Child Health And Individual Development Flashcards
Developmental tasks of infancy
Learning to walk, learning to talk, learning variety of foods and controlling bladder and bowel
Eating a variety of foods
Human breastmilk is the ideal food for newborns. In the first week the breast secrets colostrum which is rich in antibodies to help the infant develop their immunity.
Teeth begin to appear after 6-8 months, this is when solid foods are introduced
Learning to control bladder and bowel
As muscles and the brain mature the ability to recognise signals and use muscles to control sensations develop
Learning to walk
Head control, roll over, sit, crawl, creep, stand, one step, walk.
Bones ossify, muscles strengthen and CNS matures
Learning to talk
Genetically inherited ability, first words are learnt through imitation. Babbling sounds become recognisable as words and vocabulary increases due to parent interactions
Infancy reflexes
Rooting, sucking, startle, walking, stepping and grasping reflexes
Rooting reflex
If the cheek is touched the baby will turn its head in that direction. This allows the baby to find nourishment
Sucking reflex
The baby begins to suck in anything that is put in its mouth. This allows the baby to receive food
Startle reflex
If the baby loses support of its head and neck it throws its arms out as if to grab onto something
Walking reflex
An infant attempts to walk if it’s held above the ground
Stepping reflex
If an infant is held with one leg in contact with an object it will automatically lift the other foot
Grasping reflex
A baby with grasp anything that’s put in its hand
Infancy development
Physical
Weight doubles by 6 months and triples by 12, recognise familiar faces and sounds and have the ability to lift head, roll over, crawl and walk
Infancy development
Social
Dependant on parent. Learn to smile and recognise facial expressions, begin to understand and enjoy games and learn how to share and other acceptable behaviours
Infancy development
Emotional
Revolves around family. When they’re hurt or distressed they can be comforted by family, emotional attachment makes an infant feel secure, safe and loved. Fear may be shown when confronted with unfamiliar things and frustration is shows through tantrums
Infancy development
Intellectual
Collect information from putting things in their mouths, can recognise their name, learn names of their favourite people, places or shows. Begin to learn that an object still exists if it can’t be seen and language development is rapid (150-300 words)
Early childhood development
Physical
Height roughly increases by 6cm and weight by 2.5 kg. Limbs and torso become more proportionate to the head, kids begin to lose baby teeth and kicking, throwing and catching skills develop
Early childhood development
Social
Begin to attend social events which teaches children acceptable behaviour, they learn how to share at kinder and independence begins to develop
Early childhood development
Emotional
Develop a sense of empathy and may care for upset people. Like to show off their achievements and may get jealous if attention is focused elsewhere, begin to develop identity.
Early childhood development
Intellectual
Learning new words and language occurs rapidly, begin to question the world around them, attention span lengthens allowing them to follow basic instructions and learn how to write basic letters and how to count up to 10/20
Late childhood development
Physical
Size and strength increases and children can engage in more complex physical activity such as basketball. Writing becomes more legible, body proportions continue to change, permanent teeth continue to development
Late childhood development
Social
Gain a lot of social connection outside of the family due to attending school. Sharing, communication and conflict resolution are further developed, acquire a sense of right and wrong
Late childhood development
Emotional
Children begin to identify how others are feeling, become more skilled in conveying emotions in words, self concept is established.
Late childhood development
Intellectual
Most of this takes place at school, problem solving skills develop, and reading, writing and language skills all develop
Determinants of health that affect children
Biological
Genetics, birth weight and body weight
Determinants of health that affect children
Behavioural
Oral hygiene, breastfeeding, vaccinations, eating habits and level of physical activity
Determinants of health that affect children
Physical environment
Tobacco smoking in the home, housing environment, fluoridation of water and access to recreational facilities
Determinants of health that affect children
Social
Parental education, parenting practices, media and access to health care
Biological
Genetics
A child’s genetic make up determines the rate and timing of physical development as a result of the production of hormones, the gender, development of genetic conditions and predisposition to disease
Biological
Birthweight
A key indicator of infant health and has a major influence on a baby’s chance of survival
Behavioural
Level of physical activity
It’s important that children are physically active and engaging in at least 1 hour of physical activity a day. If a child isnt physically active it can lead to obesity which can later result in health problems
Behavioural
Breastfeeding
The healthiest start for infants because it contains all the nutrients required by the baby. It is recommended that the baby is breastfed for the first 6 months before swapping to formula
Physical environment
Tobacco smoking in the home
Passive smoking is dangerous for children because their lungs are still developing. This smoke exposes non smokers to majority of the same toxic chemicals that direct smokers inhale
Physical environment
Housing environment
A house should ideally provide she,tear and a clean live which protects children from onside dangers.
Social environ,net
Media
Media can have negative and positive effects on children depending on their age, and whether it’s regulated by parents or not
Social environment
Parental education
The formal level of education that is achieved by parents and the level of knowledge that may be attained through informal means
Principals of development
- Development occurs in a orderly, predictable way
- Development is continual
- There are individual variations on the rate and timing of development
- Development follows predictable patterns
- Development proceeds from simple to complex
Development occurs in a orderly, predictable way
Development is predictable and experts have a rough idea when each milestone will occur. Roll over, crawl. Stand, walk etc
Development is continual
Individuals are always developing from conception until death
There are individual variations in the rate and timing of development
You cannot compare kids because they learn at different times and speeds
Development follows predictable patterns
Cephalocaudal and proximodistal patterns of development are particularly evident during the prenatal, infant and childhood stages.
Cephalocaudal development
Refers to growth and development that occurs from head down. First the gain control of head muscles, then should muscles etc
Proximodistal development
Occurs from the centre of the body in an outward direction. Eg. In the uterus the spine develops first and toes and fingers develop
Last
Development proceeds from simple to complex
Thought processes and motor skills go from simple to complex. Once the simple aspects have been attained they can be built upon to make the skills more complex.
Infancy gross motor skills
Lifting head and chest when lying down, sit up alone, crawls on hands and knees, walks without help and can kick a ball
Infancy fine motor skills
Reaches for toys, transfer toy from one hand to another, picks up small objects, scribbles with a crayon and turns pages of a book one at a time
Early childhood gross motor skills
Walks up and down stairs, hops on one foot without support and learns how to skip
Early childhood fine motor skills
Cuts with small scissors, draws complete circles and prints their name
