3.2 Developmental Milestones Flashcards
assess vision at 0-4 months
- inability to coordinate eye movement
- range of focus ~15-25cm
- only sensitive to high contrast white, black, red
BECAUSE they have a parent to do everything
assess vision at 5-8 months
- gain depth perception - 3D view
- colour vision
assess vision at 9-12 months
- good ability to judge distance
BECAUSE it’s moving around - safety
characterise development of hearing
- inner ear fully developed by 3rf trimester
- foetuses respond to sounds
how are infants’ hearing tested
- evoked otoacoustic emissions (EOAE) - assess whether cochlear cells expanding/retracting to sounds
- rattle
trace development of gross motor development. main thing to remember?
- 1-4 months - reflex movements, lifts head, sits with support
- 5-9 months - intentionally rolling over, sits without support, pulls to standing, crawls
- 10-17 months - stands then walks alone
- 18-30 months - runs, jumps
MASSIVE VARIABILITY - main thing is being motivated to navigate environment
trace fine motor development
- 2 months: holds object briefly
- 3-4m : reach, move things towards mouth
- 4-6: hold 2 objects, bang objects together, grab + retain objects, examine
- 7: 4-finger grip
- 8-10: grip, release objects
- 10-12: pincer grip
what influences motor skill development?
- stimuli
- interaction - parents, siblings
- drive, motivation
- personality
when is it time to worry? what might help
- genuinely delayed??
- NOT ‘teaching’ early
- physical/occupational therapy
sensorimotor age, feature
0-2
* world experienced through immediate senses/impressions/actions
* can’t represent world in mind
* object permanence –> by end of 2 yrs
preoperational age, feature
2-6
* represent world w words + images
* can’t manipulate images
* not that logical
* egocentric features
concrete operational age, feature
7-12
* manipulate mental representations
* can reason logically about concrete events
* can’t reason about abstract concepts
formal operational age, feature
12+
* teenager able to reason logically about concrete events, abstract symbols
what is object permanence, what stage
- understanding objects exist even when can’t be observed
- possibly enabled by increading motor abilities
- assoc. w separation anxiety
- by end of sensorimotor
what is egocentric thinking
child unable to see situation from another person’s point of view
* assumes others’ sensory experience is the same as theirs
* assuming your favourite things are also everyone else’s favourite things
what is the A-not-B error?
- when object permanence has only just developed, mistake WHERE an object is
what is expressive language
- communication bids made by infant
- can be verbal or non-verbal
- including hand signals etc
what is receptive language
- evidence infant receives/understands communication attempts made by others
what is most important to remember about expressive/receptive language?
- extensively, exhaustive study of developmental processes
what is variation in natural development?
- huge natural variation
- consistent delays = need for assessment
- a lot of behaviours we want for kids aren’t ‘natural’ –> sit still, pay attention
what challenged do we encounter in assessing babies/toddlers?
- they can’t tell us what theyre thinking, feeling, experiencing –> we have to look at observable outcomes
- following fear conditioning to a tone –> rat could be lazy, not just not moving cos it’s scared.
describe hearing tests for toddlers
- get them playing on a mat
- play signals - at end of signal a fluffy bunny pops out of a box –> pavlovian conditioning
- then, play signal and check whether child has fear response/looks over at box
