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Samenvatting ontwikkelings- en onderwijspsychologie
Samenvatting ontwikkelings- en onderwijspsychologie universiteit Leiden over het boek How Children Develop
[Meer zien]Voorbeeld 4 van de 37 pagina's
Voorbeeld 4 van de 37 pagina's
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InhoudsopgaveChapter 2 pp. 40-63....................................................................................................................................... 2
Chapter 11 Attachment to others and development of the self.......................................................................4
Chapter 3 Biology and Behavior..................................................................................................................... 6
Chapter 5 Perception, Action, and Learning in Infancy....................................................................................9
Chapter 4 Theories of cognitive development...............................................................................................12
Chapter 7 Conceptual development............................................................................................................. 17
Chapter 10 Emotional development............................................................................................................. 20
Chapter 14 Moral development................................................................................................................... 23
Chapter 6 Development of language and symbol use....................................................................................26
Chapter 8 Intelligence and academic achievement.......................................................................................29
Chapter 9 Theories of social development: the bioecological model.............................................................33
Chapter 12 The family.................................................................................................................................. 33
Chapter 13 Peer relationships...................................................................................................................... 35
,Chapter 2 pp. 40-63
The active child theme: the activity of the fetus contributes in numerous vital ways to its
development.
Aristoteles epigenesis: the emergence of new structures and functions during development.
Neural tube: a groove formed in the top layer of differentiated cells in the embryo that
eventually becomes the brain and spinal cord.
Cephalocaudal development: the pattern of growth in which areas near the head develop
earlier than areas farther from the head.
The fetus can experience an abundance of sensory stimulation and is capable of learning and
developing behaviors.
Movement:
- A theory about the reasons for prenatal hiccups is that they are a burping reflex,
preparing the fetus for eventual nursing by removing air from the stomach to
make more room for milk.
- Swallowing is a reflex that helps the fetus prepare for survival outside the womb.
The tongue movements promote the normal development of the palate. The
passage of amniotic fluid through the body helps the digestive system mature
properly.
- “Fetal breathing” is to prepare for breathing.
Taste: fetuses have a sweet tooth. Flavor preferences exist before birth.
Phylogenetic continuity: humans share many characteristics and developmental processes
with nonhuman animals due to our shared evolutionary history.
Smell: amniotic fluid takes on odors from what the mother has eaten.
Hearing: inside the womb it is noisy. The fetus can hear the mother. The uterine auditory
experience appears to be well-suited to early brain development.
Fetuses get bored if a stimulus is repeated. This is called habituation: a decrease in response
to repeated or continued stimulation. When a perceptible change in the stimulus occurs, it
becomes interesting again – a process known as dishabituation. Habituation provides
evidence of learning and memory: the stimulus loses its novelty only if it’s remembered from
one presentation to the next.
Fetuses also learn from their extensive experience with their mother’s voice. They prefer
hearing their mothers voice over the voice of another women.
,The flavor preferences newborns have (what the mother ate during her pregnancy) suggest
a persistent effect of prenatal learning that may shed light on the origins and strength of
cultural food preferences.
Teratogen: an external agent that can cause damage or death during prenatal development.
Sensitive period: the period of time during which a developing organism is most sensitive to
the effects of external factors.
Dose-response relation: a relation in which the effect of exposure to an element, increases
with the extent of exposure (prenatally, the more exposure a fetus has to a potential
teratogen, the more severe its effect is likely to be)
The presence of multiple risk factors can have a cumulative impact on development.
Fetal programming refers to the belated emergence of effects of prenatal experience that
“program the physiological set points that will govern physiology in adulthood”.
The effects of teratogens can also vary according to individual differences in genetic
susceptibility.
Identifying teratogens is further complicated by the existence of sleeper effects, in which the
impact of a given agent may not be apparent for many years.
Drugs
The evidence if antidepressants are harmful to the fetus is inconclusive. Opioids are highly
damaging for fetuses, who can become addicted themselves. Neonatal abstinence syndrome
(NAS) is a form of drug withdrawal seen when fetuses exposed to opioids in the womb are
born. Common effects of NAS include low birth weight, problems with breathing and
feeding, and seizures. Data on the effects of marijuana on fetal development are
inconclusive because it is often used in combination with cigarettes and/or alcohol. Prenatal
exposure to marijuana is associated with a range or problems involving attention impulsivity,
learning, and memory in older children. Cigarette smoking causes the fetus to get less
oxygen. This causes slowed fetal growth and low birth weight. In addition, smoking is linked
to increased risk of sudden infant death syndrome (SIDS) and a variety of other problems,
including lower IQ, hearing deficits, ADHD, and cancer. Maternal alcohol use is the leading
cause of fetal brain injury and is generally considered to be the most preventable cause. It
can result in fetal alcohol spectrum disorder (FASD), which comprises a continuum of
alcohol-related birth defects. Babies bort to alcoholic woman often exhibit extreme negative
outcomes, known as fetal alcohol syndrome (FAS). The most obvious symptoms are
characteristic facial structures. Other forms can include varying degrees of intellectual
disability, attention problems, and hyperactivity. The negative effects of drinking during
pregnancy can include low birth weight, increased risk for ADHD, and delays in cognitive
development and school achievement.
Environmental pollutants
, Lead is a potent neurotoxin; its effects are most prominently observed on measures of
intelligence and academic achievements, and lead exposure is linked to the development of
ADHD symptoms.
The mothers age, nutrition, deceases and maternal emotional state are also an influence on
the fetus.
Chapter 11 Attachment to others and development of
the self
Attachment: an emotional bond with a specific person that is enduring across space and
time.
Behaviorism: food is the basis for the bond between mother and child. Infant link food to
mother through the process of classical conditioning, in which food is the unconditioned
stimulus that causes the infant to experience pleasure and mothers are the conditioned
stimulus linked with the food.
Attachment theory: theory based on John Bowlby’s work that posits that children are
biologically predisposed to develop attachments to caregivers as a means of increasing the
chances of their own survival.
Secure base: refers to the idea that the presence of a trusted caregiver provides an infant or
toddler with a sense of security that makes it possible for the child to explore the
environment.
Attachment serves several important purposes:
- In enhances the infant’s chance of survival by keeping the caregiver in close
proximity.
- It helps the child feel emotionally secure, which allows the child to explore the
world without fear.
- It serves as a form of co-regulation that helps children manage their levels of
arousal and their emotions.
The attachment process is viewed as having an innate basis, but the development and
quality of infants’ attachments are highly dependent on the nature of their experiences with
caregivers.
Internal working model of attachment: the child’s mental representation of the self, of
attachment figure(s), and of relationships in general that is constructed as a result of
experiences with caregivers. The working model guides children’s interactions with
caregivers and other people in infancy and at older ages.
Children’s internal working models of attachments are believed to influence their overall
adjustment, social behavior, perceptions of others, and the development of their self-
esteem and sense of self.
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