Chapter 3 Child Development=Developmental Psychology

Basic Ideas

Genetic Heritage + Environment = Personality

Parenting + nurturing + Environment is important

Development is effected by deprivation + Enrichment

Emotional bonds with caregivers is very important

Language learning is a key step in development

Piaget’s Stage Theory- maps how thinking develops

Vygotsky’s Theory- says A child’s mind is shaped by human relationships

Effective Child Discipline- is consistent, humane, encouraging + respectful communication

Genetics Research tells us stuff = Predications Related to Genetic Problems can be made

Developmental Psychology = the study of progressive changes in behavior & abilities

Includes Nature Vs Nurture Debate

Nature= Heredity-from parents-chromosomes

Physical and Psychological Characteristics

Nurture= Environment

Chromosomes-

46 Chromosomes- contained in each human cell nucleus

Sperm and Ovum Carry 23 Chromosomes Each

DNA- deoxyribonucleic Acid

P94- DNA Diagram Sugar Phospate

DNA has 3 billion Pairs

Genes –

Small areas of DNA code

40,000 genes in cells

Effects a Process or Personal Feature

Polygenic- something controlled by many genes

Dominant and Recessive-

Dominant- The feature will appear when Gene is present

Recessive- Must be parallel with 2nd recessive gene before effect will be expressed

Brown Eyes are Dominant

An abnormal gene on one of the autosomal chromosomes (one of the first 22 "non-sex" chromosomes) from each parent is required to cause the disease. People with only one abnormal gene in the gene pair are called carriers, but since the gene is recessive they do not exhibit the disease.

In other words, the normal gene of the pair can supply the function of the gene so that the abnormal gene is described as acting in a recessive manner. BOTH parents must be carriers in order for a child to have symptoms of the disease.A child who inherits the gene from one parent will be a carrier.

The inheritance of genetic diseases, abnormalities, or traits is described by both the type of chromosome on which the abnormal gene resides (autosomal or sex chromosome), and by whether the gene itself is dominant or recessive. This is due to whether a single defective gene from one parent (dominant inheritance) or both copies of the gene (one from each parent) are defective (recessive inheritance).

Autosomal diseases are inherited through the non-sex chromosomes, (pairs 1 through 22). Sex-linked diseases are inherited through one of the sex chromosomes, the X chromosome (diseases are not inherited through the Y chromosome).

Dominant inheritance occurs when an abnormal gene from ONE parent is capable of causing disease even though the matching gene from the other parent is normal. The abnormal gene dominates the outcome of the gene pair.

Recessive inheritance occurs when BOTH genes of a pair must be abnormal to produce disease. If only one gene in the pair is abnormal, the disease is not manifested or is only mildly manifested. However the abnormal gene can be passed on to the children.

CHANCES OF INHERITING A TRAIT

For an autosomal recessive disorder: When both parents are carriers of an autosomal recessive trait, there is a 25% chance of a child inheriting abnormal genes from both parents, and therefore of developing the disease. There is a 50% chance of each child inheriting one abnormal gene (being a carrier).

In other words, if it is assumed that 4 children are produced, and both parents are carriers (neither exhibits any disease), the STATISTICAL expectation is for:

1 child with 2 normal chromosomes (normal)
2 children with 1 normal and 1 abnormal chromosome (carriers, without disease)
1 child with 2 abnormal chromosomes (has the disease)

X and Y Chromosomes

Two of the chromosomes (the X and the Y chromosome) determine your gender and are called sex chromosomes:

Females have 2 X chromosomes.
Males have 1 X and 1 Y chromosome.

The Y chromosome determines the male gender, but does little else.

Each parent contributes one half of each chromosome pair to their child–

22 autosomal chromosomes and 1 sex chromosome.

The mother always contributes an X chromosome to the child.

The father may contribute an X or a Y.

Father determines the gender of the child.

Down syndrome is the most common chromosomal disorder (1 out of 800).

Affected individuals have an extra copy of chromosome 21.

This unbalanced set of genes results in mild to moderate mental retardation and numerous physical changes.

Types of Children(Charts of Developmental Milestones)another

New Born Temperament:

Sensitivity

Irritability

Distractibility

Typical mood

40% are easy=relaxed + agreeable

10% difficult= moody intense, easily angered

15% Slow to Warm- restrained, unresponsive, shy

Generic

“What about Crack Babies?” research

Environment= Nurture

The environment influences people

Sensitive Periods-

Times when children are more susceptible to environmental influences

Prenatal Care-

Nutrition-important

Drugs, diseases, injuries may cause birth defects= congenital problems

“Congenital disorder involves defects in or damage to a developing fetus.

Genetic Disorders”

Inherited

Sickle Cell Anemia, hemophilia, cystic Fibrosis, Muscular Dystrophy, Albinism

Fetal Vulnerability-

Mothers can pass on addiction to babies

Many medications & drugs are harmful to the feotus (page 96)

Fetal Alcohol Syndrome

Repeated Heavy Drinking

Low Brithrate

Small Head

Bodily defects

Facial Malformations

Emotional- Behavioral Mental Handicaps

Smoking is Bad

Lower scores on language & mental abilities

Teratogens:

Anything that can cause a birth defect

Can include drugs, medications, infections, chemicals

Healthy Pregnancy

Nutrition

Relaxation- Stress Reduction

Avoid Teratogens

Exercise

Education

Child Birth-

General Anesthesia during childbirth may cause lag in muscular & neural development

Epidural Block- helps

Prepared Child Birth=

Lamaze Classes- Ferdinand Lemaze

Learn about what to expect and how it works

Coping + emotional support

Child Development

New Born

Brain has fewer dendrites + Synapses

During first 3 years- brain density increases

Stimulation causes brain growth

Deprivation vs. Enrichment

Enrichment

Complex Environment

Intellectually Stimulating

*Extra Enhanced Stimulation- increases brain size

So enriched complex, stimulating environment is good.

Parents open kids to experiences- colors, music, people, things to see, taste, smell, touch

Deprivation

Lack of stimulation

IQ down

Emotional Scaring

Poverty can impact development-

Lower IQ- Fearful, unhappy

Prone to hostile- aggressive behavior

The Mozart Effect-

Piano Sonata

Small increase in spatial intelligence in a few studies

Not replicable

Developmental Periods:

Neonates= New Born Infant

Very Responsive

Interest in Human Face

Inborn Behaviors

Grasping Reflex- object pressed for the palm of neonate

Rooting Reflex= head turning & Nursing

Caused by touching babies cheek

Sucking Reflex= to obtain food

Moro Reflex= baby clings to mom when fear/sounds

Neonates-

Mimic Facial Expressions

Can see 1 foot away

Familiar faces

Babies can see large patterns & shapes

Adult vision is 30 times sharper

See curves, circles, bright lights

At 6 months different shapes

At 9 months differentiates between animals

Age 2 unusual objects interest kids

Page 103 Chart of Motor Development

Maturation

Concept of physical growth + Body-Brain System

There is an ordered sequence of development

1. Cephalocaudel
From head to toe / 2. Proximodistal
From center of body to extremities

Motor Skills:

Must be refined by practice

Concept of Readiness:

Relates to development

Children need to be developmentally ready to progress.

Tasks cannot be too difficult = frustration

Example- toilet training- between 24 months - 3 years (girls earlier)

Pg 104Emotional Development (see chart)

Patterns exist

Basics of Anger, Fear, Joy

All basic emotions appear before age 2

They appear in an order

Social Smile:

By age of 10 months- infants smile when someone is nearby

Early growth is extremely rapid

Pg 105 Social Development:

Includes:

Self Awareness

Relationships- attachments to parents and caregivers

Social Attachments (key aspect)

Self Awareness

1. Depends on brain maturation

2. Self recognition-

Occurs usually 15 months

Social Referencing:

End of first year

Babies use social referencing

Observing others to obtain information or guidance

Helps tell us how to respond

Imprinting (Animals/some birds only) (

Rapid early learning of permanent behavior patterns

Konrad Lorenz

Ethologist (Studied animal behavior patterns)

Study of Imprinting

Geese follow first large moving object they see

Geese- imprinted on Lorenz

Imprinting applied to humans = Emotional Attachment

Emotional Attachment (bonding)

During first year of life

Attachment by infant to caregivers

Separation Anxiety (evidence of emotional attachment)

When babies exhibit behavior of crying, fear,

When left alone or with strangers

Intense Separation Anxiety is a problem

Separations Anxiety Disorder

5% of all children (1 in 20)
Children manifest misery when separated
Excessive fear
Reluctant to leave home
Reluctant to sleep at friends house
Reluctant to go to school

Causes Childhood Stress

Illness

Death in Family

Moving schools

Attachment Qualities:

1. Securely Attached:

When mothers leave and return

Stable positive emotional bonds

Upset by mom’s absence but seek to be near when returned

Secure Attached by year 1 is good
More resilient- show curiosity
Problem solving ability
SocialCompetence in preschool

2. Insecure-Avoidant:

Anxious emotional bond

Turn away from mother

When they return

3. Insecure Ambivalent

Anxcious emotional bond

Seek to be near returning mom

Resist contact with mom

To Promote Attachment Mothers Should:

Be sensitive + Accepting

Warm Family Helps- secure feeling of children

2nd Children causes resentment

Special efforts to include first child in the moment are appropriate

Baby Monkey Studies:

Harry Harlow-

Baby Monkey Separated from mothers

Surrogate mothers- Wire and Soft

Monkeys went to soft mom

Contact Comfort

Babies cling to soft mothers for Security + Comfort in fearful situations

Babies/kids get reassured feelings

Relates to sensitivity of brain development

Breast Feeding

Colostrum- Rich protein produced by breast first days after birth

Prevents disease includes anti-bodies

Includes lots of touching

IQ: Study showed average of 6 point IQ Boost

For babies fed for 7-9 months

Why?:

Brain nourishment + more touching

Close to mother infant relationship

Day Care:

High quality is good

Low quality is bad

Babies need a lot of affection

Maternal/Paternal Influences

Maternal Influences

Best to allow/provide children- educational experience

Let children initiate activities

Optimal Caregiving:

Proactive maternal Involvement
Parental Responsiveness
To child – feelings & needs
Parent need to change approach over time
Parental influences
Playmate for infants
Tactile- lifting tickling
Physically Arousing-
Rough play
Come and go
Action oriented
Exploratory
Risk taking

P 112

Parenting Styles

Researchers Diana Baumrind found 3 styles:

Authoritarian:

Expectations stay out of trouble

Rigid rules

Strict obedience

Put responsibilities on kids

Kids have few rights

Children- usually obedient, self controlled

Must accept parent view of right and wrong

Emotionally stiff

Withdrawn

Higher rates of drug abuse

Overly Permissive:

Little guidance

Too much freedom

Low accountability

Rights but few responsibilities

Rules not enforced

Spoiled kids

= poorly behaved child

Authoritative

Firm consistent guidance

With love & affection

Not harsh

Not rigid

Encourage child:

To act responsibility

To think

To make good decisions

Children are competent

Independent

Self controlled

Assertive

P113-114

Ethnic Differences in Child Rearing:

African Americans

Hispanic

Arab

Types of Discipline:

1. Power Assertion:

Physical Punishment

Force

Take away privileges

Effects:

Defiance, rebellious, fear, hatred of parents

2. Withdrawal of Love

Withholding affection

Refusing to speak to a child

Rejecting

Threatening to leave

Effects:

Anxious

Insecure, dependent on adults for approval

3. Management Techniques:

Combine

Praise

Recognition

Approval

Rules

Reasoning

Related to self-esteem

Problem:

Need to adjust to kids level

Language Development:

Tied to Maturation

1 month old- child use crying for:

Attention

Pain

Hunger

Anger= Tone of crying

6-8 Weeks = Babies cooing

7 Months

Grasp

Smile

Laugh

Sit up

Babble

1yr

Can stand for short period

Can respond to hi + no

“Mama + Dada”

Words + objects connected

18 months – 2yrs

Can stand + Walk alone

Vocab 24 to 200 words

At first- single word stage

“Go, up, Juice”

Then Two word sentences=Telegraphic Speech

“Want Teddy”

“Mama Gone”

2 years on “Terrible Twos”

Two or three words placed together

Independence

Understand some commands

Capable of mischief and temper tantrums

3 yrs The World of Language

Comprehension- use of words dramatic increase

8000 words understood

400 words used

Roots of Language

Researchers William Conden and Louis Sander

Found infants move to human speech -perhaps Language is innate

Noam Chomsky = Linguist

Humans have a biological predisposition

Hereditary readiness to develop language

Language patterns are inborn

Evidence = global language patterns

Patterns

Identification

Non-existence

Possession

Agent-Action

Negation

Question

Critics of Chomsky

Say language is most influenced

By imitation by adults + rewards

Questioning

Environmental Forces influence simple or sophisticated language

Early communication

Sounds/intonation/emphasis/vocalization

= signals and responses

Parent- child interaction

Really about Social Relationships

Parentese = Parent Talk

Children mimic parent emphasis

Musical quality

Patterns of Parent talk

Cognitive Development

Jean Piaget (Swiss 1950s)

Theory & Insight into how kids develop thinking

Found cognition progresses through stages

Children’s thinking is concrete (less abstract)

Need examples- objects to see or touch

Piaget believed learning occurs through

Assimilation:

Kids use existing knowledge to new situations

Accommodation:

Ideas + knowledge are modified to fit new requirements

“New ideas are created to accommodate new experiences.”

P120

Piaget Stages:

Age 0-2 Sensorimotor Stage

Non-verbal intellect

Learning Coordination

Senses

Object permanence

Objects continue to exist when out of sight

Age 2-7 Preoperational Stage

Before 6-7 children think concretely

Age 7 more logical thinking

Begin to think symbolically

Still intuitive beginning logic

Language developing

Egocentric= unable to see the viewpoint of others – self concerned

Selfish

Age 7-11 Concrete Operational Stage

Concept of conservation developed

Idea that objects have mass and volume constancy

Proportions

Children begin to use time, space and number

Logical Thinking

Concrete objects