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ANCC Boards > Child Development > Flashcards

Child Development Flashcards

1
Q

Critical times of development

A

time in which the child can learn a skill

linguistics and vision have critical times

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2
Q

sensitive times of development

A

times when it is easiest to learn skill

begins and ends more gradually than critical times

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3
Q

cognitive development

major points for birth to 6 months

A

react to stimuli and interact with caregivers
check out environment
-close to age 6months will cry/whimper when held by unfamiliar ppl and develop preferences for faces
-2mo cooing noises,
-4mon babbling
-joint attention (communicate about same items or events; inant may change visual attention, engage by 6mon)

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4
Q

cognitive development

major points for 7mo to 1 year

A
  • use toys
  • OBJECT PERMANENCE understand that objects still exist when not seen
  • peak a boo games, point at things, speak first word, respond to name
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5
Q

cognitive development

major points 13mo-18mo

A
  • look for objects out of site
  • memory storage and retrieval advance and typically 1st word 12-13month
  • vocab about 200 words by 18mo
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6
Q

cognitive develpment

major points 19mo-2 years

A
  • carry out actions/plans like building blocks
  • interact with other babies; pretend play
  • 2 or more words senstences
  • learning and practicing pronounciation
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7
Q

social/emotional development

major points birth to 6mo

A

learn to regular
sleep unpredictable until 8wks old
eating about 5-8x/day first couple months then 3-5x/day by 6mo
GASE AVERSION: infant looks away from stimuli; method to regulate
-they can become easily overwhelmed
6wks match caregiver feelings
3-4mo start laughing
-see distinguishable frustration at 6mo,
-temperament develops

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8
Q

When is the first word typically spoken?

A

12-13 months

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9
Q

When do temperaments develop?

A

-between birth and 6mo

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10
Q

What is a highly reactive temperament?

A

express more negative, may be irregular sleep and eat

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11
Q

What is a easy temperament?

A

more regular, adapt well

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12
Q

What is a slow to warm temperament?

A

initially withdrawn, mildly negative reactions, eventually exhibit positively

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13
Q

Do temperaments stay with you until adulthood?

A

about 60% are same temperament when they get older

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14
Q

social/emotional development

major points 7mo-1 year

A
  • ATTACHMENT
  • stranger wariness peaks about 1 year
  • seperation anxiety NORMAL UP TO TODDLERHOOD
  • SOCIAL REFERENCING: baby looks at caregiver or adult before reacting
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15
Q

social/emotional development

major pionts 13mo-18mo

A 
-self aware
look in mirror
play with peers
start to develop empathy
 (usually age 2 start to read caregivers and comfort)
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16
Q

When do attachments develop?

A

7mo and 1 year

17
Q

What is avoidant attachment?

A

no attachment

18
Q

What is resistant attachment?

A

hesitant to explore while caregiver present and upset when she leaves, angry and aggressive when she returns

19
Q

What is disorganized attachment?

A

most SEVERE FORM

confused, contradictory, dissociative, emotionally labile

20
Q

social/emotional development

major points 19mo

A

knows names of various behavior states
uses language
separation anxiety decreases

21
Q

cognitive development

major points 2-5yr

A

SOCIODRAMATIC PLAY: imaginative friend

  • make believe play more complex
  • 3-4 dual represenation
  • magical thinking
  • private speech/talk to self outloud
  • use sentences
22
Q

social/emotional development

major points 2-5yr

A

-struggle to be independent
-increase in aggression, resistance, tantrums, biting, and hitting 1-3 but this significantly declines by 4-5 yrs
-3-4yr can become calculative and goal directive anger
-empathy and sympathy start to develop
-develop friendships 3-4 yrs
-moral beliefs, recognize cultural differences/races
GENDER CONSTANCY: idea that gender cannot be changed
*ask about genetalia/show peers their privates but do not force or coerce or imitate which suggests abuse

23
Q

cognitive development

major points 6-11 yrs

A
  • typically able to stay on task by age 6
  • 8-9 focus or atleast easily redirected
  • 11 can finally hold sequence of steps
  • have gist memory
  • autonomicity (practicing new information)
  • distinguish right from left by 6 yr and 7-8 distinguish right from left of others
  • 7 understand calendar more and “wait 5 minutes”
  • 11 understand double meaning of words
  • 6 better at phone and age 11 offer info on phone
24
Q

social/emotional development

major points 6-11 yr

A
  • self esteem
  • more mod regulation
  • moral development
  • peer relationships
  • self control, delay of gratification and impulse control
  • aware of gender, sterotypes and roles, gender identity
  • 8 learn they can experience more than 1 emotion at once
  • problem focused coping (identify the issue as changeable or make note of issue, think of solutions then carry out solutions)
  • emotion centered coping (work to manage or control responses through social support)
  • increase ability of empahty and perspective talking (understand themselves as they understand others)
  • 10 yr understand views of impartial 3rd party
  • moral development and normative beliefs (beliefs about appropriate behavior)
  • increase focus on rules and laws
  • peer victimization and bullying begin
25
Q

cognitive development

major points 12-18 yr

A
  • metacognition (increase attention and awareness of their own thought process)
  • self consciousness (called imaginary audience; belief they are main focus of others attention); very self involved
  • personal fable (result of imaginary audience; come to belief that they are focus of everyone’s attention; believe they are special or unique; believe their emotions are more intense or terrible than others; “never understand”; risk for risk taking behavior)
  • greater planning and problem solving
  • by 18, 40,000 words usually able to read and understand adult literature
26
Q

social/emotional development

major points 12-18yr

A
  • more aware and self conscious
  • risk taking, experimental, struggle to assert ones own identity
  • marked fluctuation in self esteem, regulation, identity formulation; (linked to hormonal changes; moody and leads to disagreements; 18 usually decreases)
  • cliques, peer group conformity
  • delinquency training (groom others to do bad things; peer pressure)
27
Q

When does moral development develop?

When does empathy develop?

A

starts by ages 2-5

  • by 2 they will comfort caregivers
  • start to recognize differences with cultures and races and moral development starts

by 6-11 have increased ability of empathy
-moral development and normative beliefs (what is normal/appropriate social behavior)

28
Q

When should a child be able to maintain attention?

When should a child be able to follow a sequence of steps?

A

By age 6 they are typically able to stay on task and 8-9 focus or atleast be easily redirected

-11 can hold a sequence of steps and have gist memory

29
Q

What age should you see mood regulation?

When does self esteem start to develop?

A

mood begins to be more regulated by age 6-11
and they start to develop self esteem, self control and delay of gratification and impulse control

However by 12-18 can have fluctuation in self esteem and regulation as they start to create their identity and linked to hormonal changes but this decreases by 18

30
Q

What age does bullying and peer victimization begin?

A

by about age 6-11

31
Q

Secure attachment and development

A

mother is sensitive and responsive; assessable and cooperative
child is secure, self reliant, trusting, helpful
as adult will be able to cope w/ stress; take risks; face challenges; open up to new things; seek help; have love and stable

32
Q

insecure attachment and development

A

ambivalent, inhibited, anxious
mother is unpredictable, may use threats of abandonment
-as infant can be fretful, anxious, clinging
-toddler do not feel secure to try new things
-children cling, anxious, overly dependent on teachers or bullied by others
-adults struggle w/ loneliness, intense roller coaster romances; fall in love easily; hypervigilant about separation; work px like procastination; difficulty concentrating; their children tend to be ambivalent and anxious attachment patterns

33
Q

avoidant attachment and development

A

mother is angy, rejecting, rigid, hostile, adverse to physical contact; behavior threatening

  • child avoids mother, does not want to be held by mother; would rather be by self; they have no distress, anger or fear, do not seek love and care from others; may be odd, or have odd behaviors like hand flapping; attachment to objects
  • adults have difficulty with social situations; live with out love and support; complain of depression and somatic sx; dismissive, hostile, condescending; dissociate from loneliness, feel ashamed to approach someone for love; high rates of divorce and promiscuity
34
Q

disorganized attachment and development

A
  • mother is frightening toward infant like abusing physically or sexually; may be frightened or not secure; may be suffering from physical or sexual or verbal abuse and is viewed by child as unable to provide protection
  • child has no organized strategy for managing stress of separation or strange situation; fearful of caregiver; freeze and are disoriented with desire to seek proximity but also avoid it;
  • adults show unresolved mourning; later experience trauma and the risk for DID is high

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