Chapter 5 Flashcards

1
Q

cephalocaudal principle

A
  • toddlers have a disproportionately large head and trunk, making them top-heavy compared with older children
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2
Q

Muscle growth in children

A
  • Virtually all of the body’s muscle fibres are present at birth
  • During childhood, muscles become longer and thicker as individual fibres fuse together
  • This process accelerates during adolescence, particularly for boys
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3
Q

Fat growth in children

A
  • layer of fat first appears under the skin near the end of the fetal period
  • fat continues to accumulate rapidly during the first year after birth (“baby fat”)
  • during the preschool years, children become leaner
  • in the early elementary school years they begin to acquire more fat again (gradually)
  • increases more rapidly in adolescence (more in girls than boys)
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4
Q

Bone growth in children

A
  • bone begins to form during prenatal development (starts as cartilage)
  • during embryonic period, middle of tissue turns to bone
  • shortly before birth, ends of cartilage structures (epiphyses) turn to bone
  • working from middle, cartilage turns to bone until middle reaches epiphyses
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5
Q

Secular growth trends

A
  • changes in physical development from one generation to the next that are related to environmental factors
  • today we are taller and heavier than previous generations
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6
Q

Three factors of physical growth

A
  • heredity
  • hormones
  • nutrition
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7
Q

Heredity (mechanisms of physical growth)

A
  • correlation between heights of identical twins is higher than fraternal twins
  • heredity plays a role in determining adult height and rate of growth
  • parents contribute equally to height
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8
Q

Hormones (mechanisms of physical growth)

A
  • pituitary gland secretes growth hormone (GH) a few times a day (usually during sleep but sometimes after exercise)
  • GH travels from pituitary to liver and triggers release of hormone somatomedin which causes muscles and bone to grow
  • without enough GH, child develops dwarfism (can be treated w GH injections)
  • thyroxine (released by thyroid in back of neck) is essential for proper dev. of nerve cells and cell function throughout the body
  • deficiency of thyroxine = cognitive delay or retard physical growth by making pituitary gland ineffective
  • too much thyroxine linked to anxiety-related problems
  • alcohol consumption in pregnancy = decreased maternal thyroid function =? predisposition of offspring to cognitive delays
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9
Q

Nutrition (mechanisms of physical growth)

A
  • introduce only one new food at a time so you can monitor for reactions
  • bottle feeding is fine if it is clean but infants can develop allergies from it
  • picky eating starts around age 2 when children need less food; might be adaptive bc eating familiar foods protects toddlers from potential harm
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10
Q

Energy use in 2 month olds

A
  • about 40% dedicated to growth
  • most of remaining energy fuels basicbody function
  • why babies must consume an enormous number of calories in relation to body weight
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11
Q

Foods that can be introduced to a 6-9 month old

A
  • rice cereal, then other cereals

- strained vegetables, then strained fruits

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12
Q

Foods that can be introduced to a 7-9 month old

A
  • protein foods (cheese, yogurt, cooked beans, pureed meats)
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13
Q

Foods that can be introduced to a 9-10 month old

A
  • finely chopped meat, toast, crackers
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14
Q

Foods that can be introduced to a 10-12 month old

A
  • egg yolk
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15
Q

3 challenges to healthy growth

A
  • malnutrition
  • disease
  • accidents
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16
Q

Malnutrition (challenges to healthy growth)

A
  • malnutrition mostly occurs in developing countries but is also common in industrialized countries
  • especially damaging during infancy bc growth is so rapid
  • children with history of infant malnutrition grow typically later on but score lower on intelligence tests and have difficulty focusing at school
  • to prevent malnutrition you need a combination of food availability, nutrition education, and behavioural change
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17
Q

Diseases (challenges to healthy growth)

A
  • leading causes for mortality in young children are preterm birth complications, pneumonia, birth asphyxia, diarrhea, and malaria
  • 45% of all childhood deaths related to malnutrition
  • asthma diagnosis increasing in Canada (higher rates in Atlantic Canada)
  • immunization and parent education are important
  • WHO and UNICEF created Integrated Management of Childhood Illness (IMCI) to improve children’s health worldwide
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18
Q

Accidents (challenges to healthy growth)

A
  • after first year of life children are most likely to die from accidents (often motor vehicle accidents)
  • many children also die around pools, unable to recognize hazards
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19
Q

Components of a neuron

A

dendrite–axon–soma–terminal buttons

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20
Q

Organization of the mature brain

A
  • about 80 billion neurons and 80 billion glia (support cells)
  • wrinkled surface of brain = cerebral cortex (10 billion neurons)
  • cortex consists of right and left cerebral hemispheres linked by corpus callosum
  • personality and ability to carry out plans mostly linked to frontal cortex
  • left hemisphere=language, reasoning, computing
  • right hemisphere=artistic+musical abilities, perception of spatial relationships, and recognizing faces and emotions
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21
Q

Adrenaline

A
  • fight or flight
  • produced in stressful situations
  • increases heart rate + blood flow, heightens awareness
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22
Q

GABA

A
  • calming
  • calms firing nerves in CNS
  • high levels improve focus, low levels cause anxiety
  • contributes to motor control and vision
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23
Q

Noradrenaline/Norepinephrine

A
  • concentration
  • contracts blood vessels and increases blood flow
  • affects attention and responding actions in the brain
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24
Q

Acetylcholine

A
  • learning
  • involved in thought, learning, and memory
  • activates muscle action in the body
  • associated w attention and awakening
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25
Q

Dopamine

A
  • pleasure
  • feelings of pleasure, addiction, movement and motivation
  • we repeat behaviours that lead to dopamine release
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26
Q

Glutamate

A
  • memory
  • most common neurotransmitter
  • involved in learning and memory
  • regulates development and creation of nerve contacts
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27
Q

Serotonin

A
  • mood
  • contributes to well-being and happiness
  • helps sleep cycle and digestive system regulation
  • affected by exercise and light exposure
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28
Q

Endorphins

A
  • euphoria
  • released during exercise, excitement, and sex
  • produces well-being and euphoria, reduces pain
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29
Q

Frontal lobe key roles

A
  • motor control (premotor cortex)
  • problem solving (prefrontal area)
  • speech production (Broca’s area)
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30
Q

Temporal lobe key roles

A
  • auditory processing
  • language comprehension (Wernicke’s area)
  • memory/information retrieval
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31
Q

Brainstem key role

A
  • involuntary responses
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32
Q

Cerebellum key role

A
  • balance and coordination
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33
Q

Occipital lobe key roles

A
  • sight (visual cortex)

- visual reception and visual interpretation

34
Q

Parietal lobe key roles

A
  • touch perception (somatosensory cortex)

- body orientation and sensory discrimination

35
Q

Electroencephalogram (EEG)

A
  • electrodes record electrical brain activity in brain’s outer layers
  • great temporal resolution, bad spatial resolution
36
Q

Event-related potentials

A
  • uses EEG
  • brain wave amplitude measured in response to particular stimuli
  • enables identification of general regions of stimulus-induced activity
37
Q

Functional magnetic resonance imaging (fMRI)

A
  • tunnel-shaped apparatus creates magnetic field
  • scanner magnetically detects increased blood flow and oxygen metabolism in areas of the brain
  • good spatial resolution, bad temporal resolution
38
Q

Positron emission tomography (PET)

A
  • functional imaging technique that uses radioactive tracer to measure changes in metabolic processes, and in other physiological activities
  • okay spatial resolution, bad temporal resolution
39
Q

Near-infrared spectroscopy (NIRS)

A
  • infrared light beamed into brain; absorption by areas of cerebral cortex varies with changes in blood flow and oxygen metabolism as individual processes stimuli
  • produces computerized moving picture of active areas in cerebral cortex
  • appropriate for infants and young children bc they can move a bit
40
Q

When does nervous system development start?

A
  • around 3rd week of embryonic development
  • neuron production starts around 10 weeks after conception
  • all 6 layers of neurons are in place about 7 months after conception
41
Q

Basic steps of early neural development

A
  • layer of ectoderm thickens to form neural plate
  • neural plate folds inwards to form neural groove
  • after 4th week neural folds are completely fused and form neural tube
  • bulges and bends appear in neural tube (3 bulges=primary vesicles)
42
Q

3 primary vesicles of neural tube

A
  • prosencephalon (will form cerebrum – divides into telencephalon and diencephalon)
  • mesencephalon (will form midbrain)
  • rhombencephalon (will form rest of brain stem and cerebellum – divides into metencephalon and myelincephalon)
  • end of neural tube forms spinal cord
43
Q

What part of the brain develops fastest

A

telencephalon

44
Q

What part of the brain develops last

A

prefrontal cortex (higher cognitive function)

45
Q

Prefrontal cortex

A
  • responsible for thought
  • consciousness
  • inhibition of impulses (starts regulating inappropriate responding around 1 year)
  • memory, reasoning, planning, and problem-solving strategies
  • rapid growth in preschool and school years, and in adolescence
  • little activity in babies les than 11 weeks
  • activity reaches adult ish levels at 7-8 months
46
Q

Right cerebral hemisphere

A
  • spatial abilities
  • negative emotion
  • holistic, integrative processing
47
Q

Left cerebral hemisphere

A
  • verbal abilities
  • positive emotion
  • sequential, analytic processing
48
Q

Left frontal cortex

A

regulates emotions stemming from tendency to approach

49
Q

Right frontal cortex

A

regulates emotions stemming from avoidance

50
Q

Fine-motor skills

A
  • self-help, dressing, eating
  • drawing and printing
  • things that will be a part of every day routine
51
Q

Gross-motor skills

A
  • walking, running, jumping, catching, swinging, riding
  • balance, speed, endurance
  • things not involving precise fine movement
  • develops through play
52
Q

Sequence of fine-motor skill development

A
  • newborn: prereaching
  • 3-4 months: ulnar grasp (grab w whole hands or both hands)
  • 4-5 months: transfering object from hand to hand
  • 9 months: pincer grasp
53
Q

Babinski reflex

A
  • fans out toes and twists foot in
  • when sole of foot stroked
  • disappears at nine months
54
Q

Grasping/Palmer reflex

A
  • grasps when palms touched

- weakens at 3 months, disappears at a year

55
Q

Moro relfex

A
  • startles; throws out arms and legs and then pulls them toward body
  • reaction to sudden move or loud noise
  • disappears at 3-4 months
56
Q

Rooting reflex

A
  • when cheek stroked or side of mouth touched
  • turns toward source, opens mouth and sucks
  • disappears at 3-4 months
57
Q

Stepping reflex

A
  • when infant held upright with feet touching ground
  • moves feet as if to walk
  • disappears at 3-4 months
58
Q

Sucking reflex

A
  • sucks when mouth touched by object

- disappears at 3-4 months

59
Q

Swimming relfex

A
  • when placed face down in water
  • makes coordinated swimming movements
  • disappears at 6-7 months
60
Q

Tonic neck reflex

A
  • when placed on back
  • makes fists and turns head to the right
  • disappears at two months
61
Q

Age a child can lift chin up

A

1 month

62
Q

Age a child can lift chest up

A

2 months

63
Q

Age a child can reach and miss

A

3 months

64
Q

Age a child can sit with support

A

4 months

65
Q

Age a child can sit on a lap and grasp object

A

5 months

66
Q

Age a child can sit alone

A

6-7 months

67
Q

Age a child can stand with help

A

7-8 months

68
Q

Age a child can crawl

A

7-8 months

69
Q

Age a child can pull to stand by furniture

A

8 months

70
Q

Age a child can stand alone

A

11 months

71
Q

Age a child can walk alone

A

12 months

72
Q

Smell in infants

A
  • newborns have keen sense of smell

- mothers can pass on odor preferences

73
Q

Taste in infants

A
  • infants readily differentiate salty, sour, bitter, and sweet tastes
  • prefer to drink mothers milk after she has eaten something sweet
74
Q

Hearing in infants

A
  • hear well but not as well as adults
  • best for sounds w pitches in range of human speech
  • demonstrate early sensitivity to music
75
Q

Sight in infants

A
  • by 3 months all 3 kinds of cones work and infants see in full colour
  • acuity improves rapidly from 1 month to 1 year
  • by 3 months infants recognize faces (look more at features)
76
Q

Retinal disparity

A
  • binoccular depth cue
  • used as depth cue by 4-6 months
  • greater disparity=closer object
77
Q

Monoccular depth cues

A
  • texture gradient (closer objects more textured)
  • interposition (near objects partially obscure more distant ones)
  • linear perspective (parallel lines come together in distance)
  • relative size (nearby objects are closer than far away objects)
78
Q

Visual cliff experiment

A
  • babies as young as 1 1/2 months slow heartbeat when placed on deep side of platform with visual cliff
  • heart rate often goes down when we notice something interesting
  • shows babies notice deep side is different
79
Q

Synaptic pruning

A
  • starts after 1st birthday

- synapses begin to disappear as the brain weeds out unnecessary or underutilized connections between neurons

80
Q

Dynamic systems theory

A

theory that upholds that motor development involves many distinct skills, organized and reorganized over time to meet demands of specific tasks

81
Q

Handedness

A
  • babies start to show preference for one hand around 13 months
  • strengthens with age and is well-established by the time they enter kindergarten
  • heredity plays a role, but also experience