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Early to Middle Childhood Years - Coggle Diagram

- - - - Newborns sleep approximately 15-17 hours a day
        
        0-2 months total hours slept is approximately 14.25 hours
        
        2-5 months total hours slept is approximately 13.25 hours
        
        5-17 months total hours slept is approximately 12.75 hours
      - Newborns may wake up frequently because they are hungry
        
        Cluster feeding is when an infant needs multiple meals within a short time frame
      - Different stages of sleep
        
        Sleep changes over the first few months.
        
        Preterm babies are frequently dozing, but it could be the environment of the NICU
        
        Full-term newborns
        
        1/2 of sleep is REM sleep
        
        REM sleep declines over the early weeks
        
        3 or 4 months, quiet sleep (slow-wave sleep) increases
      - 5% of babies sleep for 19 hours
      - 5% babies sleep for 9 hours or less
    - - Growth
        
        Usually measured by percentiles comparing the child to others their age
        
        Percentiles is a ranking scale from 0 to 100
        
        Changes in percentiles
        
        Large changes indicate problems
        
        Nutrition
        
        Overfed
        
        1 more item...
        
        Poor Nutrition
        
        5 more items...
        
        Obesity Among Young Children
        
        3 more items...
        
        Anything between the 10 to 90 percentile is okay
        
        Example with the averages
        
        Weight
        
        Infant Initial Weight
        
        4 Months (Infant weight doubled)
        
        1 Year (Infant weight tripled)
        
        1 more item...
        
        The newborn may lose a few ounces over the first three days after birth
        
        Height
        
        Infant
        
        1 year old (grew 10 inches)
        
        2 year old (grew 4 inches)
        
        2 more items...
        
        Growth Patterns in Early Childhood
        
        By this age kids should be losing fat and gaining muscles
        
        Should have more adult like porportions
        
        Middle Childhood
        
        time of slow and steady growth
      - Childhood Obesity
        
        Childhood Overweight
        
        "In a child, having a BMI above the 85th percentile, according to the U.S. Centers for Disease Control’s 1980 standards for children of a given age." (p. )
        
        Childhood Obesity
        
        "In a child, having a BMI above the 95th percentile, according to the U.S. Centers for Disease Control’s 1980 standards for children of a given age." (p. )
    - - Head-sparing
        
        A biological mechanism that protects the brain when malnutrition disrupted body growth. The brain is the last part of the body to be damaged by malnutrition
      - Neurons
        
        Brain Cells
        
        The brain has about 86 billion neurons
        
        Parts of the neurons
        
        Dendrites
        
        A fiber that extends from a neuron and receives electrochemical impulses transmitted from other neurons via their axons. (p. 121)
        
        Axons
        
        A fiber that extends from a neuron and transmits electrochemical impulses from that neuron to the dendrites of other neurons. (p.121)
        
        Synapse
        
        The intersection between the axon of one neuron and the dendrites of other neurons. (p. 121)
        
        Myelin
        
        The whitish substance that coats the axons to speed transmission. (p. 121)
        
        Hormones
        
        Cortisol
        
        The primary stress hormone; fluctuations in the body’s cortisol level affect human emotions. (p. 121)
        
        Oxytocin
        
        The primary bonding hormone, evident lifelong but particularly high at birth and in lactation. (p. 121)
        
        are chemicals that pulse through the body affecting appetite, emotions, sleep, and many other aspects of development. (p. 121)
        
        At Birth
        
        A new born has more neurons with less dendrites, axons, and synapses
        
        Year 1
        
        Year 2
        
        The brain has tripped from birth
        
        The brain is twice as large from birth
      - Exuberance and Pruning
        
        Transient Exuberance
        
        The great but temporary increase in the number of dendrites that develop in an infant’s brain during the first two years of life. (p. 129)
      - Myelination
        
        "The process by which axons become coated with myelin, a fatty substance that speeds the transmission of nerve impulses from neuron to neuron." (p. 201)
        
        Myelin
        
        "fatty coating on the axons that protects and speeds signals between neurons." (p. 201)
        
        Also known as white matter
        
        Lateralization
        
        Corpus Callosum
        
        "A long, thick band of nerve fibers that connects the left and right hemispheres of the brain and allows communication between them." (p. 201)
        
        "Literally, sidedness, referring to the specialization in certain functions by each side of the brain, with one side dominant for each activity. The left side of the brain controls the right side of the body, and vice versa." (p. 201)
      - Inhibition and Flexibility
        
        Impulse Control
        
        "The ability to postpone or deny the immediate response to an idea or behavior." (p. 203)
        
        Preservation
        
        "To stay stuck, or persevere, in one thought or action for a long time. The ability to be flexible, switching from one task to another, is beyond most young children." (p. 203)
        
        Stress and the Brain
        
        Depends on the age of the person and the degree of stress
        
        Maltreatment can cause brain shrinkage and loss of white matter
      - Maturation of the Prefrontal Cortex
        
        Sleep becomes more regular
        
        Emotions become more nuanced and responsive.
        
        Temper Tantrums subside
        
        Uncontrollable laughter and tears are less common
      - Brains and Motion
        
        "A review of the research suggests several possible mechanisms, including direct benefits for cerebral blood flow and neurotransmitters as well as indirect results from better moods" (p. )
      - Reaction Time
      - Paying Attention
      - Plasticity and Intelligence
  - - - Hearing
        
        Fetuses can hear other people if spoken to the fetus, but the fetus can hear the mother speaking in the last trimester.
        
        Newborns are tested for hearing in the hospital after birth.
        
        Deaf babies can learn sign, get fitted for hearing aides, or cochlear implants
        
        Ear infections can cause damage to the infant's hearing in the long run
      - Seeing
        
        Least mature sense when born and can seem "blind"
        
        Limited experience because the fetus didn't need to see in the womb.
        
        Binocular Vision
        
        The ability to focus the two eyes in a coordinated manner in order to see one image.
        
        They may have a hard time seeing because they might be using each eye indepentantly
      - Tasting and Smelling
        
        Function at birth
        
        Infants prefer the taste of the mother's diet while she was pregnant.
        
        "Because babies recognize each person’s scent, they prefer to sleep next to their favorite caregivers, and they nuzzle into their caregivers’ cheeks and chests — especially when the adults are shirtless." (p. 128)
      - Touch and Pain
        
        "The senses of touch and pain are closely connected in infant..." (p. 128)
        
        Touch can cause and soothe pain
        
        "In the first year of life, the heart rate slows and muscles relax when babies are stroked gently and rhythmically on their arms" (p. 128)
        
        "Experts now believe that infants feel some pain — as indicated by changes in cortisol, heartbeat, and brain waves..." (p. 129)
    - - Fine Motor Skills
        
        "Physical abilities involving small body movements, especially of the hands and fingers, such as drawing and picking up a coin. (The word fine here means “small.”)" (p. 130)
      - Gross Motor Skills
        
        "Physical abilities involving large body movements, such as walking and jumping. (The word gross here means “big.”)" (p. 130)
      - "The learned abilities to move some part of the body, in actions ranging from a large leap to a flicker of the eyelid. (The word motor here refers to movement of muscles.)" (p. 130)
      - Advancing Motor Skills
        
        Gross Motor Skills
        
        2 year olds are clumsy and fall down
        
        5 year olds can complete a dance, tumble tricks, or sports moves
        
        Learning from Nature
        
        Need space and freedom to develop
        
        Environment can encourage activity play
        
        Fine Motor Skills
        
        1 year old might grab their food
        
        Early Childhood introduces utensils
        
        4 year olds in Asia can master chopsticks
    - - The response of a sensory organ (eyes, ears, skin, tongue, nose) when it detects a stimulus. (p. 126)
    - - When the brain is conscious of a sensation or idea. Perception sometimes combines several senses and ideas: You might suddenly perceive that your mother is angry because of her face and voice and your past experience of her anger. (p.126)
    - - The Influence of Parents
      - Team sports
        
        Cooperation
        
        self-control
        
        emotional regulation
  - - - "A process that stimulates the body’s immune system by causing production of antibodies to defend against attack by a particular contagious disease. Creation of antibodies may be accomplished either naturally (by having the disease), by injection, by drops that are swallowed, or by a nasal spray." (p. 133)
      - This prevents diseases that could impact a child later on in life.
    - - "A situation in which a seemingly healthy infant, usually between 2 and 6 months old, suddenly stops breathing and dies unexpectedly while asleep." (p. 132)
      - Also known as crib death
    - - The nutrients that a person ingests. Babies could get nutrients from breast milk, formula, cereal, or water
      - Breast Milk
        
        Protects against malnutrition
        
        Contains specific fats and sugars that are easier to process for the baby.
        
        World Health Organization recommends exclusive breast feeding
        
        Exception
        
        "In some nations, infants’ risk of catching HIV from their infected mothers is lower than the risk of dying from infections, diarrhea, or malnutrition as a result of bottle-feeding" (p. 136-137)
    - - Protein-calorie malnutrition
        
        "A condition in which a person does not consume sufficient food of any kind. This deprivation can result in several illnesses, severe weight loss, and even death." (p. 137)
      - Marasmus
        
        Body tissue wastes away within the first year
      - Kwashiorkor
        
        Slows growth, hair thins, splotchy skin on arms, legs and the abdomen swells. Occurs at the age of 1
      - Stunting
        
        "The failure of children to grow to a normal height for their age due to severe and chronic malnutrition." (p. 138)
      - Wasting
        
        "The tendency for children to be severely underweight for their age as a result of malnutrition." (p. 138)
  - - - Age-related dangers
        
        2 to 6 year olds are impulsive and can put themselves in danger
        
        6 to 10 year olds can become seriously injured.
      - Injury control
        
        "Practices that are aimed at anticipating, controlling, and preventing dangerous activities; these practices reflect the beliefs that accidents are not random and that injuries can be made less harmful if proper controls are in place." (p. 208)
        
        Also known as accident prevention
      - Diseases
        
        malnutrition, malaria, and other infectious diseases can lead to premature deaths
    - - Levels of prevention
        
        Primary Prevention
        
        "considers the overall conditions that affect the likelihood of harm. Laws and customs reduce injury for people of every age." (p. 209)
        
        Secondary Prevention
        
        "is more targeted, averting harm in high-risk situations or for vulnerable individuals." (p. 209)
        
        Tertiary Prevention
        
        "begins after an injury has occurred, limiting damage." (p. 209)
    - - Child Maltreatment
        
        "Intentional harm to or avoidable endangerment of anyone under 18 years of age." (p. 212)
      - Child Abuse
        
        "Deliberate action that is harmful to a child’s physical, emotional, or sexual well-being." (p. 212)
      - Child Neglect
        
        "Failure to meet a child’s basic physical, educational, or emotional needs." (p. 212).
      - Sustained Maltreatment
        
        "Harm or endangerment that has been reported, investigated, and verified." (p. 212).
      - Reported Maltreatment
        
        "Harm or endangerment about which someone has notified the authorities." (p. 212)
    - - First signs in Infancy and Early Childhood
        
        Slow Growth
        
        Immature Communications
        
        Lack of Curiosity
        
        Unusual Social Interactions
      - Post-Traumatic Stress Disorder (PTSD)
        
        "An anxiety disorder that develops as a delayed reaction to exposure to actual or threatened death, serious injury, or sexual violence. Its symptoms may include flashbacks to the event, hyperactivity and hypervigilance, displaced anger, sleeplessness, nightmares, sudden terror or anxiety, and confusion between fantasy and reality." (p. 215)
    - - The ultimate goal is primary prevention
      - Government and private foundations are more likely to fund secondary prevention methods.
        
        Secondary prevention methods are looking for the warning sings and intervening risky situations
      - Tertiary prevention limits harm after injuries.
      - Permanency Planning
        
        "An effort by child-welfare authorities to find a long-term living situation that will provide stability and support for a maltreated child. A goal is to avoid repeated changes of caregiver or school, which can be particularly harmful to the child." (p. 216)
      - Foster Care
        
        "A legal, publicly supported system in which a maltreated child is removed from the parents’ custody and entrusted to another adult or family, who is reimbursed for expenses incurred in meeting the child’s needs." (p. 216)
      - Kinship Care
        
        "A form of foster care in which a relative of a maltreated child, usually a grandparent, becomes the approved caregiver." (p. 216)
    - - Can last decades
      - Abused children do not always become abusive parents.
      - Immediate impairment
        
        Bruised
        
        Broken
        
        Fears speaking
        
        Fails school
      - Adult Effects
        
        Drug Abuse
        
        Social Isolation
        
        Poor Health
      - The earlier the abuse starts and the longer it continues, the worse children's relationships are
        
        Physically and sexually abused children are irrationally angry
        
        Neglected children often withdrawn
        
        This makes healthy romances and friendships difficult for the rest of their lives
- - - - Stage 3
        
        Stage 4
        
        8 to 12 months
        
        Becoming more deliberate and purposeful in responding to people or objects.
        
        learning how to anticipate and adapt to a situation
        
        4 to 8 months
        
        Responding to people and objects
      - Infants responding to objects and people
    - - Stage 5
        
        Stage 6
        
        18 to 24 months
        
        Critical thinking skills are developing
        
        Thinking before doing and finding few ways to achieve their goals without trial and error
        
        12 to 18 months
        
        The "little scientist"
        
        "... Toddler... who experiments without anticipating the results, using trial and error in active and creative exploration." (p. 154)
        
        Learning through experimentation (trial and error) and exercising creativity
    - - Stage 1
        
        Stage 2
        
        1 to 4 months
        
        accommodation and coordination of reflexes
        
        Reflexes: sucking, grasping, staring, listening
        
        Birth to 1 month
      - Infants learning about their bodies
  - - - Listening and Responding
        
        Babies respond with attention and emotion
        
        "Infants also like alliteration, rhymes, repetition, melody, rhythm, and varied pitch." (p. 156)
      - Babbling and Gesturing
        
        Babbling
        
        Babbling can predict vocabulary
        
        Between 6 and 9 month
        
        It is good for infants when caregiver encourage babbling.
        
        Babbling is "an infant’s repetition of certain syllables, such as ba-ba-ba, that begins when babies are between 6 and 9 months old." (p. 156)
        
        Gestures
        
        Baby sign
        
        Does not help with early speaking, but makes parents more responsive
        
        Sign is crucial for deaf babies
        
        The first year depends on how effective they will be at communicating later in life.
      - First Words
        
        Around the first year
        
        holophrase
        
        A single word that is used to express a complete, meaningful thought.
        
        Vocabulary increases around 1 new word a week
      - Timeline
        
        Newborn
        
        2 months
        
        3-6 months
        
        10 to 12 months
        
        12 months
        
        2 more items...
        
        understanding simple words and specific vocalizations.
        
        Deaf babies express their first signs
        
        New sounds like squealing, growling, and vowel sounds
        
        Starts making noises like cooing, fussing, crying and laughing
        
        Communicates through actions. Movement, crying, and facial expressions
    - - Infants Need to Be Taught
        
        Behaviorism
        
        Learning happens step by step with association and reinforcements
        
        Infants are statistical learners
        
        Most parents teach infants through singing, listening, explaining, responding and reading to their babies before they're able to talk.
      - Social Impulses Foster Infant
        Language
        
        Sociocultural reason for language
        
        They want to learn language to join the social world
        
        Screen time may be harmful because it avoids social interaction
        
        "Screen time cannot 'substitute for responsive, loving face-to-face relationships' " (p. 160).
      - Infants Teach Themselves
        
        Genetically Programmed
        
        Infants do not need to be taught and they do not require social interactions
        
        "Our ancestors were genetically programmed to imitate for survival, but until a few millennia ago, no one needed to learn any language other than their own. Thus, human genes allow experience-dependent language learning, pruning unneeded language connections. If those nuances are needed by another language that we want to learn in adulthood, our brains cannot resurrect them." (p. 161)
        
        Language Acquisition Device (LAD)
        
        "Chomsky’s term for a hypothesized mental structure that enables humans to learn language, including the basic aspects of grammar, vocabulary, and intonation." (p. 161)
    - - Cultural Differences
        
        Cultural norms may change in different areas
        
        Talking too much may be looked down on
        
        In other cultures, they might believe if they talk to their infant, a evil spirit will take over
      - Putting Words Together
        
        Grammar
        
        "All of the methods — word order, verb forms, and so on — that languages use to communicate meaning, apart from the words themselves." (p. 158)
        
        mean length of utterance (MLU)
        
        "The average number of words in a typical sentence (called utterance because children may not talk in complete sentences). MLU is often used to measure language development." (p. 159)
      - "A sudden increase in an infant’s vocabulary, especially in the number of nouns, that begins at about 18 months of age." (p.157)
      - The infant mastered around 50 words as they enter the Naming Explosions
      - Many words are the same syllable said twice, but words my vary by language
  - - - Infants can hear the sounds, but they may choose to ignore them
      - Newborns don't understand language, but they are capable of learning
      - Early weeks
        
        Infants start to distinguish sounds
        
        6 months
        
        Can understand their mothers pronouncing the words correctly and incorrectly. In addition to a stranger pronouncing the word correctly
        
        1 year
        
        Will be able to detect sounds from different languages
      - Cognitive Maturation
        
        "Babies at first attend to all linguistic sounds; by adulthood people literally cannot hear some sound differences that are crucial in languages they have never learned." (p. 145)
    - - Gaze-Following
        
        When the infant focuses on the caregiver.
        
        This also means they might look at what the caregiver is looking at.
      - Early Logic
        
        Babies learn early logic through nature and nurture.
        
        Babies usually understand basic laws of physics like gravity
    - - Recognizing Faces
        
        Infants are quicker to recognize faces than adults can. Even if they only seen that face once.
        
        Prosopagnosia
        
        face blindness
      - How to Learn
        
        Infants learn through experience
        
        "Curiosity is an inborn reflex; newborns look at and listen to everything" (p. 148)
        
        "Then, some infants are allowed to explore and experiment" (p. 148)
        
        But this heavily relies on the caregiver
        
        Second year of learning
        
        Some toddlers will explore and invesigate
        
        Others are more hesitant
      - Gaze-Following
    - - Forget About Infant Amnesia!
        
        People forget what happens to them before the age of 3
        
        Memory is different as a baby and toddler. Their brains are still developing
        
        Implicit memory
        
        Develops around 3 months, but stabilizes at 9 months
        
        Explicit memory
        
        Takes longer to develop because it relies on language.
    - - Information Processing
        
        Based on computers memory system
        
        "this theory leads to the hypothesis that the infant mind is programmed for cognition: The myriad sights and sounds produce understanding." (p. 148)
      - Evolutionary Theory
        
        Relies on brain plasticity
        
        Step 1
        
        Infants learns from their caregivers
        
        Step 2
        
        Adapting to whatever life brings like other cultures
      - The Sucking Reflex
        
        Sucking/swallowing/breathing reflexes are crucial for infants to survive.
        
        Sucking reflex does not occur until 33 weeks after conception
        
        Babies are learning/adapting because they need nourishment
  - - - "A combination of memory, inhibition, and cognitive flexibility that allows better thinking, so people can anticipate, strategize, and plan behavior." (p. 222)
      - A Sensitive Time
      - Families and Execuative Function
- - - - "A coordinated, rapid, and smooth exchange of responses between a caregiver and an infant." (p. 173)
      - Parent - infant interactions
      - Synchrony increases over the first year.
        
        Example: Caregiver and the infant may develop a routine.
      - Both Partners Active
        
        Adults rarely smile at infants before their social smile
        
        Physiological measures claim that heart rate and brain waves are synchronized.
        
        Infants imitate adults to connect their internal thoughts and emotions to expressions and behaviors.
      - Neglect Synchrony
        
        Still-Face Technique
        
        "An experimental practice in which an adult keeps his or her face unmoving and expressionless in face-to-face interaction with an infant." (p. 174)
        
        Sometime 2 months, but clearly at 6 months infants can express or be upset with their unresponsive parents. They might frown, fuss, drool, look away, kick, cry, or suck their fingers.
    - - "According to Ainsworth, 'an affectional tie' that an infant forms with a caregiver — a tie that binds them together in space and endures over time." (p. 175)
      - Secure Attachment (type B)
        
        "A relationship in which an infant obtains both comfort and confidence from the presence of his or her caregiver." (p. 175)
        
        The caregiver provides security and courage for the infant to explore. They will play and make eye contact with the caregiver
        
        Child is concerned but not overwhelmed by the caregiver coming and going.
      - Insecure-avoidant attachment (type A)
        
        "A pattern of attachment in which an infant avoids connection with the caregiver, as when the infant seems not to care about the caregiver’s presence, departure, or return." (p. 175)
        
        Plays independently without paying attention to the caregiver
      - Insecure-resistant/ambivalent attachment (type C)
        
        "A pattern of attachment in which an infant’s anxiety and uncertainty are evident, as when the infant becomes very upset at separation from the caregiver and both resists and seeks contact on reunion." (p. 176)
        
        Wants attention from the caregiver and if the caregiver leaves, they will become angry.
      - Disorganized Attachment (type D)
        
        "A type of attachment that is marked by an infant’s inconsistent reactions to the caregiver’s departure and return." (p. 176)
        
        May hit the caregiver then suddenly switch to kiss them.
        
        Worrisome for developmentalist because it's not a consistent strategy for social interactions.
    - - "Seeking information about how to react to an unfamiliar or ambiguous object or event by observing someone else’s expressions and reactions. That other person becomes a social reference." (p. 180)
      - "Toddlers search for clues in gazes, faces, and body position, paying close attention to emotions and intentions." (p. 180)
      - They search for social cues and they may imitate the reaction based on their emotion and intentions.
    - - Family Structure
        
        "The legal and genetic relationships among relatives living in the same home. Possible structures include nuclear family, extended family, stepfamily, single-parent family, and many others." (p. )
        
        Nuclear Family
        
        "A family that consists of a father, a mother, and their biological children under age 18." (p. )
        
        Usually function the best
        
        Has fewer psychological problems
        
        Selection and income of partners within parents will affect children
        
        Married parents are more likely to stay together than unmarried parents.
        
        Single-Parent family
        
        "A family that consists of only one parent and his or her children." (p. )
        
        Usually considered less functional because single parents have less income, time, and stability
        
        Single Fathers
        
        that do not live with their children are more likely to become distant and less involved
        
        Extended Family
        
        "A family of relatives in addition to the nuclear family, usually three or more generations living in one household." (p. )
        
        Polygamous Family
        
        "A family consisting of one man, several wives, and their children." (p. )
        
        Wealth and Poverty
        
        Conflict
      - The Needs for Children in Middle Childhood (6-11 years old)
        
        Physical necessities
        
        Like food, clothing, and shelter
        
        Learning
        
        Support, encourage, and guide schooling
        
        Self-respect
        
        Children become self-critical and socially aware
        
        Peer relationships
        
        Friends to have play dates with
        
        Harmony and stability
        
        Having a protective, safe and predictable routine at home
    - - The Culture of Children
        
        Child Culture
        
        "The idea that each group of children has games, sayings, clothing styles, and superstitions that are not common among adults, just as every culture has distinct values, behaviors, and beliefs." (p. )
        
        "Appearance is important for child culture, but more important is independence from adults" (p.)
        
        Children who betray their friends by telling an adult
        
        Snitch
        
        tattletale
        
        Children that please the teacher
        
        Teacher's pet
        
        Suck-up
        
        Since independence is important, kids will gravitate or like the kids that are more rebellious
      - Friendships
        
        "Teachers sometimes separate friends, but that may be a mistake. Developmentalists find that children help each other learn both academic and social skills"
        
        Kids friendships can either be the best thing for them or their down fall
      - Popular and Unpopular Children
        
        aggressive-rejected
        
        "A type of childhood rejection, when other children do not want to be friends with a child because of their antagonistic, confrontational behavior." (p. )
        
        withdrawn-rejected
        
        "A type of childhood rejection, when other children do not want to be friends with a child because of their timid, withdrawn, and anxious behavior." (p. )
        
        "Both aggressive-rejected and withdrawn-rejected children often misinterpret social situations, lack emotional regulation, and experience mistreatment at home." (p. )
      - Bullying
        
        "Repeated, systematic efforts to inflict harm on other people through physical, verbal, or social attack on a weaker person." (p. )
        
        Types of Bullying
        
        Physical
        
        Hitting
        
        Pinching
        
        Shoving
        
        Kicking
        
        Verbal
        
        Teasing
        
        Name-calling
        
        Taunting
        
        Relational
        
        destroying peer acceptance
        
        Cyberbullying
        
        Through technology like social media
        
        Victims
        
        The repeated shameful experience usually makes the quiet and they don't usually have a single good friend in their class.
        
        Bully-Victim
        
        "Someone who attacks others and who is attacked as well. (Also called provocative victims because they do things that elicit bullying.)" (p. )
        
        Bullies
        
        Not rejected
        
        might be proud of themselves.
        
        Usually popular
  - - - Freud: Oral and Anal Stages
        
        Anal: Second Year
        
        gratification from the anus (pooping and bowel movement
        
        Oral: First Year
        
        Babies put everything in their mouths (its a reward for exploring)
      - Erikson: Trust and Autonomy
        
        Trust versus Mistrust
        
        "Erikson’s first crisis of psychosocial development. Infants learn basic trust if the world is a secure place where their basic needs (for food, comfort, attention, and so on) are met." (p. 182)
        
        Autonomy Versus Shame and Doubt
        
        "Erikson’s second crisis of psychosocial development. Toddlers either succeed or fail in gaining a sense of self-rule over their actions and their bodies." (p. 182)
    - - Emotions and personality is molded or learned through reinforce
      - Social Learning
        
        An infant learns through observing others.
      - Keeping Baby Close
        
        proximal parenting
        
        "Caregiving practices that involve being physically close to the baby, with frequent holding and touching." (p. 183)
        
        distal parenting
        
        "Caregiving practices that involve remaining distant from the baby, providing toys, food, and face-to-face communication with minimal holding and touching." (p. 183)
    - - working model
        
        "In cognitive theory, a set of assumptions that the individual uses to organize perceptions and experiences. For example, a person might assume that other people are trustworthy and be surprised by an incident in which this working model of human behavior is erroneous." (p. 183)
    - - Emotions are for Survival
        
        All reaction can be seen from the infant's perspective
        
        Babies develop emotions of attachment to keep caregivers accountable. If they didn't, the infants may die without it
    - - Emphasizes the role of culture
  - - - Timeline
        
        6 weeks
        
        3 months
        
        4 months
        
        4 to 8 months
        
        9 to 14 months
        
        2 more items...
        
        Anger and Sadness
        
        1 more item...
        
        Full smiles
        
        An infant's happiness becomes easier to determine
        
        Laughter and curiosity
        
        Laughter is usually evoked by curiosity
        
        Social Smile
        
        "A smile evoked by a human face, normally first evident in infants about 6 weeks after birth." (p. 168)
    - - Temper Tantrums
        
        Stronger emotions
        
        Anger is can now be acted on through yelling, screaming, crying, hitting or throwing themselves on the ground.
      - Self and Others
        
        New emotions
        
        Pride, shame, jealousy, disgust, and guilt
        
        These emotion requires social awareness
        
        This can indicate the natural empathy kids have instead of selfishness.