week 1 - introduction
Wednesday, April 7, 2021 5:32 AM
Importance of early years: Ability to learn, feelings of self worth, sense of competence, and
capacity to love and care for others.
Competent learners: ability to make connections through genetics and environment in order
contribute to their own development through active exploration
Relationship-based approach: constructive, caring relationships consisting of respectful
responses from others to infants that positively impact their sense of security, self-worth, se
confidence, and motivation to learn. The response from adults is sensitive and caring.
Importance: studies show young infants and adults feel safe and secure with th
mothers, fathers, and teachers.
- Feel less stressed
- Can express and control emotions in healthy ways (self-regulation)
- Experience higher levels of self-worth
- Have more reciprocal and diverse friendships
- Expect less hostile responses from peers
- More cooperative and compliant and are less resistant with their special
caregivers
- Demonstrate fewer behaviour problems at three years of age
- Experience improved relationships between parents and children
- Better able to problem solve
Infants feel secure when:
- Adults are contingently responsive and affectionate
- Sensitive to children's needs and distress
- Emotionally available
- Supportive of children's self-directed activities and autonomy
Resiliency factors: factors that aid in developing resilience
• Personal factors
• Environmental factors
Risk Factors
• Relationship factors
- Poor nutrition
- Biological risks (low birth wei
Irreducible Needs of Children
injury, health)
1. Ongoing nurturing relationships
- Poverty
2. Physical protection, safety, and regulation
- Parents with addiction
3. Experiences tailored to individual differences
- Parents in extreme stress
4. Developmentally appropriate experiences
- Neglect or abuse
5. Limit setting, structure, and expectations
- Parents medical problems
6. Stable communities and cultural continuity
- Low parent education levels
7. Adults to protect the future
- Moving frequently
, - Poor nutrition
- Biological risks (low birth wei
Irreducible Needs of Children
injury, health)
1. Ongoing nurturing relationships
- Poverty
2. Physical protection, safety, and regulation
- Parents with addiction
3. Experiences tailored to individual differences
- Parents in extreme stress
4. Developmentally appropriate experiences
- Neglect or abuse
5. Limit setting, structure, and expectations
- Parents medical problems
6. Stable communities and cultural continuity
- Low parent education levels
7. Adults to protect the future
- Moving frequently
- Parent incarcerated
Theories: Emotional Development - Harsh physical punishment
- Lack of social supports for the
1. Erikson's psychosocial conflicts - A community with a high rate
violence
• Birth to 18 months: Trust vs Mistrust - Unemployment
• 18 months to 3 years: Autonomy vs - Lack of quality child care
Doubt and Shame - Lack of access to health care
2. Maslow's hierarchy of human needs
3. Attachment theory
- John Bowlby and Mary Ainsworth
- Children use the relationship with a
in order to feel safe and explore and
Theories: Cognitive Development
1. Vygotsky's sociocultural theory
- Interpsychological level: children experience their
culture through interacting with their special adults and
peers
- Intrapsychological level: these social experiments then
become apart of how the child thinks and acts
- A child's culture influences their beliefs, use of language,
social attitudes, skills, and priorities
2. Piaget's constructivist theory
3. Bandura's social learning/social
- Children are actively constructing their cognitive theory
own knowledge and testing theories - Imitation is a primary way that you
- Sensorimotor (birth - 2 years): motor children learn and cultures are
actions for exploration transmitted from one generation t
, - A child's culture influences their beliefs, use of language,
social attitudes, skills, and priorities
2. Piaget's constructivist theory
3. Bandura's social learning/social
- Children are actively constructing their cognitive theory
own knowledge and testing theories - Imitation is a primary way that you
- Sensorimotor (birth - 2 years): motor children learn and cultures are
actions for exploration transmitted from one generation t
- Preoperational (3-7 years): use of another
symbols, language, magical thinking and - Bandura emphasizes how children
pretend play decided who and when to imitate,
showing that imitation is not a rote
Schemas: mental structures of current but rather a decision-making proce
understanding of the world
Assimilation: using existing schemas to
understand new experiences 4. Spelke's core knowledge
Accommodation: creating new schemas - Proposes distinctive domains of
when existing ones fail to explain the knowledge
information ○ Language
Equilibrium: schema and information ○ Objects
are in balance ○ People
Disequilibrium: schema are not ○ Other living things
adequate for the information - Children learn to categorize using
perception and function
Theories: Motor Development
1. Adolph's learning to move to move
Theories: Language Development
- Movement requires
○ Overcoming gravity
1. Kuhl's perceptual mapping
○ Strength to support her/his
model
own weight - Infants are able to figure out the
○ Balancing and coordinating
structure of language in the first
body part
year of life before they can speak
○ Readjusting to constantly
- They map the major components
changing skills, size, and
of language - sounds, words,
environments
intonation, rules
- The skills and judgement needed
moment to moment require the child
2. Social interaction theory
to constantly be learning rather than
- The social environment interacts
one particular solution
with biology to influence language
development
- Children need responsive
interactions with adults and
opportunities to communicate
Core Knowledge
, one particular solution
with biology to influence language
development
- Children need responsive
interactions with adults and
opportunities to communicate
Core Knowledge
• Understanding objects
- How will they move?
- Object permanence
- Differences between liquid and solid
• Understanding people - Gravity
- Behaviour is intentional - Concept of ownership
- Theory of mind: understanding of the relations
between mind and behaviour • Understanding living things
○ People can have different desires, beliefs, - Movement
states of knowledge - Growth
- Internal parts
- Inheritance
- Illness
- Healing
,week 2 - genetics and prenatal development
Wednesday, April 7, 2021 7:05 AM
Genetics: nucleus holds DNA in the form of 46 chromosomes, humans inherit 23
chromosomes from their father and 23 chromosomes from their mother. In total, 22 pairs
autosomes and 1 pair of sex chromosomes. Each set of 46 chromosomes carries around 2500
genes that come in different forms called alleles.
• Dominant allele male female
- Expressed in human XY XX
- Chemical instructions are followed
- Can be seen in both homozygous (Nn) and
heterozygous (NN)
• Recessive allele
- If paired with a dominant, trait will not be
expressed
- Only expression when alleles are homozygous (nn)
Atypical development
1. Genetic disorders
- Rare and inherited through recessive, do
or sex chromosomes
- E.g. sickle cell disease, hemophilia
2. Abnormal number of chromosomes
- More common and happens by having an
missing, or damaged chromosomes
- E.g. down syndrome, XXX syndrome
Epigenetics: genes are affected by early experi
Hormones secreted in response to positive or
experiences give genes directions about weath
turn or express themselves
- Genotype vs Phenotype
Prenatal Development: First Trimester
- A time of cells rapidly multiplying
1. Ovum and sperm combine 23 chromosomes
each to create a cell with a new set of 46
chromosomes
2. Cell begins rapid division
3. Implants in uterine wall
4. Placenta and amniotic sac develop
, Prenatal Development: First Trimester
- A time of cells rapidly multiplying
1. Ovum and sperm combine 23 chromosomes
each to create a cell with a new set of 46
chromosomes
2. Cell begins rapid division
3. Implants in uterine wall
4. Placenta and amniotic sac develop
5. Differentiate into blood cells, liver cells, nerve
cells, and so forth
6. Neural tubes and nervous system form
7. External features such as eyes, ears, arms,
legs, and internal organs have begun to form
• If one of the first cells is damaged, that
damage will be replicated over and over as
the cells divide and multiply
Prenatal Development: Second Trimester
- A time of growth and development
- The fetus grows to about 15 inches and
weighs about 2 pounds 11 ounces
- The fetus is active about half the time and
the mother can sometimes feel the movement
- The heartbeat and sometimes even crying can
be heard with a lithoscope
Prenatal Development: Third Trimester
- The fetus could survive a premature birth,
but the potential for complication is high
- Organs continue to develop and fetus grows
- The brain is rapidly developing, perhaps in
part stimulated by movement, light,
temperature changes, and sounds
- Listening to the voices of her family, she may
be learning the sounds of her families
language
Periods of the Zygote: weeks 1-2
1. Begins with fertilization, ends when the
fertilized egg (zygote) implants into the
uterine wall
2. Within hours of fertilization the zygote divides
for the first time, then again every 12 hours
3. Grows rapidly through cell division
4. Travels along the fallopian tube to the uterus Periods of the Fetus: weeks 9-38
5. Implantation into the uterine wall takes about - Growth
one week
Wednesday, April 7, 2021 5:32 AM
Importance of early years: Ability to learn, feelings of self worth, sense of competence, and
capacity to love and care for others.
Competent learners: ability to make connections through genetics and environment in order
contribute to their own development through active exploration
Relationship-based approach: constructive, caring relationships consisting of respectful
responses from others to infants that positively impact their sense of security, self-worth, se
confidence, and motivation to learn. The response from adults is sensitive and caring.
Importance: studies show young infants and adults feel safe and secure with th
mothers, fathers, and teachers.
- Feel less stressed
- Can express and control emotions in healthy ways (self-regulation)
- Experience higher levels of self-worth
- Have more reciprocal and diverse friendships
- Expect less hostile responses from peers
- More cooperative and compliant and are less resistant with their special
caregivers
- Demonstrate fewer behaviour problems at three years of age
- Experience improved relationships between parents and children
- Better able to problem solve
Infants feel secure when:
- Adults are contingently responsive and affectionate
- Sensitive to children's needs and distress
- Emotionally available
- Supportive of children's self-directed activities and autonomy
Resiliency factors: factors that aid in developing resilience
• Personal factors
• Environmental factors
Risk Factors
• Relationship factors
- Poor nutrition
- Biological risks (low birth wei
Irreducible Needs of Children
injury, health)
1. Ongoing nurturing relationships
- Poverty
2. Physical protection, safety, and regulation
- Parents with addiction
3. Experiences tailored to individual differences
- Parents in extreme stress
4. Developmentally appropriate experiences
- Neglect or abuse
5. Limit setting, structure, and expectations
- Parents medical problems
6. Stable communities and cultural continuity
- Low parent education levels
7. Adults to protect the future
- Moving frequently
, - Poor nutrition
- Biological risks (low birth wei
Irreducible Needs of Children
injury, health)
1. Ongoing nurturing relationships
- Poverty
2. Physical protection, safety, and regulation
- Parents with addiction
3. Experiences tailored to individual differences
- Parents in extreme stress
4. Developmentally appropriate experiences
- Neglect or abuse
5. Limit setting, structure, and expectations
- Parents medical problems
6. Stable communities and cultural continuity
- Low parent education levels
7. Adults to protect the future
- Moving frequently
- Parent incarcerated
Theories: Emotional Development - Harsh physical punishment
- Lack of social supports for the
1. Erikson's psychosocial conflicts - A community with a high rate
violence
• Birth to 18 months: Trust vs Mistrust - Unemployment
• 18 months to 3 years: Autonomy vs - Lack of quality child care
Doubt and Shame - Lack of access to health care
2. Maslow's hierarchy of human needs
3. Attachment theory
- John Bowlby and Mary Ainsworth
- Children use the relationship with a
in order to feel safe and explore and
Theories: Cognitive Development
1. Vygotsky's sociocultural theory
- Interpsychological level: children experience their
culture through interacting with their special adults and
peers
- Intrapsychological level: these social experiments then
become apart of how the child thinks and acts
- A child's culture influences their beliefs, use of language,
social attitudes, skills, and priorities
2. Piaget's constructivist theory
3. Bandura's social learning/social
- Children are actively constructing their cognitive theory
own knowledge and testing theories - Imitation is a primary way that you
- Sensorimotor (birth - 2 years): motor children learn and cultures are
actions for exploration transmitted from one generation t
, - A child's culture influences their beliefs, use of language,
social attitudes, skills, and priorities
2. Piaget's constructivist theory
3. Bandura's social learning/social
- Children are actively constructing their cognitive theory
own knowledge and testing theories - Imitation is a primary way that you
- Sensorimotor (birth - 2 years): motor children learn and cultures are
actions for exploration transmitted from one generation t
- Preoperational (3-7 years): use of another
symbols, language, magical thinking and - Bandura emphasizes how children
pretend play decided who and when to imitate,
showing that imitation is not a rote
Schemas: mental structures of current but rather a decision-making proce
understanding of the world
Assimilation: using existing schemas to
understand new experiences 4. Spelke's core knowledge
Accommodation: creating new schemas - Proposes distinctive domains of
when existing ones fail to explain the knowledge
information ○ Language
Equilibrium: schema and information ○ Objects
are in balance ○ People
Disequilibrium: schema are not ○ Other living things
adequate for the information - Children learn to categorize using
perception and function
Theories: Motor Development
1. Adolph's learning to move to move
Theories: Language Development
- Movement requires
○ Overcoming gravity
1. Kuhl's perceptual mapping
○ Strength to support her/his
model
own weight - Infants are able to figure out the
○ Balancing and coordinating
structure of language in the first
body part
year of life before they can speak
○ Readjusting to constantly
- They map the major components
changing skills, size, and
of language - sounds, words,
environments
intonation, rules
- The skills and judgement needed
moment to moment require the child
2. Social interaction theory
to constantly be learning rather than
- The social environment interacts
one particular solution
with biology to influence language
development
- Children need responsive
interactions with adults and
opportunities to communicate
Core Knowledge
, one particular solution
with biology to influence language
development
- Children need responsive
interactions with adults and
opportunities to communicate
Core Knowledge
• Understanding objects
- How will they move?
- Object permanence
- Differences between liquid and solid
• Understanding people - Gravity
- Behaviour is intentional - Concept of ownership
- Theory of mind: understanding of the relations
between mind and behaviour • Understanding living things
○ People can have different desires, beliefs, - Movement
states of knowledge - Growth
- Internal parts
- Inheritance
- Illness
- Healing
,week 2 - genetics and prenatal development
Wednesday, April 7, 2021 7:05 AM
Genetics: nucleus holds DNA in the form of 46 chromosomes, humans inherit 23
chromosomes from their father and 23 chromosomes from their mother. In total, 22 pairs
autosomes and 1 pair of sex chromosomes. Each set of 46 chromosomes carries around 2500
genes that come in different forms called alleles.
• Dominant allele male female
- Expressed in human XY XX
- Chemical instructions are followed
- Can be seen in both homozygous (Nn) and
heterozygous (NN)
• Recessive allele
- If paired with a dominant, trait will not be
expressed
- Only expression when alleles are homozygous (nn)
Atypical development
1. Genetic disorders
- Rare and inherited through recessive, do
or sex chromosomes
- E.g. sickle cell disease, hemophilia
2. Abnormal number of chromosomes
- More common and happens by having an
missing, or damaged chromosomes
- E.g. down syndrome, XXX syndrome
Epigenetics: genes are affected by early experi
Hormones secreted in response to positive or
experiences give genes directions about weath
turn or express themselves
- Genotype vs Phenotype
Prenatal Development: First Trimester
- A time of cells rapidly multiplying
1. Ovum and sperm combine 23 chromosomes
each to create a cell with a new set of 46
chromosomes
2. Cell begins rapid division
3. Implants in uterine wall
4. Placenta and amniotic sac develop
, Prenatal Development: First Trimester
- A time of cells rapidly multiplying
1. Ovum and sperm combine 23 chromosomes
each to create a cell with a new set of 46
chromosomes
2. Cell begins rapid division
3. Implants in uterine wall
4. Placenta and amniotic sac develop
5. Differentiate into blood cells, liver cells, nerve
cells, and so forth
6. Neural tubes and nervous system form
7. External features such as eyes, ears, arms,
legs, and internal organs have begun to form
• If one of the first cells is damaged, that
damage will be replicated over and over as
the cells divide and multiply
Prenatal Development: Second Trimester
- A time of growth and development
- The fetus grows to about 15 inches and
weighs about 2 pounds 11 ounces
- The fetus is active about half the time and
the mother can sometimes feel the movement
- The heartbeat and sometimes even crying can
be heard with a lithoscope
Prenatal Development: Third Trimester
- The fetus could survive a premature birth,
but the potential for complication is high
- Organs continue to develop and fetus grows
- The brain is rapidly developing, perhaps in
part stimulated by movement, light,
temperature changes, and sounds
- Listening to the voices of her family, she may
be learning the sounds of her families
language
Periods of the Zygote: weeks 1-2
1. Begins with fertilization, ends when the
fertilized egg (zygote) implants into the
uterine wall
2. Within hours of fertilization the zygote divides
for the first time, then again every 12 hours
3. Grows rapidly through cell division
4. Travels along the fallopian tube to the uterus Periods of the Fetus: weeks 9-38
5. Implantation into the uterine wall takes about - Growth
one week
