Infancy (0-3)

• DEVELOPMENT TESTS FOR INFANTS

  • Bayley-III developmental test designed to assess children from 1 month to 3½ years
  • indicate a child’s competencies in each of five developmental areas: cognitive, language, motor, social-emotional, and adaptive behavior
• Developmental Quotient (DQ) are most commonly used for early detection of EMOTIONAL DISTURBANCE, SENSORY, NEUROLOGICAL and ENVIRONMENTAL DEFICITS and can help parents and professionals plan for a child’s needs.
• Home Observation for Measurement of the Environment (HOME)

  • Instrument to measure the influence of the home environment on children’s cognitive growth
  • trained observers interview the primary caregiver and rate on a yes-or-no checklist the intellectual stimulation and support observed in a child’s home
• SCHEMAS

  Piaget’s term for organized patterns of thought and behavior used in particular situations.
• CIRCULAR REACTIONS

  • Piaget’s term for processes by which an infant learns to reproduce desired occurrences originally discovered by chance
• REPRESENTATIONAL ABILITY

  Piaget’s term for capacity to store mental images or symbols of objects and events
• SUBSTAGES IN SENSORIMOTOR STAGE

  • Substage 1 Use of Reflex neonates practice their reflexes and DO NOT coordinate information from their senses
  • Substage 2 Primary Circular Reactions: purposely repeat a pleasurable bodily sensation first achieved by chance they FOCUS ON BODY rather than external
  • Substage 3 Secondary Circular reactions: Intentionally (not goal-directed) repeat actions to get rewarding results BEYOND the INFANT’S OWN BODY
• SUBSTAGES IN SENSORIMOTOR STAGE

  • Substage 4 Coordination marks the development of complex, goal-directed behavior, They try out, modify, and coordinate previous schemes to find one that works
  • Substage 5 Tertiary Circular reactions babies begin to experiment to see what will happen (little scientist) use of trial and error to attain goals
  • Substage 6 Mental Combinations They can think about actions before taking them and try out solutions in their mind no longer have to go through laborious trial and error
• Object Permanence is Piaget’s term for the understanding that a person or object still exists when out of sight
• visible imitation imitation that uses body parts such as hands or feet that babies can see DEVELOP FIRST and is then followed by invisible imitation imitation that involves parts of the body that babies cannot see at 9 months
• DEFERRED IMITATION is Piaget’s term for reproduction of an observed behavior after the passage of time by calling up a stored symbol of it
• Habituation is a type of learning in which repeated or continuous exposure to a stimulus reduces attention to that stimulus
• CLASSIC THEORIES OF LANGUAGE ACQUISITION

  • Operant Conditioning: babies utter sounds at random. Caregivers reinforce the sounds that happen to resemble adult speech. Infant repeat reinforced sounds.
  • Social Learning: babies imitate the sounds they hear adults make and, again, are reinforced for doing so
  • Nativism (Chomsky): children have INBORN language acquisition device (LAD) a perceptual “tuning rods” that allows them to pick up characteristics of speech easily. (NATURE)
• SEQUENCE OF EARLY LANGUAGE DEVELOPMENT

  • PRE LINGUISTIC SPEECH includes crying, cooing, babbling, and accidental and deliberate imitation of sounds without understanding their meaning
  • PERCEIVING LANGUAGE SOUNDS AND STRUCTURE ability to perceive subtle differences between sounds (Phonemes)
  • GESTURE before babies can speak they gesture
  • FIRST WORDS (Linguistic Speech)
  • FIRST SENTENCES
• PRE LINGUISTIC SPEECH

  • Crying is a NEWBORN’s first means of communication
  • Cooing (between 6-3 months)- baby expression of happiness, squealing, gurgling, and making vowel sounds like “ahhh"
  • Babbling(6-10 months)- repeating consonant-vowel strings, such as “ma-ma-ma-ma” (OFTEN MISTAKEN AS BABY’S FIRST WORD)
  • Imitation
• INFANT GESTURE

  • By 12 mos: conventional social gestures for example, waving bye-bye
  • By 13 mos: more elaborate representational gestures; for example, holding an empty cup to the mouth to indicate thirst.
  • Toddlers: Gesture-word combinations to serve as a signal that a child is about to begin using multi word sentences
• FIRST SENTENCES

  • typically deal with everyday events, things, people, or activities.
  • use of telegraphic speech Ex. “want juice” instead of “i want juice”
  • Between 20 and 30 months, children show increasing competence in syntax
  • By age 3, speech is fluent, longer, and more complex
• Code Mixing Use of elements of two languages, sometimes in the same utterance, by young children in households where both languages are spoken
• Code Switching bilingual children's ability to shift from one language to another to match the situation.
• DEAF BABIES

  • Learn sign language in much the same fashion and in the same sequence as hearing infants learn speech
  • Hand babbling imitate the sign language they see their parents using, first stringing together meaningless motions and then repeating them over and over
• CHARACTERISTICS OF EARLY SPEECH

  • Telegraphic speech "no drink milk!"
  • Overregularization “Daddy goed to the store”
  • Underextending For Lisa, her dog, and only her dog, is a “doggy.”
  • Overextending Brian thought that because his grandfather had gray hair, all gray-haired men could be called “Gampa.”
• newborn babies who showed more activity in the parietal regions of the brain had better declarative memory and auditory comprehension at 15 months.
• Brain activation on the left temporal and parietal lobes in toddlers: LARGE VOCAB
• Child-directed Speech (Parantes/Motherese) is a form of speech often used in talking to babies or toddlers; includes slow, simplified speech, a high-pitched tone, exaggerated vowel sounds, short words and sentences, and much repetition