User talk:Finereach/Developmental Psychology

Introduction

This is a bold edit I am working on (talk ref) because I think the article needs some work (talk ref).

Changes already made to the main article

• Moved section on habituation from Stages of development/Infancy to Research Methods/Infancy because the former was too long and the latter empty.
• References cited for Infancy section
• Removed list of primitive reflexes
• Replaced content on physical development with psychological development.
• Removed content relating to things not to do during pregnancy.
• Added links to infant cognitive development and pre- and perinatal psychology

The changes made to my edit, and rationale are as follows.

• Added Event Related Potentials as research method.
• Stimulation check.
• Move list of theories and remove main theories discussed.
  • Harlow - added a note explaining (needs checking)
• Remove folk psychology
  • Level of stimulation required : need to change to examples of stimulation required - neglected / unstimulated children - part of environment.
• Remove old-fashioned psychological terms
  • Participants not subjects.
• Remove section on parenting WP:Undue
• Removed sensorimotor stages and summarised.
• Summarise the detail to habituation.
• Summarise nature/nurture.

Changes intended but not yet implemented:

• Remove html comment from Stages of development section.
• No research cited in early childhood and childhood sections. (talk ref)
• Physiology cognitive and social
• Gruber 1977
• Intelligence
• Methods Infants Near infrared spectroscopy
• Critical period should be mentioned and Genie (feral child)
• theory of mind should be added

Snippets cut from existing article

Embryology

The prenatal development of human beings is viewed in three separate stages, which are not the same as the trimesters of a woman's pregnancy:

1. Germinal (conception through week 2)
2. Embryonic (weeks 3 through 8)
3. Fetal (week 9 through birth)

The germinal stage begins when a sperm penetrates an egg in the act of conception (normally the result of sexual intercourse between a man and a woman). At this point a zygote is formed. Through the process of mitosis, the cells divide and double.

The embryonic stage occurs once the zygote has firmly implanted itself in the uterine wall. It is in this stage that the vital organs are formed, and while the external body is still extremely dissimilar from an adult human, some features such as eyes and arms, and eventually ears and feet, become recognizable.

The fetal period is the pre-natal period when the brain has its greatest development, becoming more and more complex over the last few months.

During pregnancy there is a risk to the developing child from drugs and other teratogens, spousal abuse and other stress on the mother, nutrition and the age of the mother. Genetic testing prior to pregnancy is also increasingly available. Three methods of determining fetal defects and health include the ultrasound, amniocentesis, and chorionic villus sampling. Although difficult, some methods of treating fetal disorders have been developed, both surgical and drug based.

Reflexes

Infants have a wide variety of reflexes, some of which are permanent (blinking, gagging), and others transient in nature. Some have obvious purposes, some are clearly vestigial, and some do not have obvious purposes. Primitive reflexes reappear in adults under certain conditions, such as neurological conditions like dementia or traumatic lesions. A partial list of infantile reflexes includes:

• Moro reflex or startle reflex:
  1. Startle
  2. spreading out the arms (adduction)
  3. unspreading the arms (abduction)
  4. Crying (usually)
• Tonic neck reflex or fencer's reflex
• Rooting reflex, sucking reflex, suckling reflex: can be initiated by scratching the infant's cheek; the reaction is pursing of the lips for sucking.
• Stepping reflex, step-up reflex: can be initiated if you support the infant upright from its armpits below a given surface so the baby lifts its foot and steps up on the surface (like climbing a stair).
• Grasp reflex: can be initiated by scratching the infant's palm.
• Parachute reflex: the infant is suspended by the trunk and suddenly lowered as if falling for an instant. The child spontaneously throws out the arms as a protective mechanism. The parachute reflex appears before the onset of walking.
• Plantar reflex or Babinski reflex: a finger is stroked firmly down the outer edge of the baby's sole; the toes spread and extend out.

Piaget's sensorimotor stages

Merge to Theory_of_cognitive_development

• The first sub-stage occurs from birth to six weeks and is associated primarily with the development of reflexes. Three primary reflexes are described by Piaget: sucking of objects in the mouth, following moving or interesting objects with the eyes, and closing of the hand when an object makes contact with the palm (palmar grasp). Over these first six weeks of life, these reflexes begin to become voluntary actions; for example, the palmar reflex becomes intentional grasping. (Gruber and Vaneche, 1977).
• The second sub-stage occurs from six weeks to four months and is associated primarily with the development of habits. Primary circular reactions or repeating of an action involving only ones own body begin. An example of this type of reaction would involve something like an infant repeating the motion of passing their hand before their face. Also at this phase, passive reactions, caused by classical or operant conditioning, can begin (Gruber et al., 1977).
• The third sub-stage occurs from four to nine months and is associated primarily with the development of coordination between vision and prehension. Three new abilities occur at this stage: intentional grasping for a desired object, secondary circular reactions, and differentiations between ends and means. At this stage, infants will intentionally grasp the air in the direction of a desired object, often to the amusement of friends and family. Secondary circular reactions, or the repetition of an action involving an external object occur begin; for example, moving a switch to turn on a light repeatedly. The differentiation between means also occurs. This is perhaps one of the most important stages of a child's growth as it signifies the dawn of logic (Gruber et al., 1977). Towards the late part of this sub-stage infants begin to have a sense of object permanence, passing the A-not-B error test.
• The fourth sub-stage occurs from nine to twelve months and is associated primarily with the development of logic and the coordination between means and ends. This is an extremely important stage of development, holding what Piaget calls the "first proper intelligence." Also, this stage marks the beginning of goal orientation, the deliberate planning of steps to meet an objective (Gruber et al. 1977).
• The fifth sub-stage occurs from twelve to eighteen months and is associated primarily with the discovery of new means to meet goals. Piaget describes the child at this juncture as the "young scientist," conducting pseudo-experiments to discover new methods of meeting challenges (Gruber et al. 1977).
• The sixth sub-stage is associated primarily with the beginnings of insight, or true creativity. This marks the passage into the preoperational stage.

Folk psychology

While no agreement has yet been reached regarding the level of stimulation an infant requires, a normal level of stimulation is very important, and a lack of stimulation and affection can result in learning difficulties and a host of other developmental and social disorders Some feel that classical music, particularly Mozart is good for an infant's mind. While some tentative research has shown it to be helpful to older children, no conclusive evidence is available involving infants.

The majority of a newborn infant's time is spent in sleep. At first this sleep is evenly spread throughout the day and night, but after a couple of months, infants generally become diurnal.

Infants can be seen to have 6 states, grouped into pairs:

• quiet sleep and active sleep (dreaming, when REM occurs)
• quiet waking, and active waking
• fussing and crying

Infants respond to stimuli differently in these different states.

Terrible twos

Socially, toddlers are little people attempting to become independent at this stage, which they are commonly called the " terrible twos". They walk, talk, use the toilet, and get food for themselves. Self-control begins to develop. If taking the initiative to explore, experiment, risk mistakes in trying new things, and test their limits is encouraged by the caretaker(s) the child will become autonomous, self-reliant, and confident. If the caretaker is overprotective or disapproving of independent actions, the toddler may begin to doubt their abilities and feel ashamed for the desire for independence. The child's autonomic development will be inhibited, and be less prepared to successfully deal with the world in the future.

Wildly varying psychologists

Developmental psychologists vary widely in their assessment of infant psychology, and the influence the outside world has upon it, but certain aspects are relatively clear .

Parenting

See also: Parenting

In Western developed societies, mothers (and women generally) were emphasized to the exclusion of other caregivers, particularly as the traditional role of the father was more the breadwinner, and less the direct caregiver of an infant, he has been traditionally viewed as impacting an infant indirectly through interactions with the mother of the child.

The emphasis of study has shifted to the primary caregiver (regardless of gender or biological relation), as well as all persons directly or indirectly influencing the child (the family system). The roles of the mother and father are more significant than first thought as we moved into the concept of primary caregiver.

Affirming a role for fathers, studies have shown that children as young as 15 months benefit significantly from substantial engagement with their father. In particular, a study in the U.S.A. and New Zealand found the presence of the natural father was the most significant factor in reducing rates of early sexual activity and rates of teenage pregnancy in girls. Covariate factors used included early conduct problems, maternal age at first childbirth, race, maternal education, father's occupational status, family living standards, family life stress, early mother-child interaction, measures of psychosocial adjustment and educational achievement, school qualifications, mood disorder, anxiety disorder, suicide attempts, violent offending, and conduct disorder. Further research has found fathers have an impact on child academic performance, including involved nonresident fathers. However, father absence is associated with a range of negative outcomes for children, including child and later criminal behavior.