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Education > Infancy > Flashcards

Infancy Flashcards

1
Q

teething

A

some babies have constant pain as teeth come in, some have no pain
- teething rings and topical pain relief may help
teeth typically appear around 5-9 months

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2
Q

cephalocaudal trend

A

head to tail growth pattern
- head develops first, followed by lower body

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3
Q

proximodistal trend

A

centre of body outward growth pattern
- head, trunk and chest grow first, then arms and legs, then hands and feet

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4
Q

synapses

A

little gaps between neurons

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5
Q

axon vs. dendrites

A

axon: of the neuron releases the neurontransmitter

vs.

dendrites: receive the neurotransmitters

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6
Q

overproduction / exuberance (brain)

A

amount of dendritic connections increase

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7
Q

myelination

A

axons become encased in mylein sheath, which increases the speed of communication between neurons

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8
Q

three different brain regions

A
  1. hindbrain
  2. midbrain
  3. forebrain
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9
Q

hindbrain & midbrain

A
  • mature fastest
  • control basic biological functions necessary for life (e.g. breathing, heartbeat, movement etc.)
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10
Q

forebrain

A

limbic system and cerebral cortex

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11
Q

limbic system (3)

A
  1. hypothalamus (hunger, thirst, body temp. etc.)
  2. thalamus (sending and receiving sensory info)
  3. hippocampus (memory - slowest to grow)
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12
Q

cerebral cortex

A
  • controls speaking and understanding language, problem-solving, ideas and symbols
  • 85% of brain’s total weight
  • far longer than other animals’
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13
Q

lateralisation

A

specialisation of the two hemispheres

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14
Q

left hemisphere

A

language, info processing in logical way

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15
Q

right hemisphere

A

spatial reasoning, processing in logical way

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16
Q

4 lobes

A
  1. frontal lobe (planning for future/making decisions)
  2. parietal lobe (bodily sensations)
  3. occipital lobe (visual information)
  4. temporal lobe (auditory infomation, inc. language)
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17
Q

plasticity

A
  • infant brain is more flexible/highly responsive to environment
  • two types
    1. structual plasticity
    2. functional plasticity
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18
Q

environmental deprivation

A
  • can have significant effects on neurodevelopment
  • brain damage due to environmental deprivation is difficult to cure by 6 months
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19
Q

4 types of unresponsive care

A
  1. occasional inattention
  2. chronic under-stimulation
  3. severe neglect in a family context
  4. severe neglect in an institutional setting
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20
Q

custom complex

A

distinctive cultural pattern of behaviour that reflects underlying cultural beliefs

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21
Q

SIDS

A

sudden infant death syndrome
- leading cause of death in infants under 12 months
- infants fall asleep and never wake up
- may be due to transition from reflex to intentional behaviour when breathing is blocked

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22
Q

SIDS risk factors (5)

A
  • stomach sleeping
  • low birth weight
  • maternal smoking/2nd hand smoke exposure
  • soft bedding
  • sleeping in overheated room
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23
Q

gross motor skills

A

big movements involving larger muscles

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24
Q

gross motor skills milestones (1st year) (7)

A
  • holding head up without support
  • rolling over
  • sitting without support
  • crawling
  • standing
  • cruising
  • sometimes walking
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25
Q

fine motor skills

A

more precise motor abilities with smaller muscles

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26
Q

fine motor skills sequence (1 month - 12 months)

A
  • 1st month: pre-reaching reflex, grasp reflex
  • 3 months: intentional reaching
  • 4-5 months: reaching and grasping
  • 9-12 months: pincer grasp (thumb and forefinger)
27
Q

depth perception

A
  • ability to discern relative distance of objects from self in environment
  • requires binocular vision
28
Q

binocular vision

A

ability to coming the images of both eyes into one
- develops around 3 months

29
Q

intermodal perception

A

integration and coordination of sensory information (e.g. when they hear a sound they can turn to look for its source)

30
Q

Piaget’s sensorimotor substages (4)

A
  1. simple reflexes (0-1 month)
  2. first habits and primary circular reactions (1-4 months)
  3. secondary circular reactions (4-8 months)
  4. coordination of secondary schemes (8-12 months)
31
Q

simple reflexes

A

sucking, grasping, rooting (latching on to bottle or breast)
- more assimilation than accomodation

32
Q

first habits and primary circular reactions

A

actions start from unintentional action, but are repeated intentionally
- primary (focus on body) circular (repeated)

33
Q

secondary circular reactions

A

actions still start unintentionally, repeat actions in external world
- e.g. rolling a ball, pulling hair

34
Q

coordination of secondary schemes

A

actions begin as intentional goal-directed behaviour
- can coordinate schemes (move object to reach another)

35
Q

object permanence

A

awareness that objects continue to exist even when we can’t see or touch them
- develops around 8-12 months

36
Q

information processing approach

A
  • sensory memory (brief memory that retains impression of sensory information)
  • short term memory (information that is current focus of attention)
  • working memory (aspect of short term where info is stored as it’s comprehended)
  • long term memory (info that is committed to longer-term storage)
37
Q

habituation

A

gradual decrease in attention

38
Q

dishabituation

A

revival of attention with a new stimulus

39
Q

joint attention

A

ability to attend to what others are attending (looking and pointing at what others are looking at)
- develops by 12 months

40
Q

habituation measures

A
  • eye contact (how long?)
  • heart rate (how slow?)
  • sucking thumb (how fast?)
41
Q

recognition memory

A

recognising something as correct once its seen
- easier for babies
- e.g. the Chase when at the board

42
Q

recall memory

A

remembering something without hint
- e.g. the final Chase

43
Q

Gessell Scales (4)

A
  • motor skills
  • language use
  • adaptive behaviour
  • personal-social behaviour

produces developmental quotient (DQ)

44
Q

Bayley Scales (4)

A
  • cognitive
  • language
  • motor
  • habituation

suitable for 16 days - 3.5 months old
BSID-III Scale

45
Q

mozart effect

A

belief that listening to mozart made information retain better - led to creationg of educational videos and DVDs

46
Q

prelinguistic communication

A
  • cooing (ooh-ahhing) - 2 months
  • babbling (ba-ba-ba, da-da-da) - 4-10 months
47
Q

non-verbal communication

A

facial expressions, gestures pointing, imitation (8-10 months)

48
Q

infant directed speech

A
  • ‘motherese’ / baby talk
  • pitch and voice are higher
  • intonation exaggerated
  • infants prefer it
49
Q

temperament

A
  • Thomas and Chess
  • innate differences in the way in which individuals respond to the world around them
  • biologically based raw materials
50
Q

Thomas and Chess’ aspects of behaviour (3)

A
  • abilities: capacity to carry out behaviour
  • motivation: reason for performing behaviour
  • temperament: style in which they perform behaviour
51
Q

dimensions of temperament (6)

A
  1. activity level
  2. adaptability
  3. intensity of reactions
  4. quality of mood
  5. emotionality
  6. sociability
52
Q

temperament traits (9)

A
  1. sensitivity
  2. activity level
  3. regularity
  4. intensity
  5. approach/withdrawal
  6. adaptability
  7. persistence
  8. distractibility
  9. mood
53
Q

goodness-of-fit

A
  • child’s behaviour and development shaped by interaction of temperament and environment
  • parents reactions/responses can strengthen or weaken infants persistence with temperament
54
Q

secondary emotions (3)

A

require social learning
- shame
- embarrassment
- guilt

55
Q

primary emotions (6)

A
  • anger
  • sadness
  • fear
  • disgust
  • surprise
  • happiness
56
Q

emotional contagion

A

if an infant hears another infant crying, they start crying too

57
Q

still-face paradigm

A

infants come to expect certain emotional reactions from others (video of mum with a still face and baby crying)

58
Q

social referencing

A

infants learn to adapt and change their emotional reactions in response to others

59
Q

erikson’s infant stage

A

trust vs. mistrust

60
Q

Bowlby

A

evolutionary theory of attachment
- feeding is not the basis for attachment
- biologically preprogrammed to form attachments to survive

61
Q

internal working model

A

cognitive framework for understanding world, self and interactions with others

62
Q

3 types of attachment

A
  1. secure
  2. avoidant
  3. resistant
63
Q

three progressive stages of distress

A
  1. protest: infant cries, screams, protest angrily when parents leave
  2. despair: infant protesting stops, appear calmer but still upset
  3. detachment: if separation continues infant will engage with other people, reject primary caregivers on return

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