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| The first two weeks of prenatal development. |
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| The second stage of prenatal development. The embryo forms a heart, nervous system, stomach, esophagus, ovaries, testes. |
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| The final stage of prenatal development that is the 7 month period before birth. Various organs grow and start to function. |
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Harmful external substances that can invade the womb and result in birth defects.
ie) Alcohol, tobacco,caffeine, cocaine |
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| The process of taking in new info about objects by using existing schemas and finding schemas that the new object will fit |
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| The process of modifying schemas as an infant tries out familiar schemas that do not fit them |
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| Piagets Theory: The period from birth until about age 2 where infants discover aspects of the world through sensory impressions, motor activities and coordination of the two. Ends with object permanence |
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| Piagets Theory: The period from ages 2-4 when children begin to understand and create symbols to represent things that aren't present. Play pretend. In the second half, the period from 4-7, they become EGOCENTRIC and make intuitive guesses about the world |
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| Concrete Operational Period |
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| Piagets Theory: The period from ages 7-11 where children can understand logical principles that apply to concrete external objects. Can think about 2 concepts such as longer and wider at the same time |
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| Formal Operational Period |
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| Piagets Theory: The age from 11 and up where the person can think abstractly, speculate, and work with probabilities and possibilities |
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| An infants knowledge that an object exists even if it can't be seen, touched, or sucked |
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| The ability to recognize that the important properties of a substance such as a number, volume, weight, remain constant despite changes in shape, length or position. According to Piaget, children in Preoperational stage don't possess this |
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| Viewed cognitive abilities as the product of cultural history. The childs mind grows through interaction with others in their culture. Studied participation in social routines |
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| An infants individual style and frequency of expressing emotions and needs. |
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| Get hungry and sleepy at predictable times, react to new situations cheerfully, and seldom fuss |
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| Irreular and irritable infants |
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| Infants who react warily to new situations, but eventually join in |
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| A deep, affectionate, close relationship with a person with whom the baby has shared many experiences |
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| Conducted experiments to learn whether or not attachment to a mother is strictly because she feeds them or if it is also a comfort issue. Proved monkeys were motivated by the need for comfort. Also investigated isolation |
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| 1st year; Infants learn to trust their needs will be met by the world and mother or they learn to mistrust the world |
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| Autonomy vs. Shame & Doubt |
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| 2nd Year; Infants learn to exercise will. make choices and control themselves or become uncertain |
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| 3-5th Year; Child learns to initiate activities and enjoy accomplishments or they feel guilty at their attempts to be independent. |
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| 6th- Puberty; Child has a sense of curiosity and is eager to learn or they feel inferior and lose interest. |
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| Identity vs. Role Confusion |
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| Adolescence; The person sees themselves as unique or become confused as to what they want in life |
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| Early adulthood; Commit themselves to another person or develop a sense of isolation |
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| Generativity vs.Stagnation |
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| Middle age; able to have kids, commit themselves to the common good and work or become self centered and inactive |
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| Old Age; Enter a period of reflection and acceptance while preparing to face death or are in despair at their ill-spent lives |
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