CDFR 3002 1st Edition Exam #2 Study Guide Chapters: 7 - 11Chapter 7 - Object Permanence: By 8 or 9 months, babies have learned that people and objects are separate from them and exist even when they are not seen; this term is essential to the concept of a coherent world (pg. 218) - Colic: When healthy babies cry more than 3 hours a day for more than 3 days a week for more than 3 weeks, they are said to have colic; no one knows what causes it, and it may be the highest end of normal crying behavior, as it has the same pattern of increasing after birth, peaking at 6 weeks, and decreasing at 3 months (pg. 227) - Secure Base: Although attached to parents, children move off, using parents as secure bases for exploration in the world (pg. 221) - Safe Haven: Cuddle Cure by Dr. Harvey Karp: (pg. 214) o Swaddlingo Side/Stomach Position for Holding the Child:o Providing a Shhhh Sound That Duplicates Noises in the Womb Helps Babies o Swinging or Some Form of Rhythmic Motion o Sucking on a Pacifier or Breast or Finger Characteristics That Help Prevent Outbursts: (Powerpoint) o Fewest Outbursts Tolerant, Positive Home Realistic Expectations  Children are Seen as Independent and Curious  Anticipated Problems Helped Children transition  Consistent Daily Routines  Form When Conflict Arose Attachment Styles (Model of Self and Others) (Powerpoint) o Secure Attachment: Comfortable with Intimacy and Autonomy (Positive Model of Self and Positive Model of Others) o Preoccupied Attachment: Overly Dependent (Negative Model of Self and Positive Model of Others) o Dismissing Attachment: Counter-dependent (Positive Model of Self and Negative Model of Others)o Fearful Attachment: Socially Avoidant (Negative Model of Self and Negative Model of Others) Developmental Expectations (Powerpoint) o Physical and Neurophysical:  3 Months: Increase in Cortical and Subcortical Neural Pathways; Improves Senses and Coordination; Voluntary Behaviors Replace Reflexes; Babies are More Awake  7-9 Months: Increase in Motor Area; Helps Babies Sit, Crawl, and Walk  18-24 Months: Rapid Advances in Language; Development of Representational Thought o Intellectual 3 Months: Learn from Actions of Their Own Bodies; Reach for Objects in Own Environment 7-9 Months: Object Permanence  18-24 Months: Representational Thought – Symbols and Mental Images; Pretend, Imaginary Play o Language  3 Months: Cooing, Babbling, Repetition of Syllables (Ma-Ma, Da-Da)  10 Months: Attach Words to Objects That Interest Them – Parents Advance Language By Labeling These Objects  18-24 Months: Pay Attention to the Speaker’s Objects/Interests 4 Main Tasks for Parents of Infants (Powerpoint) o Nurturant Caregiving: Provide Food, Shelter, Warmth and Affection o Social Caregiving: Interact with Infants; Hugging, Playing, Soothingo Material Caregiving: Provide Baby with Opportunities for Exploration and Stimulation o Didactic Caregiving: Provide Information; Help Child Interact with Outside World Ways to Promote Self-Regulation (Powerpoint) o Encourage Compliance: Model Good Behaviors; Establish Daily Routines; Use Preventative Actions; Talk about Rules and Reasons for Them o Establish Ruleso Understand Child’s Temperament o Play, Reading, Fun Chapter 8 - Manipulative Tantrum: Some children use tantrums to manipulate the parents into getting then what they want; Distracting the child, ignoring the outburst, and sending the child to his or her room are all techniques for handling that kind of tantrum (pg. 263) - Temperamental Tantrum: In the more intense temperamental tantrum, children seem out of control; some aspect of their temperament has been violated and they are reacting to that (pg. 263)- Nightmares: Scary dreams that occur during light REM (rapid eye movement) sleep, and they result in full awakening, often with the child’s having some memory of the dream; the child will call and want comfort (pg. 260) - Night Terrors: Often still asleep/happen shortly after bed; Parents should let the child remain asleep; Shouldn’t bring it to child’s attention (Powerpoint) Developmental Expectations (Powerpoint) o Physical/Neurophysiological: Brain is “pruned” during puberty o Intellectual: Increased Attention Span; Increased Memory; Children ask as many as 70-90 questions an hour; Mastery Motivation – A strong desire to investigate objects and problems and achieve mastery of them o Language: 50 words at 18 months; 10,000 words at age 6; Transition from 2 word sentences to complex sentences with clauses; parents increase vocabulary/intellectual performance; verbal skills in preschool predict verbal IQ and reading skills in 3rd grade o Emotional: Self evaluative emotions begin to develop; Self-conscious; Orientation – Global Performance vs. Specific Learning  Global Performance: failure and success reflect their value as a person  Specific Learning: Success or failure is a single action that did or did not succeed; failure means they need more practice/information; they believe they can learn with greater effort or new strategies Gender Roles (Powerpoint) o Mother Typically involved in:- More caregiving activities - More nurturing activities  Gender Differences - More responsive to irritable sons - Talk more to daughters o Father Direct  Assertive Play - More boisterous, assertive, aggressive, noncompliant Sibling Rivalry (Powerpoint) o Reduce jealousy  Each child is unique  Each child is important  Do not compare children  Do not use one child’s behavior to humiliate the other Treat all children the same - Misbehavior involves all children Chapter 9 - Entity View of Ability: When parents view ability as an internal and unchangeable quality that children have or lack, termed an “entity view of ability”, children adopt the same view and lack confidence that they can improve and remedy their problems; they believe failure means they lack ability (pg. 276) - Incremental View of Ability: When parents believe ability develops in small steps as one learns skills and practices, the “incremental view of ability”, children see that developing new skills and exerting more effort remedy learning problems (pg. 276) - Interpretive Stage of Parenting (Galinsky): Parents share facts and information; help child interpret theworld; teach values and guide behavior (Powerpoint) Developmental Stages (Powerpoint & pg. 274) o Physical: In elementary school years,