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NGD > Development - infancy + preschooler > Flashcards

Development - infancy + preschooler Flashcards

1
Q

WHO definitions of childhood

A 
Infancy 0-2
early childhood 3-5
middle childhood 6-12
adolescence 13-19
youth up to 26
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2
Q

Domains of development

A 
cognitive
communication
fine motor
gross motor
social/emotional
adaptive/ADL
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3
Q

Postnatal plasticity of brain development

A

Brain can adapt in response to endogenous/exogenous stimuli

2 contexts:
brain injury - early focal brain injury leads to more limited patterns of behavioural/cognitive deficits than late occurring oinjury
Normal development: brain development in response to stimuli

Epigenetics

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4
Q

Object permanence

A

0-4 mo: none
4-8 mo: may still be exist if out of sight, look for fallen objects
8-12: search for completely hidden object
12-18: search for an object after seeing it removed
18-24: early understanding that objects continue to exist no matter where they were last seen - look puzzled, continue search

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5
Q

Communication in development

A

best measure of cognitive development is speech and language
Receptive and expressive
early language development requires interaction with RESPONSIVE sources

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6
Q

Prelinguistic phase

A

cooind and babbling, non-specific dada/mama
8 mos: specific dada mama
1 year: first true words
non-verbal language - gestures, facial expression

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7
Q

Linguistic phase

A

1-2: lots of single words emerge

2: put two words together

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8
Q

Literacy development

A

early literay development is a predictor of academic success/other outcome measures
6 mo: child will look at a book
12-18: child will point to pictures, brings books to parents to read
18-36: carries books, wants same story over and over

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9
Q

Visualmotor development

A

nonverbal problem solving

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10
Q

Gross Motor Development points

A

Balance of extensor + flexor tone
decline of obligatory primitive reflexes
Neonate tone predominantly flexor

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11
Q

Primitive reflexes

A

Moro reflex - started, shouldn’t see after 4 mo
Asymmetric tonic-neck reflex (fencing): shouldn’t see after 6 mo
- if remain, think spasticity and cerebral palsy

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12
Q

Postural reflexes

A

adaptive reflexes that precede typical motor milestones
babies develop reflexes for righting and equilibrium in first year o life which are necessary for normal motor development
- e.g. upper extremity protective extension in supported sitting

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13
Q

Gross motor milestones

A

lower extremity hyperreflexia common in infants under 4 m
extensor plantar response may be seen under 12 mo
Motor skill attainment does not predict cognitive development very well
but early motor delay may be a first indicator of a range of developmental problems, es cerebral palsy
4 mo: rolls prone to supine
5 mo: rolls supine to prone
6 mo: sit unsupported
8 mo: crawls
9-10 : cruises
12: walks
15: runs
18: goes upstairs holding an adult’s hand

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14
Q

Attachment

A

specific bond btw child and caregiver that develops over time
bidirectional
requires caregiver to be emotionally available, perceptive and able to meet child’s needs
Infant helps in process by being aware, alert and reacting to caregiver
Process starts in utero and continues to develop over time
Secure attachment –> better coping with stress, better performance at school, foundation for relationships over lifetime of child

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15
Q

Secure attachment

A

prefers parents to strangers
able to seek comfort from parents
able to separate

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16
Q

Ambivalent/insecure attachment

A

greatly distressed when parent leaves
may be wary of strangers
not comforted by parents’ return

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17
Q

Disorganized/insecure attachment

A

mix of avoidant and resistant behaviours
may seem apprehensive or confused wtih caregiver
may be due to inconsistent behaviour by parent or parents may act as figure of both fear and reassurance

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18
Q

Attachment over time

A

by 3 mo: baby and caregiver demonrtate reciprocal interactions and beginnins of empathy recognized
3-5 mo: babies demonstrate a clear preference for their primary caretakers
9 mo: stranger anxiety
18: empathy demonstrated

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19
Q

Cerebral palsy

A

non-progressive impairment in movement/posture caused by injury or anomaly of developing brain
refers to a # of conditions
Classification based on:
- anatomical distribution of dysfunction: monoplegia, diplegia, quadriplegia
- neurological involvement: spastic, dyskinetic, ataxic, mixed
- function: levels of functions are determined

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20
Q

Cerebral palsy prevalence and etiology

A

1.5-2.5 per 1000
may be prenatal, perinatal or postnatal factors
e.g. brain malformations, vascular events, intraventricular hemorrhage, traumatic brain injury, near drowning, etc
much more common in preterm infants

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21
Q

Primary teeth eruption

A

central incisors 8-12 mo, then last molars 2-2.5 y

Shed 6-12 y

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22
Q

Delay in primary teeth eruption

A

may be associated with global developmental delays, endocrinopathies (hypothyroid/hypopit), or other systemic conditions (e.g. cleidocranial dysplasia, rickets, or trisomy 21)

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23
Q

Preschool period changes

A

Increased independence
talking in sentences, relate stories
imaginary play increases
start to play cooperatively with other kids

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24
Q

Types of interventions

A

preventative: for infants/children at increased biomedical risk (e.g. prematurity), children with environmental risks

Ameliorative for children with established delays and disabilities

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25
Q

Preschool cognitive development

A

Symbolic thought and play (blocks for trucks)
reasoning is still mostly based on perceptions rather than logic/deduction
Still very concrete
thoughts still egocentric

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26
Q

Language

A

meaningful use of words, phrases and gestures to convey convesational intent

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27
Q

Phonetics

A

consonant and vowel sounds

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28
Q

Phonemes

A

consonant-vowel combinations that are building blocks of words

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29
Q

Semantics

A

understanding of meaning of ideas in conversations

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30
Q

Syntax

A

sentence structure

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31
Q

Prosody

A

nonverbal use of melody of speech, gestures, facial expression to convey emotion or other content

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32
Q

Pragmatics

A

adaptation of language and behaviour rules to everyday life situations
knowing when to speak quietly

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33
Q

2 year old language bare minimums

A

Receptive: 2 part instructions
Expressive: 2 word phrases

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34
Q

3 year old language bare minimums

A

Receptive: 3 part instructions, answers questions
Expressive: 3 word phrases (min), short sentences

35
Q

4-5 year old language bare minimums

A

Receptive: W questions, conversations
Expressive: tell stories about what happened in their day

36
Q

2-3 yo receptive language skill

A

understands prepositions

can follow story with pictures

37
Q

2-3 yo expressive language skill

A 
ID body parts
200 words
uses words for expressive needs
pronouns
early grammar
38
Q

2-3 yo language red flags

A 
sparse vocab
frustrated with ability to communicate with words - can lead to tantrums
no >2 word sentences
does not follow directions
doesn't like to listen to a story
39
Q

3-4 yo expressive skill

A 
talks about what she/he is doing
400-1500 words
speech 75-100% intelligible to strangers
answers "why" questions
past and present tense
colours
numbers 1-4
full name, knows gender, 4 word sentences
40
Q

3-4 yo red flags for language

A

cannot use language to tell stories

speech not comprehended by strangers

41
Q

4-5 yo expressive language skills

A

2700 words
5-word sentences
defines simple words

42
Q

4-5 yo red flags for language

A

can’t tell a story with beginning, middle, and end

poor grammar in sentences (should be mostly adult-like)

43
Q

Social communication red flags

A

3 mo: not cooing
12: doesn’t respond to own name, not saying mama, dada
18: no word, no pointing, no imaginary play
24: not talking
3 y: not talking in sentences; disinterested in listening to a story (3 words bare minimum)
4 years: not relating events/stories

every child with suspected language delay should have a hearing test

44
Q

Easy temperament

A 
40%
regular biological functioning
positive approach to new stimuli
high adaptability to change
mild to moderately intense response
predominantly positive mood
easily distractible; not persistent
low activity
45
Q

Difficult temperament

A 
10%
irregular biological functions
negative responses and withdrawal from new, unfamiliar situations or objects
slowly adaptable to new situations/challenges
intense responses
negative mood expressions
not easily distracted; very persistent
high activity
46
Q

Slow to warm up temperament

A

15%
midlly intense negative responses
slowly adapatable to new stimuli
both positive + negative moods
biological functioning more regular than “difficult” children
requires frequent exposures to new objects, foods and situations before becoming comfortable

47
Q

Functional play

A

repetitive

running, jumping, gathering, dumping

48
Q

Constructive play

A

using objects to make something

49
Q

Dramatic play

A

role-playing, make-believe transformation

50
Q

Games with rules

A

conformity with pre-established rules

51
Q

Social levels of play

A

Solitary
Parallel - side by side
Interactive/group play

52
Q

Play developmental milestones

A

18-22 mo: starts to pretend, plays with dolls
2 y: plays house, short play sequences
3: pretend play with long sequences
3.5: pretend play with dollhouse + miniature toys
3.5-4: acts out scenes with dolls, puppets, animals
5: plans a sequence of pretend events, organizes objects and other children, highly imaginative and cooperative

53
Q

Autism spectrum disorder

A

disorder of social communication
1% prevalence
boys to girls: 4:1
incidence increasing?? or increased recognition
Etiology unknown but genetics most likely: siblings 19% risk
Genetics and epigenetic factors
Advanced paternal age linked

54
Q

3 key features of ASD

A

Disordered social skills
Disordered communication skills
restricted interests/stereotypic/repetitive behaviour

55
Q

ASD presentation

A

most commonly: speech delay
Red flags:
- no babbling by 12 mo
- no gesturing by 12 mo
- no single words by 18 mo or odd/repetitive first words
- no two word phrases by 18 mo
- loss of social or language milestones at any age

56
Q

Social commnunication in ASD

A

REDUCED/ATYPICAL;
eye gaze and shared or joint attention
sharing of emotion
social/reciprocal smiling
social interest/shared enjoyment
coordination of different modes of communication
regression of loss of social/emotional connectedness

57
Q

Play in ASD

A

reduced/atypical
babbling, particularly back and forth social babbling
unusual tone of voice
development of gestures

58
Q

Visual/motor skills in ASD

A

atypical visual tracking, fixation
under/overreaction to sensory stimuli
delayed fine and gross motor skills, clumsy
repetitive motor behaviours

59
Q

Common causes for delays in diagnosis of autism

A
  • boys talk late
  • his sisters are talking for him
  • child is healthy
  • speaking different language at home
60
Q

Influence of poverty on child development

A

higher rates of illness, injury, academic, social and behavioural difficulties
compromise neural development

61
Q

3 interventions from the Minnesota Child Study

A
  1. relieve family stressors - poverty, food
  2. connect the parents to child’s school
  3. connect parents socially within their community
62
Q

Biological mechanisms of stress on development

A

Epigenetics
Higher SES: generally better performance on neurocognitive assessment but not uniform results
- language/executive function/working memory most strongly correlated to low SES
visual cognition not significantly different btw high and low SES
Stress adversely affects hippocampal development
- stress of poverty may cause weak working memory

63
Q

Adverse Childhood Experiences Study

A

ACE
results demonstrated a strong graded relationship btw lvl of traumatic stress in childhood and poor physical, mental and behavioural outcomes later in life

64
Q

Brain growth

A

birth: 30% adult weight
2: 70%
6 y: 90%
rapid growth of neural fibers in first 2 years of life
new synapses, new skills
myelination continues into young adulthood, esp in areas of higher cognitive function

65
Q

Definition of intelligence

A

The aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with the environment

66
Q

IQ test

A

4 parts: verbal, non-verbal intelligence, working memory, processing speed
avg 100, STD 15
age matched score

67
Q

Intellectual disability IQ score cutoff

A

less than 69

less than 2nd percentile

68
Q

Intellectual disability classification

A

mild: 55-70 IQ
Moderate: 40-55
Severe: 25-40
profound: less than 25

69
Q

Verbal reasoning score

A

measures: verbal concept formation, reasoning and knowledge acquired from one’s environment
influened by ESL, cultural differences, hearing impairments, poverty

70
Q

Non-verbal reasoning scores

A

Measures: perceptual and fluid reasoning, spatial processing, visuomotor integration
influenced by visual/motor deficits, response to time pressure, response style

71
Q

Processing index

A

measures cognitive efficiency, associated with child’s speed in processing visuospatial information
influenced by motivation, concentration, hand-eye coordination

72
Q

Intelligence scoring

A

tests become reliable around age 4-5
IQ scores have reasonable stability
if significant change, consider organic changes but also changes in environment/test process

73
Q

Intelligence as a predictor

A

predicts success in school and work better than any other measure
- school performance more clearly predicted
acquiring new skills vs using a familiar skill
financial success to some extent
NOT a predictor of happiness!

74
Q

Academic achievement domains

A

reading, decoding and comprehension
spelling
paragraph writing
math comprehension and calculation

75
Q

Assessment of adaptive behaviour

A 
2 step instructions
t-shirt right side out
remembers appointments, is on time
makes change
looks both ways before crossing the street
accepts criticism without anger or tears
makes bed
replaces toilet paper roll when finished
76
Q

Executive function

A 
inhibiting impulsive actions
shifting flexibly from one activity or strategy to another
regulating emotions
initiating new tasks
holding info in mind while thinking
organizing, planning compelx behaviour
organizing materials
monitoring one's own performance
develops last and continues development into mid-20s, prefrontal cortex, boys develop later
77
Q

Socio-emotional development in middle childhood

A

Self-concept development
Theory of Mind: starting at age 8, children learn to see themselves through eyes of others
Development of self-esteem
- preschoolers have very high self esteem
-reorganized in middle childhood with feedback
- compares to others from age 6

78
Q

Friendship in middle childhood

A

peer groups
appropriateness of social understanding relative to developmental age
5 yo: we play together
8 yo: we like to do things together, she’s there for me when I’m sad

79
Q

Fine motor development in middle childhood - milestones

A

5: mature tripod grasp of pencil, cuts along a line, copies triangle
6: draws a man with fingers, 2D arms and legs, ties shoelaces
7: legible printing, rarely reverses letters
8: printing efficient way to express ideas

80
Q

Cerebellar development

A

myelination of neural fibers linking cerebellum to cortex starts after birth
completed by age 4

81
Q

Gross motor milestones in middle childhood

A

4: hops on one foot, balances on one foot
5: skips with alternating feet, rides a bike, plays games with rules, balances fo 10 sec on one foot
>6: rules increase in complexity/competitiveness, dexterity, balance and coordination improve
increased speed in running, strength in throwing, kicking
involvement in organized, competitive sports

82
Q

High functioning autism

A

Asperger’s syndrome
poor social skills, restricted interests with pragmatic language difficulties
Social: don’t make friends, struggle to read facial expressions/understand feelings
Communication: often monotone, don’t understand idiom, metaphors or higher level language
Behaviour: may have stereotypies, restricted range of interests
Motor: often clumsy
Sensory: can be very hypersensitive

83
Q

Childhood amnesia

A

0-3 y

inability of adults to remember their early years

NGD (16 decks)

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