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==Important concepts== | ==Important concepts== | ||
| − | Genes, the environment, and the interaction of these two forces each play a large role in cognitive development. This '''transactional model of child development''', is the prevailing paradigm, stressing the dynamic interplay between individual- (genes, experience) and contextual-level (aspects of environment, culture) factors (Lewis) | + | Genes, the environment, and the interaction of these two forces each play a large role in cognitive development. This '''transactional model of child development''', is the prevailing paradigm, stressing the dynamic interplay between individual- (genes, experience) and contextual-level (aspects of environment, culture) factors. (Lewis) |
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| + | ==5 stages of Infant/Toddler development== | ||
| + | ===1 - Prenatal period=== | ||
| + | |||
| + | ===2 - Infant 0-2 mo=== | ||
| + | Infants at this stage are able to track moving objects. | ||
| + | |||
| + | ===3 - Infant 3-7 mo=== | ||
| + | * The stage is characterized by increasing '''social reciprocity'''. | ||
| + | * '''Separation anxiety''' emerges at 6-8mo, peaks at about 14 to 18 months and subsequently declines. | ||
| + | * '''Object permanence''' is developed in the second half of this stage. This allows mental representations of people and objects, and a subsequent distinction between parents and strangers. | ||
| + | '''Stranger anxiety''' appears at about 8 months, peaks at about 24 months, and steadily declines thereafter. | ||
| + | * At around 12 mo, trial-and-error problem solving begins to replace conditioned response learning | ||
| + | |||
| + | |||
| + | |||
| + | ===4 - Toddler 7-18 mo=== | ||
| + | A sense of '''intersubjectivity''' (the understanding that one's thought, feelings, gestures, and sounds can be understood by others) is first to develop, leading to communicative gesturing. | ||
| + | |||
| + | |||
| + | ===5 - Toddler 18-36 mo=== | ||
[[Category:Development]] | [[Category:Development]] | ||
Revision as of 20:03, 25 July 2012
Contents
Introduction
This article covers important concepts in early development and attachment. For development of a school-age child and adolescents see corresponding articles. Brain and CNS maturation is addressed in a dedicated article as well.
Important concepts
Genes, the environment, and the interaction of these two forces each play a large role in cognitive development. This transactional model of child development, is the prevailing paradigm, stressing the dynamic interplay between individual- (genes, experience) and contextual-level (aspects of environment, culture) factors. (Lewis)
5 stages of Infant/Toddler development
1 - Prenatal period
2 - Infant 0-2 mo
Infants at this stage are able to track moving objects.
3 - Infant 3-7 mo
- The stage is characterized by increasing social reciprocity.
- Separation anxiety emerges at 6-8mo, peaks at about 14 to 18 months and subsequently declines.
- Object permanence is developed in the second half of this stage. This allows mental representations of people and objects, and a subsequent distinction between parents and strangers.
Stranger anxiety appears at about 8 months, peaks at about 24 months, and steadily declines thereafter.
- At around 12 mo, trial-and-error problem solving begins to replace conditioned response learning
4 - Toddler 7-18 mo
A sense of intersubjectivity (the understanding that one's thought, feelings, gestures, and sounds can be understood by others) is first to develop, leading to communicative gesturing.