Bài giảng Human Development - Chapter 4 Infancy and Parenting

4-1Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentChapter 4Infancy and ParentingThe child arrives into a repository of resources for learningThe family is a complex, constructed ecology Each family has its own stories, meanings, preoccupationsThe child is born into this complex environmentRelationships are multi-dimensional Ancestors may be present through photographs and remembrancesPlace offers a physical and social environmentClimateCultural expectationsLocal traditions, laws, communityCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development4-2Becoming a parentIs becoming a parent a human right?Should aspiring parents have enough resources to support a child before becoming pregnant?Planning for pregnancy has only been possible since the birth control “pill” arrived in the 1960sConception outside the woman’s body is possible, but not guaranteed to workAssisted human reproduction raises numerous issuesMany pregnancies are unplannedCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development4-3Genetic originsAll living cells contain deoxyribonucleic acid (DNA)DNA carries the genetic messages which tell the cells how to behaveEach cell has half its genes from the father, and half from the motherAll human cells have 23 pairs of chromosomesCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development4-4ConceptionConception is the meeting of a half string of chromosomes from the mother and a half string from the fatherMeiosis germ cells (ovum or sperm)Chromosomes separate from their pair string.sperm + ovum conception (embryo)The embryo embeds in the wall of the uterusSuccessful? The mother is pregnant!Cells continue to divide and multiplyCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development4-5Pregnancy/ gestationNormally 38 weeks from conceptionThree trimestersDifferent developments in each trimesterThere are critical periods for development in each trimesterInterference from teratogens can divert the course of normal development if contact at the critical period for a particular developmentTeratogen: an agent or factor causing malformation in the foetusKnown teratogens include thalidomide, alcohol, rubellaCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development4-6Physiological development in first two yearsEach child follows a unique timetableNormative developmental timetables should be treated as information rather than directivesGross motor development: rolling over, crawling, walkingSocial development: relating to othersCognitive development: the beginning of intelligenceTemperament: research suggests that some babies are born “easy”, some are less soCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development4-7A secure emotional start Erikson: Trust or mistrust is the psychosocial taskDeveloped through trust-worthy caregivers:Regular and quality of feedingAttentionWarmthConstant careParents’ attention and quality of interactions can help to develop social skillsTurn-takingAwareness of othersImitation Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development4-8Basics of learningVision: develops in first weeksHearing: voice recognition Reflexes are the first basis of learning: Startle reactions to sudden noise Sucking reflexGraspingCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development4-9Piaget’s theory of cognitive development: overviewAll learning begins with actions and reactionsFour learning periods in child development:Sensori-motorPre-operationalConcrete operationalFormal operational(See chapter 1 pp.11-14)Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development4-10Piaget’s theory of cognitive development: sensori-motor periodChildren develop an understanding of the world by building up patterns of interactionThese patterns he called schemas (or schemata)A schema is a set of actionsSix substages in this period (see pp. 120-121)Each substage characterised by a different form of thinkingFeedback from the environment is crucial to this form of repetitive learningCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development4-11Piaget’s theory of cognitive development: object permanencePiaget’s genius was in noticing that children’s thinking is not the same as adults’At each different stage, the form of children’s thinking or problem-solving ability changesThe child understands more and more about causal relationships in the physical worldEarly on, the child does not understand that when you cannot see something or someone, they may still be thereBy 18 months to 2 years, the child will search for desirable objects when they are hidden from viewCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development4-12Conditions for early learningA reliable environmentCarers who are responsiveBuilding up trust, which in turn allows for further exploration of the environmentNot experiencing these conditions can result in learned helplessnessNo response, or harmful or inconsistent responsesThe child will not try to operate on its environmentErikson’s theory suggests that empathic relationships are the basis for healthy child developmentCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development4-13Understanding what talk is aboutAt first, babies babble with a broad range of sounds By the end of the first year, they only babble using the sounds of the language(s) they hear around themMany children begin to talk around 15-18 monthsUnderstanding (receptive language) develops earlier than the ability to produce speechInitially, children use single wordsThen, telegraphic speechChildren pick up “rules” and experiment with themCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development4-14Theories of language acquisitionNature, or nurture?Chomsky: Language acquisition device (LAD)Children’s brains are hard-wired to produce languageLearning is too quick to support a purely nurture explanationCurrent theory: The way carers interact with very young children is important modelling (e.g. turn-taking, paying attention)Children will use the resources available to them within their environmentCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development4-15