Element 7: Child Development Flashcards

1
Q

What does child development refer to?

A

the physical, cognitive, emotional and social growth that occurs throughout a child and young person’s life

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2
Q

What are the areas of development? (PILES)

A

Physical, Intellectual, Language, Emotional, Social

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3
Q

What does the term “holistic” mean?

A

Overall or all round; the idea that the parts of something are interconnected so looking at the whole rather than each individual part.

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4
Q

What is physical development?

A

The process that starts in human infancy and continues into late adolescent concentrating on gross and fine motor skills as well as puberty.

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5
Q

What does physical development involve?

A

It involves taking control over the body, particularly muscles and physical coordination.

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6
Q

What are gross motor skills?

A

They’re large body movements made with arms, legs, feet or entire body.

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7
Q

Examples of gross motor skills:

A

Crawling, Running, Jumping, Balance >locomotive skills

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8
Q

What are fine motor skills?

A

They’re smaller actions using hand-eye coordination.

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9
Q

Examples of fine motor skills:

A

Pincer grasp, Tripod grasp

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10
Q

What is neurological development?

A

It is how the brain develops and makes neurological pathways that influence performance or functioning.

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11
Q

Examples of neurological skills:

A

reading ability, social skills, memory, attention, focus skills

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12
Q

What is cognitive development? What does it include?

A

It is the construction of thought processes and perception including: remembering (short and long term memory), problem solving (reasoning), decision making (making judgements), imagination (creativity/pretend play), neurological (brain development).

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13
Q

When does cognitive development take place?

A

From childhood, through adolescence to adulthood.

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14
Q

What is sensory perception?

A

the way the senses provide constant feedback to the brain

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15
Q

What is language development?

A

this is about being able to understand what others say, as well as being able to speak and make yourself understood. It is also about processing language, linking to experience and knowledge, adapting to a situation or audience. It is also about learning to read and write.

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16
Q

Does language development include non-verbal communication as well as verbal communication?

A

Yes

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17
Q

What is emotional development?

A

It is the emergence of a child’s experience, expression, understanding, and regulation of emotions from birth through to late adolescence.

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18
Q

What is social development?

A

It is the process by which a child learns to react with others around them and make friends.

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19
Q

As children develop and perceive their own individuality, what skills do they start to gain?

A

Communication with other people and processing their actions.

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20
Q

What is the result of communicating with others?

A

Forming relationships.

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21
Q

What are the 3 prime areas of EYFS?

A

personal, social and emotional development
communication and language development
physical development

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22
Q

What are the 4 specific areas of EYFS?

A

literacy
mathematics
expressive art and design
understanding the world

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23
Q

What does the term “developmental norms” mean?

A

Standards by which the progress of a child’s development can be measured.

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24
Q

Example of developmental norms:

A

The average age at which a child walks, learns to talk or reaches puberty would be such a standard. These would be used to judge whether the child is progressing normally.

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25
Q

What does the term “milestones” mean?

A

A significant stage or event in the development of something (a child).

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26
Q

What is an example of a milestone?

A

A child going from communicating with grunts and gestures to communicating with prepositional phrases.

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27
Q

What does the term “whole group discussion” mean?

A

a pedagogical strategy that involves having all members of the class discuss a topic as a group

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28
Q

What defines “developmental surveillance”?

A

Skilled observations made by the pediatrician of a child and their family that takes into account parental concerns and the child’s developmental history

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29
Q

How often should a developmental surveillance be performed?

A

By every pediatrician at every visit

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30
Q

What is developmental screening?

A

The use of a standardised objective measure that is given to the parent to assess development.

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31
Q

How often is developmental screening recommended?

A

At least 3 times, at 9 months, 18 months and 24 months.

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32
Q

Why is it important to monitor a child’s development?

A

So we can recognise potential delays on development that might indicate a developmental concern. Early recognition then allows us to address and treat development delays.

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33
Q

What is meant by “normative patterns of development”?

A

The sequence and ages at which most children and young people broadly reach key milestones in their development.

34
Q

What is a “neonate”?

A

newly born baby

35
Q

What does a neonate have before it gains control of its body?

A

reflexes

36
Q

What are reflexes?

A

physical movements or reactions that the baby makes without consciously intending to do

37
Q

Name the reflexes associated with the development of babies

A

rooting, sucking, grasping, standing and stepping, startle/moro, tonic neck

38
Q

How do the reflexes exhibited by babies tell us about how they are developing?

A

the presence and strength of a reflex is an important sign of nervous system development and function

39
Q

How can gross motor skills inform practitioners about a child or young person’s physical development?

A

the more confident and coordinated children are in gross motor skills, the quicker they will develop their fine motor skills.

40
Q

How can fine motor skills inform practitioners about a child or young person’s physical development?

A

fine motor skills improve the child’s motor control and hand-eye coordination. These skills allow the child to eat, write, manipulate objects and get dressed.

41
Q

Why would the playing of a violin not be appropriate for a child under the age of 4?

A

Because a child won’t have the fine motor skills by them to be able to press down on the strings.

42
Q

What are the 7 areas of social and emotional development?

A

developing emotions
learning to express feelings
developing behaviours and self control
developing relationships including bonding and attachments and friendships/peer groups
learning to cooperate and follow instructions
developing slef concepts (who am I?)
moral developmet

43
Q

True or False? Social and emotional development is an umbrella term?

A

True

44
Q

True or False? 11 year olds may express themselves/experiment with identity through appearance (e.g. dress, hairstyles, body piercings)

A

False. This applies to the 13-19 age band.

45
Q

True or False? At 6-7 years, a child has usually learned how to behave in various settings and social situations (e.g. home, school, play club, friend’s house)

A

true

46
Q

T or F? At 4 months, increasing mobility allows a baby to approach people. He or she also understands that a carer who leaves the room will return.

A

False. This applies to 9 month old babies.

47
Q

T or F? At 3 months, a baby may stop trying to interact if a carer does not respond. If this continues, it can seriously affect the baby’s social and emotional development and wellbeing.

A

True

48
Q

What does “morality” describe?

A

Our values and principles, which inform our behaviour and decisions.

49
Q

What is the strong link between morality and cognitive development?

A

Before a person can develop values and principles, they must be able to think about the issues and make decisions about them.

50
Q

REFLEXES -rooting

A

is an involuntary response to stimulation of their mouth. It helps the baby find a nipple to feed. Babies are born with this to help them to survive.

51
Q

REFLEXES - sucking

A

when something touches a baby’s palate, he or she will start to suck it

52
Q

REFLEXES - grasping

A

a handholding response. Clenching their fingers once an object has made contact with the palm and close.

53
Q

REFLEXES - startle/moro

A

a normal reflex when an infant is startled or feels like they’re falling. The infant will have a startled look and the arms will fling out sideways with the palms up and thumbs flexed.

54
Q

REFLEXES - standing and stepping

A

the muscles of their legs contract in a straight, standing position when the balls of their feet make contact with a solid surface. A baby appears to take steps when held upright with their feet touching a solid surface.

55
Q

REFLEXES - tonic neck

A

when a baby is lying down and their head is turned to the right or left, the corresponding arm extends while the other arm bends next to their head.

56
Q

MILESTONES -newborn-1 month

A

responds to visual or auditory stimuli
sucks in a coordinated fashion
fixes briefly on faces or objects

57
Q

anticipatory guidance -newborn-1 month

A

discuss how newborns learn by hearing parents speak to them and examining their faces.
talk about attachment and promote the important role of the new parent in a child’s development.

58
Q

MILESTONES - 2 months

A

lifts head/chest when prone
social smile
tracks horizontally with gaze
stays alert for longer

59
Q

MILESTONES - 4 months

A

rolls front to back
uses sounds to communicate
laughs, orients to parents voice
hands to midline
grasps objects

60
Q

anticipatory guidance - 4 months

A

Now that a child is rolling, falls are more of a risk.
Never leave the baby unattended on a bed or couch.

61
Q

MILESTONES - 6 months

A

sits with minimal support
babbles
reaches for caregivers and toys
transfers objects from one hand to another

62
Q

anticipatory guidance - 6 months

A

start child-proofing the home as the child is starting to move around more and explore the environment

63
Q

red flag - 6 months

A

persistent primitive reflexes (moro, tonic neck, fisting) beyond 6 months should warrant further evaluation

64
Q

MILESTONES - 9 months

A

pulls to stand, cruises
says “mama”, “dada” (non specifically)
immature pincer grasp
turns pages in board book
object permanence
separation anxiety

65
Q

anticipatory guidance - 9 months

A

since the child is picking up smaller items, discuss choking risks
talk about separation anxiety

66
Q

MILESTONES - 12 months

A

says “mama” and “dada” to the correct person(s)
one word in addition to “mama” and “dada”
pointing
joint attention
first steps
more developed pincer grasp
follows simple commands

67
Q

red flags - 12 months

A

hand preference before age 1
minimal response to name

68
Q

MILESTONES - 15 months

A

3-6 word vocabulary
points to objects
feeds self with spoon and cup
stoops and recovers
scribbles with pens, crayons, pencils etc.

69
Q

anticipatory guidance - 15 months

A

discuss how to handle tantrums

70
Q

red flag - 15 months

A

no words or pointing

71
Q

MILESTONES - 18 months

A

5-10 word vocabulary
points to 1 body part
imitates those around them
stacks 3 blocks
runs

72
Q

red flags - 18 months

A

doesn’t point to show things to others
can’t walk
doesn’t imitate
doesn’t gain new words
doesn’t notice when caregiver leaves or returns

73
Q

MILESTONES - 2 years

A

2 word phrases
50 word vocabulary (50% understood)
turns thin pages
follows 2-step commands
goes down stairs 2 feet at a time
feeds self with spoon and fork
stacks 6 blocks
jumps with 2 feet
parallel play
draws a line

74
Q

red flags - 2 years

A

doesn’t use 2 word phrases
doesn’t know what to do with common things
doesn’t imitate actions or words
doesn’t follow simple instructions
doesn’t work steadily
loses skills it once had

75
Q

MILESTONES - 3 years

A

goes up and down stairs with alternating feet
peddles a tricycle
draws circles
stacks 9 blocks
uses pronouns correctly
3-word sentences (75% understood)
puts on shoes, undresses self, brushes teeth
knows name, age, colours
toilet trained during the day
interactive, imaginary, group play

76
Q

red flags - 3 years

A

not playing pretend or not playing with other children
falling frequently
no 3-word phrases
repetitive behaviours

77
Q

MILESTONES - 4 years

A

draws square or cross
hops on 1 foot
can manipulate buttons
100% of language understood
answers “What?” and “When?”
plays cooperatively in a group
knows at least 4 colours

78
Q

red flags - 4 years

A

difficulties with feeding, sleeping or toileting
speech is not clear
doesn’t follow 3-part commands
doesn’t speak in short sentences

79
Q

MILESTONES - 5 years

A

skips
asks “Why?”
ties their shoes
draws triangle
counts to 10
writes their name
draws person with head and body parts
knows address, birthday, phone numbers
knows left and right
knows alphabet
follows 3-step commands

80
Q

red flags - 5 years

A

cannot perform basic skills independently (such as getting dressed)
difficulty attending to an activity for more than 5 minutes
doesn’t talk about daily activities or experiences
extreme behaviour

81
Q
A