Class 3: Toddlerhood
 
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Review
1.1 Previous class
1.1.1 Show QuickTime video of Contigency Learning
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Discussion: Here are ten or so learning objectives for today’s class. Be prepared to answer each using your notes on the readings, video, and class discussion.
2.1 Durbrow: Describe changes in children’s thinking and language
2.1.1 Development of object permanence
2.1.1.1 Show QuickTime video of OBJECT PERMANENCE
2.1.1.2 Show QuickTime video of A not B
2.1.2 Development of thinking in abstracts
2.1.3 Development of communicating by symbols
2.1.4 Development of putting symbols together in a grammatical structure
2.2 Jenn: Describe changes in the brain and relate these changes to changes in fine motor activities
2.2.1 More neurons and more neural connections: exuberant synapsogenesis.
2.2.2 More myelination: insulation around neurons to increase signal speed
2.2.3 Great development of frontal and prefrontal cortext
2.2.4 Fine motor control requires inhibition of impulses.
2.3 Le Ann: How do we know that an infant has developed a sense of self?
2.3.1 How do we know this? Do other primates also have this sense of self?
2.3.2 At what age?
2.4 Gary: How did Piaget explain the changes that occur during the end of the sensorimotor stage? (May also be in previous chapter Gary)
2.4.1 Mental representation
2.5 BREAK FOR DINNER
2.6 Tim: Explain the development of attachment from Freud’s and Bowlby’s perspective.
2.6.1 Show QuickTime videos of Harlow
2.7 Brevney: How did Ainsworth account for differences in children’s response to the Strange Situation?
2.7.1 Show QuickTime videos of Strange Situation
2.8 Melissa: Compare responses of children to the Strange Situation in American families, traditional Japanese families, kibbutz, northern German families; How do they differ and why?
2.8.1 Traditional Japanese families: many anxious-resistent, no anxious-avoidant. Why?
2.8.2 Northern German: Many anxious-avoidant. Why?
2.8.3 Group-sleeping v. home-sleeping kibbutz children: greater secure attachments in home-sleeping group. Conclusion?
2.9 Sara: Compare children’s responses to mother’s departure in African !Kung (Bushmen), Gautemalan, and Israeli Kibbutz children; Do they differ? Why or why not? Is there an evolutionary function?
2.9.1 Separation anxiety in well-treated children seems to peek at 10-15 months despite cultural difference. An inborn development? Is there a advantage?
2.10 Veronica: A judge wishes to use the Strange Situation to decide the custody of a child. Custody will be given to the parent that the child is most securely attached to. Analyze.
2.11 Lorrie: A child is found to be insecurely attached to his mother. How might you intervene in the family to promote attachment security?
3 home.comcast.net/~eric.durbrow/index
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Video: Journey Through Childhood Tape 1: Module 3 (11 minutes)
4.1 Language Explosion!
4.1.1 Just how rapid is children’s language development in the first 3 years provide an example.
4.1.2 Pinker does NOT believe that infants learn language simply by imitation. WHY?
4.2 Social relations
4.2.1 Stranger anxiety begins around ______ months and peaks around the _____ birthday.
4.2.2 Stranger anxiety may have a biological advantage: …
4.2.3 Separation anxiety begins to appear around___?
4.2.4 Observing the separation of parents and children and the reuniting is called the ______.
4.2.5 According to Morelli’ pilot study on attachment, _______ Efe infants were __________ attached.
4.2.6 About 35% of infants show mixed ______________ temperament
4.2.7 True or false: According to Chess, most children were classified as “easy”
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Preview
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Assessment
6.1 Quiz 1