LESSON 1: EARLY CHILDHOOD SLEEP PROBLEMS

 Sleep Terror
 Sleep Talking
PHYSICAL ASPECT OF DEVELOPMENT
 Sleep Walking
In early childhood, children
BRAIN DEVELOPMENT
 need less sleep than before and are more likely
 at least age 4, when the brain is approximately
to develop sleep problems.
90% of adult weight
 improve in running, hopping, skipping, jumping,
 by age 6, the brain has attained about 95
and throwing balls.
percent of its peak volume
 become better at tying shoelaces, drawing with
 from ages 3 to 6 years, the most rapid growth
crayons, and pouring cereal;
occurs in the frontal areas that regulate the
 begin to show a preference for using either the
planning and organizing of actions
right or left hand.
 it affects other aspects of development such as
Bodily Growth and Change growth in motor skills

 Children grow rapidly between ages 3 and 6, MOTOR SKILLS

but less quickly than before.
FINE MOTOR SKILLS
 At about 3, children normally begin to lose their
babyish roundness and take on the slender,  Physical skills that involve the small muscles and
athletic appearance of childhood. eye-hand coordination.
 As abdominal muscles develop, the toddler  buttoning a shirt, drawing pictures
potbelly tightens.
GROSS MOTOR SKILLS
 The trunk, arms, and legs grow longer.
 The head is still relatively large, but the other  Physical skills that involve the large muscles
parts of the body continue to catch up as body  running, jumping
proportions steadily become more adultlike.
 Cartilage turns to bone at a faster rate than HANDEDNESS
before, and bones become harder, giving the  usually evident by about age 3
child a firmer shape and protecting the internal  heritability
organs.  single-gene theory

PIAGETIAN APPROACH: The Preoperational Child

Think of and list some suggestions to help children eat  Preoperational stage lasts from approximately
well. Discuss them. ages 2 to 7, is characterized by a great
expansion in the use of symbolic thought, or
representational ability, which first emerged
Good nutrition is necessary to support growth and during the sensorimotor stage.
muscle development.
Immature Aspects of Preoperational Thoughts
According to Piaget
Sleep Patterns 1. Centration
 Sleep patterns change throughout the growing- - Tendency to focus on one aspect of a
up years, and early childhood has its own situation and neglect others.
distinct rythms. 2. Irreversibility
- Children fail to understand that some
operations or actions can be reversed.
3. Focus on states rather than transformations.
 - Children fail to understand the significance may come away with different beliefs. Not until
of the transformation between states. about age 6, however, do children realize that
4. Transductive reasoning. two people who see or hear the same thing may
- Children do not use deductive or inductive interpret it differently (Pillow & Henrichon,
reasoning; instead they jump from one 1996).
particular to another and see cause where  Because deception is an effort to plant a false
none exists. belief in someone else’s mind, it requires a child
5. Egocentrism. to suppress the impulse to be truthful.
- Children assume everyone else thinks,
Appearance and Reality
perceives, and feels as they do.
6. Animism. According to Jean Piaget
- Children attribute life to objects not alive.
7. Inability to distinguish appearance from  only at age 5 or 6 do children begin to
reality. understand the distinction between what
- Children confuse what is real with outward seems to be and what is
appearance. Fantasy and Reality
The Theory of Mind  Sometime between 18 months and 3 years,
 It states that children’s awareness of their own children learn to distinguish between real and
mental processes and those of other people. imagined events.
 Preschoolers generally believe that mental  Three-year-olds know the difference between a
activity starts and stops. real dog and a dog in a dream, and between
something invisible (such as air) and something
False Belief and Deception imaginary.
 Still, the line between fantasy and reality may
 The understanding that people can hold false
seem to blur at times.
beliefs flows from the realization that people
hold mental representations of reality, which Magical Thinking
can sometimes be wrong.
 Three-year-olds appear to lack such an  It is often a way to explain events that do not
understanding (Flavell et al., 1995). An analysis seem to have obvious realistic explanations
of 178 studies in various countries, using a (usually because children lack knowledge about
number of variations on false belief tasks, found them), or simply to indulge in the pleasures of
this consistent developmental pattern (Wellman pretending— as with a belief in imaginary
& Cross, 2001; Wellman, Cross, & Watson, companions
2001). MEMORY DEVELOPMENT using Information-Processing
 However, when preschoolers were told to Approach
respond with gestures rather than with words,
children near their fourth birthday did better in Three Steps of Memory
recognizing false beliefs (Carlson, Wong, Lemke, 1. Encoding
& Cosser, 2005) - It is like putting information in a folder to be
 Three-year-olds’ failure to recognize false filed in memory
beliefs may stem from egocentric thinking. At 2. Storage
that age, children tend to believe that everyone - It is the retention of information in memory
else knows what they know and believes what for future use.
they do, and they have trouble understanding 3. Retrieval
that their own beliefs can be false (Lillard & - It is the process by which information is
Curenton, 1999). accessed or recalled from memory storage
 Four-year-olds understand that people who see
or hear different versions of the same event Types of Memory
 1. Sensory - Zone of Proximal Development (ZPD) is
2. Working Vygotsky’s term for the difference between
3. Short-Term what a child can do alone and what the
4. Long-Term child can do with help.

Types of Memory Retrieval LANGUAGE DEVELOPMENT

1. Recognition Vocabulary
- This is the ability to identify something
 Child learns the meaning of a word after hearing
encountered before.
only once or twice, that is fast mapping.
2. Recall
 By age 3, average child knows 900–1,000 words
- This is reproducing information from
memory  By age 6, knows about 2,600 words and
understands more than 20,000
Three Types of Childhood Memories
Grammar and Syntax
1. Generic memory
- begins at about age 2, produces a script, or  At age 3, children start using plurals,
general outline of a familiar, repeated possessives, and past tense and know the
event, such as riding the bus to preschool or difference between I, you, and we.
having lunch at Grandma’s house. It helps a  They can ask and answer what and where
child know what to expect and how to act. questions.
2. Episodic memory  Most sentences are declarative, generally short
- refers to awareness of having experienced a and simple.
particular event or episode at a specific  They often omit articles a and the, but include
time and place. Young children remember some pronouns, adjectives and prepositions.
more clearly events that are new to them.  Between ages 4 and 5, sentences average four
Given a young child’s limited memory to five words and may be declarative, negative,
capacity, episodic memories are temporary. interrogative, or imperative.
Unless they recur several times (in which  Four-year-olds use complex, multiclause
case they are transferred to generic sentences (“I’m eating because I’m hungry”)
memory), they last for a few weeks or more frequently if their parents often use such
months and then fade. sentences (Huttenlocher, Vasilyeva, Cymerman,
3. Autobiographical memory & Levine, 2002).
- a type of episodic memory, refers to  Children this age tend to string sentences
memories of distinctive experiences that together in long run-on narratives (“. . . And
form a person’s life history. Not everything then . . . And then . . .”). In some respects,
in episodic memory becomes part of comprehension may be immature.
autobiographical memory—only those
memories that have a special, personal For example,
meaning to the child (Fivush & Nelson, 4-year-old Noah can carry out a command that
2004). Autobiographical memory generally includes more than one step (“Pick up your toys
emerges between ages 3 and 4. and put them in the cupboard”). However, if his
mother tells him, “You may watch TV after you
Vygotsky’s Theory pick up your toys,” he may process the words in
- Children use “scaffolds” to learn—the the order in which he hears them and think he
temporary support of adults can first watch television and then pick up his
- Scaffolding is the temporary support that toys.
parents, teachers, or others give a child to  At age 5 to 7, children's speech has become
do a task until the child can do it alone—can quite adult-like.
help guide children’s cognitive progress.
  Young children often make errors because they between about ages 5 and 7, reflecting
have not yet learned exceptions to rules. selfconcept development
Saying “holded” instead of “held” or “eated”
instead of “ate” is a normal sign of linguistic
progress. Self-Esteem
 When young children discover a rule, such as
adding -ed to a verb for past tense, they tend to  is the self-evaluative part of the selfconcept, the
overgeneralize—to use it even with words that judgment children make about their overall
do not conform to the rule. Eventually, they worth. Self-esteem is based on children’s
notice that -ed is not always used to form the growing cognitive ability to describe and define
past tense of a verb. themselves.

Pragmatics and Social Speech SELF-IMAGE REPRESENTATIONS

1. Single Representation
 As children learn vocabulary, grammar, and
- Children (at age 4) describe themselves in
syntax, they become more competent in
terms of individual, unconnected
pragmatics —the practical knowledge of how to
characteristics and in all-or-nothing terms
use language to communicate.
2. Representational mappings
Private Speech - Children (at about age 5 or 6) make logical
connections between aspects of the self but
 This is talking aloud with no intended listener.
still sees these characteristics in all-or
 This is normal and common in childhood
nothing terms.
 For Piaget: This is a sign of cognitive immaturity
3. Representational systems
 For Vygotsky: This is a special form of
- This takes place in middle childhood when
communication: conversation with the self
children begin to integrate specific features
Emergent Literacy of the self into a general, multidimensional
concept.
 pertains to preschoolers’ development of skills,
knowledge, and attitudes that underlie reading The Helpless Patterns
and writing
 When self-esteem is high, a child is motivated
Self-Concept to achieve. However, if self-esteem is
contingent on success, children may view failure
 is our total picture of our abilities and traits. or criticism as an indictment of their worth and
 is “a cognitive construction . . . a system of may feel helpless to do better.
descriptive and evaluative representations
about the self,” that determines how we feel Self-Evaluative Emotions
about ourselves and guides our actions  Guilt, shame and pride typically develop by the
 The sense of self also has a social aspect: end of the third year after children gain self-
Children incorporate into their self-image their awareness and accept the standards of
growing understanding of how others see them. behavior their parents have set.
 The self-concept begins to come into focus in  They become more complex with age.
toddlerhood, as children develop
selfawareness. It becomes clearer as a person Simultaneous Emotions
gains in cognitive abilities and deals with the
 Young children have difficulty in recognizing
developmental tasks of childhood, of
that they can experience more than one
adolescence, and then of adulthood.
emotion at the same time.
 Children’s self-definition —the way they
describe themselves—typically changes Erik Erikson: Initiative vs Guilt
  Conflict arises from growing sense of purpose  As children get older, their play becomes more
and desire to plan activities social, more interactive, and more cooperative.
 Children reconcile desire to “do” with their 1. Unoccupied Behavior
desire for approval 2. Onlooker Behavior
 Virtue of “purpose”—the courage to envision 3. Solitary Play
and pursue goals without fear of punishment 4. Parallel Play
5. Associative Play
GENDER
6. Cooperative Play
 Gender identity How do gender and culture influence play?
- is awareness of one's femaleness or
maleness and all it implies in one's society Gender – Play - Culture
of origin. This is an important aspect of
PARENTS
developing self-concept.
 Gender differences Forms of Discipline
- are psychological or behavioral differences
1. Reinforcement
between males and females.
- External
 Gender roles
- Internal
- are the behaviors, interests, attitudes, skills,
2. Punishment
and personality traits that a culture
considers appropriate for males or females. Categories of Discipline
All societies have gender roles.
1. Power Assertion
 Gender-typing
- This is disciplinary strategy designed to
- is socialization process whereby children, at
discourage undesirable behavior through
an early age, learn appropriate gender
physical or verbal enforcement of parental
roles.
control.
 Gender stereotype
2. Withdrawal of Love
- is a preconceived generalization about male
- This is disciplinary strategy that involves
or female behavior
ignoring, isolating, or showing dislike for a
What is Play? child.
3. Inductive Technique
 It contributes to all domains of development.
- This is disciplinary techniques designed to
TYPES OF PLAY induce desirable behavior by appealing to a
child’s sense of reason and fairness.
 Functional Play
- begins during infancy. It involves repetitive Baumrind’s Parenting Styles
large muscular movements.
1. Authoritarian
 Constructive Play
- This is disciplinary strategy designed to
- involves use of objects and materials to
discourage undesirable behavior through
make something.
physical or verbal enforcement of parental
 Dramatic Play control.
- involves imaginary people or situations, it is 2. Permissive
also called as pretend play, fantasy play or - This is disciplinary strategy that involves
imaginative play ignoring, isolating, or showing dislike for a
Mildred B. Parten child.
3. Authoritative
 identified six types of play ranging from the - This is disciplinary techniques designed to
least to the most social induce desirable behavior by appealing to a
child’s sense of reason and fairness.
 4. Neglectful or Uninvolved 3. CATEGORIZATION
- No actual parenting happening.  It includes such relatively sophisticated
abilities as seriation, transitive
RELATIONSHIP WITH OTHERS
inference, and class inclusion, which
 with brothers and sisters improve gradually between early and
 with playmates and friends middle childhood.
 Seriation is the ability to order items
LESSON 2: MIDDLE CHILDHOOD along a dimension.
 Transitive inference is the ability to
understand the relationship between
Physical Aspect of Development two objects by knowing the relationship
Cognitive Development of each to a third object.
 Class inclusion is the ability to see the
relationship between a whole and its
Concrete-Operations parts.
4. INDUCTIVE REASONING
 This is the third stage of Piagetian cognitive  This is type of logical reasoning that
development (approximately ages 7 to 12), moves from particular observations
during which children develop logical but not about members of a class to a general
abstract thinking. conclusion about that class.
DEDUCTIVE REASONING
Concrete Advances
 This is a type of logical reasoning that
1. SPATIAL THINKING moves from a general premise about a
 Children in the stage of concrete class to a conclusion about a particular
operations can better understand the member or members of the class.
spatial relationships. 5. CONSERVATION
 They have a clearer idea of how far it is  In solving various types of conservation
from one place to another and how problems, children in the stage of
long it will take to get there, and they concrete operations can work out the
can more easily remember the route answers in their heads; they do not
and the landmarks along the way. have to measure or weigh the objects.
 Experience plays a role in this
development: A child who walks to Principle of identity:
school becomes more familiar with the - He knows the clay is still the same clay,
neighborhood. even though it has a different shape.
2. CAUSE AND EFFECT Principle of irreversibility:
 Judgments about cause and effect also - He knows he can change the snake (clay)
improve. When 5- to 12-year-olds were back into a ball (clay).
asked to predict how levers and balance Principle of decenter:
scales would perform under varying - He can focus on both length and width. He
conditions, the older children gave recognizes that although the ball is shorter
more correct answers. than the snake, it is also thicker.
 Children understood the influence of 6. NUMBERS AND MATHEMATICS
physical attributes (the number of  By age 6 or 7, many children can count
objects on each side of a scale) earlier in their heads. They also learn to count
than they recognized the influence of on: to add 5 and 3, they start counting
spatial factors (the distance of objects at 5 and then go on to 6, 7, and 8 to add
from the center of the scale) (Amsel, the 3. It may take two or three more
Goodman, Savoie, & Clark, 1996). years for them to perform a comparable
 operation for subtraction, but by age 9  Processing speed improves.
most children can either count up from  School-age children can concentrate longer
the smaller number or down from the than younger children and can focus on the
larger number to get the answer information they need and want while
(Resnick, 1989). screening out irrelevant information (Selective
 Children also become more adept at Attention).
solving simple story problems. Working memory increases.
 Some intuitively understand fractions.

Three Stages of Piagetian Moral Reasoning

Metamemory
 To draw out children’s moral thinking, Piaget
 is understanding of the processes of memory.
(1932) would tell them a story about two little
boys: Mnemonics: Strategies for Remembering
“One day Augustus noticed that his father’s inkpot was 1. External memory aids
empty and decided to help his father by filling it. While - using of a note pad for example
he was opening the bottle, he spilled a lot of ink on the 2. Rehearsal
tablecloth. The other boy, Julian, played with his - repeating a phone number in your head
father’s inkpot and spilled a little ink on the cloth.” Then 3. Organization
Piaget would ask, “Which boy was naughtier, and why?” - placing information into categories
(animals)
4. Elaboration
Children younger than 7 usually said Augustus was - Imagining items associated with something
naughtier because he made the bigger stain. Older else
children recognized that Augustus meant well and made
Language: Vocabulary, Grammar and Syntax
the large stain by accident, whereas Julian made a small
stain while doing something he should not have been  Children use increasingly precise verbs.
doing. Immature moral judgments, Piaget concluded,  Children start to use the passive voice and
center only on the degree of offense; more mature conditional sentences.
judgments consider intent  Syntax structure continues to become more
1. Obedience to authority complex.
- Ages 2 to 7 Pragmatics
2. Increasing flexibility and autonomy
- Ages 7 to 11  Use of conversational skills
3. Notion of equity - Asking questions before introducing a topic,
- Ages 11 to 12 to make sure the other person is familiar
 Use of narrative skills
Information-Processing - Starting to describe motives and causal links
 As their knowledge expands, children become when telling stories
more aware of what kinds of information are Second-Language Education
important to pay attention to and remember.
School-age children also understand more 1. English-immersion
about how memory works, and this knowledge 2. Bilingual education
enables them to plan and use strategies, or 3. Two-way or dual-language learning
deliberate techniques, to help them remember. CHILD IN SCHOOL
Executive function is the conscious control of
thoughts, emotions, and actions to accomplish Reading
goals or solve problems.
Children identify print in two ways:
 Prefrontal cortex develops.
 1. Decoding is when the child sounds out the  School-age children spend more time away
word, translating it from print to speech before from home visiting and socializing with peers
retrieving it from long-term memory. than when they were younger. They also spend
2. Visually Based Retrieval is when the child simply more time at school and on studies and less
looks at the word and then retrieves it. time at family meals than 20 years ago (Juster et
al., 2004). Still, home and the people who live
there remain an important part of most
Writing Skills children’s lives.

 Develop along with reading Family environment is composed of family atmosphere

 Early compositions are short and family structure. Try to figure out how each factor
 Child must keep in mind many restraints: affects the development of middle children in the family
spelling, punctuation and grammar,
Family Environment
capitalization
Family Atmosphere
Psychosocial Development
 Includes emotional tone of the home
Developing Self
 approach of parents in dealing with disciplinary
 At this time judgments about the self become issues and conflict
more conscious, realistic, balanced, and  effects of parents' work
comprehensive as children form  adequacy of financial resources
representational systems: broad, inclusive self-
Family Structure
concepts that integrate various aspects of the
self (Harter, 1993, 1996, 1998).  what type of family they are living with
 sibling relationships
Erikson's Theory: Industry vs. Inferiority
The Child in the Peer Group
 This fourth stage of psychosocial development
focuses on industry versus inferiority. Middle In middle childhood, the peer group comes into its own.
childhood is the time when children must learn Groups form naturally among children who live near
skills valued in their society. The virtue that one another or go to school together and often consist
follows successful resolution of this stage is of children of the same racial or ethnic origin and similar
competence, a view of the self as able to socioeconomic status.
master skills and complete tasks. If children feel
Effects of Peer Relationship
inadequate compared with their peers, they
may retreat to the protective embrace of the Positive
family. If, on the other hand, they become too
industrious, they may neglect social 1. Develop sociability and intimacy skills
relationships and turn into workaholics. 2. Learn leadership and communication skills
3. Gain a sense of belonging
Emotional Growth and Prosocial Behavior
Negative
 By age 7 or 8, children are aware of feeling
shame, guilt, and pride. 1. Reinforce prejudice
 They are aware of their culture’s rules for 2. Susceptible to pressure to conform
expressing emotion. Two Ways to Measure Popularity
 Emotional self-regulation involves voluntary
control over emotions, attention, and behavior. Sociometric Popularity

The Child in the Family  is measured by asking which peers they like
most ant least.
  Sociometrically popular children typically have
good cognitive abilities, are high achievers, are
good at solving social problems, help other
children, and are assertive without being
disruptive or aggressive. They are kind,
trustworthy, cooperative, loyal, and self-
disclosing and provide emotional support. Their
superior social skills make others enjoy being
with them.

Perceived Popularity

 is measured by asking children which children

are best liked by their peers.
 Children with perceived popularity, that is, high
status, tend to be physically attractive and to
have athletic and, to a lesser extent, academic
ability. Whereas aggressive children are
unpopular in first grade, they are increasingly
accepted, and even popular, among older
children.

Friendship and Its Stages

 Momentary Friendship (Ages 3 to 7) Children

are egocentric.
 One-way Assistance (Ages 4 to 9)
- It is on unilateral level.
- A "good friend" does what you want.
 Two-way Assistance (Ages 6 to 12)
- It has reciprocal level.
 Intimate (Ages 9 to 15)
- It has mutual level.
 Interdependent (beginning at age 12)
- A good friendship takes commitment.

Aggression and Bullying

 Aggression declines and changes in form during

the early school years. After age 6 or 7, most
children become less aggressive as they grow
less egocentric, more empathic, more
cooperative, and better able to communicate.
They can now put themselves in someone else’s
place, can understand another person’s
motives, and can find positive ways of asserting
themselves.
 Circular interesting
actions
Coordinate Purposeful and
Secondary 8 – 12 deliberate
Circular behaviour
Tertiary Curiosity and
12 – 18
experimentations
Mental Symbolic
18 – 24
Combinations thought; insight

LESSON 3: INFANCY AND TODDLERHOOD

Reflexes (Up to 1)

 Gain control over reflexes

INFANT MEMORY  Infants exercise their inborn reflexes and gain
 Inability to remember events prior to age 3 some control over them.
years  They do not coordinate information from their
 Operant conditioning with mobiles Babies can senses.
remember mobiles they played with days or Primary Circular (1 – 4)
weeks ago. Infants and toddlers can remember
toy trains and mobiles.  Repeat pleasurable chance behaviors (thumb
sucking)
OBJECT PERMANENCE  It is marked by the beginning of the conditions
 The realization that an object or person between looking and listening, between
continues to exist when out of sight reaching and looking, and between reaching
and sucking that are such central features of the
Prior to 8 months 2-months-old’s means of exploring the world.
 If I drop my toy and I can’t see it … it is gone! Secondary Circular (4 – 8)
 … THIS is why peek-a-boo is so much fun!
 Repeat interesting actions
8-12 months  Examples: The baby coos and Mom smiles, so
the baby coos again to get Mom to smile again.
 You hid my toy … I’m looking for it the last place
I saw it! Coordinate Secondary Circular (8-12)
After a year  Purposeful and deliberate behaviour
 Babies show this kind of behaviour when they
 You hid my toy … I’m looking for it!
move one toy out of the way to gain access to
another. The end is the toy they wand; the
means to the end is moving the other toy.
PIAGETIAN SENSORIMOTOR STAGE
Tertiary (12 – 18)
Sensorimotor stage – is the period during which infants
develop and refine sensorimotor intelligence.  Curiosity and experimentations
 He may try out many sounds or facial
Substage Age in Months Description
expressions to see if they will trigger Mom’s
Reflexes Gain control over
Up to 1 smile or he may try dropping a toy several
reflexes
Primary Repeat heights to see if it makes different sounds or
Circular pleasurable lands in different places.
1-4
chance behaviors Mental Combinations (18 – 24)
(thumb sucking)
Secondary 4–8 Repeat
  A 24-month-old who knows there are cookies in  Increase in responsiveness after presentation
the cookie jar can figure out how to get one. with a new stimulus
She can find a way to overcome just about any
Categorization
obstacle placed in her path.
Perceptual
REPRESENTATIONAL THINKING
 Birds and planes both have wings and can fly
Pictorial Competence
 Shape, color, pattern
 One aspect of symbolic development is the
Conceptual
growth of pictorial competence, the ability to
understand the nature of pictures.  Chairs, tables, and sofas are all furniture items
 Ability to understand the nature of pictures  Real-world knowledge (12 to 14 months)
 Develops about 19 months of age
 Seeing a picture of sun and saying “suh”
 Until about 15 months, infants use their hands CAUSALITY
to explore pictures as if they were objects –
rubbing, patting, or attempting to lift a depicted Understanding that one event causes another
object off the page.  Allows us to control and predict world
 By about 19 months, children are able to point  Develops at around 6 months
at a picture of an object while saying its name,  Manipulating a mobile with hands or feet
demonstrating an understanding that a picture
is a symbol of something else (DeLoache et al., TYPES OF MEMORY
2003).
Implicit Memory
 By age 2, children understand that a picture is
both an object and a symbol (Priessier & Bloom,  Sometimes called procedural
2007).
Explicit Memory
Info-Processing Approach
 Intentional and conscious memory, generally of
Habituation and Dishabituation facts, names, and events

 Researchers first present the baby with a Working Memory

particular sight, sound, or object over and over
 Short-term storage of information being actively
until he habituates – that is, until he stops
processed
looking at it or showing interest in it. Then the
researchers present another sight, sound, or Early Vocalization
object that is slightly different from the original
one and watch to see whether the baby shows 1. Crying – newborn’s first means of
renewed interest (dishabituation). If the baby communication
does show renewed interest, you know he 2. Cooing – (6 weeks and 3 months)
perceives the slightly changes sight, sound, or 3. Babbling – 6 to 10 months, repeating
object as “different” in some way from the consonant-vowel strings, such as “ma-ma-ma-
original. ma”

Habituation Gestures

 A type of learning in which familiarity is Conventional Social

indicated by reduced response  Waving bye-bye, nodding head to mean “yes”
Dishabituation Representational

 Holding arms up means “pick me up”

Symbolic  Considered more social
 Elicited through gentle jiggling, tickling, or
 Blowing means “hot”
kissing
Learning gestures helps babies learn to talk
SELF EMOTIONS

Self-Awareness
 Telegraphic speech
 A realization that one’s existence is separate
 Linguistic speech
from others
 Holophrase
 Underextension Self-Consciousness
 Overregularization
 Depends on having self-awareness
 Syntax
 Embarrassment and empathy
 Overextension
SELF-EVALUATIVE EMOTIONS

 Require self-awareness and knowledge of

EMOTIONS
socially accepted behaviors
 Subjective responses to experience  Children compare their own thoughts and
 Sadness, joy, fear behaviors against what is socially Ok
 Associated with
TEMPERAMENTS
- Physiological changes
- Behavioral changes Easy
 Expressions depend upon culture and
 Generally happy
personality
 Responds well to change and novelty
CRYING: First Signs of Emotion
Slow to Warm Up
Types of Cries:
 Generally mild reactions
 Hunger  Hesitant about new experiences
 Pain
Difficult
 Frustration
 Irritable
More difficult to tell when the newborn is happy
 Intense emotional responses

EMOTIONS: First Month

THE EMERGENCE OF SELF CONCEPT
 Baby becomes quiet at:
Self-concept
- Sound of human voice
- Being picked up  The image of ourselves
 Baby smiles when gently moved
 Smiling and cooing Personal agency

SMILING AND LAUGHING  “I can make that move!”

Involuntary smiles Self-efficacy

 Appear at birth  “I’m GREAT at making novel!”

 Result of subcortical brain activity Self-awareness
Waking smiles after one month  Knowledge of the self as distinct being
THE ROOTS OF MORAL DEVELOPMENT

 Socialization
 Internalization

A toddler is beginning to show self-regulation: control

of her behaviour to conform to a caregiver’s demands
or expectations of her, even when the caregiver is NOT
present.

Talk about the relationship of the toddler, family

members, and relatives, and other support group.

Implicit memory and Explicit memory or declarative

memory

PSYCHOSOCIAL DEVELOPMENT

Gestures
First signs of emotions: CRYING, SMILING AND
LAUGHING

Anticipatory Smile

Social Smiling
EARLY CHILDHOOD
Sleep patterns and problems BRAIN DEVELOPMENT

Motor skills
HANDEDNESS