HLSD Flashcards
Reflexes
babinski
stroke foot from heel to toe and toes fan out (dorsiflex)
Reflexes
• Blink
eyes close in response to bright light/loud noise
Reflexes
• Moro
baby throws its arms out and then inwards in response to loud noise or wen its head falls
Reflexes
• Palmar
A baby grasps an object placed in the palm of its hand
Reflexes
• Rooting
When stroking a baby’s cheek it turns its head towards the stroking and opens its mouth
Reflexes
• Stepping
a baby held upright and carried forwards will step rhythmically
Reflexes
• Sucking
a baby sucks when an object is placed in its mouth
Reflexes
• Withdrawal
a baby withdraws its foot when its sole is prickeda baby withdraws its foot when its sole is pricked
Freud Oral anal Phallic Latency Genital
0-1 years 1-3 3-6 6-12 12+
anal
toilet training
PHALLIC
identify with adult role models
LATENCY
expanding social contacts (usually wit same sex peers)
GENITAL
establishing fam n next generation
freuds theory
five stages where kids get source of gratification
if unresolved-will get ‘stuck’ in that stage
development stops at 12 yrs
eriksons’s theory
8 stages of conflict that is a turning pnt for development.
can to next stage even if u fail at the stage
basic trust vs mistrust
0-1 yrs
sense that world is a safe place
autonomy vs shame/doubt
1-3 yrs
understand that can control own actions, but doubts capabilities ‘i want to do everything myself!’
initiative vs guilt
3-5yrs
try new things
guilt can come from conflict wit friends
KINDER
industry vs inferiority
6-adolescence
goin to skool now, learning new things, becoming competitive but noeing they’re not the best at everything
PRIMARY SKOOL
Identitiy vs indentity confusion
adolesence
working out ur identity from many identities -teenage-y!
e.g. work out wat u want to do after high school
intimacy vs isolation
young adulthood
share identity /connect with someone
generativity vs stagnation
middle adulthood
having kids, shift focus from urself to next gen
integrity vs despair
late life
making sense of ur life, reflecting
acepting or feeling despair
paiget’s
how kids construct knowledge over time
3 key concepts
scheme,assimilation, accommodation
assimilation
putting new info into schema
accommodation
altering existing schema to fit wit new info
sensorimotor
0-2 yrs
uses senses n motor skills to explore
major gain-learns object permanence
preoperational
2-6 yrs
use symbolic thinking (language, gestures, numbers). egocentric view of world
major gains-imagination flourish, use of symbolic thinking
concrete operational
7-11 yrs understands logic (can add, subtract) major gains- understand basic concepts like number, classification n conservation
formal operational
11 yrs +
can think about hypothetical concepts n abstractions
major gains- can discuss ethics, politics, social issues etc
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
zone of proximal development
how much kid would learn without help
understanding death
preoperational- death reversible, eyes closed
concrete - universality, irreversibility, due to things outside body e.g. guns
formal operational- inevitable, universal, causality
understanding death-age specific
before 10 yrs- no understanding of bio behind death
at 5-8 yrs- starts to understand bio
memory
newborns-memory lasts a few seconds
by 5 mnths-have memory of faces up to 3 mnths
by 2 yrs- complex memory
aspects of memory
encoding
storage
retrieval
accessing memories
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
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. ‘
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
neonatal behavioural assessment scale
assess
- autonomic: body regulation (e.g. breathing)
- motor: activity level n control of body
- state:maintaining states (e.g. alertness)
- social: interacting wit people
cyring -basic
starts softly n build up in volume n intensity (hungry/tired)
crying - mad
more intense n louder
cryin g-pain
starts wit loud wail n then long pause with gasping
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
dynamic systems theory
idea that motor development involves many distinct skills that are organised n reorganised over time to meet demands of specific tasks
new born growth
- most rapid during infancy
- double weight by 3 mnths
- triple weight by 1 year
– Preattachment
birth – 6/8 weeks) – will attach to anyone, not picking who’s who
– Attachment in the making
(6/8 weeks to 6/8 months)
• thinks mothers do it better-sticks to mum
– 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
– Reciprocal attachment
18 months onwards
helps adult as adult helps u
secure attachment
easily comforted by mother, crying stops, begins to play again
avoidant attachment
ignores mother, continues wat they were doing –almost like expectation that they should be independent
resistant attachment
difficult to console, baby remains upset
– Disorganised attachment
confused and unsure of reaction
altruism
present as early as 18 mnths
issues in development
nature vs nuture
continuity vs discontinuity
universal vs context specifif
life span perspective -paul baltes
multidirectionality, plasticity, historical context
selective optimisation n compensation model
select n optimise n compensate…
Primary sex characteristics
sex organ
Secondary sex characteristics
features that appear during puberty e.g. breasts, pelvic width, facial hair, voice changes, broadening of shoulders in boys
menarche
onset of menstruation
• Spermarche
first spontaneous ejaculation with few sperm
• 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
• 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.
• 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
• Gender typing
process by which children acquire a gender identity
gender constancy
=stage 2+3 =understanding that gender both stable n consistent
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
