Barns utvikling og milepæler - Amboss

Question 1

Hva innebærer normal utvikling hos barn?

Answer 1

Question 2

Hva er primære reflekser?

Answer 2

With the exception of the parachute reflex, which persists throughout life.

Question 2

Hva kan abnormale primitive reflekser tyde på?

Persisterende, asymetriske, ikke-tilstede

Answer 2

E.g., secondary to perinatal asphyxia and hypoxic-ischemic encephalopathy, intracranial hemorrhage, and cerebral palsy. Brachial plexus injuries often manifest with asymmetric movement and abnormal reflexes of the upper body (e.g., moro reflex, palmar grasp, asymmetrical tonic neck reflex, parachute reflex). Neonatal clavicle fractures often manifest with asymmetric movement and abnormal reflexes of the upper body (e.g., moro reflex, palmar grasp, asymmetrical tonic neck reflex, parachute reflex). Depending on which part of the brain is involved, CNS dysfunction can lead to unilateral or bilateral abnormalities of the primitive reflexes.

Question 3

Hva kjennetegner “glabellar tap sign” og snuterefleksen?

Answer 3

Glabella; The region of the face above the root of the nose and between the eyebrows.

Question 4

Hva kjennetegner hhv. søkerefleksen (rooting) og sugerefleksen?

Answer 4

May still occur during sleep for up to 1 year of age. Well-developed by 36 weeks' gestation. May persist longer during sleep. Premature babies who are born prior to 34 weeks' gestation often have incomplete development of the rooting and/or sucking reflex, leading to feeding difficulties.

Question 5

Hva kjennetegner ATNR?

Answer 5

The infant should only briefly stay in this position.

Question 6

Hva er dette bildet et eks. på?

Answer 6

Asymmetrical tonic neck reflex (ATNR); With the infant in the supine position, turning the head to one side elicits extension of the ipsilateral extremities and flexion of the contralateral extremities. This reflex is often referred to as the fencing or bow and arrow posture.

https://youtu.be/0oI_yGQViXY

Question 7

Hva kjennetegner Mororefleksen?

Answer 7

https://youtu.be/dYIw1OvwJ2k

Question 8

Hva kjennetegner palmar- og plantar griperefleks?

Answer 8

Thought to have developed to allow primate infants to grasp their mother's fur. Palmar grasp may be normal or abnormal in infants with brachial plexus injuries depending on which nerve roots are affected. Thought to have developed to allow primate infants to grasp their mother's fur.

https://youtu.be/YuMYh-rFP6Q

Question 9

Hva kjennetegner Babinskirefleksen?

Answer 9

Question 10

Hva kjennetegner Landaurefleksen?

Answer 10

Question 11

Hva kjennetegner “fallskjermrefleksen”?

Parachute reflex

Answer 11

Question 12

Hva kjennetegner Galant- og “stepping” refleksen?

Answer 12

Some sources suggest the reflex disappears by 2 months.

https://youtu.be/oEoPJ2brVl8

Question 13

Hva legger man i utviklingsmessige milepæler?

Answer 13

Question 14

Hva legger man i abnormal utvikling?
Hva er vanlige etiologier?

Answer 14

E.g., attention deficit hyperactivity disorder, intellectual disability, global developmental delay, specific learning disorder, childhood-onset fluency disorder (stuttering), language disorder, speech sound disorder and genetic disorders (e.g., Fragile X syndrome, Rett syndrome, Prader-Willi syndrome and Angelman syndrome. E.g., hypoxic-ischemic encephalopathy, cerebral palsy, stroke. I.e., child maltreatment.

Question 15

Hvilke utviklingsmessige domener deler man inn i?

Answer 15

Motorisk

Språkutvikling

Kognitive egenskaper

Sosiale og emosjonell utvikling

Question 16

Hva deler man motorisk utvikling opp i?

Answer 16

Question 17

Hva legger man i utvikling av språket?

Answer 17

Question 18

Hva legger man i kognitiv, sosial og emosjonell utvikling?

Answer 18

Question 19

Ved 2. mnd. alder, hvilke egenskaper skal et barn ha når det gjelder:
- Motorisk
- Språk
- Kognitivt og sosialt

Answer 19

I.e., the infant will occasionally open hands for short periods of time. E.g., smiles back to caregiver. E.g., expresses pleasure when familiar individuals approach.

Question 20

Ved 4. mnd. alder, hvilke egenskaper skal et barn ha når det gjelder:
- Motorisk
- Språk
- Kognitivt og sosialt

Answer 20

E.g., to mouth. I.e., turns head toward the sound. E.g., smiles, makes sounds, moves to get attention.

Question 21

Ved 6. mnd. alder, hvilke egenskaper skal et barn ha når det gjelder:
- Motorisk
- Språk
- Kognitivt og sosialt

Answer 21

Regular tummy time can help infants develop this skill. With the back-to-sleep initiatives for sudden infant death syndrome prevention, rolling front to back may be delayed and may occur after rolling back to front. Sits while propping self on hands. Takes turns making vocal sounds with someone. E.g. closes the mouth and turns head away from bottle or food. E.g., feels the shape and texture of a toy with his or her mouth.

Question 22

Ved 9. mnd. alder, hvilke egenskaper skal et barn ha når det gjelder:
- Motorisk
- Språk
- Kognitivt og sosialt

Answer 22

I.e., can hold objects with all fingers except the thumb. E.g., nonspecific mama/dada, bababa; makes the sound mama without referring to the individual. E.g., Looks at the person who speaks his or her name. E.g., smiles when happy, frowns when sad, opens mouth when surprised. E.g., smiles or laughs to show pleasure.

Question 23

Ved 12. mnd. alder, hvilke egenskaper skal et barn ha når det gjelder:
- Motorisk
- Språk
- Kognitivt og sosialt

Answer 23

In this context, cruising is when an infant walks sideways while holding onto furniture (e.g., coffee tables) for support. I.e., can hold small objects using only the tips of the index finger and the thumb. Uses the same sound to specifically refer to a particular person, e.g., may call a brother buhbuh. E.g., pat-a-cake.

Question 24

Fyll inn figuren

Answer 24

Child development milestones.

Question 25

Ved 15. mnd. alder, hvilke egenskaper skal et barn ha når det gjelder:
- Motorisk
- Språk
- Kognitivt og sosialt

Answer 25

I.e., pointing to a desired object. E.g., always says “bahbah” for bottle. E.g., The child walks to their mother when the mother beckons with her hands while saying “Come to mama.” E.g., shows an object to a caregiver. E.g., copies children while playing. E.g., places a phone to his or her ear and mouth. E.g., hugs a caregiver and/or stuffed doll. E.g., blocks.

Question 26

Ved 18. mnd. alder, hvilke egenskaper skal et barn ha når det gjelder:
- Motorisk
- Språk
- Kognitivt og sosialt

Answer 26

Children typically start walking between 12–18 months. Moves away from caregiver, but looks back to ensure they haven't left. E.g., during handwashing, the child will extend his or her hands toward the faucet when the water is turned on. Similarly, when getting dressed the child will extend his or her arm into a sleeve. E.g., sweeping. E.g., rolls a car.

Question 27

Ved 2 års alder, hvilke egenskaper skal et barn ha når det gjelder:
- Motorisk
- Språk
- Kognitivt og sosialt

Answer 27

E.g., pictures in a book, at least two body parts. E.g., “more food,” “blue ball”. E.g., nodding, blowing kisses. E.g., looking sad when someone else is hurt. E.g., holding a box with one hand and opening it with the other hand. E.g., switches, buttons.

Question 28

Ved 2.5 (30 mnd.) års alder, hvilke egenskaper skal et barn ha når det gjelder:
- Motorisk
- Språk
- Kognitivt og sosialt

Answer 28

E.g., doorknobs, lids. E.g., “mama bye-bye,” “ball go”. E.g., pictures in a book. E.g., I and me. Children play next to each other, but not with each other. E.g., using a toy telephone. E.g., uses another object to grab something out of reach. E.g., “Grab your shoes and bring them to me.”

Question 29

Ved 3 års alder, hvilke egenskaper skal et barn ha når det gjelder:
- Motorisk
- Språk
- Kognitivt og sosialt

Answer 29

E.g., beads, pasta. E.g., who, what, where, when, why. E.g., running, eating. E.g., calms down within 10 minutes after a caregiver leaves. E.g., avoids hot stove.

Question 30

Ved 4 års alder, hvilke egenskaper skal et barn ha når det gjelder:
- Motorisk
- Språk
- Kognitivt og sosialt

Answer 30

The pencil is held between the first two fingers and the thumb. E.g., when asked what a fork is for, the child responds with “to eat”. The child likes being a helper. E.g., becomes quiet in the library. The child pretends to be someone they are not.

Question 31

Ved 5 års alder, hvilke egenskaper skal et barn ha når det gjelder:
- Motorisk
- Språk
- Kognitivt og sosialt

Answer 31

E.g., cat and sat, hot and pot. E.g., sings songs they learned or tells jokes. E.g., use of yesterday, tomorrow.

Question 32

Hva legger man i begrepet normale pediatrisk atferd?

Answer 32

Certain temporary pediatric behaviors are considered normal parts of cognitive, imaginative, and creative development.

Question 33

Hva regnes som normalt når det gjelder angst for fremmede?

Answer 33

Question 34

Hva regnes som normalt når det gjelder seperasjonsangst?

Answer 34

When behaviors are extreme or last longer than expected, it is considered separation anxiety disorder.

Question 35

Hva regnes som normalt når det gjelder “later som lek” (pretend play)?

Answer 35

E.g., vacuuming, sweeping, playing dress up, feeding a baby, playing school, talking on the phone. E.g., pretending to talk on the phone by holding a banana or block to their ear.

Question 36

Hva regnes som normalt når det gjelder imaginær/magisk tenking (magical thinking)?

Answer 36

E.g., believing that wearing lucky socks will help a favorite team win. E.g., believing the sun sets because they go to bed. E.g., crying when their doll is hit because they think it is hurt.

Question 37

Hva regnes som normalt når det kommer til fantasivenn?

Answer 37

Up to 65% of children have an imaginary companion by age 7.

Question 38

Hva regnes som normalt når det gjelder barn som får søsken?

Answer 38

Question 39

Hvilke råd kan man gi til foreldre som har fått barn nr. to?

Reaksjon på vanlige livshendelser

Answer 39

Question 40

Hva er et barns forståelse av døden avhengig av?

Answer 40

Question 41

Hva er det som skiller et barn forståelse av døden fra en voksen?

Answer 41

Irreversibility is typically the first concept that children can understand. Causation is typically the last concept that children can understand.

Question 42

Hva forstår 0-2 åringer når det gjelder død?

Answer 42

No understanding of death

Question 43

Hva slags forståelse av 3-5 åringer om døden?

Answer 43

Question 44

Hva slags forståelse har 6-12 åringer om døden?

Answer 44

Question 45

Hva slags forståelse har 13-18 åringer om døden?

Answer 45

Typically have an adult understanding of death

Question 46

Hvilke generelle prinsipper gjelder for abnormal utvikling hos barn?

Answer 46

E.g., A 9-month-old infant that was born 12 weeks prematurely should be evaluated developmentally as a 6-month-old infant. May include examination, e.g., for primitive reflexes. E.g., perinatal complications, genetic disease, adverse childhood events. At 9, 18, and 30 months (USA).

Question 47

Hva legger man i utviklingsforsinkelse?

Answer 47

For example, the child sits by 9 months, then pulls to a stand by 18 months, then walks by 22 months.

Question 48

Hva legger man i utviklings dissosiasjon (developmental dissociation)?

Answer 48

E.g., able to ride a bike but cannot speak in full sentences.

Question 49

Hva legger man i begrepene utviklings deviasjon- og regresjon?

Answer 49

E.g., the infant can use a spoon before developing a pincer grasp.

Question 50

Hvordan skal man evaluere abnormal pediatrisk utvikling?

Answer 50

E.g., facial dysmorphisms, asymmetric movement, increased or decreased muscle tone, muscular weakness, abnormal gait, abnormal skin findings. Especially if social and linguistic domains are affected. E.g., with CBC, CMP, thyroid function tests, serum lead level, vitamin levels.

Question 51

Hvordan behandler man abnormal pediatrisk utvikling?

Answer 51

Further studies including CNS imaging, EEG, EMG, creatine kinase, or thyroid function studies may then be requested. E.g., congenital heart disease and abnormalities of the hand. For psychoeducational testing and diagnosis of certain conditions.

Question 52

Hvilken strategi kan man ta for at et barn har “korrekt” utvikling?

Normal kurve

Answer 52

Reading, talking, singing, and playing with infants promotes normal early pediatric development.

E.g., the parent should explain what they are doing as they change the infant's diaper. These games can promote taking turns and impulse control. Provides an opportunity to discuss emotions. E.g., a rattle or placing dried beans inside a sealed plastic soda bottle. Helps with sensory integration. Helps teach problem-solving and appropriate social skills.