Cephalocaudal

Proximodistal

conception to 2 weeks, includes zygote- fertilized egg

(2 – 8 Weeks)

Head, face and neck develop

Buds for limbs form and grow

Major organs/digestive system differentiating

Heartbeat begins

Head is half of the size of the entire embryo

Placenta becomes complete in this stage

(8 Weeks – Birth)

Body develops, etc

·       harmful toxins that affect development resulting in defect, damage or anomaly

low birth weight, disturbed sleep in newborns, reduced attention to environment (almost born ‘stoned’)

survival value, stroke cheek and baby will turn head towards the simulation

basis for complex motor skills, with bare feet touching floor infant will mimic a stepping response (disappears around two months)

stroke the heel to see reactions of the toes which flex/fan out: normal In infants, if persists can indicate neurological problems.

Thomas and Chess

 identified three basic temperaments for infants, difficult, slow to warm and easy

·       Difficult (10%): Often wail, cry and are negative in new situations, eat and sleep irregularly

·       Slow-to-Warm (15%): Often inactive, adapt slowly and can be withdrawn and show a negative mood

·       Easy (40%): Cheerful, adaptable, easily establish routines

·       Mixture (35%)

child uses the parent as a safe base to explore, when separated the child may not cry during absence, seek contact when parent returns, decrease crying if present (~65% of U.S. Infants, not the same cross-cultures, U.S. children are much more dependent on their caregivers)

unresponsive to parent when present, no distress when she leaves, react to stranger similar as to parent, slow to greet parent when she returns (~20% of U.S. children show this pattern)

Seek closeness with their parents, fail to explore, upon return display angry, resistant behavior, cannot be comforted (~10%-15% of U.S. children)

show the greatest amount of insecurity, in the reunion show disorganized, confused behaviors. Seem confused, glazed and spacey.  Mothers are more avoidant and inconsistent with a lack of sensitivity to infant’s needs. For example, when a child falls down, the mother laughs “haha, you fell down!” rather than being comforting (~5% of infants in the US)

strong, controlling parents.  Demand obedience.  "Clean your room NOW, I don’t care, do it NOW!"  

nurturant with little controls,  Mom, I didn’t do my homework because I don’t like the teacher, response: “Ohh, that must be so hard for you

·       hypothesized that animals/humans need warmth and comfort as a primary need

·       certain body parts grow at different speeds leading to a lack of proportion

·       belief that everyone in the environment is concerned with the behavior/appearance of him/herself 

how to fit new information into the present system of knowledge

A child only knows about dinosaurs as Barney and Baby Bop.  New character was added, BJ, so children easily assimilate

existing structures don’t fit so a child must develop new schemas

Child goes to a natural history museum, and the new dinosaurs doesn’t fit the molds created of Barney

birth-2 years, Infants learn through concrete motor actions

Accomplish object permanence (6 months)

Gradually improve mental images

Can pretend to do things

Action Oriented

2-7 years

·       If a child smooshes down play-dough, they think that their isn’t as much left as in a can full

The child performs operations on tangible objects and events

Show increased flexibility in thinking

Can begin to see cause and effect

7-11

Begin to see abstract reasoning

Understand metaphor and deductive reasoning

Become more systematic in thinking

11 on

Stage 1 Trust v. Mistrust (First year of life)

Is my world predictable and supportive?

Stage 2 Anatomy vs. Shame and Doubt (Second and Third Years)

Can I do things myself or must I always rely on others?

Stage 3 Initiative vs. Guilt (Fourth through Sixth Years)

Am I good or am I bad?

Stage 4 Industry vs. Inferiority (Ages 6 Through Puberty)

Am I competent or am I worthless?

Stage 5 Identity vs. Confusion (Adolescence)

Who am I am where am I going?

Stage 6 Intimacy vs. Isolation (Early Adulthood)

Shall I share my life with another or live alone?

Stage 7 Generativity vs. Absorption (Middle Adulthood)

Will I produce something of real value?

Stage 8 Integrity vs. Despair (Late Adulthood)

Have I lived a full life?

Heteronomous Morality- 

(Ages 4-7)

Rules are absolute and real

Rules are subject to another’s laws

What you are told is right or wrong

Rules are absolute and real

One is subject to his/her own law

Things aren’t all right or wrong

studied moral development using the Heinz dilemma (Steal the drugs for dying wife if you cant afford it?)

Stage 1 Punishment Orientation Right and wrong is determined by what is punished

Stage 2 Naïve Reward Orientation Right and wrong is determined by what is rewarded

Conventional Level

Stage 3 Good boy/girl Orientation Right and wrong is determined by close others’ approval or disapproval

Stage 4 Authority Orientation Right and wrong is determined by society’s rules and laws, which should be obeyed rigidly

Stage 5 Social Contract Orientation Right and wrong is determined by society’s rules which are viewed as fallible rather than absolute (rules can be limited)

Stage 6 Individual Principles and Conscience Orientation Right and wrong is determined by abstract ethical principals that emphasize equity and justice