Patterns of Quality of Attachment Secure Attachment
Chapter 5: Infancy
Four Patterns of Quality of Attachment
Secure Attachment
Anxious-Avoidant Attachment
Anxious-Resistant Attachment
Disorganized Attachment
APA Goal 1: Knowledge base of Psychology
This slide demonstrates one of the major theoretical perspectives in psychology and applies to the suggested learning outcome 1.4. This slide discusses individual differences and the variability and continuity of individual development (APA suggested learning outcome 1.2).

27. Chapter 5: Infancy
Figure 5.5 Factors Contributing to Caregiver Sensitivity

28. Parental Sensitivity and the Quality of Attachment
Chapter 5: Infancy
Parental Sensitivity and the Quality of Attachment
Four factors come into play in producing sensitive parenting that underlies secure attachments
Cultural and subcultural pathways
The caregiver’s personal life story
Contemporary factors
Characteristics of the infant
APA Goal 1: Knowledge base of Psychology
This slide demonstrates one of the major theoretical perspectives in psychology and applies to the suggested learning outcome 1.4. This slide also discusses individual differences and the variability and continuity of individual development (APA suggested learning outcome 1.2).
APA Goal 8: Sociocultural and International Awareness
This slide explains how sociocultural contexts influence development (suggested learning outcome 8.2).

29. The Relevance of Attachment to Later Development
Chapter 5: Infancy
The Relevance of Attachment to Later Development
Attachment and internal working models influence:
expectations about the self, others, and the nature of relationships
the child’s ability to explore and engage the environment with confidence
the formation of later relationships
APA Goal 1: Knowledge base of Psychology
This slide demonstrates one of the major theoretical perspectives in psychology and applies to the suggested learning outcome 1.4. This slide also discusses individual differences and the variability and continuity of individual development (APA suggested learning outcome 1.2).

30. The Relevance of Attachment to Later Development (cont.)
Chapter 5: Infancy
The Relevance of Attachment to Later Development (cont.)
Clinical diagnoses and links to attachment
Reactive Attachment Disorder
Inhibited Type
Uninhibited Type
Critique of the Attachment Paradigm
Attachment paradigm has limitations, especially when viewed from a cross-cultural or comparative cultural lens
APA Goal 4: Application of Psychology
This slide demonstrates how psychological concepts, theories, and research findings can apply to everyday life and be used to explain and guide social phenomena (APA suggested learning outcomes 4.2, 4.3, and 4.4).

31. Sensorimotor Intelligence and Early Causal Schemes
Chapter 5: Infancy
Sensorimotor Intelligence and Early Causal Schemes
Sensorimotor intelligence, or motor routine, that reflects organization
Sensorimotor adaptation is Piaget’s chief mechanism governing the growth of intelligence during infancy
Infants develop an understanding of causality based largely on sensory and motor experiences
APA Goal 1: Knowledge base of Psychology
This slide discusses one of the major theoretical perspectives in psychology and applies to the suggested learning outcomes for Goals 1.2 and 1.4. Specifically, Piaget’s theory of sensorimotor development is discussed. This slide also describes research related to biological bases of behavior and mental processes including cognitive and sensory/motor development (suggested learning outcome 1.2).

32. Chapter 5: Infancy
Table 5.6 Six Phases in the Development of Sensorimotor Causality

33. The Development of Causal Schemes
Chapter 5: Infancy
The Development of Causal Schemes
Infants form expectations about how objects function.
Development of causal schemes
Phase 1 – reflexes
Phase 2 – first habits
Phase 3 – circular reactions
Phase 4 – coordination of means and ends
Phase 5 – experimentation with new means
Phase 6 - insight
APA Goal 1: Knowledge base of Psychology
This slide discusses one of the major theoretical perspectives in psychology and applies to the suggested learning outcomes for Goals 1.2 and 1.4. Specifically, Piaget’s theory of sensorimotor development is discussed.

34. Understanding the Nature of Objects and Creating Categories
Chapter 5: Infancy
Understanding the Nature of Objects and Creating Categories
Object permanence - objects in the environment are permanent and do not cease to exist when they are out of reach or view
One reason babies experience separation anxiety is that they are uncertain whether a person to whom they are attached will continue to exist once out of sight
APA Goal 1: Knowledge base of Psychology
This slide describes research related to biological bases of behavior and mental processes including cognitive development (suggested learning outcome 1.2).

35. Chapter 5: Infancy
Video Segment: The Sensorimotor Stage: Absence of Object Permanence

36. Chapter 5: Infancy
Video Segment: The Sensorimotor Stage: Presence of Object Permanence

37. The Prefrontal Cortex and Infant Intelligence
Chapter 5: Infancy
The Prefrontal Cortex and Infant Intelligence
Prefrontal Cortex allows for the ability to derive abstract concepts, rules, and generalizations from sensory/motor experiences and apply them to new situations
APA Goal 1: Knowledge base of Psychology
This slide demonstrates concepts that describe antecedents and consequences of behavior from one of the major theoretical perspectives in psychology (i.e., biological; suggested learning outcomes 1.3 and 1.4). This slide also describes research related to biological bases of behavior (suggested learning outcome 1.2).

38. Chapter 5: Infancy
Table 5.7 States of Arousal in Newborns

39. Chapter 5: Infancy
Table 5.8 Age-Related Changes in Emotional Differentiation

40. Emotions as a Key to Understanding Meaning
Chapter 5: Infancy
Emotions as a Key to Understanding Meaning
Provide a channel for determining the meaning the child is giving to a specific situation
The Ability to Regulate Emotions
One of the most important elements in the development of emotional regulation is the way caregivers assist infants to manage their strong feelings
APA Goal 1: Knowledge base of Psychology
This slide demonstrates concepts that describe antecedents and consequences of behavior (suggested learning outcomes 1.3 and 1.4).

41. Emotions as a Channel for Adult-Infant Communication
Chapter 5: Infancy
Emotions as a Channel for Adult-Infant Communication
Emotions provide a two-way channel through which infants and their caregivers can establish intersubjectivity
Mechanism of social referencing
APA Goal 1: Knowledge base of Psychology
This slide demonstrates concepts that describe antecedents and consequences of behavior (suggested learning outcomes 1.3 and 1.4).

42. The Psychosocial Crisis: Trust versus Mistrust
Chapter 5: Infancy
The Psychosocial Crisis: Trust versus Mistrust
Trust - an appraisal of the availability, dependability, and sensitivity of another person; emerges as one person discovers those traits in another person
Mistrust - can arise, during infancy, from at least three sources: infant wariness, lack of confidence in the caregiver, and doubt in one’s own lovableness
APA Goal 1: Knowledge base of Psychology
This slide demonstrates concepts that describe antecedents and consequences of behavior (suggested learning outcomes 1.3 and 1.4).

43. Chapter 5: Infancy
The Central Process for Resolving the Crisis: Mutuality with the Caregiver
Mutuality is a characteristic of a relationship that is initially built on the consistency with which the caregiver appropriately responds to the infant’s needs
APA Goal 1: Knowledge base of Psychology
This slide demonstrates concepts that describe antecedents and consequences of behavior (suggested learning outcomes 1.3 and 1.4).

44. Coordination, Mismatch, and Repair of Interactions
Chapter 5: Infancy
Coordination, Mismatch, and Repair of Interactions
Coordination refers to two related characteristics on interaction: matching and synchrony
Matching means that the infant and the caregiver are involved in similar behaviors or states at the same time
Synchrony means that the infant and caregiver move fluidly from one state to the next
APA Goal 1: Knowledge base of Psychology
This slide demonstrates concepts that describe antecedents and consequences of behavior (suggested learning outcomes 1.3 and 1.4).

45. Establishing a Functional Rhythm in the Family
Chapter 5: Infancy
The Central Process for Resolving the Crisis: Mutuality with the Caregiver
Establishing a Functional Rhythm in the Family
The match or mismatch between an infant’s rhythms and the family’s rhythms is an important factor in the overall adjustment of a family to a new baby
Parents with Psychological Problems
APA Goal 1: Knowledge base of Psychology
This slide demonstrates concepts that describe antecedents and consequences of behavior (suggested learning outcomes 1.3 and 1.4).
APA Goal 4: Application of Psychology
This slide also demonstrates how psychological concepts, theories, and research findings can apply to everyday life (APA suggested learning outcomes 4.3 and 4.4).

46. Chapter 5: Infancy
The Prime Adaptive Ego Quality and the Core Pathology
Hope - the first prime adaptive ego quality; an orientation that goals and dreams can be attained and events will turn out for the best
Withdrawal - a general orientation of wariness toward people and objects

47. Applied Topic: The Role of Parents Safety in the physical environment
Chapter 5: Infancy
Applied Topic: The Role of Parents
Safety in the physical environment
Fostering emotional and cognitive development
Fathers’ and mothers’ parental behavior
Parents as advocates
The importance of social support
APA Goal 4: Application of Psychology
This slide demonstrates how psychological concepts, theories, and research findings can apply to everyday life (APA suggested learning outcomes 4.3 and 4.4).

48. Chapter 5: Infancy
Table 5.9 Optimizing an Infant’s Development