Term
| physical milestones/growth of infants & toddlers |
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Definition
- Newborns sleep more, mostly in REM cycle
- born w/ reflexes (grasping, walking, rooting)
-Rapid in first 2 years of life (physical
- High growth period= more susceptible to toxins
- Occurs from inside- out & top- down
- brain development first
- well developed senses except for sight (until 6 months) can’t see up close |
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Term
| brain development of infants & toddlers |
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Definition
-Synaptogenesis= new connections in brain
- Synaptic pruning= if you dont use a connection, you lose it
- Increased myelination= fatty sheath around neuron that improves complex thinking, more organized behavior |
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Term
| intellectual milestones of infants & toddlers |
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Definition
- Increased sophistication of behaviors (thumb sucking- goal direct behavior)
- Conceptual milestones= object permanence (linked to attachment)
- Self regulation, symbolic thought, imitation
- Language development- learn very young (diff. bet ba & pa) |
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Term
| Emotional expression/regulation of infants & toddlers and ways to promote |
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Definition
| - Basic emotions emerge early- 6-8 weeks= social smile, (1st year= surprised, happy, sad, fearful, angry), Increasing need for self- regulation- skill starts early, ability to soothe themselves (thumb sucking) |
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Term
| Temperament examples of temperament characteristics of infants & toddlers |
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Definition
- Emotional style= stable individual differences in quality & intensity of emotional response
- Includes: fearfulness, irritable distress, positive affect, activity level, attention, rhythmicity |
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Term
| easy, difficult, slow-to-warm up profiles and goodness of fit |
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Definition
- Easy child= 40%, rhythmic, cheerful, adapt easily to new experiences
- Difficult child= 10% slow to adapt
- Slow to warm child = 15%. inactive, low key responses, adjust slowly to environment |
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Term
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Definition
| high activity, high intensity pleasure, exuberant |
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Term
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Definition
| ability to focus/ sustain attention |
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Term
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Definition
| predictive of development |
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Term
| differential susceptibility hypothesis |
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Definition
- Children may differ in terms of:
EX- child high in surgency-- susceptible to low care daycare |
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Term
| Attachment and how to promote secure attachment (characteristics of sensitive interactions) |
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Definition
- Sensitivity: prompt, appropriate, responses. EX: parent picks up child when cries
- Positive attitude: positive affect, affection
- Synchrony: Smooth, reciprocal interactions
- Mutuality: engaged in similar activities
- Support: close attention & emotional support
- Stimulation: frequent attention, direction of activitie |
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Term
| Tell me 2 things to promote secure attachment |
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Definition
- Sensitivity: prompt, appropriate, responses. EX: parent picks up child when cries
- Positive attitude: positive affect, affection
- Synchrony: Smooth, reciprocal interactions
- Mutuality: engaged in similar activities
- Support: close attention & emotional support
- Stimulation: frequent attention, direction of activities |
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Term
| Concerns of parents of infants |
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Definition
1. Crying & Sleeping: crying increases over first 6 weeks--> response to early crying (soothe/pick up) is linked to reduction in crying later on
- Co-sleeping: not necessary to attachment
2. Promoting Self-regulation and self control: Parent regulation--> co-regulation (helping child learn self regulation)--> self-recognition
- Baby: parent regulation (picking up)--> Toddler (co-regulation)--> Self control (wait 5 min to go to park
3. Safety: Label emotions, talk about emotions, most injuries happen at home, concern once children are mobile |
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Term
| physical development milestones of preschool aged children |
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Definition
- Slower growth (weight & height)
- Gross motor skills developed
- High activity level
- Balance improves
- Fine motor skills emerging
- Appetite changes- don’t eat as much |
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Term
| cognitive changes of preschool aged children |
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Definition
- Thought complex becomes more symbolic & complex
- Able to group & classify objects
- Attention is sustained & planful
- Improving memory function
- Make- believe play becomes more complex
- Can distinguish appearance from reality
Develops counting skills, basic concepts |
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Term
| changes in language skill of preschool aged children |
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Definition
- Vocabulary increases rapidly
- Simple sentences appear; sentences more complex & grammatical
- Develops conversational skills (pragmatics) & turn taking |
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Term
| changes in emotion understanding of preschool aged children |
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Definition
- Social emotions/ secondary emotions (ex: pride, embarasment) expressed
- Regulation is often difficult
- Understands & able to identify basic emotions before they enter school |
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Term
| changes in parent-child relationships of preschool aged children |
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Definition
-Relationship becomes more reciprocal (children are now able to reciprocate because of increased language development-- Give & take)
- Quality of the relationship is key |
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Term
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Definition
- Acquires morally relavent roles & behaviors (able to repeat back)
- Delay of Gratification |
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Term
| gender development (identity, understanding of gender, stereotypes) of preschool aged children |
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Definition
- Preference for same sex playmates & gendered toys
- Gender specific labels by age 2 or 3 ( Mom, dad, boy, girl)
- Lack understanding of fixed nature of gender (man dressed as woman= woman)
- Develop rigid gender stereotypes (less rigid w/time) |
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Term
| peer relationships and changes in social interactions of preschool aged children |
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Definition
- First friendships form (superficial--> based on playmates)
- Physical aggression more frequent (don’t know how to solve problem w/o aggression)
- Empathy increases
- Interactive play increases; cooperation appears |
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Term
| prosocial behavior of preschool aged children |
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Definition
| - Prosocial behavior emerges (helping others) |
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Term
| tantrums and techniques for dealing with them (preschool aged children) |
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Definition
* Element of reasoning= most important
- Induction v. Power assertion
- Induction= consequences are pointed out to child & explain why behavior is bad ( You hurt your sister, look she’s crying)
- Power assertion: getting things done through your own power ( Do it because I said so) - doesn’t provide reasoning
- Avoiding coercive cycles. (Coercive cycles= manipulative action of child & escalates)
- Spanking/ physical punishment ( not effective in long run)
- Strategies for tantrums (ignore it, no attention, distracting, explain what needs to happen ahead of time & give time warnings, active listening/repeating) |
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Term
| depression/mental illness and how affects parenting (preschool aged children |
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Definition
- Linked to insecure attachments
- Depression= not a sensitive caregiver (difficult)
- Infants can become depressed themselves ( child= more irritable) |
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Term
| substance abuse (preschool aged children), effects of |
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Definition
- Often co- occuring with depression
- Affects children prenatally
- Compromising parenting skills |
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Term
| parenting difficulties with premature infants |
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Definition
- Due to substance abuse/depression
- Birth defects due to teratogens
- Adjustment much more difficult when child has health issue (need more care from parents) |
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