Chapter 1
Chapter 3
Learning Objectives
The Newborn
• Know the name and significance of each newborn reflex.
• List the components of the Apgar scale and describe what the scale tells us about the newborn.
• Describe the information about the newborn that can be learned from the Brazelton Neonatal Behavioral Assessment Scale.
• List and describe the four newborn states.
• Describe the three different types of crying found in newborns.
• Describe the pattern of REM and non-REM sleep found in the newborn.
• List and describe the factors associated with sudden infant death syndrome (SIDS).
• Describe the dimensions of temperament.
• Describe cross-cultural differences in temperament.
• Explain how temperament is influenced by heredity and environment.
• Explain the stability of temperament across childhood.
Physical Development
• Describe the pattern of growth seen in children from birth to two years of age.
• Know how average size and normal size differ from each other.
• Describe the advantages of bottle-feeding and breast-feeding.
• Describe how eating habits change during the first two years of life.
• Describe the effects of malnutrition on growth in young children.
• Explain why it is important to combine changes in diet and parent training when treating malnutrition in children.
• List and describe the parts of neurons.
• Describe the structure and various functions of parts of the brain such as the cerebral cortex, hemispheres, and the corpus callosum.
• Describe the development of the brain throughout prenatal development and the first few years after birth.
• Describe the functions of the left and right hemispheres and the frontal lobe of the brain.
• Describe the various methods that are used to study the functions of the brain.
• Describe neuroplasticity.
Moving and Grasping: Early Motor Skills
• Describe some of the important developments that lead to the ability to maintain balance and eventually walk.
• Explain dynamic systems theory and the difference between differentiation and integration.
• Describe how practice is related to motor development.
• Describe the development of running and hopping.
• Describe the development of fine motor skills from simple grasping in the newborn to the ability to eat with a spoon in a two-year-old.
• Describe the development of handedness from about six months of age until kindergarten.
• Explain how both heredity and environment influence the development of handedness.
Coming to Know the World: Perception
• Describe the newborn’s sense of smell and taste.
• Describe the newborn’s sense of touch and pain, and how we infer these feelings.
• Describe infants’ hearing, perception of music, perception of pitch, differentiation of speech sounds, and localization of sound.
• Explain how infants’ visual acuity is assessed.
• Describe the development of color perception.
• Describe the differences in the reactions of non-crawling and crawling infants when they are placed on the “deep” side of the visual cliff.
• Describe the various cues used to infer depth, including kinetic cues, visual expansion, motion parallax, retinal disparity, pictorial cues, linear perspective, and texture gradient.
• Describe how infants perceive objects.
• Explain how researchers can tell if infants can integrate information from vision and touch.
• Describe the importance of intersensory redundancy in infants’ perception.
Becoming Self-Aware
• Explain when self-recognition appears and how it is measured.
• Describe how saying “mine” while playing with toys is related to self-awareness.
• Describe the characteristics of young children’s self-concepts.
• Define theory of mind and describe its three phases in preschool children.
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