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CDLT
EXAM
| Question | Answer |
|---|---|
| 📘 LU3: PRENATAL DEVELOPMENT (DETAILED EXAM NOTES) | |
| --- | |
| 🟦 What is Prenatal Development? | |
| Prenatal development refers to the period of growth and development from **conception until birth**. It is one of the most important stages of development because the foundations for physical growth, brain development and future health are established dur | |
| Prenatal development occurs in three stages: | |
| * Fertilisation occurs. | |
| * A zygote is formed. | |
| * Rapid cell division takes place. | |
| * The zygote travels to the uterus and implants itself in the uterine wall. | |
| When a sperm fertilises an egg, a single-celled zygote is formed, which begins dividing rapidly. | |
| --- | |
| This is the most critical stage because major body structures begin forming. | |
| Development includes: | |
| ✔ Brain development | |
| ✔ Heart formation | |
| ✔ Nervous system development | |
| ✔ Formation of limbs | |
| --- | |
| By the end of this stage, the embryo has developing arms, legs and major organs. | |
| --- | |
| The embryo is now called a foetus. | |
| Growth becomes rapid and body systems mature. | |
| Development includes: | |
| ✔ Brain growth | |
| ✔ Weight gain | |
| ✔ Movement | |
| ✔ Development of senses | |
| ✔ Preparation for birth | |
| --- | |
| The foetus begins kicking, moving and responding to sounds. | |
| --- | |
| 🎯 LO1: Explain the Four Behavioural States of the Foetus | |
| Researchers have identified four behavioural states that describe patterns of activity in the foetus. | |
| --- | |
| ✔ No eye movements | |
| ✔ Very little movement | |
| ✔ Stable heart rate | |
| ✔ Resting state | |
| Allows energy conservation and supports healthy development. | |
| --- | |
| ✔ Rapid Eye Movements (REM) | |
| ✔ Frequent movement | |
| ✔ Variable heart rate | |
| Believed to support brain development and nervous system maturation. | |
| --- | |
| ✔ Eyes open | |
| ✔ Little body movement | |
| ✔ Stable heart rate | |
| Foetus is alert but calm. | |
| --- | |
| ✔ Eyes open | |
| ✔ Vigorous movement | |
| ✔ Variable heart rate | |
| Represents a highly active and responsive state. | |
| --- | |
| 🎯 LO3: Explain Why Maternal Stress and Anxiety are Risks for the Developing Foetus | |
| Maternal stress and anxiety refer to emotional strain experienced by a pregnant woman. | |
| Examples include: | |
| * Depression | |
| * Anxiety disorders | |
| * Financial stress | |
| * Family conflict | |
| * Trauma | |
| --- | |
| When a mother experiences stress: | |
| ⬆️ Cortisol levels increase. | |
| ⬇️ | |
| Stress hormones cross the placenta. | |
| ⬇️ | |
| Foetal development may be affected. | |
| --- | |
| Babies may be born smaller than expected. | |
| --- | |
| Increased risk of being born before 37 weeks. | |
| --- | |
| Foetal growth may be slower. | |
| --- | |
| Children may later experience: | |
| * Anxiety | |
| * Attention problems | |
| * Behavioural difficulties | |
| --- | |
| Maternal stress and anxiety are important prenatal risk factors because they increase the production of stress hormones such as cortisol. These hormones can cross the placenta and negatively affect the developing foetus. High levels of prenatal stress may | |
| --- | |
| 🎯 LO4: Explain Teratogens | |
| Teratogens are environmental agents that can cause harm to the developing foetus. | |
| These substances interfere with normal prenatal development and may result in permanent damage. | |
| --- | |
| Causes Foetal Alcohol Spectrum Disorder (FASD). | |
| --- | |
| Can cause growth and respiratory problems. | |
| --- | |
| May damage physical and brain development. | |
| --- | |
| Examples: | |
| * HIV | |
| * Rubella | |
| --- | |
| Examples: | |
| * Lead | |
| * Mercury | |
| * Pesticides | |
| --- | |
| ❌ Birth defects | |
| ❌ Brain damage | |
| ❌ Developmental delays | |
| ❌ Learning difficulties | |
| ❌ Miscarriage | |
| ❌ Stillbirth | |
| --- | |
| 🍺 Foetal Alcohol Spectrum Disorder (FASD) | |
| FASD refers to a group of conditions caused by alcohol exposure during pregnancy. | |
| Alcohol passes through the placenta and directly affects the developing foetus. | |
| --- | |
| * Low birth weight | |
| * Poor physical growth | |
| --- | |
| * Small eye openings | |
| * Thin upper lip | |
| * Flattened mid-face | |
| --- | |
| Damage to the developing nervous system. | |
| --- | |
| Children may experience: | |
| * Learning difficulties | |
| * Poor memory | |
| * Delayed language development | |
| * Poor concentration | |
| * Academic challenges | |
| --- | |
| Children may show: | |
| * Hyperactivity | |
| * Impulsivity | |
| * Emotional difficulties | |
| * Social problems | |
| --- | |
| South Africa has some of the highest reported rates of FASD globally. | |
| FASD is therefore an important educational and health concern. | |
| --- | |
| 🚬 Fatal Tobacco Syndrome (FTS) | |
| FTS refers to the harmful effects of tobacco exposure during pregnancy. | |
| The main harmful substances are: | |
| * Nicotine | |
| * Carbon monoxide | |
| * Toxic chemicals | |
| --- | |
| Nicotine narrows blood vessels. | |
| ⬇️ | |
| Less oxygen reaches the foetus. | |
| ⬇️ | |
| Growth and development are affected. | |
| --- | |
| Babies are often born smaller. | |
| --- | |
| Higher risk of early delivery. | |
| --- | |
| Poor lung development and breathing difficulties. | |
| --- | |
| Children may experience: | |
| * Attention problems | |
| * Learning difficulties | |
| * Delayed development | |
| --- | |
| * Hyperactivity | |
| * Poor concentration | |
| * Behavioural difficulties | |
| --- | |
| 📊 Difference Between FASD and FTS | |
| | 🍺 FASD | 🚬 FTS | | |
| | --------------------------- | --------------------------- | | |
| | Caused by alcohol | Caused by tobacco | | |
| | Direct brain damage | Reduced oxygen supply | | |
| | Facial abnormalities common | Respiratory problems common | | |
| | Learning difficulties | Attention difficulties | | |
| | Behavioural problems | Behavioural problems | | |
| --- | |
| 🎯 LU3 EXAM QUESTION | |
| Include: | |
| ✔ Definition of teratogens | |
| ✔ Alcohol | |
| ✔ Tobacco | |
| ✔ FASD | |
| ✔ FTS | |
| ✔ Developmental consequences | |
| --- | |
| 📘 LU4: INFANCY (0–2 YEARS) | |
| --- | |
| 🎯 LO1: Sensorimotor Stage (Piaget) | |
| According to **👤 Jean Piaget**, the Sensorimotor Stage occurs from birth to 2 years. | |
| Infants learn through: | |
| * Sensory experiences | |
| * Physical actions | |
| * Exploration | |
| --- | |
| Reflexes dominate behaviour. | |
| Examples: | |
| * Sucking | |
| * Rooting | |
| * Grasping | |
| --- | |
| Babies repeat pleasurable actions involving their own bodies. | |
| Example: | |
| Thumb sucking. | |
| --- | |
| Focus shifts to external objects. | |
| Example: | |
| Repeatedly shaking a rattle. | |
| --- | |
| Intentional behaviour develops. | |
| Example: | |
| Moving a blanket to reach a toy. | |
| --- | |
| Experimentation begins. | |
| Example: | |
| Dropping different objects to observe what happens. | |
| --- | |
| Ability to think about objects mentally. | |
| Example: | |
| Searching for a toy hidden earlier. | |
| --- | |
| 🧸 Object Permanence | |
| Object permanence is the understanding that objects continue to exist even when hidden from view. | |
| A child searches for a toy hidden beneath a blanket. | |
| --- | |
| 🎯 LO2: A-not-B Error | |
| The infant searches in the old location (A) rather than the new location (B). | |
| A toy hidden under Cushion B is still searched for under Cushion A. | |
| --- | |
| 🎯 LO3: Critique of Piaget | |
| Researchers argue that: | |
| ✔ Infants understand more than Piaget believed. | |
| ✔ Object permanence develops earlier. | |
| ✔ Memory limitations influence performance. | |
| --- | |
| 🎯 LO4: Rovee-Collier Experiment | |
| A ribbon connected a baby's foot to a mobile. | |
| Baby kicks. | |
| ➡️ Mobile moves. | |
| Baby learns the connection. | |
| --- | |
| ✔ Learning | |
| ✔ Memory | |
| ✔ Operant conditioning | |
| --- | |
| 🎯 LO5: Bruner's Scaffolding | |
| Temporary support provided by a more knowledgeable person. | |
| A parent helps a child complete a puzzle and gradually removes assistance. | |
| ✔ Learning | |
| ✔ Confidence | |
| ✔ Independence | |
| --- | |
| 🎯 LO7: Language Learning Environment | |
| Children learn language through: | |
| 🗣️ Social interaction | |
| 📖 Books | |
| 💬 Conversation | |
| 🔁 Repetition | |
| 👨👩👧 Responsive caregivers | |
| --- | |
| 🎯 LO8: Chomsky's Theory | |
| Children are biologically prepared to learn language. | |
| ✔ Innate language ability | |
| ✔ Natural grammar acquisition | |
| ✔ Language exposure activates learning | |
| --- | |
| 🎯 LO11: Attachment and Attachment Styles | |
| Bowlby believed attachment is an emotional bond that promotes survival and healthy development. | |
| --- | |
| ✔ Emotional security | |
| ✔ Cognitive development | |
| ✔ Social development | |
| ✔ Emotional regulation | |
| ✔ Exploration | |
| --- | |
| * Child explores confidently. | |
| * Distressed when caregiver leaves. | |
| * Comforted when caregiver returns. | |
| **Outcome:** Healthy emotional and social development. | |
| --- | |
| * Avoids caregiver. | |
| * Little distress during separation. | |
| **Outcome:** Difficulty expressing emotions and forming close relationships. | |
| --- | |
| * Very distressed during separation. | |
| * Difficult to comfort. | |
| **Outcome:** Anxiety and dependency in relationships. | |
| --- | |
| * Confused and fearful behaviour. | |
| * No clear attachment pattern. | |
| **Outcome:** Greater risk of emotional and behavioural problems. | |
| --- | |
| 🌟 MOST IMPORTANT EXAM TOPICS | |
| ⭐⭐⭐⭐⭐ Maternal Stress & Anxiety | |
| ⭐⭐⭐⭐⭐ Teratogens | |
| ⭐⭐⭐⭐⭐ FASD | |
| ⭐⭐⭐⭐ FTS | |
| ⭐⭐⭐⭐ Four Behavioural States | |
| --- | |
| ⭐⭐⭐⭐⭐ Sensorimotor Stage | |
| ⭐⭐⭐⭐⭐ Object Permanence | |
| ⭐⭐⭐⭐⭐ A-not-B Error | |
| ⭐⭐⭐⭐ Rovee-Collier | |
| ⭐⭐⭐⭐ Scaffolding | |
| ⭐⭐⭐⭐ Chomsky (LAD) | |
| ⭐⭐⭐⭐⭐ Attachment & Attachment Styles | |
| These are the LU3 and LU4 topics you should be able to define, explain, discuss, compare, and apply in paragraph answers for the exam. 📚✅ | |
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