Term
| What are the three stages of prenatal development? |
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Definition
| The zygote, the embryo, and the fetus |
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Term
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Definition
• 0-2 weeks
• Implants itself on the wall of the uterus; 1/3 of all zygotes don’t implant successfully
• Zygote stems from the egg and the sperm
• Zygote has 23 chromosomal pairs |
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Term
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Definition
• 6-8 weeks (6 weeks in duration from the 2nd week to the 8th week)
• The most vulnerable phase of the pregnancy
• All foundations for the future fetus are created in this stage
• Organ systems rapidly develop; rapid growth b/c humans need all of the organs to work at once to live; organs are interdependent
• 1/3 of all embryos don’t survive |
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Term
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Definition
| • The “Growth and Finishing Phase” |
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Term
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Definition
| any environmental agent that causes damage during the prenatal period |
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Term
| Under what conditions are teratogens most likely to do the most harm? (4) |
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Definition
• Embryo is the most vulnerable time
• Timing influences the impact of the harm; any critical periods of development throughout the fetal stage
• Quantity of teratogens the embryo/fetus is exposed to; The dose: 1 glass of wine vs. 2 bottles of wine
• Genetic Makeup of the mother and the embryo/fetus |
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Term
| Why does tobacco effect the embryo/fetus?(2) |
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Definition
- Tobacco constricts blood flow; less blood flow to the uterus (carbon monoxide displaces oxygen damaging the central nervous system)
- Causes abnormal placental growth |
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Term
How does tobacco effect the embryo/fetus?
(6) |
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Definition
| - Low birth weight, cancer, asthma, attentional issues (ADHD), irritability, sensitivity |
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Term
Why does alcohol effect the embryo/fetus?
(2) |
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Definition
- damages/interferes with development of the neural tube
- alcohol requires Oxygen for metabolism; draws away oxygen from the uterus |
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Term
How does alcohol effect the embryo/fetus?
(4) |
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Definition
- Fetal Alcohol Syndrome- slower physical growth, facial abnormalities, and brain injury
- Partial Fetal Alcohol Syndrome- a few facial abnormalities, and brain injury
- Alcohol Related Neurodevelopmental Disorder- brain abnormalities (at least 3 areas of brain function are affected)
- poor motor coordination, speed of information processing, reasoning, intelligence, and achievement test scores |
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Term
| Why does environmental pollution affect the embryo/fetus? |
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Definition
| - High levels of mercury exposure disrupt production and migration of neurons, causing widespread brain damage |
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Term
| How does environmental pollution affect the embryo/fetus? (Mercury, PCBs, Lead) |
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Definition
- Mercury: physical deformities, intellectual disabilities, abnormal speech
- PCBs: low birth weight, discolored skin, deformities of gums and nails, delayed cognitive development
- Lead: premature birth, low birth weight, brain damage, variety of physical defects |
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Term
| How can moms improve the prenatal environment? (6) |
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Definition
• Reduce stress levels (modified exercise, yoga, meditation)
• Financial planning
• Psychological planning
• Good nutrition (folic acid, prenatal vitamins)
• Frequent doctor’s appointments
• decide what is wanted for the birth experience |
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Term
| Why are human newborns so helpless at birth? (3) |
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Definition
• More brain development; the brain is immature and develops in response to the environment
• We are born with a small brain because if we were not, then birth would be impossible
• This immaturity is why human infants form such loving attachments |
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Term
| List and describe three newborn reflexes |
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Definition
• Palmar Grasp- the grasping reflex
• Rooting Reflex- baby turns head for breastfeeding
• Moro Reflex- baby has sensation of falling, will splay out arms and legs and draw into themselves |
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Term
| What are the five newborn states of arousal? |
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Definition
| NON Rem Sleep, REM Sleep, Drowsiness, Quiet Alertness, Waking/Crying |
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Term
| Describe NON REM Sleep (2) |
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Definition
* 8-9 hrs/ day
* deeper sleep |
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Term
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Definition
(8-9 hrs./day)
- Rapid Eye Movement
- Light sleep
- SPEND 50% OF THEIR TIME IN REM SLEEP |
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Term
| Describe Quiet Alertness (4) |
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Definition
(2-3 hrs./day)
- awareness of surroundings
- time that baby is learning/psychologically developing
- to stimulate this state, carry/hold the baby |
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Term
| Describe Waking/Crying (3) |
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Definition
(1-4 hrs./day)
- agitated
- soothe the baby appropriately; baby feels more secure (builds on attachment relationship) |
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Term
How does the newborn and young infant’s sleep patterns support their development?
(4) |
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Definition
REM Sleep
• Baby needs to be aware of hunger
• “ “ danger; struggling to breathe/in pain
• keeps Vitreous Fluid (fluid in eyes that keeps eyes healthy; needs to be moving) moving
• Brain stimulation in the form of dreams |
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Term
| How should parents respond to infants’ cries? (2) |
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Definition
• Pick the baby up
• Soothe the baby appropriately; baby feels more secure (vital in forming a healthy and positive attachment between the caregiver and the child) |
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Term
| Describe the touch sensory capability (3) |
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Definition
- most developed of the senses at birth
- mouth, genitals, and soles of feet especially sensitive
- touch helps premature babies develop faster |
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Term
| Describe the taste sensory capability (4) |
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Definition
- babies like the taste of things that are sweet (e.g. breast milk)
- babies don’t like sour tastes, bitter tastes, and are iffy about salty tastes
- at 5-6 months old, babies like salty tastes, b/c they’re teething and are preparing for solid foods
- become acclimated to the mother’s diet through breast milk |
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Term
| Describe the smell sensory capability (3) |
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Definition
- don’t like rotten smell
- smell attunes the baby to the mother (e.g. the smell of the mother’s skin)
- prefer the smell of breast milk |
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Term
| Describe the visual sensory capability (4) |
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Definition
- least developed
- 1st few days of life, interested in contrast (e.g. chin, hairline)
- 4-6 weeks old, interested in the human face
- WIRED TO SEEK OUT HUMAN INTERACTION FROM BIRTH |
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Term
| Describe the auditory sensory capability (4) |
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Definition
- can hear a wide variety of sounds
- sensitive
- few day old babies can distinguish between variety of sound patterns
- responsive to sounds |
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Term
| How does a child’s body size change during the first two years? (4) |
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Definition
• 5 months of age- weight doubles
• 1 year of age-weight triples
• 1 year of age- height increases by more than 50%
• 2 years of age- height increases by 75% |
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Term
| What is the cephalocaudal trend? |
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Definition
| the head growth proceeds the body growth |
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Term
| What is the proximodistal trend? |
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Definition
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Term
| How does the brain develop in earl childhood? |
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Definition
• The neurons develop
- 1. New synapses (connections) and new fibers (dendrites)
- 2. Some neurons die (as much as 20-80% in certain regions)
- 3. Some neurons are pruned away; outgrow the usefulness of some of the neural patterns
- 4. Myelination- glial cells produce myelin (fatty substance) that coats the axon of the cells; the neurons start to communicate more rapidly and effectively
• Development of the Cerebral Cortex
- largest brain structure (85% of brain’s weight) and contains the greatest number of neurons and synapses
- sensitive to environmental influences
- Prefrontal lobes develop |
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Term
| What is the "sensitive period"? |
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Definition
| in order to have brain develop optimally, child must grow up in a stimulating environment |
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Term
| Apply the sensitive periods to social and physical development |
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Definition
• Romanian babies- orphans who didn’t receive proper nurturing; were rescued; some of the behaviors reversed
- ENGLAND If babies were adopted pre 6-months of age, they showed full recovery
- ENGLAND If babies were adopted post 6 months of age, significant intellectual delays, 3 different types of behavioral issues (e.g. Autism, ADHD)
- CANADA Babies adopted prior to 8 months, stress levels were normal
- CANADA Babies adopted post 8 months, stress levels were low; not prepared to cope with stress |
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Term
| Describe Experience-Expectant brain development (2) |
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Definition
- Genetics based brain development; genetics have made us expect certain things; stimulation of the brain cells grows the brain in expectable ways
- Environmental stimulation that we have come to expect
- Example(s): expectation to be held, fed, expectation of light stimulation, exposure to language, expectation to hear the sounds of the human voice |
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Term
| Describe Experience-Dependent brain development (2) |
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Definition
- Environmental based brain development
- Example(s): exposure to TV, internet, cell phones; exposure to reading/writing, playing an instrument, playing sports (save positive experiences for later eg when child is at least 3 years old and experience-expectant brain development has taken hold) |
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Term
| Why can ‘too much stimulation’ be problematic for an infant? |
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Definition
| • Rushing early learning harms the brain by overwhelming its neural circuits, thereby reducing the brain’s sensitivity to the everyday experiences it needs for a healthy start in life |
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Term
| Why is breast milk optimal for infants? (10) |
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Definition
• Correct amount of fats and proteins
- balance and types of proteins and fats support brain development
• Insures nutritional completeness
• Insures physical growth
- leaner babies
• Protects against disease
- provides antibodies from the mother
• Fewer allergic reactions; protects against respiratory issues (e.g. asthma)
• Anti-inflammatory; lowers cholesterol levels
• Jaw formation; doesn’t interfere with tooth development
• Easily absorbed
• Breast milk contains “good” bacteria that helps with digestion
• Smooths the transition to solid foods
- introduces the flavors that are going to be a part of the solid foods that they’re going to eat |
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Term
| What is nonorganic failure to thrive? |
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Definition
| • Without forming an attachment to a caregiver, the child will become so sick that they will die. |
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Term
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Definition
• Attachment is a loving relationship between an infant and his/her primary caregivers
• To have this relationship, infants must reach a level of maturity |
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Term
| What were the psychoanalytic and behavioral perspectives on attachment? |
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Definition
| attachment is a secondary drive that is associated to the primary drive of feeding |
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Term
| How does Bowlby’s ethological theory explain attachment? (4) |
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Definition
• recognizes the infant’s emotional tie to the caregiver as an evolved response that promotes survival
• quality of attachment to the caregiver has profound implications for the child’s feelings of security and capacity to form trusting relationships
• Bowlby was inspired by Lorenz; believed that the human baby is endowed with a set of built-in behaviors that keep the parent nearby to protect the infant from danger and to provide support for exploring and mastering the environment
• infant’s relationship with the parent begins as a set of innate signals that call the adult to the baby’s side; over time, an affectionate bond forms |
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Term
| What are the four stages of attachment? |
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Definition
| Pre-Attachment Phase, Attachment In The Making Phase, Clear Cut Attachment, and the Formation of a Reciprocal Relationship |
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Term
| Describe the Pre-Attachment Phase (3) |
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Definition
- Birth to 6 weeks
- all of the sensory systems lead the baby to desire human contact
- Infant is playing an active role in forming a successful attachment
- Born with certain physical features and behaviors that encourage attachment
- the above is true of ALL mammals
- Think of a puppy: round faces, large eyes, soft fur; THESE FEATURES MAKE US WANT
TO ATTACH TO THE ANIMAL
- The soft skin, round faces, round eyes of baby encourage attachment
- Behaviors that encourage attachment: baby gazing at you, smiling, grab your finger,
laughing |
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Term
| Describe the Attachment In The Making Phase (2) |
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Definition
- 6 weeks to approximately 6-8 months
- Infant starts to show a preference for his/her primary caregivers |
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Term
| Describe the Clear Cut Attachment Phase (2) |
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Definition
- 6-8 months to 1 ½- 2 years
- ^ Close to the time when the baby walks/talks; understands language; infant has a concept of self and are developing a concept of others
- Baby protests when mother leaves and baby is especially happy when mother returns |
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Term
| Describe the formation of a reciprocal relationship phase |
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Definition
- 1 1/2- 2 years ->
- language mediates the relationship
- more mature phase |
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Term
| What are the four different types of attachment? |
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Definition
| Secure Attachment. Avoidant Attachment, Resistant Attachment, Disorganized/Disordered Attachment |
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Term
| Describe secure attachment (4) |
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Definition
- parent is the secure base
- When parent and baby are separated, baby may/may not cry; when parent returns, baby actively seeks contact and crying is reduced immediately
- 60% of middle-class babies have this attachment |
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Term
| Describe avoidant attachment (5) |
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Definition
- babies are unresponsive to the parent when present
- baby not usually upset when parent leaves; baby is unresponsive to strangers as well
- baby is avoidant or slow to greet parent when reunited; when picked up, don’t cling to parent
- 15% of middle-class babies
- (their mothers tend to be overly intrusive and insensitive) |
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Term
| Describe resistant attachment (4) |
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Definition
- When with parent, baby is always close with parent and fails to explore
- Parent leaves, baby distressed; Reunited, baby is clingy, angry, resistive, struggling when held, and sometimes hitting and pushing; sometimes continue to cry after being picked up and cannot easily be comforted
- 10% of middle-class babies
- (their mother are intermittently available so that they tend to cling to them for fear of losing sight of them and then are alternately angry and clingy when the mother returns) |
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Term
| Describe disorgazied/disoriented attachment (4) |
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Definition
- insecurity
- When reunited with parent, baby is confused, contradictory; look away while parent is holding them, approach parent with flat, depressed emotion
- Dazed facial expression; some cry unexpectedly after having calmed down; odd, frozen postures
- (their mothers are the most disturbed example schizophrenic, or drug addicted) |
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Term
| What are the five factors that influence attachment security? |
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Definition
| Early availability of a consistent caregiver, Quality of Caregiving, Infant characteristics, Family Circumstances, Parents’ Internal Working Models |
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Term
| Describe Early Availability of a Consistent Caregiver (3) |
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Definition
- Need to form an early bond with one or few adults; negative result could be depression, illness, weight loss, crying, withdrawal from surroundings
- The first attachment can develop as late as 4-6 years; however more likely to display attachment difficulties, excessive desire for adult attention, overfriendliness to unfamiliar adults and peers, failure to check back with parent in anxiety-arousing situations, and few friendships
- Lack of early availability of a consistent caregiver results in disrupted formation of neural structures involved in reading emotions; longer the time in orphanages, worse adopted children perform on emotional processing tasks |
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Term
| Describe Quality of Caregiving (4) |
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Definition
- Sensitive Caregiving- responding promptly, consistently, and appropriately to infants and holding them tenderly and carefully
- ^ forms a secure attachment; on the contrary, insecurely attached babies have caregivers who engage in less physical contact, handle them awkwardly or in a routine manner, and are sometimes resentful and rejecting
- Sensitive caregiving forms a strong attachment
- Highly inadequate caregiving is a powerful predictor of disruptions in attachment |
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Term
| Describe Infant Characteristics (3) |
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Definition
- Prematurity, birth complications, and newborn illness make caregiving hard
- Temperament; emotionally reactive, difficult babies more likely to form insecure attachments
- Attachment is not hereditary, like temperament is |
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Term
| Describe Family Circumstances (2) |
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Definition
- Job loss, divorce, failing marriage, financial difficulties can undermine attachment
- Can affect baby’s sense of security |
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Term
| Describe parents internal working models (2) |
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Definition
- Parents’ history of attachment experiences
- Transfer of own experiences to forming attachment experiences with their child |
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Term
| Which factors are specific to the formation of each of the insecure attachments? |
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Definition
• Avoidant attachment- Quality of Caregiving, Family Circumstances, Parents’ Internal Working Models
• Resistant Attachment- Early Availability of a Constant Caregiver, Infant Characteristics, Family Circumstances
• Disorganized/Disoriented Attachment- Early Availability of a Constant Caregiver, Quality of Caregiving, Family Circumstances, Parents’ Internal Working Models |
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Term
| What did Konrad Lorenz teach us about attachment? (3) |
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Definition
• Studied ducks and geese
• Wanted to know what happened if the ducks didn’t recognize their mothers
- took duck and geese eggs and incubated them
- found baby ducks and geese will bond to the first living, moving entity they see
- If Lorenz was not present for 24 hours after hatching, the ducks/geese would not bond at all
• Creator of the CRITICAL PERIOD; the human critical period is over several months |
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Term
| What did Harry Harlow teach us about attachment? (3) |
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Definition
• Wanted to solve the debate between Freud’s ideas (attachment bond is secondary to child’s needs) and Bowlby’s ideas (attachment is primary; genetically built to want to form relationships with caregivers) by experimenting with monkeys
• Monkey experiment with the terry cloth mother and the wire mother
- What would the monkeys do when a strange object was put next to them? Wire mom monkeys hid; Cloth mom monkeys went to cloth mom first for comfort, then explored
• Attachment doesn’t depend on whether or not the person feeds them; develop attachments with people/objects who don’t feed them |
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