Class 7. Growth and development Flashcards
Patterns of physical growth
def: Quantitative increase in physical size
ex height, weight, # of words
(highlighted)
1. Cephlocaudal growth
-head down
-gain control of head/neck before trunk/limbs
- Proximodistal
-controls arm movements before hand movements, controls hand before fingers
-ex reach comes before ability to grab, holds before picking up with fingers
ALL children develop physically according to these patterns
Growth - Infants
BW doubles by 5-6 mon
BW triples by 1 yr
Length increases by 50% by 1 yr
Head circumference grows almost 33% by 1 yr (important determinant of brain growth)
-the distance between each developmental milestone varies from child to child
-milestones are important so nurses know what to look for & when = know when to be concerned
Gross Motor Development -Infant
(highlighted whole slide)
INFANT REFLEXES:
-play a role in dev of gross motor skills (ex. righting reflexes)
(Highlighted) HEAD CONTROL:
-marked head lag in newborns
-4 mon: lifts heads and chest, weight bearing on forearms
-4-6 mon: head control well established
ROLLING OVER:
-5 mon: abd to back
-6 mon: back to abd
SITTING:
-7 mon: sits alone
leans forward on hands for support
-8 mon: sits unsupported
-10 mon: moves from prone to sitting
LOCOMOTION:
-initially: propel backward by pushing w/ arms
-6-7 mon: can bear weight on legs w/ assist
-6-8 mon: crawling (army crawl w/ just arms)
-9 mon: creeping (arms + legs)
stands while holding onto furniture
pulls self to standing position
-11 mon: walks while holding furniture (cruising) or with both hands held
-1 yr: walks w/ one hand held
may attempt independent steps
Fine motor development
(highlighted whole slide)
GRASPING
-2-3 mon: grasping is a reflex
progresses to be voluntary by 5 mon
-5 mon: palmar grasp
-8-9 mon: crude pincer grasp (able to pick up
raisin by 10 mon)
-11 mon: neat pincer grasp
MANIPULATIVE SKILLS
-7 mon: transfers objects from hand to hand
-10 mon: can let go of object
-11 mon: puts object into container
-1 yr: try to build tower of 2 blocks and fails; can
do it at 14 mon
DRAWING
-3 yr: copies circles
-4 yr: copies square, stick figures, uses scissors to cut following an outline
Development
def: increase in capability/function
ex. ability to sit without support
throw a ball
Developmental milestones
(highlighted) there is a developmental rate that reflects a FIXED ORDER but DIFFERENT PACE for each child
-children are expected to reach specific milestones by a certain age
-there may be delays dt illness or other factors but they are expected to happen within a couple of months of the normal age of these behaviors
Theorists
- Foundations of Personality:
-Erickson - psychosocial dev
-ego identity
-infant 0-1 yr: trust vs mistrust
-toddler 1-3 yr: autonomy vs shame, doubt
-preschool 3-6 yr: initiative vs guilt
-school age 6-12 yr: industry vs inferiority
-adolescence 12-18 yr: identiy vs role confusion
-early adult, middle adult, late adult….
-Freud - psychosexual dev
-Sullivan - interpersonal dev
- Foundations of Mental Function:
-Piaget - cognitive dev
-Kohlberg - moral dev
-Fowler - spiritual dev
Foundations of Mental function
-Piaget - cognitive dev
-Piaget - cognitive dev
-has 4 stages children progress through in order
-assimilation: interpreting new experiences in terms of existing mental structures without changing them
-accomodataion: changing existing mental structures to explain new experiences
-infant 0-2 yr: sensorimotor, learns that object have permanence even when not visible
(next slide)
-toddler/preschool 2-7 yr:
-centration: tendency to focus on just one feature of a problem, neglecting important aspects
-irreversibility - inability to envision revering an action
-egocentrism: limited ability to share another’s viewpoint
-animism: belief that all things are living
-school age 7-11 yr: concrete operations
-masters reversibility and decentration )focuses on more than one feature of a problem simultaneously)
-gradual decline in egocentrism and gradual mastery of conservation
-minimal to no abstract thinking
-adolescence 11-18 yr: adaptability and flexibility in thinking
-thinks in abstract terms
-uses abstract symbols and draws logical conclusions
Object Permanence (Piaget) (mental function)
(highlighted whole slide)
1-4 mon: when thing disappears, child does not look for it
4-8 mon: child begins to acquire some knowledge of object permanence. When object is removed, looks for it
8-12 mon: child removes obstacle to uncover partially hidden object
12-18 mon: when an object is hidden, the child searches for it in the last place they saw it hidden
18-24 mon: child searches for lost/hidden object they haven’t seen in several days
Foundations of mental function
Kohlberg - moral dev
probably not tested on
Pre-Conventional phase:
2-4 yrs
Stage 1: punishment and obedience orientation
-sees rules as fixed, absolute
-obeying rules is important because it avoids punishment
4-7 yrs
Stage 2: instrumental-relativist orientation
-actions directed toward satisfying own needs
-concrete sense of justice and fairness
Conventional Phase (school age)
Stage 3: Interpersonal orientation
-good boy or nice girl orientation
-focused on living up to social expectations and roles
-emphasis on conformity, being nice, and consideration of how choices influence relationships
Stage 4: Law and Order Orientation
-begin to consider society as a whole when making judgments
-focus on maintaining law and order by following rules, doing one’s duty and respecting authority
Post-Conventional Level (adolescence-adult)
-Stage 5: Social contract orientation
-begins to account for differing values/opinions and beliefs of others
-rules of law are important for maintaining a society, but members of the society should agree upon these standards
-Stage 6: Universal Ethical Principle
-based upon universal ethical principles and abstract reasoning
-follow these internalized principles of justice, even if they conflict with laws and rules
Temperament
-innate characteristics
-patterns of response to stimuli
ex. easy, difficult, slow-to-warm up
Attributes of temperament:
-activity
-rhythmicity
-approach/withdrawal
-adaptability
-threshold of responsiveness (sensory)
-intensity of reaction
-mood
-distractability
-attention span and persistence
Nine Parameters of Personality
-Chess and Thomas
(highlighted)
Attributes of temperament:
- Activity: degree of motion during eating, playing, sleeping, bathing
- Rhythmicity: regularity of schedule maintained for sleep, hunger, elimination
- Approach/withdrawal: response to a new stimulus such as food, person, activity
- Adaptability: degree of adaptation to new stimuli
- Threshold of responsiveness (sensory): intensity of stimulation needed to elicit a response to sensory input, object in the environment, or people
- Intensity of reaction: degree of response to situations
- Mood: predominant mood during daily activity and in response to stimuli
8.Distractability: ability of environmental stimuli to interfere with their activity
- Attention span and persistence: amount of time devoted to activities compared with other children of the same age & the degree of adaptability to stick with the activity in spite of obstacles
Patterns of temperament
(highlighted)
the “easy” child
-moderate activity
-regular schedule
-positive mood
-adapts to new situations
-able to accept rules and work well with others
the “difficult” child
-irregular schedules (eating, sleeping, elimination)
-adapts slowly to new situations and persons
-predominantly negative mood
-intense reactions to environment is common
the “slow-to-warm-up” child
-mild intensity reactions and slow adaptability to new situations
-initial withdrawal followed by gradual, quiet, and slow interaction with the environment
Assessment and Intervention
(highlighted)
Assessment of child and parent
Goodness of fit between parents and child
ex. extroverted parents + extroverted child
spontaneous parents + child who wants routine
Parent education
(highlighted) Strategies to improve fit:
-extremely active child =
plan periods of active play several times/day
Have restful period before bedtime to foster sleep
-shy child =
allow time to adapt at own pace to new people and situations
-easily stimulated child =
have a quiet room for sleeping for infant
have a quiet room for homework for school-aged child
-short attention span =
provide projects that can be completed in a short period, gradually encourage longer periods at activities
Language Development
Chronic ear infections can interfere (highlighted)
-children are born with mechanisms and capacity to dev speech and language skills
-intact physiological functioning of respiratory system, speech control center in cerebral cortex, articulation and resonance structures in the mouth and nasal cavities
-language acquisition requires an intact and discriminatory auditory apparatus, intelligence, and a need to communicate, and stimulation
