298 Unit 3 Infancy Copyright Goodheart-Willcox Co., Inc. Chapter 10 Review and Assessment Vocabulary Activities 1. In teams, play picture charades to identify each of the following terms. Write the terms on separate slips of paper and put the slips into a basket. Choose a team member to be the sketcher. The sketcher pulls a term from the basket and creates quick drawings or graphics to represent the term until the team guesses the term. Rotate turns as sketcher until the team identifies all terms. Key Terms age-appropriate behaviors (10.1) anxiety (10.1) attachment (10.1) attachment behaviors (10.1) co-regulation (10.2) disposition (10.1) emotions (10.1) high-reactive infants (10.1) low-reactive infants (10.1) self-awareness (10.2) separation anxiety (10.1) temperament (10.1) trust versus mistrust (10.2) unconditional love (10.2) 2. Work with a partner to write the definitions of the following terms based on your current understanding before reading the chapter. Then pair up with another team to discuss your definitions and any discrepancies. Finally, discuss the definitions with the class and ask your instructor for necessary correction or clarification. Academic Terms inadvertently (10.2) intrusive (10.1) overtures (10.2) precedes (10.1) predictor (10.2) proximity (10.2) psychosocial (10.2) siblings (10.1) Critical Thinking 3. Compare and contrast. Review the three aspects of social-emotional development described in this text. Then, working with a partner, compare and contrast these three aspects. How are they alike? How are they different? Give concrete examples of each aspect. 4. Evaluate. Babies’ temperaments often shape their personalities. How would you describe your temperament? Have you had these characteristics for a long time? Do others in your family have the same temperament? 5. Draw conclusions. Write four infant-adult scenarios that illustrate each of the four emotions infants develop in the first year. Then, trade papers with a partner. Draw conclusions about what emotions are being depicted in your partner’s scenarios. After you have finished, discuss your answers. 6. Cause and effect. Feelings of mistrust and vulnerability in infancy can affect a child over the course of his or her life. How do you think feelings of mistrust surface in adults? 7. Analyze. Working with a partner, take turns explaining why interactions with caregivers are so important for infants’ social-emotional development. Cite evidence from your textbook and create a compelling argument. 8. Determine. Some parents believe babies can be spoiled if people hold or soothe them when they do not have physical needs. Based on what you have read in this chapter, do you agree with this assessment? Explain why or why not. 9. Make inferences. Why do you think infant-adult interactions are described in terms of “serving and responding”? If you were to create your own catchphrase to describe the dynamic of positive infant-adult relationships, what would it be? 10. Compare and contrast. Create a list of ten parental behaviors that inhibit attachment and ten parental behaviors that encourage attachment. Then, compare and contrast these behaviors. Write a short essay explaining what makes these parental behaviors positive or negative. 11. Identify. List ten attachment behaviors, both positive and negative. Then, trade papers with a partner and identify the behaviors your partner listed as indicative of weak or strong attachment. Core Skills 12. Technology. In small groups, create a video tutorial on handling and interacting with high- reactive babies. Write a three-minute screenplay about two new parents caring for a high-reactive baby. In your video tutorial, demonstrate proper techniques for holding infants and for soothing fussy or crying infants. Also, include a section about what parents should not do, and demonstrate those behaviors. After you have composed your screenplay, practice and then film your video tutorial. Present your tutorial to the class.