Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Year 3 > A Child's Journey: Growth, Development and Health > Flashcards

A Child's Journey: Growth, Development and Health Flashcards

1
Q

name the recognised phases of childhood and what they encompass

A
  • Neonate <4 weeks
  • Infant <12m/1year
  • Toddler 1-2 years
  • Pre-school 2-5 years
  • School age
  • Teenager/adolescent
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

what are the main childhood objectives?

A
  • To grow
  • To develop and achieve their potential
  • To attain optimal health
  • To develop independence
  • To be safe
  • To be cared for
  • To be involved
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

development of a child

A
  • Gaining functional skills throughout childhood
  • A gradual yet rapid process
  • Typically birth to 5y (but brains develop in utero)
  • Fairly consistent pattern but rate will vary
  • Cell growth, migration, connection, pruning, and myelination (Use it or lose it)
  • Sequence of events in each domain
  • School- Cognitive and thought development (early skills become more refined)
  • Think of the sequence within each domain
  • If what you see is normal
  • Chances are what follows will be normal
  • If what you see is abnormal
  • What came before and what comes after may well be abnormal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

key developmental fields

A
  • Gross motor
  • Fine motor
  • Social and self help
  • Speech and language
  • Hearing and vision
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

key milstones

A

Social smile, sitting, walking, first words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

when should you refer a child for not meeting milestones?

A

2 SD from mean

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

when should you stop correcting for prematurity for milestones?

A

2 years

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

why is development important?

A
  • Learning functional skills for later life
  • Hone skills in a safe environment
  • Allow our brain’s genetic potential to be fully realised
  • Equip us with tools needed to function as older children and adults
  • Many are completely automatic
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what do you need to know about development?

A
  • The usual sequence of the key skill areas
  • The expected skills for key ages (6m, 12, 2y, 3y)
  • Red flags for developmental delay
  • How to assess development (as a non-specialist)
  • What to do when there are concerns
  • Recognition of normality
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

influencing factors for development

A 
• Genetics (Family, race, gender)
• Environment
• Positive early childhood experience
• Developing brain vulnerable to insults
o Antenatal
o Post-natal
o Abuse and neglect
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

adverse environmental factors: antenatal

A 
o Infections (CMV, Rubella, Toxo, VZV)
o Toxins (Alcohol, Smoking, Anti-epileptics)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

adverse environmental factors: postnatal

A 
o Infection (Meningitis, encephalitis)
o Toxins (solvents mercury, lead)
o Trauma (Head injuries)
o Malnutrition (iron, folate, vit D)
o Metabolic (Hypoglycaemia, hyper + hyponatraemia)
o Maltreatment/ under stimulation/ domestic violence
o Maternal mental health issues
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

why perform a developmental assessment?

A
  • Reassurance and showing progress
  • Early diagnosis and intervention
  • Discuss positive stimulation/parenting strategies
  • Provision of information
  • Improving outcomes (pre-school years critical)
  • Genetic counselling
  • Coexistent health issues
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

who can perform a developmental assessment?

A

o Parents and wider family
o Health visitors, nursery, teachers
o GPs, A+E, FYs, STs, students
o Paediatricians and community paediatricians

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what does a developmental assessment involve?

A
  • Healthy Child Programme (HCP) UK
  • Screening may not always be sensitive/ specific
  • Listen to parental concerns/ videos on phone
  • Opportunistic questions- target the right area
  • Review the red book
  • Good observation of play and activity
  • Medical history and examination
  • Most common mistake is not thinking about it!
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

recognised red flags in development

A

• Loss of developmental skills
• Parental/ professional concern re. vision (simultaneous referral to paediatric ophthalmology)
• Hearing loss (simultaneous referral for audiology/ ENT)
• Persistent low muscle tone/ floppiness
• No speech by 18 months, esp. if no other communication (simultaneous referral for urgent
hearing test)
• Asymmetry of movements/ increased muscle tone
• Not walking by 18m/ Persistent toe walking
• OFC > 99.6th / < 0.4th / crossed two centiles/ disproportionate to parental OFC
• Clinician uncertain/ thinks that development may be disordered

17
Q

describe the child health programme

A 
• New-born exam and blood spot screening
o Phenylketonuria (PKU), congenital hypothyroidism (CHT), cystic fibrosis (CF), medium
chain acyl-CoA dehydrogenase deficiency (MCADD) and sickle cell disorder (SCD)
• New-born hearing screening (by Day 28)
• Health Visitor First Visit
• 6-8w Review (Max 12w)
• 27-30 month Review (Max 32m)
• Orthoptist vision screening (4-5y)
• If needed
o Unscheduled review
o Recall review
18
Q

describe the 6-8 week review

A
  • Identification data (Name, address, GP)
  • Feeding (breast/ bottle/ both)
  • Parental concerns (appearance, hearing; eyes, sleeping, movement, illness, crying, weight)
  • Development (gross motor, hearing + communication, vision + social awareness)
  • Measurements (Weight, OFC, Length)
  • Examination (heart, hips, testes, genitalia, femoral pulses and eyes (red reflex))
  • Sleeping position (supine, prone, side)
19
Q

who performs the 6-8 week review?

A

GP and health visitor

20
Q

who performs the 27-30 month review?

A

health visitor

21
Q

what does the 27-30 month review involve?

A

• Identification data (name, address, GP)
• Development
o Social, behavioural, attention and emotional
o Communication, speech and language
o Gross and fine motor
o Vision, hearing
• Physical measurements (height and weight)
• Diagnoses / other issues

22
Q

health child programme

A
  • Antenatal
  • Birth -1w (Feeding, hearing, examination, Vit K immunisations, blood spot
  • 2w (Feeding, mat mental health, jaundice, SIDS)
  • 6-8w (Exam, Imms, measure, mat mental health)
  • 1y (Growth, health promotion, questions)
  • 2-2.5y (development, concerns, language)
  • 5y (Imms, dental, Support, hearing, vision, dev)
  • Health Promotion
  • Smoking
  • Alcohol/ Drugs
  • Nutrition
  • Hazards and safety
  • Dental Health
  • Support services
  • Additional input during immunisations and as issues are identified
23
Q

3 key parameters of physical measurement of children

A 
o Weight (grams and Kgs)
o Length (cm) or height (if >2y)
o Head circumference (OFC) (cm)
24
Q

derived measurements of children

A 
o Weight for age
o Length (height) for age
o Body mass index (BMI) …. Kg / m2
o Weight for length
o Rate of weight gain … g / kg / day (infants only)
25
Q

what is failure to thrive?

A

• Child growing too slowly in form and usually in function at the expected rate for his or her age
• Significantly low rate of weight gain
o ‘crossing centile spaces’
• Not a diagnosis but a description of a pattern
• Demand > Supply of energy and/or nutrients

26
Q

causes of FTT: deficient intake, maternal

A

o Poor lactation
o Incorrectly prepared feeds
o Unusual milk or other feeds
o Inadequate care

27
Q

causes of FTT: deficient intake, infant

A

o Prematurity
o Small for dates
o Oro palatal abnormalities (e.g. cleft palate)
o Neuromuscular disease (e.g. cerebral palsy)
o Genetic disorders

28
Q

causes of FTT: increased metabolic demands

A
  • Congenital lung disease
  • Heart disease
  • Liver disease
  • Renal disease
  • Infection
  • Anaemia
  • Inborn errors of metabolism
  • Cystic fibrosis
  • Thyroid disease
  • Crohn’s/ IBD
  • Malignancy
29
Q

causes of FTT: excessive nutrient loss

A 
• Gastro oesophageal reflux
• Pyloric stenosis
• Gastroenteritis (post-infectious phase)
• Malabsorption
o Food allergy
o Persistent diarrhoea
o Coeliac disease
o Pancreatic insufficiency
o Short bowel syndrome
30
Q

causes of FTT: non-organic causes

A
  • Poverty/ socio-economic status
  • Dysfunctional family interactions (especially maternal depression or drug use)
  • Difficult parent-child interactions
  • Lack of parental support (eg, no friends, no extended family)
  • Lack of preparation for parenting/ education
  • Child neglect
  • Emotional deprivation syndrome
  • Poor feeding or feeding skills disorder
  • Feeding disorders (eg, anorexia, bulimia- later years)

Year 3 (164 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions