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universal aspects of lifespan development from conception through death; identifies cultural variations. explores physical, cognitive, social and emotional development |
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cephalocaudal- head to feet
proximodistal- center moving outward |
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germinal phase zygote placenta (structure that allows oxygen and nutrients to pass into fetus from mother's bloodstream; allows waste to pass out) |
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2-8 weeks head, face and neck develop buds for limbs form and grow major organs/digestive system differentiating heartbeat begins |
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digestive organs begin to fucntion buds for teeth form sex organs develop rapidly arms/fingers move |
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face looks human lower body outgrows head bones are defined |
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fingernails and toenails appear lanugo- fine wooly hair over body vernix- waxt coating collects |
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eyebrows/lashes well defined eyes completely formed |
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| fetus capable of life otuside uterus |
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fat is deposited for later use fingernails beyond fingertips lanugo is shed myelination of brain takes place chief organs increase functioning vernix covers body |
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harmful toxins that affect development resulting in defect, damage or anomoly important concepts: dose, basic heredity, age of organism at exposure, multiply determined |
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teratogenic agents: drugs or chemicals |
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| thalidomide- treats for morning sickness and caused limb birth defects |
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teratogenic agents: stress |
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Definition
| prolonged stress linked with prematurity and low birth weight |
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teratogenic agents: smoking |
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Definition
| mild stimulant; increase fetal activity; low birth rate, increased SIDS |
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teratogenic agents: marijuana |
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Definition
| low birthweight, disturbed sleep in newborns, reduced attention to environment |
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teratogenic agents: heroin |
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| premature birth rate, tremulous behavior, poor sleep, poor sucking and feeding, risk of SIDS |
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teratogenic agents: cocaine |
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| "crack babies;" premature size/weight, tremulous, high pitched crying, respiratory and regurgitation problems, rigidity, withdrawn symptoms, deformities |
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| abuse of multiple substances likely |
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teratogenic agents: alcohol |
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Definition
| leading teratogen in US, most common cause of mental retardation |
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physical- growth retardation, head and facial abnormalities, microcephaly, skeletal, brain and heart damage behavioral- poor impulse control, poor attention, overactivity and cognitive defects |
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| some symptoms of FAS but less severe |
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may also be impacted by teratogenic influences: agent orange, alcohol, cocaine "90 day rule" for sperm to regenerate |
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Sensory Abilities and Reflexes of newborns/infants: Vision |
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intact, functional focus 7-9 inches preference for human faces |
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Sensory Abilities and Reflexes of newborns/infants: Hearing |
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fetus can hear sounds around 6 months in utero recognize mother's voice |
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Sensory Abilities and Reflexes of newborns/infants: Taste and Smell |
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| both present at birth, preferance for sweet |
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Sensory Abilities and Reflexes of newborns/infants: Touch |
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| heat, cold, pressure and pain all present at birth |
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Sensory Abilities and Reflexes of newborns/infants: Reflexes |
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Definition
| inborn, automatic responses to a particular form of stimulation |
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Sensory Abilities and Reflexes of newborns/infants: Rooting reflex |
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Definition
| survival value, stroke cheek and baby will turn head toward stimulation |
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Sensory Abilities and Reflexes of newborns/infants: Stepping reflex |
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| basis for complex motor skills, with bare feet touching floor infant will mimic a stepping response (disappears around 2 months) |
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Sensory Abilities and Reflexes of newborns/infants: Sucking reflex |
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Definition
| place a finger in mouth and baby will suck; permits feeding |
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Sensory Abilities and Reflexes of newborns/infants: Eyeblink reflex |
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Definition
| shine a bright light or clap, they will close eyelids, protection from strong stimulation |
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| Touch foot from toes to sole then toes fan out and scrunch up |
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| Gross and Fine Motor Development |
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Definition
| individual differences exist, normative expectations for these skills and abilities often called milestones |
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gross- walk rhythmically, jump, hop, push a riding toy with feet fine- remove simple clothing items, start to use spoon |
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gross- walk downstairs alternating, runs smoothly, catches ball wit hands, rapid/smooth steering fine- uses a fork, cuts wiht scissors on lines, copies triangles, cross and some letters |
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gross- increased running speed, true skipping, ride bicycle fine- uses knife to cut food, tie shoes, draw 6 part person, copies words and numbers |
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| Boys ahead of girls in force and power; girls ahead in fine motor and gross motor skills which involve balance |
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| relatively constant basic disposition which is inherent in a person that underlies and modulates his/her behavior |
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| identified 3 basic temperaments for infants: difficult, slow to warm, easy |
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(10%) often wail, cry and are negative in new situations, eat and sleep irregular |
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(15%) often inactive, adapt slowly and can be withdrawn and show a negative mood |
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(40%) cheerful, adaptable, easily establish rountines (mixture of all 3 is 35%) |
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| the match between the characteristics of the infant and his/her family is critical to development. some are better than others |
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| develops when infants are around 6-7 months ending around 18 months. if a stranger approaches, the infant becomes afraid and reaches for the caregiver |
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| 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 US infants) |
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| unresponsive to parent when present, no distress when she leaves, react to stranger similar as to parent, slow to greet parent when they return (~20 in US) |
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| seek closeness with their parents, fail to explore, upon return display anger, resistant behavior, cannot be comforted (~10-15% in US) |
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| Disorganized/Disorientated Attachment |
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| greatest amount of insecurity, in a reunion show disorganized, confused behaviors, seem confused, glazed and spacey. mothers are more avoidant and inconsistent with a lack of sensitivity to infants needs (~5% of US) |
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| strong, controlling parents, demand obedience, punitive and forceful, children often do poorly socially and academically; lower self-esteem |
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| nurturant with little controls, few demands and limits. children are often impulsive, immature, irresponsible and academically unmotivated |
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| parents set high yet reasonable expectations; teach how to set and melt goals, give emotional support, promote communication, children become independent, good self control and self esteem, mature and helpful. do better in school |
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| Removed or hostile parenting; overwhelmed with own stressors have little time or energy to parent. Children high in aggression, temper tantrums, perform poorly in classroom. |
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