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PYB203 > 2. Development in Infancy > Flashcards

2. Development in Infancy Flashcards

1
Q

when does infancy begin and end?

A

begins at birth and ends around second birthday

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2
Q

how is infancy compared to other parts of the life span?

A

more rapid growth and more discontinuity

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3
Q

what is the predictability of the developmental changes in infancy?

A

most predictable stage in the life span both in timing and in nature

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4
Q

what senses has a new born developed?

A

tough, smell, taste and hearring

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5
Q

what sense is the newborn yet to develop?

A

vision

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6
Q

describe the sense of touch in a newborn.

A

Reflexes are present prenatally and responsive to touch, so the newborn’s acute tough and pain sensitive are no surprise

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7
Q

describe the sense of smell in a newborn

A

Newborn’s olfactory (smell) sensitivity is highly acute. They can distinguish the smell of their own mother’s milk from that of other nursing mothers (MadFarlane, 1975)

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8
Q

describe the sense of taste in a newborn

A

Foetuses have a keen sense of taste and swallow more amniotic fluid if it is sweetened: after birth a preference for sweet flavours remains

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9
Q

describe the sense of hearing in a newborn

A

Foetuses have acute hearing. At birth there is a temporary decline owing to the fluid in the inner ear, but this usually clears in a few days. One-month-olds can distinguish fine sound contrasts such as ‘bah’ versus ‘pah’ (Eimas et al, 1971)

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10
Q

describe the sense of vision in a newborn

A

the newborn’s visual organs and muscles are immature, precluding gaze control and focus. Visual acuity reaches the adult (20/20) level at age 6 months

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11
Q

what are the survival reflexes in an infant?

A

breathing reflex, Rooting reflex, sucking reflex, swallowing reflex

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12
Q

describe the breathing reflex

A

repetitive inhalation and expiration

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13
Q

describe the development of the breathing reflex

A

permanent, although becomes partly voluntary

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14
Q

describe the significance of the breathing reflex

A

provides oxygen and expels carbon dioxide

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15
Q

describe the rooting reflex

A

turning of cheek in direction of touch

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16
Q

describe the development of the rooting reflex

A

weaken and disappears by 6 months

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17
Q

describe the significance of the rooting reflex

A

orients child to breast or bottle

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18
Q

describe the sucking reflex

A

strong sucking motions with throat, mouth and tongue

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19
Q

describe the development of the sucking reflex

A

gradually comes under voluntary control

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20
Q

describe the significance of the sucking reflex

A

allows child to drink

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21
Q

describe the swallowing reflex

A

swallowing motions in throat

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22
Q

describe the development of the swallowing reflex

A

permanent, although becomes partly voluntary

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23
Q

describe the significance of the swallowing reflex

A

allows child to take in food and avoid choking

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24
Q

what are the primitive reflexes in infants?

A

moro reflex, graspin reflex, stepping reflex

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25
Q

describe the moro reflex

A

In response to loud noise, child throws arms outward, arches back, then brings arms together as if to hold something

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26
Q

describe the development of the moro reflex

A

arm movements and arching disappear by six months, but startle reaction persists for life

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27
Q

describe the significance of the moro reflex

A

indications normal development of the nervous system

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28
Q

describe the grasping reflex

A

curling fingers around any small object put into palm

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29
Q

describe the development of the grasping reflex

A

disappears by 3 months; voluntary grasping appears by around 6 months

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30
Q

describe the significance of the grasping reflex

A

indicates normal development of nervous system

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31
Q

describe the stepping reflex

A

if held upright, infant lifts leg as if to step

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32
Q

describe the development of the stepping reflex

A

disappears by 8 weeks, but later if practiced

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33
Q

describe the significance of the stepping reflex

A

indicates normal development of nervous system

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34
Q

what are motor skills

A

voluntary movements of the body or parts of the body

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35
Q

what are gross motor skills

A

movement of large muscles - arms, legs and torse

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36
Q

what are fine motor skills

A

movement of small muscles such as fingers, toes

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37
Q

what are the two trends that motor development follows?

A

cephalocaudal and proximodistal

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38
Q

what is cephalocaudal

A

motor development from head to tail

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39
Q

what is proximodistal

A

motor development from near to far

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40
Q

what is the main action a healthy child can do at 1 month old?

A

chin up

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41
Q

what is the main action a healthy child can do at 2 months

A

lifts head 45 degrees

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42
Q

what is the main action a healthy child can do at 3 months

A

grasp a rattle

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43
Q

what is the main action a healthy child can do at 4 months

A

Sits propped with head steady

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44
Q

what is the main action a healthy child can do at 5 months

A

rolls over

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45
Q

what is the main action a healthy child can do at 6 months

A

sits in highchair without propping

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46
Q

what is the main action a healthy child can do at 7 months

A

stands when propping

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47
Q

what is the main action a healthy child can do at 8 months

A

Sits without support for one minute or more

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48
Q

what is the main action a healthy child can do at 9 months

A

pulls to stand

49
Q

what is the main action a healthy child can do at 10 months

A

crawls on hands and knees

50
Q

what is the main action a healthy child can do at 11 months

A

walks when led

51
Q

what is the main action a healthy child can do at 12 months

A

stands alone for 2 seconds

52
Q

what is the main action a healthy child can do at 13 months

A

takes step or two without falling

53
Q

what is the main action a healthy child can do at 14 months

A

stands alone for 2 minutes

54
Q

what is the main action a healthy child can do at 15 months

A

walks well

55
Q

what is the main action a healthy child can do at 17 months

A

walks confidently backwards

56
Q

what is the difference between anglo-australian and aboriginal infants in their motor skill acquisition?

A

Aboriginal infants motor skills acquisition occur at a much earlier age than anglo-australian infants

57
Q

what is the broader definition of thinking in infants (or cognition)

A

no language, non-verbal signs of thinking (e.g. redirected gaze, change in heart rate)

58
Q

describe the process of cognitive development

A

it is a continuous process that starts at infancy, not something that emerges suddenly in later life

59
Q

what are the elements of cognitive development

A

visual thinking, object permanence, anticipation of visual events, depth perception (& social referencing): visual cliff experiment

60
Q

how many stages are there in Piaget’s sensorimotor stages model

A

6

61
Q

what is the age range of stage 1 in Piaget’s sensorimotor stages model

A

Birth to 1 month

62
Q

describe stage 1 of Piaget’s sensorimotor stages model

A

Reflex reactions

63
Q

what is the age range for stage 2 of Piaget’s sensorimotor stages model

A

1-4 months

64
Q

describe stage 2 of Piaget’s sensorimotor stages model

A

Primary circular reactions. Infants adapt reflex schemas to new situations (e.g. by sucking a toy in a different way from nursing at the mother’s breast

65
Q

what is the age range of stage 3 of Piaget’s sensorimotor stages model

A

4-8 months

66
Q

describe stage 3 of Piaget’s sensorimotor stages model

A

secondary circular reactions: Repeating acts found previously to be interesting

67
Q

what is the age range of stage 4 of Piaget’s sensorimotor stages model

A

8-12 months

68
Q

describe stage 4 of Piaget’s sensorimotor stages model

A

Coordinating secondary circular reactions: combining schemas purposefully to reach a goal (intentionality)

69
Q

what is the age range of stage 5 of Piaget’s sensorimotor stages model

A

12-18 months

70
Q

describe stage 5 of Piaget’s sensorimotor stages model

A

Tertiary circular reactions: Active means-ends experimentation with early insights into cause and effect

71
Q

what is the age range for stage 6 of Piaget’s sensorimotor stages model

A

18-24 months

72
Q

describe stage 6 of Piaget’s sensorimotor stages model

A

Beginnings of symbolic representation: Actions can represent other things (e.g. opening the mouth to represent the opening of a matchbox)

73
Q

what are criticisms of Piaget’s cognitive development theories?

A

New research indicates that infants display cognitive understandings at a much earlier age than Piaget suggested. May confuse lack of motor skills with cognitive limitations. Memory limitations impacts on findings

74
Q

what does new research on cognitive development tell us that differs from Piaget’s theories?

A

more continuity than change in cognitive development

75
Q

with regard to psychosocial development, what are babies born with?

A

large repertoire of social-perceptual skills (e.g. detecting animacy, gaze following, social referencing, understanding other’s intentions and goals

76
Q

what do infants adapt their behaviours to with regard to psychosocial development?

A

social cues given by trusted others (Visual cliff experiment)

77
Q

what is the level of an infant’s reactivity to social interactions an what are their behaviours shaped by?

A

infants are extremely reactive to social interactions and their behaviours are shaped by social feedback they receive (Still face experiment)

78
Q

what do infants realise throughout psychosocial development about other people?

A

that they are separate beings with different perspectives, one that can be shared (Shopping cart experiment)

79
Q

what experiences enable infants to become confident and autonomous children?

A

the attachment styles they have with parents

80
Q

what does the theory of attachment indicate?

A

that there is a string and enduring emotional bond that develops between an infant and a caregiver during the infant’s first years of life.

81
Q

how is the emotional bond described in the attachment theory characterised?

A

by reciprocal affection and shared desires to maintain physical and emotional closeness. It is the basis for forming internal working models

82
Q

In Bowlby’s theory of attachment, what are the phases of growth of attachment relationships during infancy?

A

pre-attachment, attachment in the making. clear-cut attachment, goal-directed partnership

83
Q

what is the age range of the pre-attachment phase in Bowlby’s theory of attachment?

A

0-2 months

84
Q

describe the pre-attachment phase in Bowlby’s theory of attachment?

A

Generalised sociability; indiscriminate social responsiveness

85
Q

what is the age range for the attachment in the making phase in Bowlby’s theory of attachment?

A

3-7 months

86
Q

describe the attachment in the making phase in Bowlby’s theory of attachment?

A

Maturation of readiness for attachment through visual face recognition, person permanence, stranger wariness etc

87
Q

what is the age range for the clear cut attachment phase in Bowlby’s theory of attachment?

A

8-24 months

88
Q

describe the clear cut attachment phase in Bowlby’s theory of attachment?

A

Differental proximity seeking, separation protest, clinging to attachment target(s) more than to other people

89
Q

what is the age range in goal-directed partnership phase in Bowlby’s theory of attachment?

A

2 years onwards

90
Q

describe the goal-directed partnership phase in Bowlby’s theory of attachment?

A

Relationships are mutual; child is sensitive to parents needs

91
Q

how many episodes are there in the strange situation test?

A

8

92
Q

what are the three patterns of attachment?

A

secure, anxious-resistent, anxious avoidant

93
Q

what are the additional categories of the patterns of attachment?

A

disorganised-disorented attachment

94
Q

what does disorganised or disoriented attachment indicate?

A

a great deal of insecurity

95
Q

does a child with secure attachment explore when a caregiver is present to provide a secure base for exploration?

A

yes actively

96
Q

does a child with resistant attachment explore when a caregiver is present to provide a secure base for exploration?

A

no, clings

97
Q

does a child with avoidant attachment explore when a caregiver is present to provide a secure base for exploration?

A

yes, but play is not as constructive as that of a secure infant

98
Q

does a child with disorganised-disorented attachment explore when a caregiver is present to provide a secure base for exploration?

A

No

99
Q

does a child with secure attachment respond positively to a stranger?

A

yes, comfortable if caregiver is present

100
Q

does a child with resistent attachment respond positively to a stranger?

A

no, fearful even with caregiver is present

101
Q

does a child with avoidant attachment respond positively to a stranger?

A

no, often indifferent as with caregiver

102
Q

does a child with disorganised attachment respond positively to a stranger?

A

no, confused responses

103
Q

does a child with secure attachment protest when separated from caregiver?

A

yes, at least mildly distressed

104
Q

does a child with resistent attachment respond negatively to a stranger?

A

yes, extremely upset

105
Q

does a child with avoidant attachment respond positively to a stranger?

A

no, seemingly unphased

106
Q

does a child with disorganised attachment respond positively to a stranger?

A

sometimes; unpredictable

107
Q

does a child with secure attachment respond positively to caregiver at reunion?

A

yes, happy to be reunited

108
Q

does a child with resistant attachment respond positively to caregiver at reunion?

A

yes and no, seeks contact but resents being left; ambivalent, sometimes angry

109
Q

does a child with avoidant attachment respond positively to caregiver at reunion?

A

no, ignores or avoids caregiver

110
Q

does a child with disorganised attachment respond positively to caregiver at reunion?

A

confused; may approach or avoid caregiver or do both

111
Q

what is the parenting style of a child with secure attachment?

A

sensitive, responsibe

112
Q

what is the parenting style of a child with resistant attachment?

A

inconsistent, often unresponsive (e.g. depressed)

113
Q

what is the parenting style of a child with avoidant attachment?

A

rejecting-unresponsive of intrusive - overly stimulating

114
Q

what is the parenting style of a child with disorganised attachment?

A

frightened (e.g. overwhelmed) and frightening (e.g. abusive)

115
Q

how do secure infants react with organised strategies when encountered with fear that has a solution?

A

reach out to the caregiver

116
Q

how do avoidant infants react with organised strategies when encountered with fear that has a solution?

A

defensively turn attention away from the fearful stimuli and focus on exploration

117
Q

how do resistant infants react with organised strategies when encountered with fear that has a solution?

A

exaggerate attachment behaviour to gain attention of an inconsistency in the available caregiver

118
Q

how to disorganised infants react to their caregiver when they encounter fear that has a solution?

A

they fear the caregiver they they rely on for protection and this face fear without a solution

PYB203 (11 decks)

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