Chapter 5/infantcy

• schemas
• assimilation
• accomodation
• language acquisition

• must be read to daily
• comforted
• safe
• one consistant caregiver

• sets of propositions that serve to structure information
• 1) schemas condense info from environment (figure out who mommy is)
• 2) Schemas structure info by grouping strings of unique stimuli into sets of similar experiences to reveal linkages between different stimuli which is called chunking. THUNSTOFAM
• 3)Schemas construct an explanation for what we are perceiving. (seeing another woman with my man, cousins?)

• 1) condense information form the enviornment (figure out who mommy is)
• 2)structure information by grouping strings of unique stimuli into sets of similar experiences to reveal linkages between different stimuli (chunking) THUNSTOFAM
• 3) construct an explanation for what we are perceiving (another woman walking with my man)

did all of his work on thinking of infants

the infant receives a stimuli and is able to incorporate it into an existing schema. The file cabnet in the brain. A cat has a tail and meows.

the infant receives a stimulus that does not fit his/her existing schema, so s/he must create a new schema for that information. A panda bear is moved from bear family to raccoon family of file cabnets

John Locke

• 1) imitation - fuck fuck fuck fuck
• 2) reading -
• 3) continued comprehension of language rules - correcting grammer by saying it correctly not rudely

DAILY

• children must be read to daily
• must be comforted
• must be safe
• must have atleast 1 consistant caregiver

• attachment
• attunement

an emotional bond between a child and his/her caregiver

the ability to be "in tune" with the emotions of a child and reflect those emotions back to the child appropriately

• kids aren't born knowing feelings
• kindergarden teachers reflect back emotions like " when we are mad, we do not hit"

• 1)secure attachment - baby cries to stranger and responds to mom
• 2)ambivialent attachment - baby cries to both people They are not fully attached, thinking you will leave them
• 3)Avoidant attachment - responds to neither, not attached to mom, no stable attachment

baby cries to stranger and responds to mother

baby cries to both people, they are not fully attached. thinking that their person of attachment may leave. No secure attachment

responds to neither, not attached to mom or stranger, nothing bothers them, no stable attachment

tell your child that you are going to move and have them watch you so that they know where the new "home base" is

Intersted in attachment gone wrong. researched juvy ofenders. wrote 40 Juvy thieves in 1946

infantcy and childhood is an important for mental health as are vitamins and proteins are for physical health. Attachment is important for correct development of a child. emotional and mental needs are met thru love and time

• monkey studies
• attachment is not based upon feeding. Your child needs more attention then just meals.

learned helplessness - dog with electricity on the floor

children soon learn that their efforts are not changing the situation. Learned helplessness leads to depression and other mental illnesses. You have to be carefull how you respond to people

• breastfeed minimum of first 3 years
• to keep mom very close, touching
• nursing relationships is important because it delivers what brain research shows is crtitcal for proper development

• reduction of stimuli
• i.e. thumb sucking, blanket edger, teddy bear, rocking themselves, leg rubbing, skin rubbing, humming

• security = the child needs to know that you are coming back i.e. from daycare, you have to pick them up when you say your going to.
• Secure base = the child needs to be sure that you will be in the same place when s/he comes back. Never go anywhere without letting them know and watch you.