Study Guide, Exam 2
Child Development, 7400:265
Know the material from the text in addition to what was presented in
lecture.
Updated on 7/8/2008
EXAM 2 ESSAY QUESTIONS & INSTRUCTIONS:
10 points each (20 points total)
Instructions:
TYPE AND PRINT YOUR RESPONSE – 12 PT FONT, DOUBLE SPACED. INCLUDE YOUR NAME AT THE TOP OF EACH PAGE.
YOU WILL LOSE POINTS IF YOU WRITE OUT YOUR ANSWER, AND YOU WILL LOSE ADDITIONAL POINTS IF I HAVE DIFFICULTY READING YOUR ANSWERS.
Tip: work out answers to the essay questions first before
moving on to the rest of the study guide. Your answers should integrate
knowledge gained from the text and from lecture.
Please use your own words. Using someone else's words without crediting them is plagiarism, which is academic misconduct. More to the point, copying from any source does not convince me that you understand the material, which is the point of any take home writing assignment. I will check the textbook when I grade.
Points will be deducted for (a) not answering the question asked or not fully answering the question (pay attention to words like *explain* in any essay question), (b) not using your own words, but copying or closely paraphrasing from any source including the textbook, and (c) grammar/spelling/handwritten answer/illegible handwriting.
CHOOSE 2
OF THE 3 ESSAY QUESTIONS BELOW. Bring
to exam. Make sure you indicate which
questions you have chosen to answer.
1. How are physical/motor development & cognitive development related? (hint: you should mention the importance of sensory experience and exploration.)
2. Give examples of how Piaget’s descriptions of the various sensorimotor substages can be used to develop developmentally appropriate activities for infants up to age 2. Beginning with Primary Circular Reactions and ending with Mental Representation, give the age-range, activity, and the relevance of each activity to the particular stage.
3. Give 5 examples of practices that would encourage secure attachment relationships in infancy. For each example, be sure to explain its significance to parent-infant attachment.
PHYSICAL
DEVELOPMENT
SECRET LIFE OF THE BRAIN video – PBS links: http://www.pbs.org/wnet/brain/
CHARACTERISTICS AND CAPACITIES OF THE NEWBORN
I. Reflexes and Early Social Relationships
II. Sensory Capacities
Touch
Smell
Hearing
Vision
III. Crying and its role in newborn’s capacity to communicate needs [discussed in class/ covered in video]
III. States of Arousal
Sleep/Wake Patterms
REM/Non-REM sleep
age (in mos) when infants’ sleep/wake patterns
become more adult-like & implications for encouraging sleeping through the
night.
IV. BODY GROWTH
Changes in Body Size
Changes in Body Proportions
cephalocaudal trend (know def in
text)
proximodistal trend
Changes in Muscle-Fat Makeup [lecture]
Growth of the Skull and fontenels
[lecture]
V. BRAIN DEVELOPMENT (Secret Life of the Brain –see above
link)
Neuron (def) and neural migration
Stem cells
Neurons & environmental stimulation “Use it or lose it”
Implications for ability to respond to/tune out stimuli
Implications for visual development
Development of the Cerebral Cortex
Largest structure
greatest number of neurons and
synapses
last of the brain structures to stop
growing.
Regions of the Cortex
frontal lobes – thought and
consciousness
Lateralization (def)
hemispheres (def and roles) Left vs. Right Just for fun: Find
out whether you’re left or right brain
dominant
Brain plasticity/resilience
More on the role of experience/stimulation in brain
development: Society for Neuroscience | Brain Work-outs
VI. FACTORS AFFECTING EARLY PHYSICAL
GROWTH
Nutrition
what sorts of foods do infants eat? (from
lecture)
when can solid food be introduced? (ditto)
feeding on demand vs. schedules
Stunted growth
Malnutrition/Marasmus
Breast- versus Bottle-Feeding FYI:
Motherwear Breastfeeding.com
VII. MOTOR DEVELOPMENT
Fine Motor Development: Voluntary
Reaching and Grasping
Role in cognitive development
Gross & fine motor milestones/timetable (know rough ages, sequence of
milestones)
Prereaching
Voluntary Reaching and Grasping
ulnar
grasp
pincer grasp
The Biodynamics of Motor Development
Motor Development and Perceptual
Development
Habituation and Dishabituation [lecture]
Vision/ acuity
Depth Perception
Visual Cliff
depth cues
role of independent movement
Pattern Perception
Contrast Sensitivity
Contrast sensitivity & rel to pattern
preferences
A baby's tendency to search for structure in a
patterned stimulus applied to face perception. [ecological
view]
Face perception and early social relationships [lecture]
Object Perception
lntermodal Perception
difference between sensation and perception
Gibson's differentiation theory
[indirect reference in “ecological view” section on pp. 179-182;
discussed in class in more detail]
Essay
Questions from the Child Development Supersite (useful study aid)
Early Stimulation is Crucial to All Aspects of Development! How can you stimulate an infant before he/she is mobile? Useful tip: 10 Reasons To Wear Your Baby
COGNITIVE
DEVELOPMENT
Good Study Aid: Taking it to the net http://www.mhhe.com/santrockc7
I. Piaget
Children actively construct their own cognitive development through acting on
the environment (e.g. through motor activity).
Sensorimotor Stage:
1. Reflexive scheme
2. Primary circular reaction
define circular reaction
3. secondary circular reactions
4. coordination of secondary
circular reactions
intentional, goal directed
means-end action sequences, physical
causality
beginning of object permanence
A-B search errors
5. tertiary circular reactions
6. mental representation
What causes developmental change?
Schemes
Adaptation
Assimilation
Accommodation
Organization
Know criticisms of aspects of Piaget’s theory:
· whether development occurs in a stage-like (qualitative) or more continuous (quantitative) manner.
· difficulty in assessing infant’s cognitive capacities/ criticisms of Piaget’s methodology
Influences on Cognitive Development:
Nutrition
Poverty
II. Vygotsky:
interpretation
of the importance of make believe play (contrast w/ Piaget) - from lecture
The importance of social interactions
the zone of proximal development
scaffolding
III. LANGUAGE DEVELOPMENT
cooing and babbling
turn-taking (e.g. pat-a-cake)
first word at around 12 months of age
18-24 months – “language explosion”
Between 1.5 and 2 years, toddlers combine two words
first words
fast-mapping
over-extension/under-extension
telegraphic speech
language production & comprehension
Caregiving Concerns:
child-directed speech (CDS)
parentese
expansions, recasts
Make-believe play, reading to toddlers, and conversation—rel to speech development
CDS is an example of how the zone of proximal development
operates.
SOCIAL
& EMOTIONAL DEVELOPMENT
Know milestones related to emotional expression:
basic emotions, social emotions, self-conscious emotions, social referencing, emotional self-regulation, self-control, compliance, empathy
Know Erikson’s 1st & 2nd Stages
Mahler’s Theory of Separation and Individuation
Know three different temperamental types
Know 9 dimensions of temperament
Know genetic and environmental influences on temperament
goodness-of-fit model
ATTACHMENT THEORY (know this well)
know behaviorist, psychoanalytic, and ethological explanation (John Bowlby & Mary Ainsworth)
stages of attachment (4)
terms: separation & stranger anxiety, secure base, internal working model, interactional synchrony
know what the strange situation is and how it is used to evaluate the quality of attachment
4 types of attachment classifications
know factors that affect attachment security (maternal & infant characteristics and family circumstances)
can infants develop multiple attachments?
What affects attachment between infants and sibs? infants and fathers? How important are “secondary” attachments?
Can a person have more than one internal working model?