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CD CONCEPTS
concepts
| Question | Answer |
|---|---|
| How do babies change in appearance between birth and 6-months? (newborns) | eyes are dull-gray blue, stomach protrudes, pelvis/hips are narrow, legs drawn up, skin is blotchy (some blood vessels visible), protective cheese-like covering called vernix caseosa |
| How can you help prevent head flattening? (p.1) | change the position of sleeping baby's head day to day, take alert baby out of the crib, use baby seats, bouncers, and swings only a little while per time, use tummy time many times, when baby is awake |
| How can you help prevent head flattening? (p. 2) | move objects of interest to encourage looking side to side on back, encourage sitting with support around 3-4 months |
| Explain the first progression of development (cephalocaudal) | cephalocaudal: -head to foot, cannot hold head up until ~ 6 months, easier to lift head and trunk (torso) on while laying on stomach, sitting takes several months |
| What is Piaget's Cognitive-Development Theory | -children learn through their environment by making or discovering something -the role of the adult is to provide a stimulating environment -children go through four stages of cognitive development |
| Explain the first stage (Piaget) birth to 1-year | Sensorimotor stage (birth-2 years): -babies explore (and learn to communicate) with their senses and motor skills, and this is the basis for all future intellectual development |
| What do babies do that show they have/understand spatial concepts (list) | fitting shapes into shape sorters, squeezing their body into tight spaces, hiding behind furniture, enjoy looking around with a different perspective |
| List the characteristics of parentese | infant directed, vocal range is higher, sing-song, clear pronunciation, short phrases, exaggerated faces, close face-to-face |
| What does a language rich environment include? | children learn to talk by being around care givers that are talkative |
| What does a language rich environment not include? | children do not learn to talk by watching videos |
| Before speaking first words, infants must: (4-things) | -understand object permanence -understand words go with people, objects, places, and events, and have names -have the ability to make sounds -realize talking is important |
| How do babies change in appearance between birth and 6-months? (three months) | eyes can produce tears, round and chubby, body begins to stretch out, large head compared to body |
| How do babies change in appearance between birth and 6-months? (six months) | eyes begin to work together, eye color develops, rapid increase in body length, and chest circumference is > head |
| List reflexes that all newborns have | Palmar (grasping) reflex, plantar (grasping) reflex, Babinski reflex, Moro (startle) reflex, Walking reflex |
| Palmar (grasping) reflex | newborns fingers tighten around objects placed in palm. Grasp is strong enough to lift them into a sitting position |
| plantar (grasping) reflex | Newborn toes tighten around any object when the ball of the foot is stroked. Disappears between 8-15 months |
| Babinski reflex | toes fan out if outside of the sole is stroked from heel to toe. Ends at about one year |
| Moro (startle) reflex | pulls arms out and back when startled |
| Walking reflex | when their feet touch a solid surface, their feet alternate. Ends at about 3-4 months |
| Explain the second progression of development (proximodistal) | proximodistal: -control goes from trunk, arms, hands, to fingers; extends to hips, legs, feet, then toes; helps to move about |
| What do you know about Vygotsky’s Sociocultural Theory of Development | -children's thinking changes as they develop -children learn mainly through interactions with others within their culture -culture and social environment in which a child is reared, determines how a child will think and the skills they will develop |
| What does perception all involve? | -Organizing information that comes through the senses (size, smell, feel, color, texture) -The way a person reacts to different sensory experiences -How fast the brain organizes information (telling the difference between “b” and “d” faster) |
| Explain the first substage of the sensorimotor stage (Piaget) | Birth to 1 month (Practicing): -babies find stimulation through inborn reflexes such as sucking and grasping -babies practice these, making them strong and efficient |
| Explain the second substage of the sensorimotor stage (Piaget) | 1 to 4 months (Primary Circular Reaction): -babies use voluntary actions that come from the reflexes, such as sucking at will -adapt these actions, such as sucking with more force for nourishment and with less force for pleasure |
| Explain the third substage of the sensorimotor stage (Piaget) | 4 to 8 Months (Secondary Circular Reactions): -babies notice some responses to their actions such as crying brings a parent closer and kicking makes the mobile bounce (cause and effect). -babies can imitate some actions of others |
| Explain the fourth substage of the sensorimotor stage (Piaget) | 8 to 12 months (Coordination of secondary circular reactions): -babies begin to have goals (ex. wanting a toy) -babies problem solve by combining at least two actions, such as crawling toward a toy and then grasping it -babies use tools to attain goals |
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user-1971261