chapter 3 notes 2

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Student Activity 3.5: Testing for Object Permanence Using Handout 3-3 , ask students to perform Piaget’s object permanence exercises with two or more infants of varying ages (i.e., from a daycare center, nieces or nephews, perhaps their own children). Students should share their findings with the class Student Activity 3.6: Speaking Piaget’s Language: Assimilation and Accommodation Students often have a difficult time grasping the distinction between Piaget’s terms assimilation and accommodation . To help them gain an understanding of these terms, divide your class into groups and have them think of examples of assimilation and accommodation in an infant’s development. Then ask the groups to make a list of examples of these concepts at work in their own adult lives. Use Handout 3-4 for this exercise. Ask representatives from each group to present their examples to the entire class. Student Activity 3.8: Observing Attachment Behaviors If you can, arrange to have several infants brought to class with their parents. It is helpful to have a range of ages from early infancy to 2 years old. Have your students observe as you approach each infant and interact with her or him. Your students should write down their observations, paying special attention to emotions, attachment behaviors, and differences between infants based on age, sex, and perhaps temperament. You can also talk to the parents about their babies’ personalities. Afterward, discuss with the class what they discovered about observing infants. Handout 3-6 can be used during this activity. Student Activity 3.9: Observing Infants’ Emotions Parenting techniques can help (or hinder) an infant’s ability to regulate her or his emotions. Parents whose children learn to manage their emotions employ several strategies:  Parents try to soothe fussy or distressed infants under 18 months by holding them, talking to them, and trying to distract their attention from upsetting events.  By the time a child is 2 years old, parents begin to introduce them to novel and unfamiliar events, including stressful situations. While leading their children into uncomfortable circumstances, the parents remain close by as a safe base for their children to return to if emotions get too difficult to handle. Your students may enjoy the opportunity to observe several infants and compare their personalities. They can ask friends, neighbors, or relatives for permission to watch their infants, or students can visit a local daycare center. Handout 3-6 is relevant to this activity. Student Activity 3.10: Think About It Students can either discuss in class or write a short essay to answer the following questions:  Can fathers provide the same quality of care that mothers provide? How can fathers promote attachment with their infants?

 Using Erikson’s stage of trust versus mistrust as a model, explain the seemingly contradictory behavior of toddlers who gleefully and independently run away when called to eat or go to bed, yet cling to parents when tired or frightened.  Explain why the emotions of embarrassment, guilt, contempt, pride, and empathy are not evident in infants until they are nearly 2 years old.

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