a presentation of the topic of prenatal development.inside the classroom

2. Prenatal development is usually
divided into three main periods.
 Zygote -
 covers the first two weeks after conception
 ends when the zygote implants into the wall of
the mother's uterus.
 Embryo -
 from two to eight weeks following conception
 the major organs and bodily systems form
 Fetus
 from eight weeks after conception until birth
 grows tremendously in size and weight.
Messinger

3. Zygotic cell differentiation
Messinger

4. From zygote to embryo
Messinger

5. Prenatal behavioral
development
 9 weeks - movement
 16 weeks - frowning, grimacing
 25 weeks - moves to drumbeat
 26 weeks - remembers sounds
 32 weeks - all brain areas functioning
 34 weeks - can habituate
Messinger

6. Erikson’s Psychosocial Theory
 8 Stages of man
 Each stage includes:
○ Significant relationship
○ Psychosocial crisis
○ Potential positive or negative outcome
 Disagreement on ages of stages, even among
contemporaries

7. Basic Learning
Processes in
Infancy
• I’m learning by • When the dog
watching what barked, I used to get
scared.
others do.
• After a few days, the
dog’s barking didn’t
bother me.
Through my I can think,
experiences perceive, or
—repetition, Observational
Habituation
react to my
study, Learning environmen
practice and t in a new
observations, way.
I can learn. Learning
Operant Classical
Conditioning Conditioning
• Response- I like to push
buttons as part of my
exploring and sometimes I
turn off the TV. • When you show me a ball
• Consequence- Mommy (CS), at first it means
laughs and says, ―no!‖
nothing. I enjoy interacting
• Result-I like it when
mommy laughs, so I’m with my mom. (UCS). You
going to turn off the TV play ball with me. When I
again. What I’ve really learned, I see the ball, I know I’m
going to have fun (CR)
Shaffer, D.R., &Kipp, K. (2010). Developmental won’t forget. If I do, then I
psychology: childhood & adolescence . Belmont,
didn’t really ―learn‖ it.

8. Operant Conditioning
―Cool Operator‖ and the learning process
 Operant Conditioning
 Learner first emits a response
 Associates this action with the pleasant or unpleasant
consequences it produces.
 Memory (Hayne &Rovee-Collier, 1995)
 The length of time an infant is able to recognize and recall a
previously learned task increases according to age (2 month old
infants- 3 days vs. 3 month old infants- 1 week)
 Reminders helped infants
 Context-dependant
 Social Significance of Early Operant Conditioning
 Infant action
 Seeks positive reaction from caring adult
 Example- smiling infant (action) receives a positive reaction from
an adult who smiles in return (reaction)
Shaffer, D.R., &Kipp, K. (2010).
Developmental psychology: childhood &
adolescence. Belmont, CA: Wadsworth.

10. Observational Learning
―I see, I learn‖
 Learning that results from observing the behavior of others
 Cognitive form of observational learning:
 Observer attends carefully to the model
 Constructs symbolic representations (images or verbal summaries of the
model’s behavior)
 Albert Bandura’s Social Cognitive Theory (pg 49)
 Observational Learning
○ Attention- the learner observes
○ Retention- retain by creating symbolic representations
○ Reproduction- converts images into action
○ Motivation- reinforcement or punishment
 Deferred Imitation
 Intentionally repeats behaviors: secondary circular reactions and
coordination of secondary schemes- 8-12 months (Piaget, 1951)
 By age 9 months, some infants can imitate very simple acts up to 24
hours after they first observe them (Meltzoff, 1988c)
Shaffer, D.R., &Kipp, K. (2010). Developmental psychology: childhood
& adolescence. Belmont, CA: Wadsworth.

12. Attachment
 An emotional tie with another
person; shown in young children
by their seeking closeness to the
caregiver and showing distress
in separation.

13. Factors of Attachment
Body Contact
Familiarity
Responsive Parenting

14. Body Contact
 Itwas first assumed that infants
became attached to those who
satisfied their need for
nourishment.
Then this guy came along……..

15. The Eight Stages
 Stage 3- Pre-school
- 3-6 years
- Family
- Initiative vs. Guilt
+ Purpose,direction
- Ruthless, inhibition
 Stage 4- School child
- 6-12 years
- Neighborhood, school, family
- Industry vs. inferiority
+ Competence, initiation
- Narrow character, low motivation

16. The Eight Stages
 Stage 5- Adolescent
- 12-20 years
- Peer group
- Identity vs. role confusion
+ Self
certainty, fidelity
- Withdrawal, fanaticism
“Who am I?”
– Experimentation of different roles to find one most
suitable or comfortable
– Assimilating morals learned as a child to ethnics
needed as adults (ChildStudy.net)

17. The Eight Stages
 Stage 6- Young adulthood
- Friends, co-workers, sexual partners
- Intimacy vs. isolation
 Stage 7- Middle adulthood
- Family (partner, children),
community
- Generosity vs. self absorption
 Stage 8- Late adulthood
- Society, the world community
- Integrity vs. despair

18. Application of Erikson’s Theory
 Stage 4 (school age)
 Hands on projects
 Increasing influence
○ Encourage sense of accomplishment and self worth
○ Finding the natural talents of individuals
○ Stressing the importance of individual success

19. Infancy Learning Objectives
 Students will become familiar with two of the
four basic learning processes in infancy.
 You will know you have learned the processes
if you can explain and teach to another
student:
 Learning (the big picture)
 Operant conditioning (cool operator)
 Observational learning (I see, I learn)
 You will learn these two learning processes by:
 Reviewing the terms (look for the terms)
 Observing two videos and looking for the features of
operant conditioning and observational learning
 Summarizing what you’ve learning to a classmate

20. REFERENCES
Charlesworth, R. (2008.). Understanding child development : for adults who work with young children
. Clifton Park, N.Y. : Thomson Delmar Learning, .
Puckett, M. ,. ((2007)). Understanding infant behavior. St. Paul, MN:: Redleaf Press.
Shaffer, D. &. ((2010). ). Developmental psychology: childhood & adolescence . Belmont,: CA:
Wadsworth.
Trawick-Smith, J. W. (c2010.). Early childhood development : a multicultural perspective / Jeffrey
Trawick-Smith. chicago: auckland press.
http://www.psych.umn.edu/psylabs/mtfs/special.htm (Charlesworth, 2008.)