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331: Growth + Development > Infant GD 2 > Flashcards

Infant GD 2 Flashcards

1
Q

Motor Development: at 2 months

A
  • Holds head erect in mid-position

- Turn from side to back

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2
Q

Motor Development: at 3 months

A
  • Hold head erect and steady
  • Open or close hand loosely
  • Hold object that is put in hand
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3
Q

At 4 months

A

Sit with adequate support

Roll over from front to back

Hold head erect and steady while in sitting position

Bring hands together in midline and plats with fingers

Grasp objects with both hands

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4
Q

At 5 months

A

Balance head well when sitting

**Sit with slight support

Pull feet up to mouth when supine

Grasp objects with whole hand

Hold one object while looking at another

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5
Q

6 months

A

**Sit alone briefly

Turn completely over (abd to abd)

Lift chest and upper abdomen when prone

Hold own bottle

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6
Q

7 months

A

**Sit alone

Hold Cup

Imitate simple acts of others

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7
Q

8 months

A

**Sit alone steadily (independent)

Drink from cup w/assistance

Eat finger food that can be held in one hand

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8
Q

9 months

A

Rise to sitting position alone

**Crawl (pull body while in prone position)

Hold one bottle with good hand-mouth corrdination

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9
Q

10 months

A

**Creep well (use hands and legs)

Walk but with help

Bring hands together

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10
Q

11 months

A

**Walk holding on furniture (cruise)

Stand erect with minimal support

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11
Q

12 months

A

**Stand-alone for variable length of time

**Sit down from standing alone

**Walk a few steps (with help or alone) hands held at shoulder height for balance

Pick up small bits of food and transfer them to mouth (pincer grasp)

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12
Q

Kohlberg: Infant

A

Preconventional Morality-Obedience and Punishment Orientation

Thinking in stage 1 is “preconventional”: children do not yet speak as members of society. Instead, they see morality as something external to themselves, as that which the big people say they must do.

The child responds to the punishment or reaction from mom and dad when they do something bad, NOT because they know it’s wrong.

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13
Q

Erikson: Infant

A

Trust vs Mistrust

  • In “sync” with caregiver
  • Infant cannot tolerate frustration
  • Infant is entirely dependent on caregivers, the quality of care that the child receives plays an important role in the shaping of personaility.
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14
Q

Piaget: Infant

A

Sensorimotor

  • Progression from simple reflexes to simple repetitive acts
  • Learns they are separate from others and objects
  • Object permanence
  • Begins to use symbols
  • Intelligence takes the form of actions
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15
Q

Piaget: Infant Sensorimotor

A

First 4 stages of Sensorimotor occur between 1-12 months (Infant)

  1. Reflexive (0-1M)
  2. Primary circular reaction (1-4M) -don’t know they are separate from environment, start to make connections
  3. Secondary circular reactions (4-6M) -They are now separate from environment, cause + effect, symbols
  4. Coordination of secondary schema(9-12M)
    - Actions become intentional, Object permanence,
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16
Q

Infant: Sexuality

A

Begins at birth from parental feedback (+ and accepting)

  • Heightened oral sensitivity
  • Skin to skin contact
  • Acceptance by parents
17
Q

Infant: Attachment

A

Depends on the infants ability to discriminate the mother from others and on the development of object permanence
-Parent-infant attachment critical to mental health

  • Learns that crying brings attention
  • Infant smiles in response to other smiling
  • Infant shows fear of strangers (Stranger anxiety)
  • responds socially to their name
18
Q

Behaviors influencing attachment

A
  • Differential crying, smiling, and vocalization
  • Crying when mother leaves
  • Visual-motor orientation (looking at mother)
  • Approaching through locomotion
  • Clinging
  • Exploring away from mother using her as a base
19
Q

Social Smile

A

6-8 weeks

-to caregiver (8-10in from face)

20
Q

Infant: Social Development 1-7 months

A

1 week: show preference for human face

6-8 weeks: social smile

3M: show excitement at new things

6M: very personable and interactive (happy)

7M: imitate actions, show displeasure

21
Q

Infant: Social Development 8-12 months

A

8M: imitating sounds (G’s)

10M: playing games like pat a cake

9-10M: understand simple commands and “on”

12 months: can be very interactive showing pleasure and displeasure doing some things themselves

22
Q

Infant: Social Development: Effects of Prolonged Separation

A

Emotional deprivation during first 3 years of life

Physical growth slower, more prone to infections and disease

Stages:

  1. Protest
  2. Despair
  3. Detachment
23
Q

Infant: Social Development: Reactive Attachment Disorder

A

Occurs after maladaptive or absent attachment

Child may refuse to make eye contact, poor impulse control, destructive to self and others

May lead to antisocial behavior

Nursing intervention: Warm, responsive, and interactive with infant during separation

24
Q

Stranger Anxiety + Stanger Fear

A

Stranger Fear: 6-7M age

  • becomes leery of people they don’t
  • A testament to how well child and parent have bonded

Separation Anxiety: 9-10M

  • Can linger for a long time
  • fearful of parent leaving
25
Q

Infant: Sensory Development

A

0-1 Year

  • Hearing and touch well developed at birth
  • Sight not fully developed until 6 years
  • Smiles at 2M
  • Searches and turns head to locate sounds by 2M
  • Has taste preferences by 6M
  • Responds to own name by 7M
  • Able to follow objects by 12M
  • Can vocalize 4 words by 1 year
26
Q

Infant: Emotional Development

A

Emotions are unstable, rapidly changing from crying to laughter

His affection or love for family members appears

  • 10M: he expresses several beginning recognizable emotions (anger, sadness, pleasure, jealousy, anxiety, and affection)
  • 12M: Emotions are clearly distinguishable
27
Q

Infant: Stress + Coping

A
  1. Loss of caregivers
  2. Loud noises
  3. Bright Lights
  4. Sudden movements
28
Q

Infant: Sleep

A

First 4M of life: 16-20 hrs a day

By 5M, most infants are sleeping through the night with 2 daytime naps

29
Q

Infant: Play 0-3 months

A

0-3M

-Play isn’t differentiated, smiling and squealing

30
Q

Infant: Play 3-6M

A

3-6M

  • Shows some discriminant interest
  • 4M: laughs out load

Major Focus: sensory stimulation, learning to distinguish self from environment

Solitary play: play activities are for short periods. Parents can talk, sing, laugh, and read with the infant. relationship between infant and caregiver very important

Appropriate toys: rattles, mobiles

31
Q

Infant: Play 7-12M

A

Have sensorimotor skills and discriminate between who they will play with

Major Focus: Promote sense of security; sensory stimulation; gross and fine motor stimulation; beginning casual relationships; object permanence

Infants are becoming more interactive

Appropriate toys: Balls, squeeze toys, push or pull toys, blocks, nesting toys

32
Q

PLAY

A

The type of toy is not nearly as important as the quality of the interaction with people they play with!

33
Q

Infant: Language Development

A

Crying (1-1.5 hrs/day, up to 3 weeks, up to 2-4 hrs/day at 6 weeks, then decreases)
-By the end of 1st year, will have a specific cry for different needs and wants

Vocalization begins: 5-6 weeks

34
Q

Infant: Language Development Times

A

2M: coos, cry is differentiated

3-4M: consonant sounds, laughs loud

5-7M: vowel sounds

8M: imitating sounds, combining syllables

9-10M: understand simple commands and NO

12M: can say 3-5 words with meaning besides MAMA and DADA

35
Q

Infant: Hearing

A

BAER hearing test done at birth

  • Ability to hear correlates with ability to enunciate words properly
  • Always ask about history of otitis media- ear aiding devices
  • Early referral to MD to assess for possible fluid in ears (effusion)
  • Repeat hearing screening test
  • Speech therapist as needed
36
Q

Red Flags in Infant Development

A
  1. Unable to sit alone by 9M
  2. Unable to transfer objects from hand to hand by 1 year
  3. Abnormal pincer grip or grasp by 15M
  4. Unable to walk alone by 18M
  5. Failure to speak recognizable words by 2 Years
37
Q

Patterns of Temperament

A

The Easy Child: self sooths, parents still need to pay attention to

The Slow to Warm UP Child: More cautious, slowly expose to things

The Difficult Child: unable to self sooth, restless, easily distracted, light sleepers, parents need to be patient.

38
Q

Spoiled Child

A

Not to be confused with crying in early infancy, normal toddler negativism, and tantrums, difficult temperament or ADD, or effects of extreme stress in the home

Needs consistent, clear guidelines and rules

39
Q

Setting Limits

A

Infant Discipline (6-18M)

  • Setting limits to ensure safety
  • Start with stern “NO” negative eye contact, removing child from unsafe situation
  • Use gestures

331: Growth + Development (14 decks)

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