1. Motor Development
1.1. Gross Motor Development
1.1.1. - control over large movements of body - crawling 6-10 mos, walking ~12 mos - walking influences development of cognitive, social and emotional development - coordination development via sensory and motor skills result in more activity
1.2. Fine Motor Development
1.2.1. - control over small movements - voluntary reaching 3 mos - cognitive development improves with reaching skills - 12yrs fine motor skills comparable to adult
1.3. Determinants of Motor Development
1.3.1. - infants display the same sequence of motor milestone - practice of motor skills are important to development - children who are not given opportunities to practice reflexes and move are less likely to be advanced
1.4. Things I found interesting
1.4.1. - Reflexes are the earliest ways to study an infants development and response to stimuli - an infants social interactions with adults influence how advanced their language skills are - fine motor skills can be hard for young children because both hands = both sides of brain - girls are better than boys in fine motor skills - fine motor skills success influence academic success
2. Cognition in Infancy and Early Childhood
2.1. Process of Development
2.1.1. - Schemas – individual interactions with the world - Assimilation – integration of new experiences - Accommodation – adaptation to new experiences that differ from their own -
2.2. Sensory Reasoning
2.2.1. - 1. Reflexes – used to react to stimuli - 2. Primary Circular Reactions – action repetition and its response; occur my change or accident - 3. Secondary Circular Reactions – action repetition that triggers a response - 4. Coordination of Secondary Circular Reactions – planned coordinated actions - 5. Tertiary Circular Reactions – intentional, experimental actions - 6. Mental Representation – ability represent objects with the use of words and mental pictures
2.3. Pre-operational Reasoning
2.3.1. - Egocentrism – only viewing the world from their own perspective - Animism – viewing inanimate objects are real - Centration –focusing on one things and ignoring the rest - Irreversibility – inability to understand that you can restore something to original state
3. Cognition in Middle Childhood and Adolescence
3.1. Concrete Operational Reasoning
3.1.1. - Reversibility – an object can return back to normal - Classification – understanding of hierarchies - Seriation – being able to sort objects
3.2. Formal Operational Reasoning
3.2.1. - ability to think abstractly, logically and systematically - begin to plan ahead into the future - Hypothetical deductive reasoning – ability to solve problems and draw conclusions
4. Sensation and Perception
4.1. Visual
4.1.1. - least developed at birth - fully developed 6-12mos - newborns have a preference for visual stimuli - colour vision improves with age - depth perception develops at birth - newborns start to associate depth change with fear when they start crawling
4.2. Hearing
4.2.1. - hearing develops in the womb - fully develops over the first 6 months - language learning process starts at birth - newborns have a preference for hearing their native language over other languages
4.3. Touch
4.3.1. - mouth is most sensitive to touch at birth - touch reduces stress response in newborns - kangaroo care = skin to skin contact with newborn
4.4. Smell and Taste
4.4.1. - develop at birth - infants recognize their mothers odour - familiar scents can reduce stress in infants - experience modifies taste preference - fetuses experience flavours in amniotic fluid
4.5. Intermodal Perception
4.5.1. - infants can coordinate their senses - most stimuli is intermodal – more than one type of sensory information - evident at birth, newborn and match mothers face with voice
4.6. Things I found interesting
4.6.1. - newborns like faces and patterns as visual stimuli - new borns know the difference between shallow and deep surface but aren't afraid of them yet - newborns can detect their mothers voice - newborns prefer to hear speech - skin to skin contact with newborns reduces their pain - pain stimulus develops by at least 30wks of gestation
5. Sociocultural Perspective
5.1. Scaffolding and Guiding Participation
5.1.1. - social experience teach children how to think - children learn from more skilled partners - new challengers stimulate cognitive development - guided participation – helping a child to accomplish more than they could do alone - scaffolding – helping a child fill in knowledge gaps -
5.2. Zone of Proximal Development
5.2.1. - what a child can do alone vs. what they can do with help - adults naturally instruct children within the zone of proximal development -
5.3. Cultural Tools
5.3.1. - cultural tools = computers, pencils and paper - children learn how to use tools by interacting alongside a skilled person
5.4. Things I found Interesting
5.4.1. - teachers take advantage of the zone of proximal development
6. Cognitive Development in Adulthood
6.1. Postformal Reasoning and Reflective Judgement
6.1.1. - final stage of cognitive development - combines abstract and practical reasoning - recognition that most problems have multiple causes and solutions - Dualistic thinking – right and wrong thinking - Relativistic thinking – situational thinking - Reflective thinking – contradictory thinking
6.2. Pragmatic Though and Cognitive-Emotional Complexity
6.2.1. - pragmatic thought – emphasizes logic - better regulation of emotions that influence reasoning - cognitive-affective complexity decines in age
6.3. Thing I found Interesting
6.3.1. - post formal thinking is not universal - in china, students usually lack individuality that would result in progressive thinking - social interaction is a great catalyst for post formal development - cognitive-affective complexity helps with social interactions