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Developmental Psychology Infancy/toddler stage (Psychometrican Board Exam Reviewer 2024), Study notes of Developmental Psychology

Eulogio "Amang" Rodriguez Institute of Science and TechnologyDevelopmental Psychology

This was a reviewer I made to pass the BLEPP board exam last August 11-12, 2024.

Typology: Study notes

2022/2023

Available from 08/26/2024

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INFANCY AND TODDLERHOOD PERIOD
-Newborn is starting to adapt into their environment
Direction or order of development:
Cephalocaudal principle-applicable in growth and motor dev
Proximodistal principle-applicable in growth and motor dev
ASSESSMENT PERFORMED ON NEWBORN TO ENSURE GOOD HEALTH:
Apgar scale
Neonatal behavioral assessment scale NBAS (Brazelton)
Newborn screening
ASSESSMENT PERFORMED ON INFANT-TODDLER
Denver Developmental Screening test; Denver II (Revised)- 1 month- 6 yrs old
Bayley scales of Infant and Toddler Development- intelligence
Home Observation for Measurement of the
Environment (HOME)-intelligence
MORALITY DEV:
*Is there any?
*origins of conscience (toddlerhood to early childhood)
-Age: Birth - 3 yrs old
BIOLOGICAL DEV.
-Milestone:
Walking (Once achieved-> toddler)
Weaning?
Teething-3rd to 4th month
-Dev. Task:
-Dev challenges:
*Adjusting to the world by making our own organ system function on its own; no
longer reliant to the mother
*Reliant to caregiver to be fed, hygiene,
-Dev issues:
pf3
pf4
pf5

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INFANCY AND TODDLERHOOD PERIOD

-Newborn is starting to adapt into their environment Direction or order of development: Cephalocaudal principle-applicable in growth and motor dev Proximodistal principle-applicable in growth and motor dev ASSESSMENT PERFORMED ON NEWBORN TO ENSURE GOOD HEALTH:  Apgar scale  Neonatal behavioral assessment scale NBAS (Brazelton)  Newborn screening ASSESSMENT PERFORMED ON INFANT-TODDLER  Denver Developmental Screening test; Denver II (Revised)- 1 month- 6 yrs old  Bayley scales of Infant and Toddler Development- intelligence  Home Observation for Measurement of the Environment (HOME)-intelligence MORALITY DEV: *Is there any? origins of conscience (toddlerhood to early childhood) -Age : Birth - 3 yrs old BIOLOGICAL DEV. -Milestone: Walking (Once achieved-> toddler) Weaning? Teething-3rd to 4th^ month -Dev. Task: -Dev challenges: _Adjusting to the world by making our own organ system function on its own; no longer reliant to the mother *Reliant to caregiver to be fed, hygiene,_ -Dev issues:

Significant biological development : growth is rampant or rapid Brain development: -3wks (prenatal)- Nervous system development (Neurogenesis) -1month (prenatal)- hindbrain, mid brain, forebrain is evident -First 6 months to 2yrs of life (Synaptic connection increases; neurons multiply) _at the early dev of the brain there’s a rampant of neuron multiplication; eventually pruned_ -Age 6- brain resembles adult brain (size) Brain capabilities: -Multiply, migrate then perform Integration and differentiation -Undergoes pruning- necessary to keep the neurons healthy and remove unnecessary neuronal connections;make things not chaotic -Plasticity- brain adapts to env. **Env. Input is necessary for the pruning and brain plasticity; -too little pruning-> ASD -too much pruning->schizo Sensory capacities:

  • Touch: First to develop; Sensitive to pain, touch

-We understand the world through our senses and motor movements (sensorimotor stage)

  • Exposure to lots of stimulation is encourage, to form many schemas -through the process of assimilation and accommodation (we form schema ; storage or folder in our mind wherein information are categorized and correlated) ***criticism by information processing theorist: Piaget underestimated the infants abilities, because concepts such as object permanence are developed earlier than expected by piaget. *Information processing approach= -Interested in knowing how infants process information or stimuli (how fast, efficient) -This can be known through measuring the infant’s habituation and dis-habituation speed *Habituation- repeated exposure to stimuli leads to loss of interest *Dis-habituation-exposure to new stimuli which will caught the infant’s attention -Infant’s develop visual preference; novelty preference
  • Presence of visual recognition memory: *familiarity *can distinguish old stimuli from new stimuli *Can form and recall mental pictures ****Criticized as overestimating babies abilities DEVELOPING SKILLS *Vygotsky “sociocultural theory of cognitive dev”= -ZPD - are wherein the child is capable of learning a skill, but in need of assistance from an expert -Scaffolding-The process of assisting/guiding a child to learn a skill, until they can do it on their own; unti unti tinatanggal ang scaffolding.

MEMORY

*not long lasting *can last up to 2 days to 13 weeks -Because of immaturity of hippocampus LANGUAGE

  • Understanding of language develops early before the ability to speak; we can understand before we can speak Stages of language dev:
  1. Pre linguistic stage- crying, cooing (vowels), babbling(vowels+consonants); Conveys= want to be fed, changed diapers, comforted; I feel ill, uncomfy
  2. Use of nonverbal gestures
  3. Holophrase
  4. Telegraphic phase PSYCHOSOCIAL DEV. -Milestone: ;establishing independence;

-Dev. Task: -Dev challenges: -Dev issues: *Trust vs mistrust *Attachment *Sense of self-15-24 months Autonomy vs shame and doubt- (can do things independently) ( excited to practice/try their new skill like walking); need to establish boundary to prevent accidents. *socialization **In this stage, the child is slowly getting understanding of the society’s standards/expectations and aim to follow it

TEMPERAMENT

*Personality version of infants (bec infants doesn’t have enough exp to dev personality) *Innate *This refers to how an infant approach or react to situations or stimuli -Findings in New york Longitudinal Study: *EASY *SLOW TO WARM UP *DIFFICULT

ATTACHMENT

-We use/have different attachment styles for each of people we are in a rel with. *BOWLBY= working models-expectations we have to our caregivers -IF WM is inconsistently not met -> revision of working model; attachment style of a child changes -IF WM is consistently met -> upholding of the WM;attachment style remains the same

Secure attachment-responsive mother Insecure attachment- non responsive mother Stranger anxiety-8-9 months; has memory for faces Separation anxiety-can lessen if the substitute caregiver is responsive Healthy/secure attachment-> better at socializing; can form healthy/stable relationships; positive emotions (joy); 3 yrs old- confident, resilient, empathy Unhealthy/insecure attachment-> negative emotions (fear, aggression) **people with disorganized attachment style- prone to conduct issues or any other behavioral problem

Denver Developmental Screening Test

gross motor skills

fine motor skills

visual guidance

depth perception

haptic perception

ecological theory of perception

  • Theory developed by Eleanor and James Gibson, which describes

developing motor and perceptual abilities as interdependent

parts of a functional system that guides behavior in varying

contexts

-uses visual cliff

dynamic systems theory

  • Esther Thelen’s theory, which holds that motor development is a

dynamic process of active coordination of multiple systems within

the infant in relation to the environment

  • Infant and environment form an interconnected , dynamic

system. Opportunities and constraints presented by the infants

p hysical characteristics, motivation, energy level, motor

strength, and position in the environment at a particular

moment in time affect whether and how an infant achieves a goal.

Ultimately, a solution emerg