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MED 1022 > HLSD > Flashcards

HLSD Flashcards

1
Q

Reflexes

babinski

A

stroke foot from heel to toe and toes fan out (dorsiflex)

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2
Q

Reflexes

• Blink

A

eyes close in response to bright light/loud noise

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3
Q

Reflexes

• Moro

A

baby throws its arms out and then inwards in response to loud noise or wen its head falls

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4
Q

Reflexes

• Palmar

A

A baby grasps an object placed in the palm of its hand

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5
Q

Reflexes

• Rooting

A

When stroking a baby’s cheek it turns its head towards the stroking and opens its mouth

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6
Q

Reflexes

• Stepping

A

a baby held upright and carried forwards will step rhythmically

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7
Q

Reflexes

• Sucking

A

a baby sucks when an object is placed in its mouth

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8
Q

Reflexes

• Withdrawal

A

a baby withdraws its foot when its sole is prickeda baby withdraws its foot when its sole is pricked

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9
Q 
Freud
Oral
anal 
Phallic
Latency
Genital
A 
0-1 years
1-3
3-6
6-12
12+
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10
Q

anal

A

toilet training

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11
Q

PHALLIC

A

identify with adult role models

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12
Q

LATENCY

A

expanding social contacts (usually wit same sex peers)

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13
Q

GENITAL

A

establishing fam n next generation

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14
Q

freuds theory

A

five stages where kids get source of gratification
if unresolved-will get ‘stuck’ in that stage
development stops at 12 yrs

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15
Q

eriksons’s theory

A

8 stages of conflict that is a turning pnt for development.

can to next stage even if u fail at the stage

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16
Q

basic trust vs mistrust

A

0-1 yrs

sense that world is a safe place

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17
Q

autonomy vs shame/doubt

A

1-3 yrs

understand that can control own actions, but doubts capabilities ‘i want to do everything myself!’

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18
Q

initiative vs guilt

A

3-5yrs
try new things
guilt can come from conflict wit friends
KINDER

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19
Q

industry vs inferiority

A

6-adolescence
goin to skool now, learning new things, becoming competitive but noeing they’re not the best at everything
PRIMARY SKOOL

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20
Q

Identitiy vs indentity confusion

A

adolesence
working out ur identity from many identities -teenage-y!
e.g. work out wat u want to do after high school

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21
Q

intimacy vs isolation

A

young adulthood

share identity /connect with someone

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22
Q

generativity vs stagnation

A

middle adulthood

having kids, shift focus from urself to next gen

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23
Q

integrity vs despair

A

late life
making sense of ur life, reflecting
acepting or feeling despair

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24
Q

paiget’s

A

how kids construct knowledge over time

3 key concepts
scheme,assimilation, accommodation

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25
assimilation
putting new info into schema
26
accommodation
altering existing schema to fit wit new info
27
sensorimotor
0-2 yrs uses senses n motor skills to explore major gain-learns object permanence
28
preoperational
2-6 yrs use symbolic thinking (language, gestures, numbers). egocentric view of world major gains-imagination flourish, use of symbolic thinking
29
concrete operational
``` 7-11 yrs understands logic (can add, subtract) major gains- understand basic concepts like number, classification n conservation ```
30
formal operational
11 yrs + can think about hypothetical concepts n abstractions major gains- can discuss ethics, politics, social issues etc
31
lang develop
0-1-coo n babble at 1st birthday- start to talk, first words 1-2-vocab expands by fast mapping, 2 word sentences, turn taking. few hundred words 3-5 yrs- vocab expands, grammar added . 10,000 words
32
zone of proximal development
how much kid would learn without help
33
understanding death
preoperational- death reversible, eyes closed concrete - universality, irreversibility, due to things outside body e.g. guns formal operational- inevitable, universal, causality
34
understanding death-age specific
before 10 yrs- no understanding of bio behind death | at 5-8 yrs- starts to understand bio
35
memory
newborns-memory lasts a few seconds by 5 mnths-have memory of faces up to 3 mnths by 2 yrs- complex memory
36
aspects of memory
encoding storage retrieval accessing memories
37
naive theories
physics -by 5 mnths, understand objects can occupy same space. + unsupported objects will fall bio -4 yr olds know that living thins move/grow/heal n inanimate objects don't
38
carey's conceptual change theory
before age 6/7-kids use intuitive psych 'tummy rumbles wen u are hungry cos it WANTS to eat. Lungs r for talking' at age 6/7- use mechanistic explanations 'stomach does not want to digest the food. Rather, that’s just the way the body works. '
39
APGAR-assess on scale of 10
``` • A – appearance (skin tone) • P – pulse (HR) • G – grimace (reflexes) • A – activity (muscle tone) • R – respiration (breathing effort) • +7 is considered normal needs attention= 4-6 life threatening= 3 or less ```
40
neonatal behavioural assessment scale
assess 1. autonomic: body regulation (e.g. breathing) 2. motor: activity level n control of body 3. state:maintaining states (e.g. alertness) 4. social: interacting wit people
41
cyring -basic
starts softly n build up in volume n intensity (hungry/tired)
42
crying - mad
more intense n louder
43
cryin g-pain
starts wit loud wail n then long pause with gasping
44
newborn locomotion
stepping -early as 6-7 mnths walking (unsupported) -12-15 mnths ffine motor skills – 4 months – clumsily reaching for objects – 5 months – coordinates movement of two hands – 2-3 years – zippers but not buttons can be used – 6 years – tying shoes
45
dynamic systems theory
idea that motor development involves many distinct skills that are organised n reorganised over time to meet demands of specific tasks
46
new born growth
* most rapid during infancy * double weight by 3 mnths * triple weight by 1 year
47
– Preattachment
birth – 6/8 weeks) – will attach to anyone, not picking who’s who
48
– Attachment in the making
(6/8 weeks to 6/8 months) | • thinks mothers do it better-sticks to mum
49
– True attachment
``` 6/8 months to 18 months gives the infant a secure base to start to explore the world eg kid crawls forward, • then turns around n • looks back to mother • checkin with the mother • to see if its ok ```
50
– Reciprocal attachment
18 months onwards | helps adult as adult helps u
51
secure attachment
easily comforted by mother, crying stops, begins to play again
52
avoidant attachment
ignores mother, continues wat they were doing –almost like expectation that they should be independent
53
resistant attachment
difficult to console, baby remains upset
54
– Disorganised attachment
confused and unsure of reaction
55
altruism
present as early as 18 mnths
56
issues in development
nature vs nuture continuity vs discontinuity universal vs context specifif
57
life span perspective -paul baltes
multidirectionality, plasticity, historical context
58
selective optimisation n compensation model
select n optimise n compensate...
59
Primary sex characteristics
sex organ
60
Secondary sex characteristics
features that appear during puberty e.g. breasts, pelvic width, facial hair, voice changes, broadening of shoulders in boys
61
menarche
onset of menstruation
62
• Spermarche
first spontaneous ejaculation with few sperm
63
• Gender labelling
0-30 months– self-recognition as a boy or girl by outward appearance. If person wears dress=girl, even if that person was boy before . believe it is possible to change gender
64
• Gender stability (stage 2
3-4 years gender is consistant, though consistent across situations e.g. a man may be seen to be female when doing a 'feminine activity'. Thus, these children are still swayed by outward appearance.
65
• Gender consistency (stage 3)
– 4-5 years –gender isn’t changing despite changes in appearance or activity. understand that gender is constant over time and situations
66
• Gender typing
process by which children acquire a gender identity
67
gender constancy
=stage 2+3 =understanding that gender both stable n consistent
68
Cognitive - Theory of Mind • Focuses on understanding of thoughts, beliefs, desires and intentions •
By 2 years – child understands desires and their relationship with actions • By 3 years – able to distinguish between mental and physical world • By 4 years – firm grasp on how thoughts and beliefs explain behaviour

MED 1022 (16 decks)

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