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.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download