Exam 2 Flashcards
born between 38-42 weeks
Full term infant
Less than 38 weeks
premature infant
more than 42 weeks
Post mature infant
babies are full term less than 5 pounds 8 ounces
small for gestational age
Babies more than 10 pounds may be preterm or full term
Large for gestational age
traumatic labor and delivery, interruptions in blood supply and nutrients, infections
Stillbirths
checks baby’s heart rate, muscle tone to check for medical care.
Apgar score
Head is larger than body
random movements
Large eyes, small nose and chin
general appearance
spread out their arm, pull arms in and cry. Startled by loud noise
Moro(startle)
head is turned to the same side of their outstretched arm and their other arm in bent. to protect their heads
Tonic head
when object is placed in palm fingers wrap around the object
palmar (grasp)
hold the infant up with their feet on surface and they will act like they are walking
stepping
stroke the bottom of the foot and toes will fan out
Babinski
types of malnutrition
-insufficient quantity of food
-Inadequate nutritional quality of food
vision senses
-visions not developed at birth
-3-4 months can use motion, shape, spatial positioning
-color come around 6 month
-can imitate facial expression of others
hearing senses
-Hearing
startled by loud sounds
-Hearing get better when fluid all leaves the ear
Taste, smell, touch
-can distinguish
between sweet, salty,
sour and bitter tastes
- React negatively to strong
odors
-As early as 4 days can
identify their mothers
smell
-Sense of touch is
developed preterm
basic unit of meaning
Morpheme
basic unit of language
Phonemes
how meaning is assigned to morphemes
semantics
how words are combined into meaningful sentences
syntax
the rules of combining language
grammar
Motor skills
(5 to 8)
Gross motor
-use of large muscles or whole body
-crawling and walking
-social games
Fine motor
-use of hand and finger
-requires coordination and dexterity
-reaching, grasping, mouthing
Plasticity
the degree to which the brain can be modified through experience
sudden infant death syndrome(SIDS)
sudden death of a baby younger than 1 year of age that doesn’t have a known cause
Shaken baby syndrome
brain injury caused by shaking infant
-brain swells, bruises, bleeds
Temperament
Easy- positive mood, regular routines, adapts to new people/situation
Difficult- cries often, negative mood, irregular routine, difficulties with changes and new situations
Slow to warm up-positive and negative moods, moderately reg. routine, slow to adjust to people
not categorized- they display a combination of all the temperament
Secure attachment
-engages with other when mother is around
-negative emotions when she leaves
- when she returns child greets mom
avoidant attachment
-does not show emotions to mother or stranger
-does not seek mother out when she return
-acts same with stranger and mother
-focuses on the environment
Anxious/Resistant
-child irritated when stranger enters
-child to stressed when mother leaves
-when mother returns the child is upset moves away from her
disorganized/disoriented
-Child is distressed when mom leaves and may sense a relief when she returns
-child may show anger and not let mother comfort
-mother who experience trauma right before birth or depression had children with this attachment style
Toilet training
to early or too strict could produce anal fixation which will interfere with development moving forward
Anal-retentive individuals
this group may have experienced overly strict and harsh potty training as children and may grow to be obsessed with orderliness and tidiness
Anal-expulsive individuals
this group experience very lax potty training resulting in them being very messy and disorganized as adults
Discipline
infant/toddle
-remove and distract
-be consistent
-be gentle but firm
-role model
preschooler
-consistent
-follow through
-role modeling
-immediate feedback
-logical outcomes
-self disclosure or ownership of the behavior
-appropriate time out
Development of play(pre-school)
-2 years old ;solitary play
-3-4 years; onlookers, parallel play
-4-6 years; associative play, cooperative play
-5-7 years; cooperative play
types of aggression
Hostile-behavior intended to hurt someone
Instrumental- not intended to hurt someone but still does
assertiveness- standing up for one’s rights
Lateralization
the tendency for some neural functions or cognitive processes to be specialized to one side of the brain or the other
Intellectual disability(IQ)
mild- 55 to 70
moderate -40 to 55
severe -25 to 40
profound- below 25
Habitual response (pre-schools)
-eating
-sleeping
-elimination
-unique habits
Negative effects on brain development( pre-school)
-poor nutrition
lack of stimulation
injury
metabolic or other medical problems
toxins
language development (pre-school)
-full conversation
-self talk and monologues
-express words and concepts
cognitive domain( pre-school)
Information processors
Memory
-recognition
-recall
build on experiences and events
Theorist (pre-schools)
-Freud: Phallic stage
-Erikson: initiative VS guilt
-Piaget: preoperational
-Vygotsky:
Scaffolding – learning to achieve independence
– Zone of Proximal Development – what you can do with and
without help
– Private speech – helps to regulate behavior
habitual response(middle school)
-diet
obesity
body image concerns
-sleep
night terrors and nightmares
-elimination
encopresis- passing small amount of stool
enuresis-bedwetting.
cognitive development(middle school)
Thinking more logic
reversible
flexible
complex
Piaget and learning
Piaget believed children are better off when they learn at their own pace and that learning is best when it is intrinsically motivated rather than extrinsically rewarded
Learning (middle school)
six Rs
Remembering
Repeating
Reasoning
Reorganizing
Relating
Reflecting
Gender differences(middle school)
Girls perform better in verbal skills
Guys perform better in quantitative and spatial tasks
IDEA
mandates the right of all children to a free and
appropriate education.
ADHD
-Inattention
has a hard time focusing losses stuff
-Hyperactivity
restless, talks a lot, multi tasking
-Impulsivity
difficulty thinking before acting, interrupts others
AUTISM
-Social interaction
no response,no smiling, can’t make friends
poor eye contact
-Communication
no pointing, no single word
repetitive use of language
-Behavior
non-functional play, lining up toys
restrictive patterns of interest
repetitive motions
Personality development(middle school)
-Self concept
attribute specific traits, compare themselves
make friend outside of family
Theorist (middle-school)
-Erikson: industry vs inferiority
Kohlberg: moral dilemmas
Preconventional – obey rules
to avoid punishment
Conventional – conform for
approval
Postconventional – based on
moral principle
